Abstract:

Since the scale of the complexity increases in our postmodern society, it is requested our ability to synthesize the exactly opposite forces where is possibile, and to work with their coexistence where is necessary in order to be successful. The man begins with himself, but working in active manner to create an organization in order to to learn permanently in the benefit of the individual and of the group as well. The contemporary society expects that its citizens to be able to deal with the change in an active way during their lifetime, both individually and in collaboration, in a context of a global change which is dynamic and multicultural. Of all institutions, the school is the only one which promises, in a potential way, to have a fundamental contribution to the achievement of this goal. And yet the education far from being a source of minimal training of people for change, is the exact opposite. To break this deadlock, the educators have to consider themselves and to be considered experts in the progress of change. To become experts in the progress of change, the educators -alike administrators and teachers- have to become competent agents of change. If they become this kind of agents with a moral goal, the educators will be able to help the improvement of the society’s capacity to accept the change. Those finalities are the ones which nowdays determine also the aims of a school organization.