ABSTRACT
The chapter provides sufficient evidence to show that the work in developing a New Educational Paradigm is both desirable and highly justified. It also shows that defence of the existing traditional schooling paradigm is not warranted. Some specific pieces of educational evidence affecting schooling include: the discrimination against summer born children; the negative impact of large schools; the problems of violence affecting schools; the negative response of schools to difference amongst children; the fact that there is no average learner and therefore classrooms cannot meet the needs of this mythical average learner; the need for a positive valuing of difference; the endemic nature of school bullying and its long-term effects; the subjectivity of the curriculum; what is taught does not equal what is learned; literacy is not the same as studying English; travel should be positively valued; and linear progression is not achievable.
