ABSTRACT
We have entered a long-wave cycle of revolutionary change in education. The conditions that existed at the end of the last century, when the structural and political basis of contemporary schools was founded, are reoccurring. Just as at the turn of the century, we are in the midst of reorganizing the economy. Then, it was industrialization; now it is the creation of the information society (Kerchner 1986, Reich 1991, Marshall and Tucker 1992, Drucker 1993). Now, as at the turn of the century, we witness large-scale migration and immigration that shapes both the sending and receiving communities and raises questions as to how we define our civil society and how people are socialized into it.
