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| Autor/in | Rubin, Louis |
|---|---|
| Titel | The Reformation of Schooling. |
| Quelle | , (28 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Change Strategies; Educational Change; Educational Policy; Educational Programs; Educational Responsibility; Evaluation Needs; Futures (of Society); Research Design; Research Needs; Research Problems; School Role; Social Development |
| Abstract | The necessity for reforming public education is evidenced in part by the failures of past programs and in part by the requirements of the future. The anti-school mood of the present is forcing a more realistic evaluation of the potentiality education possesses in counteracting the disintegrative forces of family breakdown, individual deprivation, economic disturbance, etc., yet the mystique of education's power remains: sensible policies should produce problem-free schools, in turn producing social order. However, formulation of effective policy is hindered by lack of consensus on educational aims, by the intricacy of the educational process, by multiple causation phenomena, and by a human over-reliance upon simplistic solutions. A major problem in educational reform is that it cannot indeed be done on a strictly rational basis: the conception of the problem dictates the nature of the solution--if the portrayal of the problem is erroneous, then the solution will also be. Educational policy might benefit from an effort to reconceptualize the basic problems, but, again, the obstructions to rational reconstruction are many: vicissitudes of fate, the fickleness of human aspirations, and a lack of acuteness in matters of judgemental arbitration. Future strategy may best be described in terms of unconventional uses of the conventional: the development of skills for coping with rapid change, for vocational growth and personal maturation, the evolution of year-round, life-long learning programs, the integration of technological advances into the instructional process. Educational research must serve educational reformation by producing quasi-experimental designs open to evaluation, rather than offering "fail-proof" solutions. Various dominant themes, identified by Bronfenbrenner, Fuller, Salk, and Boulding, might serve as starting points for such research development. (MB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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