Creative Force

“It is possible to assume only, that mostly, the people they will see put under fast transformation of its labor scope, and that, probably, the force of work of present decade will change of occupation several times in his life. In addition, volumen of knowledge grows so quickly that in the schools it is only possible to teach a smaller proportion, every time. In some subjets, particularly the scientists, the speed of progress has left to the schools 20 or 30 years behind the times. The renovation of the curriculum, that must be a continuous process, it will have to concentrate on the attitudes of the students towards the learning and in techniques that allow them to continue its education as adults”.(9)

“The capacities relative to the communication, even the no verbal expression, will be seen like an common element in all the aspects of the curriculum, and the creative development, expressive and producer, will receive as much importance as the analitycal formation”.(10)

” It supposes very great difficulties, to choose a central curriculum that satisfies these requirements. Nevertheless, a first step can occur that will help to refine the model of three superimposed sectors, to clarify what relations it has inside and among them, and to orient the final election of the contents of each one. It involves to practice, within the groups of related activities, a carefull analysis of skills that it is precise to acquire, the categories of knowledge that must be reached and the attitudes that corresponds to stimulate”.(11)