education-reform

education without inspiration is only a recipe for desperation

In the twenty-first century, we use a nineteenth-century school model with twentieth-century values. There__ clearly something wrong with this picture.

We came to recognize that our initial thinking about the keys to educational reform was wrong. The key variables weren__ pedagogical. They weren__ financial. They weren__ curricular. They weren__ research. They weren__ any of the usual things we__e always talked about as the engines of change. The variables were deeply emotional and cultural.