ALTERNATIVE PARADIGMS FOR HELPING FAMILIES CHANGE THEMSELVES

The historical and philosophical foundations of family life education have influenced professionals in their endeavors to help families change themselves. This article elucidates the relationship between those foundational influences and the paradigms of knowledge and action commonly used within the profession. Three paradigms (instrumental/technical, interpretative, and critical/emancipatory) are examined as to their applicability in family life education. Implications for reconceptualizing family life education practices are explored.