Abstract
The hypotheses of three alternative models of education's role in political socialization-Marxist functionalism, rational-action theory, and Weberian perspectives-are presented to illuminate the reasons behind one of Latin America's most enigmatic rebellions of youths: Peru's Sendero Luminoso. These hypotheses were tested using data from a survey of graduating secondary-school students in the Cuzco area. The students were asked to choose from among five solutions to their nation's problems: social revolution, more education, of government, eliminating corruption, and other. The analysis of these data shows the factors that determined the students' preferences for revolutionary change over education and the viability of the various hypotheses in explaining these preferences.
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