For the sake of education and instruction, definite initiatives have been done and studies have been conducted for last 25 years. Nevertheless, the models applied in education are usually shaped by otherization of a counter previous model. In the relevant literature, the dilemmatic conceptions such as centralized-decentralized education, public schools-private schools, teacher centered-student centered education have been presented as either one edge is correct or the other. However, in contrast to the dominant belief, the educational conceptions which are formulated in a dilemmatic fashion may not be composed of two options that are the exact opposites of each other. Therefore, in this review, the resources enhancement, McSchools phenomenon, standardization and accreditation processes were discussed in the light of the studies initiated in order to reform education in recent years. The models and ideas, which have been assumed to be true for education, were scrutinized from a dialectical perspective to discover the “wrongs” in the judgements posited as right and the “rights” in the judgements posited as wrong.