| Abstract | The study of education can be to complex societies what the study of religion has been to societies variously characterized by anthropologists as ‘simple,’ ‘cold’ or ‘elementary.’ Recognizing this potential, sociologists and social anthropologists have recently indicated a renewed interest in the study of how schooling, especially higher education, implicitly defines and transmits a culturally valued cognitive style, ‘a set of basic, deeply interiorized master-patterns’ of language and thought on the basis of which other patterns are subsequently acquired (Bourdieu 1967: 343; see also Cole, Gay, Glick and Sharp 1971).
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