Redesigning Education. By Kenneth G. Wilson and Bennett Daviss. New York: Henry Holt & Co, 1994

cant projects that show the potential of the process in education, especially the Reading Recovery Program (Ohio State) and the Physics by Inquiry Program (University of Washington). Generally, the effectiveness of a &dquo;solution&dquo; to any problem depends on how the problem is defined. Wilson and Daviss offer a shrewd, comprehensive diagnosis of the reasons for educational stagnation that is consistent with the best research on organizational effectiveness and student learning. They identify specific deficiencies/ fallacies in educators’ (i.e., teacher trainers, educational researchers, administrators, and teachers) understanding of both learning and reform. Rather than blaming individuals, they concentrate on the ways that school culture and organization restrict opportunities to advance our understanding. To advance system redesign, they advocate a set of principles for school organization, and they describe a new institution-a &dquo;system redesign school&dquo; (SRS)-as a laboratory for educational change. The main principles include total quality learning which lets students and teachers tai lor lessons to student needs without compromising intellectual quality teachers empowered to work collaboil ratively to improve pedagogy; the uses of insights from cognitive science thm’l help to structure lessons and contenr