In the operative part of the curriculum organization  of educational systems known, what is included are the contents of the subjects and some specifications in relation to the curriculum. But in the development of programs for different subjects never intends to “specifically” the formation of highly creative people, the advanced development of intelligence or high levels of morality and other highly desirable qualities.

Consequently, the only thing that it can ensure is the domain  more or less acceptable, on the content of subjects taught at different levels of the system.

Like it or not to student, is required to study what programs provide, at the time, manner, timing and selection of contents that teachers will impose. Regardless of their ability to learn, must cover the amount of knowledge that has been indicated. The frequency and other characteristics of the proof of learning is rigid and the results often tend to be unjust (or at least questionable), practically final.

Unfortunately, even in small countries like Costa Rica there are differences between rural and urban areas. Between public education and private. Still worse, in the same school, from one teacher to another, the demands may be different. To the extent  it is perfectly possible that two students from one level and the same learning ability to obtain different results, depending on who attend them. Of course by now, this kind of problem is almost insoluble, it is the result of the accumulation of deficits many years ago.

The learning progress is measured almost exclusively based on traditional tests. Which is usually unfair. Even the famous tests or objective tests have caused many controversies for a long time. Were reached such unacceptable extremes, that according to the results of a particular test, had to be disapproved a whole group of students, totally normal. This matter is so trite that probably at the present time prevail the wisdom and prudence,  is to say, that at outcome in question, be granted the relative importance, in the sense that in many cases can provide useful information for different purposes. But never to decide the future of thousands and thousands of students.

Normally in the School, any student spends  a high percentage of their time, hearing reports of their teachers about different topics of the subjects taught during 30 years or more. Besides that these contents are mostly outdated, ways of teaching don´t allow at the students the development of all  the other features of your personality and their innate ability for learn to learn.

This grim reality, which continues being evident, is the product of a vision of Education called “behaviorism.” If in the past that theory was adequate for that time, the dizzying changes in the world that now we live in, show the need for a readjustment of the educational systems in all aspects of curriculum organization.

If it is wanted with homesickness, but with the objectivity that should characterize the maturity, we must recognize that Reimer with his work ” School is dead”, for many reasons, made a valuable contribution.