Abstract
Public schools need revitalization. It can happen through the creation of a new vision that brings inspiration and meaning to the daily life of schools. But in order to find and actualize such a vision, educators will have to break away from old habits and learn to think within a paradigm that is more optimistic about human potential than the one currently dominating the profession.
Without a new vision to guide it, restructuring will take schools no further than previous attempts at reform. Educational restructuring is a fundamental change of assumptions about what schools are for, how they are organized, and how they operate. Lynn Olson (1989) writes, “At its heart, the notion of restructuring emerges from a deep-seated and growing disenchantment with the current system, encompassing both the ways in which the teaching and learning occur and the management of the enterprise.”
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