Czy pedagodzy przejmują się relatywizmem? O niektórych filozoficznych konsekwencjach tezy o paradygmatyczności współczesnej pedagogiki polskiej

The subject of this article is an analysis of the problem of relativism in educational science in the context of thesis on paradigmatic character of this science. Thomas Kuhn’s account of paradigm must be discussed in the first place, as well as the arguments for the recognition of its relativistic character. The elaboration of this issue opens the way for reflections on the reception of Kuhn’s views in educational science. Due to the modification of the concept of the paradigm justified by the specificities of social sciences it is complicated to state precisely, whether educational scientists present certain variations of relativism as a result of accepting the assertion that educational science is founded on paradigms.