This report suggests that research in education, as well as the design of instruction, can be importantly influenced by the paradigm that guides the work. The application of a paradigm to educational research is illustrated, and two paradigms (reception learning and discovery learning) are contrasted. Finally, it is suggested that all educational research be guided by some paradigm, for ultimately all paradigms are modified or discarded. The issue is not whether the paradigm is true but whether it is useful. Special emphasis is given to the paradigm for reception learning, especially that of Ausubel. (Author/BB)