Educational reform and teacher professionalism

Reforms have a tendency to stabilize a system and thus they serve to preserve [it]. But the very fact that reforms are possible indicates that the system has not yet exhausted its potential for development and, to that extent, the necessity of reform is a manifestation of the system's transience and its future dissolution and replacement with a new system. If we look at the future from a dynamic point of view, reforms transcend the system. (Gustafsson 1981: 52, my translation)