In his book "The Structure of Scientific Revolutions," T.S. Kuhn suggests that incipient paradigm changes in science may be detected by examining certain shifts in emphasis in the literature of a particular field. If we grant his premise, the same possibility may be true in education. An examination of recent literature shows a shift toward a "systems approach" to conceptualizing the field of education. Although "systems approach" has led to the development of a model of learning theory, this model does not seem to be directly applicable to instruction. A more viable model may be totally new fornulation drawn not only from learning theory, but also from information theory, cybernetic systems, and bionics. These systems do not view audiovisual aids as supplementary to the instruction of classroom teachers, but see them as the means of instruction themselves, mediating the learning process directly. This view has obvious implications for classroom teachers, educational media specialists, and curriculum planners. Operations research and continued technological progress will very likely clarify this new paradigm. Those committed to the present paradigm will most likely be the last to recognize the change to a new one. (JY)