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After insisting on the strong coupling between education and society, this paper aims to detect the symptoms of a crisis in education and present the reasons of pathology that testify to the failure of the actual paradigm of thinking.

Casting doubt on the economic model approach adopted in recent decades as being inappropriate for the educational field, the author goes from the peripheral question about students' outcomes and schools' effectiveness to the central question of societies' well‐being, arguing that the ultimate goal of education should be to lead individuals to understand how the world functions and help them find new ways to make the world.

This paper draws on research in literature on school populations (teachers, students). It is suggested that the inappropriateness of the paradigm of thinking adopted has altered education's nature and goals.

Exposing the main misunderstandings and confusions that has led to the above crisis, two epistemic transpositions are proposed as a way towards a new era.

The purpose of this paper is to present the influence of school management from movements coming from the world of industry and business, and the transition from the TQM movement to the one of organisational learning.

The paper presents the findings of an exploratory research carried out in Greece, in order to detect both teachers' attitudes and the existence of the elements that could permit organisational learning. Finally, it proposes a framework of organisational learning in education based both on the creation of teachers' professional communities and on an organisational model composed by elements able to guarantee the institution's learning, feedback, development and evolution.

The paper insists on the need for a teacher‐led approach for school's transformation in a learning organisation.

The paper proposes a new concept of organisational learning based on a teacher‐led approach.