![]() This propels the combination of the paradigm shift with transdisciplinarity and the specific solutions to major challenges. ![]() Additionally, it is very important for scientists to deduce common knowledge, even common principles, from disciplinary case studies in application-driven research. What could be the bridge that connects these two aspects? We believe the following changes are highly important: firstly, research contents are being extended from equilibrium static states to dynamic structures and from local phenomena to system behavior secondly, research methods have gradually shifted from qualitative analysis to quantitative prediction, from single discipline-based to transdisciplinarity-oriented, and from data processing to artificial intelligence thirdly, research domains are moving from fragmented knowledge to integrated knowledge systems, from traditional theories to complexity sciences, from detail-focused to multiscale-associated, and from multilevel discipline-based study to the pursuit of universal principles. Unfortunately it remains paralleled discussion on these two aspects, with the former involving a more generic view of the science development trend-the paradigm shift, while the latter concerning specific real-world problems to be solved. On the other hand, more effective ways to meet global challenges, such as climate change, major diseases, natural disasters, and governance of social and economic systems, are still to be explored. Scientific problems unsolved with existing know-ledge or through traditional approaches can be found in all disciplines. And this will lead high-quality program planning and implementation of effective strategies to promote all children’s learning and development.In recent years, the paradigm shift in science has become a hot topic in the global scientific community. Ideas and activities in this resource also might trigger a paradigm shift in how you view those that are different from yourself.Īs the research community shifts its deficit paradigm and redefines its research agenda, the knowledge base will expand to highlight successes and assets of children and their families. ![]() It does not just happen, but rather it is driven by agents of change who might be families, community advocates, political leaders, researchers, educators, as well as other professionals. A shift in mindset – a paradigm shift – is often experienced as a revolution or a transformation. And this biased information leads many professionals to conclude that children from minority families are “at risk” and that they have many deficits to overcome in their learning and development.īut paradigms are not set in stone and for sure, the deficit-oriented paradigm needs to be turned on its head. Therefore, more is known about the problems than the positive qualities and strengths of the minority groups being studied. For example, research on minority children often employs a deficit perspective, and as a result, the knowledge base highlights the adversity and maladaptation of the minority children (Cabrera, 2013 a). Scientific paradigms influence the ways that researchers in child development, often done by those in privilege and power, think and conduct their work. Too often, children and their families in minority populations are considered “at risk” by policy makers, educators, and the media rather than “placed at risk” by a system that has historically viewed them from a deficit paradigm (Boykin, 2013). These place emphasis on what people and families in that population are lacking. Paradigms around diversity are often deficit-oriented, focusing on problems and vulnerabilities in the population being considered. Paradigms have been shaped over a lifetime by many influences that include families, schools, social and professional experiences, and the media. \)Ī paradigm is the assumptions, concepts, values, and practices that influence how people view the world.
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