This study proposes an approach to physics education grounded in Thomas Kuhn’s philosophy of science, aiming to achieve a balanced integration between critique-oriented and framework-oriented pedagogical models. The paper begins by critically examining the prevailing emphasis on critical thinking in science education—particularly within physics—and seeks to deconstruct some of its underlying assumptions. Conversely, it explores the framework-oriented approach, often associated with traditional, transmission-focused models of teaching. Drawing on Kuhn’s conceptualization of paradigms and research traditions, the study develops an alternative framework that synthesizes the reflective rigor of critique-oriented education with the structural coherence of framework-oriented methods. Ultimately, the paper challenges certain idealized claims advocating for the complete elimination of preconceptions and paradigms, arguing that, from a philosophical standpoint, such claims are both impractical and inconsistent with the nature of scientific inquiry.
