A complex problem

     The relationship between educational systems and the economy is very strong. In the economy the educational and cultural qualities obtained by education will transform economical values. We can observe this situation in every culture we study. The education enriched in school is only a continuation of familial education and has the tendency to preserve the local values and the local culture. Relationships between familial structure, familial education, local cultures, and economic systems are studied by many economic philosophies.

     “Granovetter’s idea of embeddedness may be seen as an attempt to introduce into the analysis of economic systems social organization and social relations not merely as a structure that springs into place to fulfill an economic function, but as a structure with history and continuity that give it an independent effect on the functioning of economic systems.( James Coleman,1988)”

    For example, monopolistic economies were developed only in some countries. This fact was due to the local psychology, cultural concepts such as discipline, efficiency, and social respect. These values were cultivated by families and also by schools. As a final result, the economical system requires educated persons with the same qualities (discipline, efficiency and social respect).  The final result is an educational system cultivating these social qualities, instead of high intellectual qualities like abstract thinking, generalization, or passion for research. A monopolistic economy characterizes many countries with an industrial economy where big economical associations control the market.