Różnorodność paradygmatów dydaktyki akademickiej. O potrzebie komplementarności podejść
The plurality of academic didactics paradigms. On the need for complementarity of approaches

Summary/Abstract: This paper concerns itself with the interdisciplinary natureof academic didactics as a field of social sciences that usesknowledge and results derived from educational sciences,psychology, philosophy, sociology and didactics specific toparticular subjects. It was pointed out that considerationson teaching practices in all scientific disciplines constituteanother source of knowledge for the field of academic didactics.The diversity of theoretical and methodologicalapproaches is determined by science-specific and discipline-specific research methodology paradigms, diversifiedteaching cultures dependent on environmental conditionsas well as diversified teaching class patters for students thatare often specific to an educational profile. The issue addressedin this paper is whether a single didactic paradigmexists that would unify approaches so different in terms oftheory and practice. The paper provides a map of academicdidactics paradigms, a description of difficulties related toparadigmatic translations as well as the lack of consent tothe multiparadigm approach and issues with interferencesand shifts between paradigms. Despite the existing difficulties,the suggestion is made to promote the complementaryattitude to various approaches. It is supported by the conceptof relations between the assumed academic didacticseffects and teaching strategies that lead thereto, which areconstituted by different teaching and learning patterns.

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