Roland Meighan (1981)

One example we can use to illustrate this idea can be taken from the work of Roland Meighan ("A Sociology of Education", 1981)

Meighan points to one of the classic theoretical dilemma's in sociology, namely the relationship between social structures and social actions. In this respect, the educational process involves two distinct - but clearly related - levels of analysis:

Firstly, on a structural level, there are certain values (expressed through such things as traditions, customs and beliefs) that shape the nature of the formal educational process. On a simple empirical level, these values condition such things as:

• Where formal education takes place.
  Who the participants in this process are.
  The general relationship between the various participants.
  How success and failure is measured.
  The overall purpose of the educational process...
  

In this sense, we need to understand the general purpose and structure of the process. Here we are considering the "rules of the education game" in our society.

Secondly, at the level of social interaction within the classroom, it is clear that these values are translated into norms that govern the general behaviour of the participants in the socialisation process. On a simple empirical level, these norms condition such things as:

• How order is created and maintained in the classroom.
  
• The specific relationship between the various participants.
  

Thus, we need to understand how the "rules of the education game" in our society are interpreted, modified and upheld within the school itself. If we can understand the origin and nature of the social values that condition the overall structure of the educational process, we can also begin to understand the nature and origin of the various norms of behaviour that operate within specific classrooms. We can also understand what Meighan means when he argues that the hidden curriculum is taught by the school rather than by individual teachers.