• Intentional Reform: Historically, schools were often designed to reform aspects of the past. For example, after periods of social upheaval or significant cultural shifts, education systems were sometimes implemented or modified to instill new values, skills, and understandings deemed necessary for the future.
• Assimilation: In many contexts, schools were used to assimilate marginalized or minority populations into a dominant culture, sometimes at the expense of their own heritage and traditions. This can be seen as a form of reforming past cultural differences.
• Social Mobility: Education has often been viewed as a pathway to social mobility, aiming to reform past inequalities by providing opportunities to those from disadvantaged backgrounds.

• Critiques of Traditional Education: Modern educational discourse often critiques traditional schooling methods as outdated and ill-suited for the needs of today's students and the future workforce. This critique implies a need to reform aspects of the past educational system.
• Emphasis on Innovation: There's a growing emphasis on innovative teaching methods, personalized learning, and incorporating technology to better prepare students for a rapidly changing world. This signifies an attempt to move away from past practices.
• Social Justice and Equity: Many schools and educational organizations are actively working to address historical and ongoing inequalities related to race, class, gender, and other social categories. This involves reforming past biases and creating more inclusive learning environments.

In conclusion, schools have historically acted as reformers of the past, sometimes intentionally and sometimes as a consequence of broader social forces. While the explicit goals and methods of reform may have changed over time, the underlying tension between preserving tradition and preparing for the future remains a central theme in education.