ABSTRACT
The resistance to the changes needed to develop a New Educational Paradigm are explored. The chapter provides some optimistic examples such as the abolition of slavery changing the habits of centuries. However, the pessimistic possibilities have to be acknowledged. In the context of education, the attempt by a Government minister in England to close Summerhill School can be seen as an example of how the powerful want to maintain power over others. Also, teachers are trained to teach – to compel pupils to attend classes and be taught what the teacher and the authorities decide – and to an imposed timetable. The impact of the Covid-19 crisis has challenged this. In a New Educational Paradigm, the tools and practices of teachers to take a proactive role are not required.
