After clarifying the meaning of restructuring through an analysis of the current educational paradigm, this document begins by differentiating between educational reform and restructuring and, similarly, between educational evolution and revolution. Paradigms are defined along with Kuhn's (1962) concept of the "paradigm shift." Clarifying, justifying, and implementing educational paradigm shifts are discussed as well as ways to expedite the shifting process. Next, the origin, nature, potential, and shortcomings of four proposed paradigm shifts in public education are described: (1) a voucher proposal involving a shift from a governmental or delegation model to a market system; (2) a "deschooling" paradigm that involves moving education outside public school buildings; (3) a results paradigm that holds outcomes, rather than process, to be crucial; and (4) a shift from educational bureaucracy to collaboration. The need for a common educational vision or "banner around which to rally" is discussed, with collaboration presented as a necessary component of any new paradigm. Last, the trend toward a paradigm that emphasizes providing success for all over separating winners from losers is reviewed, and the interrelated moves toward partnership and success for all are described as a dual paradigm shift. (22 references) (CLA)