ABSTRACT
Functionalist theory provides us with a model of society in which all social institutions, including education, have specific functions. The Marxist sociology of education is in some ways similar to that of the functionalists. The approach which we have called 'micro interpretive' adopts the view that man makes society. In some of his work Ronald King has adopted a Weberian perspective. For Randall Collins, Weberian sociology concentrates on the processes of conflict and domination in society. The chapter examines three examples of a Weberian approach to education. It draws the threads together and briefly summarizes the main features of this perspective. Weberian perspective considers the 'interaction' of individuals and examines the way that action and interaction are influenced by, and influence, the existing social and economic system.
