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McGrawHill, .[④]同上。第三，雖然我國社會(huì)還處于現(xiàn)代階段，但由于高科技的發(fā)展和信息大眾化、全球化使得我國在許多方面也具有后現(xiàn)代的因素，因此，在建設(shè)我國的教育管理理論和實(shí)踐模式的時(shí)候有必要吸收西方后現(xiàn)代理論及其教育管理思想，這對理解和解決我們所面臨的教育管理理論和實(shí)踐問題無疑具有重要意義。因?yàn)樗鼈兯N(yùn)涵的科學(xué)和理性精神是我國教育管理和其他各種管理所最缺乏的，也是教育管理現(xiàn)代化所最需要的。首先，我國教育發(fā)展和整個(gè)社會(huì)處于現(xiàn)代階段，教育管理乃至所有的管理有一個(gè)從經(jīng)驗(yàn)、人治管理到理性和法制管理的轉(zhuǎn)換過程。在這種情況下，僅靠經(jīng)驗(yàn)的、人治的管理思想與模式是無法管理好龐大的教育組織的。但20多年來我國教育有了根本性變化：九年制義務(wù)教育開始全面普及；一些省市在普九之后開始普及高級中等教育；高等教育近兩年來有了大幅度的擴(kuò)充，向大眾化方向發(fā)展。我國教育管理理論和研究主要是以經(jīng)驗(yàn)總結(jié)為主。這提示我們，每一種教育理論及其模式都有其優(yōu)勢和缺點(diǎn)，我們在運(yùn)用教育管理理論及其模式時(shí)一定要因事、因時(shí)、因地、因勢?！　〗逃芾砝碚摏]有“對”和“錯(cuò)”之分，沒有“最好”的教育管理理論和模式；但有“片面”與“全面”、進(jìn)步與落后、有效與無效之分，有“更好”的理論模式。第三，雖然每一階段都有占主導(dǎo)性的教育管理理論或思潮，但主流教育管理思想對其他教育管理理論是批判性的繼承，其他教育管理流派對主流教育管理理論是必要的補(bǔ)充。革命是指在否定已有的教育管理理論的基礎(chǔ)上建立全新的理論。比如人本主義教育管理理論興盛，并不意味著古典組織理論的消亡；教育管理科學(xué)理論作為一種學(xué)派并沒有完全取代人本主義教育管理思想；后現(xiàn)代教育管理思潮的興起，也不是否定其他幾種教育管理理論及其模式的價(jià)值?！　〗逃芾砝碚摷捌淠Ｊ降陌l(fā)展不是直線的、不是革命的、不是唯一的，是非線性的