The reflections of art and science relation within the paradigmatic approach in the philosophy of science on graduate art education programs

The main objective of the research was to present proofs of the fact that paradigm concept and paradigmatic model continues their validity in all historic, social, political, economic and cultural areas and have a similar structural identity. Accordingly, findings of temporal continuity experienced in a common way in all areas and past-future-now trialectic preserving its cyclic continuity were reached. Descriptive survey method was used in scanning model in this research. Following the examination of the change and development in fields of art, science, philosophy and education in terms of paradigmic approach, re-interpreting the paradigmatic dimensions, effects and validities of the progress in different areas in terms of artistic representation, they were covered in a more comprehensive manner with different historical borders, calls for change, politic and cultural dimensions. Following the examination of science's conceptual structure, different approaches in the philosophy of science and paradigmatic development of science based on the paradigmatic model brought in the history of science by Thomas Kuhn and contemporary science understanding, theoric bases of history, social and cultural sciences were analyzed with the theoric structure of natural sciences and the validity of the research was emphasized. As the supporter of relational advancement model among different areas, the changing of social structure, intellectual change experienced in philosophy and the change experienced in the field of education were analyzed. The effect of advancement steps on the change of art in terms of form and content was examined in line with the historical conditions in all fields. Following the definition of the change of art under the effect of other areas, interaction model was evaluated within the paradigmatic phase on science and art. At the final stage of the hypothetic analysis stage of the research, each period defined as paradigm and usual science activity were analyzed in detail starting from Newton paradigm and in the Einstein's physics and quantum mechanic paradigms sampling and the effect of its intellectual basis on art was examined. A focus group interview was made with the study group including postgraduate students in different fields in five universities in İzmir to define the awareness on the relational aspects of science, art, history, society, philosophy and education areas. Findings acquired at the end of the interview including eight half structurized and open ended questions showed that paradigm concept couldn't be associatively interpreted although it can be defined in different areas and although the paradigm change experienced in the field of art could be evaluated based on history and society, the awareness for the effect of scientific developments wasn't adequate and although a high awareness is available on the change experienced in the field of education and news education models, an equal amount of application adequacy was emphasized. Based on the analysis made, it was observed that although the participants had taken classes with similar content from almost all of the fields such as art, science, philosophy and education, they weren't aware of the dialectic and trialectic relation between these areas or didn't have any thinking experience on the relation between science and philosophy although they could define science philosophy. Starting from the idea that comprehensive researches on the field of education are always important for social development, the findings acquired from the hypothetic scope of the research were combined with the data acquired from the focus group interview and a conclusion was reached and suggestions for new researches were defined.