在教育研究的历史上，迄今出现三种范式：哲学研究范式，定量研究范式，定性研究范式。
There occurred three paradigms in the education study history: philosophic research paradigm, qualitative research paradigm and quantitative research paradigm.
“中国哲学合法性”的提法有两个问题维度，即中国有无哲学与中国哲学研究范式的主体性。
The formulation of the legitimacy of Chinese philosophy is two_dimensional, that is, the existence of philosophy in China and the subjectivity of the study pattern of Chinese philosophy.
要使哲学对话富有成效，就必须将不同哲学研究范式之间的比较转换为对话哲学视域下的不同对话范式之间的比较。
So, in order to make philosophical dialogues more effective, we must turn to the comparison among different dialogic modes from the contrast among different philosophical research models.
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