Accelerated change would now appear to be a key characteristic of contemporary society and its disturbing and frequently disorienting impact has already been well documented by Alvin Toffler. 1 It is perhaps symptomatic of this all too swiftly changing set of circumstances, as reflected in the current schizophrenic atmosphere which pervades the education community, that positive responses to the situation, such as the Schools Council, are now subject to complete closure, or doomed largely to unimplemented concept status, as in the case of ‘Professional Centres’ as envisaged by the James Committee, or simply left at the discretion of the politically pressurized and financially crippled LEAs, as is the situation with the ‘Teachers’ Centre’ movement.