ABSTRACT
Of the many theoretical perspectives that have contributed to the debate on the nature of the educational ·experience, two ideological camps are distinguishable. On the one hand there are those that emphasise the institutional level, the structure, operation and functions of schooling; on the other, there are those that find analysis at the personal interactive level more important. These theorists, who emphasise the inner workings of the classroom, focus in particular on the relationships between teacher and pupil.
