In our chapter in the first edition of this Handbook (see record
1994-98625-005), we presented two tables that summarized our positions, first, on the axiomatic nature of paradigms (the paradigms we considered at that time were positivism, postpositivism, critical theory, and constructivism, p. 109, Table 6.1); and second, on the issues we believed were most fundamental to differentiating the four paradigms (p. 112, Table 6.2). These tables are reproduced here as a way of reminding our readers of our previous statements. The axioms defined the ontological, epistemological, and methodological bases for both established and emergent paradigms. The issues most often in contention that we examined were inquiry aim, nature of knowledge, the way knowledge is accumulated, goodness (rigor and validity) or quality criteria, values, ethics, voice, training, accommodation, and hegemony. An examination of these two tables will reacquaint the reader with our original Handbook treatment. Since publication of that chapter, at least one set of authors, J. Heron and P. Reason, have elaborated on our tables to include the participatory/cooperative paradigm (Heron, 1996; Heron & Reason, 1997, pp. 289-290). Thus, in addition to the paradigms of positivism, postpositivism, critical theory, and constructivism, we add the participatory paradigm in the present chapter (this is an excellent example, we might add, of the hermeneutic elaboration so embedded in our own view, constructivism). Our aim here is to extend the analysis further by building on Heron and Reason's additions and by rearranging the issues to reflect current thought. (PsycINFO Database Record (c) 2012 APA, all rights reserved)