This chapter aims to connect the typical and unconventional implications of educational meanings of educational sciences and educational psychology paradigms and to explore the sophisticate case study from the authentic classroom. There are multiple discontinuities in the literature from the fieldwork generated by globalization, re-globalization and de-globalization, sharing knowledge, and different decision-making processes from educational systems. On the other hand, the network of various discourses of the authors invited in this book illustrates possible epistemological answers to the critical problems from the contemporary life school. To conclude, the introductory chapter discusses the culture of paradigms in terms of dynamic, alternative, complementary, and comparative models of knowledge.
Introductory Chapter: Will a Cooperation between Polarized Paradigms in Educational Psychology Be Possible?
