• N. Chernuha
  • V. Zhelanova


paradigm, educational paradigm, multiparadigmatic, cognitive, personal, meaningful, reflective paradigm of education.


Represented article justifies the necessity and expediency of implementing poli-paradigm methodology in
modern higher education. Definition analysis of major concepts was researched and explained, mainly “paradigm”,
“educational paradigm.” Basing on comparative analysis essence of the phenomenon poli-paradigm as research
methodology is a conceptual synthesis of several existing educational paradigms. As a result of comparative analysis
of cognitive, personal, semantic paradigms in education (in other words their comparison and explanation of
similarities, differences, advantages and disadvantages), it was proved that each characterized paradigm has its
positives and limitations. It was found positive concepts of cognitive, personal, semantic paradigms of education.
The examples of co-existence in the form of practically-oriented system of contextual studying were overviewed.
Considering reflective education paradigm (mission, content, best practice and studying forms, the relationship
between teacher and student, criteria, function). It is proved that reflexively oriented education paradigm has a
number of obvious advantages: it is based on the realization of subjects of education of profession activity semantic
features; aimed on creating of individual self- actualization (the individual as a “subject” of his life) allows you to
develop such skills as grounded, reasoned, logically correct thinking; forms the ability to think independently and
critically. The article confirms that the reflexive paradigm is a poli-paradigm synthesis of cognitive, personal, semantic
paradigms, which are the basis of modern higher education.


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How to Cite

Chernuha, N., & Zhelanova, V. (2019). IMPLEMENTATION METHODOLOGY MULTIPARADIGMATIC IN MODERN HIGHER EDUCATION. Continuing Professional Education: Theory and Practice, (3-4), 17–22. Retrieved from