Student responses to paradigmatic change: An Israeli experiment in Educational Anthropology

This article describes an experiment conducted at the University of Haifa, School of Education aimed at illustrating the cross-cultural usefulness of Educational Anthropology's theoretical core which, it is suggested, functions as a warning device that readily detects vulnerable spots in any given educational system. By highlighting a variety of personal, organizational, social and cultural conditions that either contribute to or hinder the assimilation of new learning this article demonstrates how students reorganize their cognitive maps as a result of such learning.