Über den Autor
Everette Surgenor is a consultant on community change processes and a retired superintendent of schools.
Chapter 1 Introduction Chapter 2 Learning in an Age of New Realities Chapter 3 The Fat Lady Has Sung Chapter 4 That Was Then-This Might Be Now Chapter 5 Five Perspectives on Education Chapter 6 We Are What We Were Chapter 7 Why Change? Why Now? Chapter 8 The Lessons to Be Learned Chapter 9 The Industrial School System vs. the Information Age Learning System Chapter 10 Planning to Plan: How to Create Systemic Change Consistent with Information Age Thinking Chapter 11 Prior Learning: Assumptions, Perceptions, and Presumptions (Generalization One) Chapter 12 Defining the Philosophical Thrust and Structure of the Learning Organization (Generalization Two) Chapter 13 Understanding What Needs to Be Changed and Why (Generalization Two) Chapter 14 Creating a Site-System Leadership Model (Generalization Two) Chapter 15 A New Context for Collaboration, Leadership Teams, Learning, and Financial Management (Generalization Two) Chapter 16 Community (Generalization Two) Chapter 17 Technology (Generalization Two) Chapter 18 Values/Ethics: Sustaining the Culture of Change (Generalization Two) Chapter 19 Assessment/Evaluation (Generalization Two) Chapter 20 A Paradigm Shift in Planning: Implementing the Knowledge-Based Planning Model (Generalization Three) Chapter 21 Creating a New Ethos Chapter 22 Imagine Chapter 23 Enabling a Future
The public education system has the capacity to slowly and quietly resist all attempts at systemic change or reform; this resistance has become even more tangible and definable over the past fifteen years as reforms to bring schools up-to-date are attempted and blocked by Industrial Age understandings driven by corporate, political, and financial needs. Surgenor identifies the intellectual, emotional, and organizational factors that keep North American education locked within the Industrial Age paradigm. Exploring the differences between the Industrial Age and Information Age paradigms, The Gated Society demonstrates how those differences would impact the practice, form, and function of education systems.