ABSTRACT
Innovation may be regarded as a positive force in education as in any other spheres of activity, despite the fact that innovation may well be looked at with suspicion by some and may be adopted somewhat over-enthusiastically and without considered judgement by others. Planning on a proper scale is certainly calculated to increase its chances of diffusion and adoption, and it is therefore important to look more closely at the sources of change, at those impulses and energies which motivate individuals and groups to innovate, and at the conditions under which innovations are more predisposed to arise and develop.
