Studies in continuing education vol:14 issue:1 pages:42-55
In this paper the author discusses two dominant paradigms that currently frame theory building and research practice, both in the discipline of development-communication and in the discipline of development-education: the modernist paradigm and the dependency paradigm. The discussion about the limits of both orientations clears the way for the multiplicity paradigm which attempts to transcend the shortcomings of the major paradigms. Furthermore, it is argued that the emergence of the multiplicity paradigm is influenced by the interpretative or communicative turn in social science. The interpretative approach pays special attention to the role of human beings as 'actors' in the social construction of reality. In addition to these arguments, the author refers to action research as a valuable methodology for development-communication and development-education. Finally, these considerations are completed with a critical evaluation of a research-project which the author finished some years ago.