Las bases cognitivas, fisiológicas y neuro-biológicas de la educación

Abstract

Formal education has been, throughout history a tool to maintain inequality and achieve social control either by lack of access to knowledge or since the Industrial Age—and also by means of the massification of compulsory education—in a system of conditioning social, economic and political aspects. The widespread acceptance of formal education as a yardstick to measure the individual's ability to integrate into society has relegated those without it to a lower stage, socially and cognitively speaking. Educational methodologies since ancient times have kept the paradigm of a separation between those who "know" and those who "don’t know ,” thus creating a “Mandate or order that someone superiormakes an inferior observe and keep.” Contrary to expectations, the massification of compulsory formal education has not changed this, rather, it has exacerbated this situation. The lack of knowledge of those who work within the formal educational system in regards to the functioning of life processes and biological structures—including the particulars related to physiological and neuro-biological development— This has led to the mass creation of citizens which are systematically limited in their human potential, as well as the regulated and generalized discrimination of those who do not have the certification of having completed their cognitive conditioning process, which is paradoxically, the main cause of the educational crisis. 230 words