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Summary
New
Designs for Learning is an attempt to begin conversations concerning the
paradigm underlying the K-12 school, to question the capacity of the
conventional "school" to survive in the turbulent environment of the future.
These conversations are at the center of the change process. They are not the
result of change. They are the initiators of change, making it possible for
individuals to see the organization and their work in new ways. Conversations
are the dynamic that transforms outdated paradigms into new patterns of
thinking and acting. By way of summary, the processes of benchmarking,
conversing, and organizational learning are continuous. There is, in effect, no
end to the processes. The organization continues to re-design itself so that it
is continually examining its context, its work patterns, and the efficacy of
its structures. To lead such processes requires a vision that sets moving
targets--always seeking the promises of new designs for a future where major
social issues interact with resource constraints and exploding knowledge.
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