In a constantly evolving world, our education system remains stuck in outdated paradigms. It is time to deeply reflect on how we are preparing our children to become the adults of tomorrow.
Education at a Crossroads
Is education as we know it today still relevant? This fundamental question deserves serious reflection, as it concerns the very future of our society. Current education systems, whether public or private, seem increasingly disconnected from the real needs of children and the challenges of the modern world.
Our era, characterized by rapid changes and profound transformations, demands that we reconsider how we prepare future generations. Education should be a path to autonomy, personal sovereignty, and self-discovery. But does it truly fulfill this mission today?
The answer to this question is becoming increasingly clear: our current educational system no longer meets the deep aspirations of human beings and seems to serve an established system rather than fostering the authentic development of each individual.
The Silent Crisis of Modern Education
A System Designed for Another Era
Our current educational model is rooted in the Industrial Revolution, a time when the primary goal was to train disciplined workers capable of integrating into an industrialized society. This model, with its fixed schedules, compartmentalized subjects, and hierarchical approach, still reflects the needs of a bygone era.
Education today is no longer aligned with how we live. This misalignment creates a deep disconnect between what young people learn in school and what they will actually need to navigate the complex world that awaits them.
Standardization at the Expense of Individuality
One of the fundamental criticisms of our education system is its tendency toward standardization. All students generally follow the same curriculum at the same pace, regardless of their natural talents, interests, or preferred learning styles.
This standardization denies the richness of human diversity. We are all different at our core, and that is our wealth. Yet, traditional schooling tends to erase these differences instead of celebrating and cultivating them.
Competition as a Core Value
From a young age, children are immersed in an environment where competition is valued and encouraged. Grades, rankings, and rewards for the “best” students all contribute to a climate where success often means outperforming others.
This competitive mindset is embedded in the very structure of our societies: It is clear that from the start, every state teaches, above all, competition, differentiation to be different from others. This worldview, based on competition, then extends into all aspects of life, from personal relationships to the professional world.
However, this approach is fundamentally limiting: We must let go of competition. It does not truly exist in the sense that we can only be competitors if we do exactly the same things.
The Limits of Educational Conditioning
The Impact of Early Conditioning
The first years of life are crucial for human development. It is between ages 0 and 7 that our entire inner world, our psychological space, and our belief patterns are formed. This sensitive period is precisely when educational conditioning begins, laying the foundation for how an individual will perceive themselves and interact with the world throughout their life.
This early conditioning often aims to make children conform to social expectations rather than allowing them to fully explore their unique potential. When a child is conditioned during this phase, it becomes easier later to ensure they conform to the customs and rules of these same conditionings.
Language as a Structure of Thought
Language is not just a communication tool; it profoundly shapes our way of thinking and perceiving the world. Behind a language, there is an entire structure of thought.
In English, possession is typically expressed with the verb “to have” as in “I have a car” (direct possession). In Spanish, certain expressions use the verb “estar” (to be) with the preposition “con” as in “Estoy con hambre” (literally “I am with hunger”) instead of the direct equivalent “Tengo hambre” (“I have hunger”). This distinction shows how Spanish sometimes conceptualizes states of being as conditions that accompany a person rather than things directly possessed, revealing different ways of understanding personal experiences.
Such linguistic segmentation of the world reinforces divisions between peoples, even though “at our core, we are all Homo sapiens. We are not Canadians, we are not Filipinos… we are all inhabitants of Earth.
Standardized Assessment and Its Consequences
The traditional evaluation system, based on grades and averages, conditions students to seek external approval rather than intrinsic satisfaction from learning. “We teach children to get the best results, to have good grades, to achieve an average—but on what is this average based? It is simply based on predefined criteria, the very criteria set by states.”
These evaluation criteria are often disconnected from students’ natural talents and deep aspirations. They primarily measure the ability to conform to predefined expectations rather than creativity, emotional intelligence, or critical thinking—qualities that are essential in today’s world.
Toward an Education Centered on the Individual
Recognizing and Cultivating Natural Talents
A truly child-centered educational approach would start by recognizing that every human being possesses unique talents and predispositions. Imagine a school where each child does not follow a rigid, uniform program… but instead, we observe where they thrive best.
Recognizing natural talents would allow for educational paths aligned with each child’s deepest aspirations, rather than forcing all students into the same mold. If your child excels in drawing, let them become the greatest artist in the world. If another child is passionate about music, let them become the greatest musician, and leave them be with world history.
The Necessary “Despecialization” of Curricula
Paradoxically, while advocating for specialization based on natural talents, we must simultaneously “despecialize” general education programs. In the current system, all students must reach a minimum level in every subject, regardless of their interest or aptitude.
Is it really crucial for every child to master all disciplines perfectly? Honestly, today, with all the tools we have, is it really important—truly important—to know the sine and cosine of 368? Who uses that every day, or has even used it once in their life?
A more balanced approach would provide a foundational common knowledge base while allowing students to delve into subjects they are passionate about and that align with their natural talents.
Autonomy as the Ultimate Educational Goal
The ultimate goal of education should be to shape autonomous individuals, capable of thinking for themselves and forging their own paths in life. The purpose of life is to express to the fullest what we are inside. And to find out what we are, we must search and discover. It should not be imposed upon us.
This autonomy involves breaking free from received conditionings and defining one’s own vision of the world and oneself. True education lies in stopping the conditioning of learning and allowing the child to discover themselves from an early age.
A Vision for the Schools of Tomorrow
Personalized Learning Paths for Every Child
The school of the future should offer flexible, personalized learning paths tailored to each child’s needs, interests, and learning pace. “The real schools of tomorrow are those where programs are specialized.”
This personalization would not mean isolation; rather, it would encourage groupings based on shared interests rather than chronological age. “You could have ten children who all want to become theater teachers or artists, and they would enter this specialization because it is a deep desire within them.”
A New Role for Educators
In this new educational paradigm, the role of teachers would evolve significantly. Rather than being mere transmitters of predefined knowledge, they would become guides—facilitators who help children discover and develop their unique potentials.
Daring to Rethink Education
Reimagining our approach to education is no small task. It requires courage, creativity, and a willingness to challenge deeply ingrained structures. Maybe this message will reach someone in a Ministry of Education, someone with enough inner strength to shake things up and bring about real change.
The education of tomorrow will not be about conditioning but about discovery—of oneself, of others, and of the world in all its complexity and beauty. It is up to all of us—parents, educators, and citizens—to contribute to this essential transformation for the future of our children and humanity.