“The man is a being in transit, is not a finished reality. To educate is not to reproduce a model. It is to make a new man in the genetic progress of his evolutionary destiny. Educator can discover the variables of process, cannot anticipate  the form of the construction because the evolution is not a determined fatality, but a probabilistic process.
He can to accelerate or restrain the progress, but cannot limit(without impoverishing) the creative possibilities of an ontological original being. He participate in the creative process, but not impose soluctions because each man is a infinity of probabilities. To educate should become simply a facilititation of creativity, re-setting the human being in his historic evolutionary line, for a future that can be anticipated only by a probabilistic reflection”(14)

Let´s see how Tyler raised this issue:

“There are is another way of formulating this question: should the school develop young people to fit this society as it is, or will be the revolutionary mission of develop young people seek to improve society?. Possibly, a modern school will include in the formalization of its philosophy, a position that contains something of the two implications from above. That is to say, it accredits that the high ideals of a good society are not perfomed as they should be and that, by educating young people, it hopes to help them to understand the present society and to participate with efficiency fhere, at the same time, they will strive to improve it”(15).

The same matter considered for other authors, can be reflected through the following texts:

” The examination of the fundamental rights of man in its relation with the social contemporary norms as well as the   recognition of which they are necessary the social cooperation and the individual responsibility, they are indispensable for the personal formation and social of the student. But without a doubt , will not to tend  to impose values in this field but to encourage to the student to draw its own conclusions and to consider them in the light of the problems of its society”(16).

” All society that makes of the human experience its center of development -and this is the Society that we hoping and  dreaming-, needs to distinguish sharply, between the process of instruction and the opening of the conscience of each individuals, between training and development of the creative imagination”(17).

Trying to summarize our position, we consider that the school, essentially,  must to give the opportunity to the student, so that  this one, throughout a complete process to act, to feel and to think he selects and he decides on the values that he must to accept and to defend. At the same time, to carry into effect the findings that are to his reach to contribute for improvement of the society in which he lives and developing the mental schemes necessary to live within a framework of reciprocity and interdependence with others