Abstract
The word 'paradigm' appears in a number of Cornelia Roux's published works. This article re-examines her use of 'paradigm' in the light of Thomas Kuhn's The Structure of Scientific Revolutions. Drawing on recently published work on religion and education, I elaborate why researchers and educators alike require a more rigorous theoretical conceptualisation of the underlying paradigms of contemporary religious education. Outlining how a satisfactory understanding of the paradigms in religious education require an understanding of the epistemological grounds of each, the article presents, by way of demonstration, a critical outline of six such paradigms: the scriptural-theological; the phenomenological; the spiritual-experiential; the philosophical-conceptual; the socio-cultural; and the historical-political.
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References found in this work BETA

The Structure of Scientific Revolutions.Thomas S. Kuhn - 1962 - Chicago: University of Chicago Press.
Kant: Political Writings.Immanuel Kant - 1991 - Cambridge University Press.
The Varieties of Religious Experience.William James - 1903 - Philosophical Review 12 (1):62-67.

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