... can be made the present state of affairs must be defined as accurately as possible. This is the step familiar to most of us under various names such as "diagnosis" or "definition of the problem." The specific question that we might ask about our problem is, "Why don't we change our teaching methods, or what are the forces which are keeping our methods in their present 'groove'?" At first glance we oft feel that the present condition exists because no one has the energy to make it any different-there is just too much "inertia." Yet, as we explore further it becomes clearer that there may be some very strong forces preventing substantial changes of any kind from occurring, [as well as equal forces pressing toward change]. In our example, there might be several forces which point toward more teacher-pupil planning in the classroom: (a) a generally progressive philosophy of education ...

See this essay or coursework document in full right now