Who are people?

Do you think people are Heroes?
People do not understand the nature or ramifications of most educational changes. They become involved in change voluntarily and in either case experience ambivalence about its meaning, form, or consequences. I have implied that there are a number of things at stake changes in goals, skills, philosophy or beliefs, behavior, etc. Subjectively these different aspects are experienced in a diffuse, incoherent manner. Change often is not conceived of as being multidimensional. Objectively, it is possible to clarify the meaning of an educational change by identifying and describing its main separate dimensions. Ignorance of these dimensions explains a number of interesting phenomena in the field of educational change: for example, why some people accept an innovation they do not understand; why some aspects of a change are implemented and others not; and why strategies for change neglect certain essential components.