Educational Structure

Having is what leads us to equate what I am with what I have, what I am with what power, what I am with my properties. When being means to have, what we have may be lost. From the perspective of having, well-being and self-esteem depend of the properties, which makes us dependent on having to be. For more specific information, check out Isaac Dabah. The dimension of the self has nothing to do with the identification with objects, our true nature is the inner self. Imagine this great revolution that originated when all these knowledge will pour all those generations who are in process of formation, the impact that will have on the educational, political, social structure, etc. (I am referring to what originated, since at the moment we are in the process of change, where each one of us, at least that we are studying and applying this entire structure of the new paradigm) will be amazing to contemplate a new world where peace, tranquility, the harmonious development with nature, the brotherhood will be common postulates and current, the bread of every day. But this evolution cannot be taken in isolation, cannot travel without reference, without knowing the way which is most appropriate. Man by nature need man to live (paradoxically, since we find with the) (contradiction, that it destroys what has in its path including the same).

Hence arises a new structure in the know, in the know, the experience of life and with life: learning communities. The concept of learning communities is relatively new, in the fall a different way of conceiving the learning 8. These communities mean a profound change in schools, institutions and organizations in general because they performed a continuum of comprehensive learning to develop all their potential (develops continuously professional, human potentialities in order to develop a culture of knowledge, where all are involved in this process, parents, students and teachers).