Research article    |    Open Access
International Journal on New Trends in Education and Their Implications 2016, Vol. 7(4) 65-83

An Integration of Social Paradigms into the Analysis of Social Development Theories

Sath SORM, Ilhan GUNBAYI

pp. 65 - 83

Publish Date: October 31, 2016  |   Single/Total View: 0/0   |   Single/Total Download: 0/0


Abstract

Of all social paradigms, the four paradigms provide alternative outlooks on the social nature by seeing in different views. In terms of rational approach, they’ve been deployed subjective-objective standpoint to discover the reality through debating two poles of analysis, the sociology of radical change and regulation dimension. The objective of this article aims at integrating the social paradigms into the analysis of the social development theories and to suggest an approach to apply the four paradigms as the analytical tool to interpret the social development theories. The basic method which was deployed to explain the theories was originated from the model of social theory analysis Burrell and Morgan (1979). In application, the process of analysis was carried out in four steps. It is conclude that the integration is compatible and some of them are able to be employed with only one paradigm while others are able to be sequentially applied with two paradigms.

Keywords: Development, Paradigm, Radical change, Society, Status quo


How to Cite this Article?

APA 7th edition
SORM, S., & GUNBAYI, I. (2016). An Integration of Social Paradigms into the Analysis of Social Development Theories. International Journal on New Trends in Education and Their Implications, 7(4), 65-83.

Harvard
SORM, S. and GUNBAYI, I. (2016). An Integration of Social Paradigms into the Analysis of Social Development Theories. International Journal on New Trends in Education and Their Implications, 7(4), pp. 65-83.

Chicago 16th edition
SORM, Sath and Ilhan GUNBAYI (2016). "An Integration of Social Paradigms into the Analysis of Social Development Theories". International Journal on New Trends in Education and Their Implications 7 (4):65-83.