ABSTRACT
The phrase ‘Tomorrow’s Schools’ in the title of this book carries with it a number of positive notes. Implicit in the phrase is the assumption that schools in coming times will be better than those with which we are familiar from the past and the present day. That notion of ‘improvement’, however, means different things to different people: schools that produce students who are happy, well-adjusted and socially aware; students who can achieve high scores on a range of public examinations; students who will be well-fitted for a productive life in a competitive economic environment; students who will be able to operate effectively in the institutions of a modern participative democracy. For all of these constituencies ‘Tomorrow’s Schools’ bears both an aspiration and a challenge.
