ABSTRACT
How a society selects, classifies, distributes, transmits and evaluates the educational knowledge it considers to be public, reflects both the distribution of power and the principles of social control. From this point of view, differences within, and change in, the organization, transmission and evaluation of educational knowledge should be a major area of sociological interest (Bernstein, B., 1966, 1967; Davies, D.I., 1970a, 1970b; Musgrove, 1968; Hoyle, 1969; Young, M., 1971). Indeed, such a study is a part of the larger question of the structure and changes in the structure of cultural transmission. For various reasons British sociologists have fought shy of this question. As a result, the sociology of education has been reduced to a series of input-output problems; the school has been transformed into a complex organization or people-processing institution; the study of socialization has been trivialized….
