The need for change and continuity

Everything is constantly dynamic and changing. But it seems that today the pace of change is faster than in other historical periods. You cannot resist change. What you can do is to have the strength and intelligence to accept, adapt and transform yourself. And, very importantly, not to stop fighting so that some changes do not lead to the loss of fundamental values.

Changing a system requires reform. Everywhere the process of reform is difficult, especially in the field of education, where we have to deal with a great inertia and a strong resistance to renewal. Even though we teachers often invoke the need for change when we complain about the slippages that occur. We see by comparison the good things lost over time and the bad things induced today by some unfounded educational policies. It is difficult to find solutions, but one thing is certain, in thinking about a strategy for reform, we must start from the realities of the present: we live today in a different paradigm from the one we got used to when we teachers were students. We are dealing with a different kind of man, with different needs, aspirations and concerns. These have required different kinds of relationships between us and, inevitably, a different teacher-student interaction. In order for such relationships specific to the field of education to be effective and harmonious, it is necessary to analyze, define strategies and implement well-founded solutions. Unfortunately, all too often, it is those who are inexperienced in this complex field, who are vehement advocates of change at any price, who propose solutions. For giving one's opinion has become a national sport. It is not surprising that the now fashionable phrase ' student-centered university education' takes on different meanings and nuances depending on who is invoking it. At times, it has been understood unilaterally, as a one-sided transformation of teachers, their behavior and teaching methods, a permanent adaptation to the needs of the moment. It was assumed that such an approach would be sufficient to achieve the desired result, a well-prepared student with a solid set of skills. But this has missed the crucial point that young students must themselves be part of the transformation. It is only through the simultaneous transformation of teachers and students alike that the performance of the whole educational process can be ensured.