U.M.D. S.G.

62 of the spirit of education). This proposal and its graphing in four quadrants is useful to highlight various categorical errors that lie at the base of the of the world own vision of modernity that has led to a State reductionist, fragmented education, materialistic, dogmatic, desespiritualizado, mechanistic, utilitarian and ruthless whose consequences are human, social and planetary deterioration. The written holistas and universal love we are dealing with are not wailing but of reasons on the causes of our sufferings as well as possible on the part of each of us proposals to stop the advance of the destruction and heal in the possible heart, mind, body of the individuals, society and the planet. The work of Ramon Gallegos has been the construction of the holistic paradigm of education for the 21st century based on the collection of wisdom from different cultures and times including the prolific that has been generated in recent times, so that its author says, also repetitive and honestly than education holistic should be recognised as one of the oldest and the most modern because it integrates the wisdom of spiritual teachersphilosophers, thinkers and scientists of all times: Krishna, Buddha, Lao Tse, Jesus; Plotinus, Plato; Aldous Huxley and the very exclusive representation of Mystics that condense the perennial philosophy outlined in his work with the same name; John Amos Comenius, Maria Montessori, John Dewey, Buckminister Fuller; Albert Einstein, Peter Russell, Karl Pribram, David Bohn; Marilyn Ferguson, Hazel Henderson; Howard Garner, Daniel Goleman: Rudolf Steiner, Francisco Varela, are only a small sample of the wealth that is the creator of the educational paradigm of holistic education has nourished. Ramon Gallegos Nava pedagogical books emphasize the influence that primary education holistic, the Mystic heart of them resides in the perennial philosophy in free formats transcendental spiritual wisdom that has been present throughout human history in different cultures and eras, beyond institutional forms and specific practics that religions have assumed (the spirit of education p. .