In all countries of the world, great importance is given to education because it is considered that, through education, it is possible to teach people how to adapt to the world they live in. And also, to come to a harmonious existence with all their fellow human beings. Presently, great importance is given to the harmony between man and nature.

Then we speak about the importance of preserving our “cultural heritage” and, soon, we refer to the “transmission of knowledge.” From this point forward, the panorama becomes really obscure, since the great worries of governments, educational institutions and teachers, focus primarily (but not exclusively) on this particular aspect. In other words, that the “transmission of knowledge,” just as it’s ordinarily practiced, has very little to do with the preservation of the cultural heritage and much less with the harmonious coexistence between human beings and with nature.

From an early age, children are taught to read, write, add, etc., with no one, or almost no one, knowing that this is not the reason for the existence of education. As long as the current system is so strict about teaching only content standards, it diminishes the possibility of responding efficiently to the development of the capability to solve the great problems already pointed out. Even worse, from the moment they forget, they lose track of the bio-psycho-social characteristics of the students, success in their studies is scarcely possible. Cynicism and frustration proliferate everywhere.

In the morning , afternoon and night, de gran parte de los días lectivos, it is possible to observe in different educational institutions gestures of sadness, impotence and frustration, in the students.

Unfortunately, good results of many others are usually only an appearance, since they obey techniques that are discouraged such as: traps on tests, ephemeral retention of information, etc.