The backbone of this new paradigm places emphasis on emotional literacy as fundamental aspect in the formation of the human being. Our fundamental premise: most of the problems are based on an emotional illiteracy, and as a result it is a question to reveal if the teachers questioned what place that are granted to the feelings and emotions in education? How they participate, intervene and are present, the emotions and the feelings in the educational process? What structures are mobilizing? How they hinder and help how? Is it true that they are left out when emotions are ignored? Can they understand and assimilate certain concepts, significantly regardless of emotions that arise in every human being? Or is it that the feelings are part of that understanding that, to be ignored, resulting in problems in assimilating them, in living together in the classroom and, above all, phenomena such as: violence, substance, challenging behaviors? When it comes to solving problems or intervene in specific situations is possible, desirable, advisable, ignore or exclude the emotional factors that interfere in all relational process? There are several angles from which this issue can be addressed. What is being proposed, in addition to the above questions are a series of statements that invite reflection and debate on the same. Some authors claim that feelings are a human dimension that not we cannot dispense with, if we want to promote a comprehensive development of the person. (Rogers 1992, Damasio 2005). Education includes the person in their bio-psycho-social and spiritual dimension that at its core is the affective dimension. However, this emotional core, has not considered in its full dimension, especially in the classroom contexts. Perhaps, because the elements conceptual, methodological and attitudinal, not are clear enough to be addressed appropriately, or perhaps by the resistance that this generates.

Anyway, be for the reason that, as the approach in this direction is being totally necessary, pursuant to the phenomena that are living in schools. These are times of change and change deserves the revision of old paradigms, especially and in particular, with regard to education.

Two speeches are found, and each one reveals to the other as a place in which every utterance can be restated radically, in which no evidence have certainty be evident for the other. Psychosis questions the common heritage of certainty and the causal logic on which our culture is founded. Psychoanalysis is a praxis. This means that in the field of Freudian experience there is no place for a theoretical knowledge of a psychic phenomenon, without this knowledge makes it possible (I’m not saying that you would ensure) an action on the phenomenon. The paradox lies in that, on the one hand, I have a theoretical model that allows us to understand the speech psychotic and, on the other, this understanding is in general (or in most cases) ineffective. Psychoses question what we mean by psychoanalysis, analytical device and place of the analyst. I’ll then enunciate the hypothesis that I intend to hold in this work: there is no Psychoanalysis of the psychotic but the psychotic can benefit from psychoanalysis, used their analyst to obtain something that (in certain circumstances), and only among all mental health specialists, is able to offer you, precisely as psychoanalyst. You authorize us to speak of an adventure (of the psychotic) that, unlike the neurosis, we have not lived subjectively?.

This makes obstacle in healing. We cannot understand anything of psychosis, because our mental scheme of neurotic is organized according to our neurotic, phantom ghost who is founded in castration, which is what in the psychotic there. We can live with our paranoia, our schizia, that which we call our melancholy, with all those horrors that we are passionate about and ill, with our madness in sum; without which we would not be who we are. Lacan says: And being of man not only he cannot comprehend what is without insanity, but that it would not even be the being of man, but take itself madness how limit their freedom (about psychic causality) all arder.

We have spoken on previous occasions, of the impact of the complaints of customers and users (see related news by clicking here). This time, we will focus on a specific users type: students. Internet is currently a medium very used to register criticism from users, and more still when it comes to young users whose fundamental tool in day to day is the computer. And is that it needless to say that the youth of today handled to perfection the new technologies, and used the network, an average of two hours a day for leisure, without taking into account time spent you by obligation either for reasons of work or study. Within this area student, formulated complaints and criticism through this medium, it seems the perfect procedure.

These views, may have different origin, as poor relations with certain teachers, or complaints by the notes of the exams. Know who made these comments, can help us to solve the problems and avoid arising out a string of a comment, vast views of the same type. And it is that it is human tendency, partnering most to pronounce on the downside you on good. If the complaints are unfounded and anonymous little we should do, however, there are many occasions in which complaints can be productive. This is the case, for example, of the comments with respect to administrative shortcomings of colleges and universities, such as the improvement of the conditions of classrooms or lack of space in the libraries. It is important that institutions reinforce the positive aspects acknowledged, but it is even more important to correct the deficiencies.

A good image is essential to exercise leadership and confidence. When a student chooses the University that is going to pursue their studies, previously performed a trace not only the information about the own career, but also information that can provide other users with respect to methodology, teaching staff i.e. on more personal aspects of the entity. If the image provided by the comment made by students is positive, this constitutes a strong argument, so University future opt that studies Center within its alternatives. On the contrary, if this information is negative, they doubted not dismiss an institution, since the educational offer in our country is very wide. Therefore, we invite those responsible for subjects, associations of students, directors and all members involved in education, that attend these opinions and devote some time to determine the most practical solutions to exercise some control over all these comments, positive or negative, since their knowledge, not only facilitate the work of solving the problems which may arise environment to them, but that will help us build a positive reputation.