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This article has been originated from an analytic, theoretical and qualitative research. It seems all scientific theories such as learning theories, have been guided by more basic approaches such as philosophical and epistemological ones. In broadest level, theories grow under scientific paradigms. So recognizing and analyzing of underlying paradigms lead to deeper knowledge of learning theories and develop ways to use them more efficiently in education contexts. This matter is more important where we face to different educational contexts or different philosophy, epistemology، anthropology and axiology. For example, in the case of Iran, epistemological base of Islamic realism is different from postmodernism. In this article contemporary scientific paradigms- modernism, postmodernism، and complexity- have been studied in comparison with each other and determined their philosophical and epistemological approaches. At the end, the relationship between learning theories- behaviorism, cognitivism, constructivism, and connectivism- in one hand and these paradigms, in other hand, has been examined