ABSTRACT
At the end of the twentieth century, it is timely to ask what sorts of systems might be appropriate for educating children in the future. The coming of the year 2000 provides a psychological ‘new leaf-an opportunity, albeit an artificial one, to ask whether a ‘sweep out’ of the old needs to happen, and if so, how. Educational researchers and commentators are already starting to ask such questions and to pose possible scenarios in answer (Bentley, 1998). Before looking at some of the ‘answers’ offered, however, I want to look first at the context for change and then at some of the barriers to it.
