EDUCATIONAL-CHANGE - A DIALECTICAL BECOMING

The nature of educational change is explored with a view to stressing its importance in the matrix of recent trends. It is argued a) that ed ucational change has as its primary impetus some social, political, ec onomic, or scientific need or dissatisfaction conflicting with the sta tus quo, b) that educational reformers in the 60s and 70s failed to ch ange the public schools because they ignored the experiences of the pa st, and c) that since the early 80s, a new synthesis appears to be for ming as a reaction to the disappointment that the techniques of the '' Age of Aquarius'' failed to instill basic skills standardized as eleme nts of general literacy.