Kuhn argues that a paradigm generally emerges from among such competing schools as the result of a particularly attractive or powerful accomplishment that places one school in a better position than the others. With the establishment and common acceptance of one particular theoretical structure, researchers can direct their observations and experiments in accordance with the ontological and methodological landscape provided by the agreed upon paradigm. Under such guidance, scientists are in a position to judge the value of various observations, and delineate between important lines of investigation and those without promise. Thus normal science, in contrast to its "immature" precursor, is characterized as purposeful, directed, and capable of advancement just in light of the fact that a paradigm exists as a qualifying standard.
Burnette, Angela, "Plantinga and the Theory of Knowledge" (1998). Honors Projects. 9.