Specificul schimbărilor educaţionale

Abstract

Change is ubiquitous and relentless, forcing itself on us at every turn. It is remarkable how far this study of educational change has come in the last years, since it started in earnest in the 1960s. I will not review the evolution of this development except to say that it has brought us to the beginning of a new phase which will represent a quantum leap - a paradigm breakthrouth – in how we think about and act in relation to change. It is a world where change is a journey of unknown destination, where seeking assistance is a sign of strength, where simultaneous top-down bottomup initiatives merge, where collegiality and individualism co-exist in productive tension. Senge (1990) reminds us that the Greek word metanoia means „a fundamental shift of mind”. This is the what we need about the concept of educational change itself. Without such a shift of mind the insurmountable basic problem is the juxtaposition of a continuous change theme with a continuous conservative system.