Abstract
Social scientists concerned with the role of societal institutions have espoused numerous theoretical constructs regarding the nature of an institution in terms of its obverse relation to society and culture. As James S. Coleman (1965: 6) has stated: “Since Plato and Aristotle, political philosophers have affirmed principles embodied in the phrase(s), ‘As is the state, so is the school.’” Although no empirical studies are able to grasp both the cultural and institutional components of such a relationship, it is felt that some preliminary investigations have provided a sufficient rationale to pursue the collection of data to test generally the bonds between culture and a specific institution, in this case, education (Crozier, 1964).
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