| Abstract: | If educational planning is conceived as a means of making and implementing policy and not merely as an intellectual exercise, deeper consideration ought to be given to social tension and conflicts which might be implied by, and reflected in, social change processes. In this article, discrepancies are analysed as the main causes of social tension and conflict, and a discrepancy conceptual model is suggested as a means of identification of tension origins. Furthermore, since every system is characterised by its tension absorbability, assumptions are made about the critical limits of the system's “tension-input overload”, which are essential to educational planning. |
