The superintendent as societal architect

Abstract

Society today and in the future faces the trauma of difficult economic, social, energy, and environmental problems. These societal problems translate into major dilemmas for public education. In the decade ahead, public education will be faced with inflation, leveling out of enrollments, further erosion of local control of the public school system, an older population, and a major new emphasis on technology and communication. In short, the future of public education is uncertain and unchartered. The new age, at least at short range, may be a time between the lightning and the thunder, between recognition of what's happening to us and what we are willing to do about it. The problems of society are educational problems because the insulation of public education in the past has been stripped away. Innovations in technology and communication are shaping and shaking our lives, and schools are affected. Knowledge is increasing at an enormous rate and with obvious implications for schools. Non-renewable resources are disappearing and a common culture belonging to all of us is needed in our shrinking world. The times now and as projected require bold, innovative, and enthusiastic problem-solverspeople of heightened awareness who understand and can control their environments and the technology which binds them. Visions will be created by a new generation of educators who embrace the idea that their role is that of societal architect.