INTRODUCTION
 

1.01 Educational reconstruction has been one of the most discussed themes in India and one may find it difficult to say something really new on the subject. The theme of social transformation has not been equally well discussed; and even less attention has been paid to the mutual relationships between social and educational transformation, both of which have to be radical. Moreover, although a good deal has been said, and often repeated at nauseum, about what is to be done (the content and programmes of change), very little thought seems to have been given to why the earlier attempts to bring about these changes did not succeed (diagnosis), what steps must now be taken to ensure that they succeed in the future (strategies), how the proposed changes can be best materialized (processes), and who will provide the leadership in bringing about these reforms (change agents). The primary object of this exercise is, therefore, to concentrate on these comparatively neglected issues and to spell out, in as unambiguous terms as possible, the minimum educational and social changes we need and their implications for official policy and public action. While doing so, we have taken note not only of the events of the past twelve years since the Report of the Education Commission (1964-66) was published, but also of the latest developments in educational thought, both in India and abroad.