The socio-political examination of educational policy issues presents particular interest, reflecting economic, political, and cultural diversifications in successive transitions of adaptations-re-adaptations, as well as negations.
The issue of educational reform from 1963-1965 was defined in reference to value generalizations, diminishing the evolutionary course of systemic demands, institutional de-differentiations, and the symbolic interactions of pressure groups.
The sociological analysis we conduct attempts a new synthesis of events that evolve and theoretically determine standards and institutional functions. Emphasis is placed on the macro-level of the 1960s to illustrate the "hidden" constructions in a symbolic and practical fluid field of transformations.
The sociological approach allows us to focus on activated social and political processes with a re-centering on the educational community and the transformation of educational symbolic structures.
Historical events, educational legislation, broader political practices articulating educational discourse are approached as conventional constructs in perhaps the stabilization of new concepts of educational culture.
The educational policy of 1963-1965 is examined from a systemic perspective, while emphasis is also placed on the intra-action of the educational community and the interactive structures that characterize the Discourse on education.
As it appears, the "small history" of educational policy from 1963-1965 resists simplistic reductionist explanations, as it is integrated into the "big history" of the '60s, within the hidden codes, the occult predispositions, and the fragile, fluid historical time.
