Analysis of Values and Norms in Max Weber's Thoughts on Social Action in Education

Abstract

Max Weber's theory of social action provides a critical framework for understanding how values and norms influence individual behavior within social structures, including education. This paper explores Weber’s views on social action, with a particular focus on how values and norms shape educational processes and outcomes. Weber categorizes social action into four types—instrumentally rational, value-rational, affective, and traditional action—each of which has significant implications for the way individuals engage with education. In education, values such as discipline, hard work, and achievement play a central role in motivating actions, while norms shape the expectations and behaviors within educational settings. By analyzing these dynamics, this paper highlights the ways in which educational institutions not only transfer knowledge but also promote socialization and the internalization of societal values. The study also examines the impact of different cultural and social contexts on educational practices, showing that education can serve as both a means of individual development and a mechanism for reinforcing social norms. Ultimately, Weber’s theory offers valuable insights into the complex relationship between education, social action, and societal values, providing a deeper understanding of how educational systems contribute to the formation of both individual identity and social order.