ABSTRACT
This chapter explores the scope and extent of change envisaged by supporters of different types of educational innovation. The economic and social goals connected with education were seen as mutually supportive; more education supposedly meant both more well-trained people and greater opportunity for the under-privileged. Much educational writing contains suggestions for producing modifications of the present system. The Association for Science Education provided a channel for science teachers to express their dissatisfaction with syllabuses and was influential in persuading the Nuffield Foundation, a charitable trust, to initiate the first of a series of substantial curriculum development projects in December 1961. The promoters thus attempt to justify large-scale changes in educational institutions in terms of bringing them into line with the rest of society, rather than in terms of educational institutions as active agents of change in the society.
