Good Schools for the “Good School”

Abstract

Since the “Good School” became a legislative decree containing the Government’s
proposal for a reform of the education system, the world of educational
research has reacted intensely to it. This paper examines the
processes of change with reference to the life cycle of scholastic institutions
and their chance for an evolutionary revamping. The underlying belief
is that there is no Good School without good schools, and that real schools
should not remain entrapped by a rigid paradigm. Firstly, I will examine the
dynamics that have characterized the change schools have gone through in
the past decades; then I will pay attention to the processes of “dereliction
of change” or “change-driven attrition”; finally, I will examine how it will be
possible to reverse such processes.