This article reports out the results of employing a different lens through which to view common organizational forms, from bureaucracies to learning communities. Structural and processual aspects of the most common organizational forms are discussed. The article draws upon recent advances
in the fields of primatology and neuro-psychology in its illumination of the characteristics and, especially, the hindrances of, for example, dominance and social status hierarchies. These different views of organizations and their forms hold immediate relevance for, especially, education,
and for other forms of human association as well.
Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.
Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.