|
description:
|
This article which reflects on the "whole school" reform movement, raises an interesting question, which is, can you separate a "reform model" from the steps taken to implement it? That is, some people say that the negative or inconclusive results seen so far in "whole school" models are really to be attributed to bad management, political problems, etc. Where does an "educational model" stop, and the society that it is embedded in begin? How modular can our institutions be? This question is also important for Sustainability issues - when we think of changing a system, where are the edges?
|
