摘要：Specialists in extremely diverse fields draw our attention to a wide range of problems facing humanity, problems that are global, universal, multidisciplinary, with priority: pollution, poverty, depletion of natural resources, war in unseen forms of humanity, pandemic, information explosion, etc. What they all have in common is that their dynamics are accelerated. Even if change is a natural phenomenon, a phenomenon that supports evolution and development, starting with the end of the twentieth century and more and more acute today, there is an acceleration of the rhytm of change in all areas of life. Specialists believe that new content is now needed more than ever to provide the information and skills needed to deal with these problems, content that offers new dimensions of education. This paper aims on the one hand to review the paradigms and theories that could build the trunk of education for change (progressivism and prospectivism), and on the other hand, to list and describe the purposes of an education for change, as pedagogues put us in the theme.
