Американский Научный Журнал FORMATIVE EDUCATION FROM ANTHROPOECOLOGY’S POINT OF VIEW

ABSTRACT. Human behavior, like education, are highly subjective and each individual believes they have the truth that is correct, so today we have behaviors that differ 180 degrees, due to paradigms of interest and it seems that we do not want discuss true causes of our wrong formative education. From Anthropoecology point of view, it is very easy to establish guideline for a correct formative education. Premise is; if you, with your words and actions, cause harm to another human being, your formative education was negative; but, our arrogance and greed that have made us mentally ill, are mental fixations that prevent us from being positive. Formative education does not require words to be acquired, just the example is enough to validate that what is done is true and acceptable. Скачать в формате PDF
American Scientific Journal № (25 ) / 201 9 35
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FORMATIVE EDUCATION FROM ANTHROPOECOLOGY’S POINT OF VIEW

Leonel Chacón Anchondo
Industrial Engineer Technological Institute Cd. Juárez
Cd. Cuauhtémoc, Chihuahua, México, Tepeyac street # 4030, 31520

ABSTRACT.
Human behavior, like education, are highly subjective and each individ ual believes they have the truth that is
correct, so today we have behaviors that differ 180 degrees, due to paradigms of interest and it seems that we do
not want discuss true causes of our wrong formative education.
From Anthropoecology point of view, it is very easy to establish guideline for a correct formative education.
Premise is; if you, with your words and actions, cause harm to another human being, your formative education
was negative; but, our arrogance and greed that have made us mentally ill, are mental fixations that prevent us
from being positive.
Formative education does not require words to be acquired, just the example is enough to validate that what
is done is true and acceptable.
Keywords: Anthropoecology, guideline, formative education, arrogance, greed, mental illness, mental fixa-
tions,

FORMATIVE EDUCATION
Formative education does not stop throughout the
process of life; human being is prone and susceptible to
changing attitudes at any moment of his life; However ,
formative education in childhood is what will set stand-
ard in behavior and development of human being in all
aspects.
Formative education does not require words to be
acquired, just example is enough to validate that what
is done is true and acceptable. Infant only observes but
does not question because it has no parameters with
which to compare what it sees; only accepts it and de-
pending on degree of satisfaction of their elders, which
in most cases are their parents, will be the degree of
self -satisfact ion and validity of what they observed.
Formative education can be positive or negative;
most transcendental formative education is that ac-
quired in infancy and childhood, although it may be ob-
servable, it is very difficult to evaluate it at this stage;
Ho wever, consequences on behavior in adolescence
and maturity will leave no doubt about formative edu-
cation that was received in first years of life.
In the same family all children have different be-
haviors despite being from same parents; This may be
due to fact that not all of them are educated with same
discipline and norms, those small variations make a dif-
ference that can be observable; but, even so, fundamen-
tal behavior in the family is in same direction; Of
course, family members and rest of society in fluence
that formation and can also be a factor of variation

36 American Scientific Journal № ( 25 ) / 20 19
within same family. However, it will be difficult to find
an individual with extreme bad behavior where the rest
of the family has acceptable behavior.
Formation that father and mother had, is no t nec-
essarily the same that they will give to their children;
since of parents who are classified as good people they
have rebels and of some strict parents they have quiet
children without initiative.
Formative education as any activity and behavior
of human being can be evaluated; difficult thing is that
individual accepts to be evaluated, and much more dif-
ficult will be that he accepts results, especially if these
are negative.
Knowledge originates a behavioral change, while
information originates an immediate reaction. "Santa
Claus"; from children we are deceived and taught to
cheat . More an individual denies its evil, more danger-
ous it is for society.
However, for some reason, human being despite
his formative and instructive education is susceptible to
being manipulated by three aspects that are fundamen-
tal in life, which are health, well -being and happiness.
These aspects are more controlled by instinct than by
knowledge. Control of instinct is give n more by posi-
tive formative education than by instructional educa-
tion. So, it can be said that when an infant receives a
positive and adequate formative education, it will
hardly be manipulated when he is an adult; However,
when such education is deficien t, it will be easy victim
of any charlatan who offers health, welfare and happi-
ness. Without realizing that the root of your problem
originated in your childhood, and you may never real-
ize it, let alone become aware of it.
Dishonesty and bribery are learne d from example
and can occur at any stage of life; but they do not occur
by themselves, so that it takes root there must be an an-
tecedent that supports it, and this antecedent, among
others, can be greed.
Another aspect that is learned in childhood is
mock ery and jest towards their peers; This behavior is
learned by direct observation of adults close to child.
Reinforcement is done with children of same age. Trau-
mas that children develop mocked and that endure to
adulthood are unpredictable, as well as thei r conse-
quences.
A child abused in his home or outside, will have
problems interrelating in adulthood; but it is almost im-
possible to know to what extent these traumas are only
problems for oneself and at what point it extrapolates
those problems towards ot hers.
Mockery can reach intimidation of some children
against others, it can be such that child or adolescent
comes to kill those who bully him.
Child does not listen, observe. He does not learn
through language; he learns by example, imitating
mainly his parents.
Child does not understand meaning and connota-
tion of words that is barely learning its basic meaning,
so a speech is useless with a child.
When adults discover this as a problem in their
children, they expose it as a problem that came out of
nowhe re and they hardly dare to do an introspection.
Then they send the child to school so teachers must ed-
ucate him. These same parents not only expect but also
demand that schools establish programs to correct defi-
ciencies of children originated in the family and that
undoubtedly can only be corrected in the family.
In latter part of twentieth century A.D. when cog-
nitive education institutions boomed and a large num-
ber of children and youth attended school; creating
false idea that school is for formative educ ation of chil-
dren; with that of teachers who are specific to instruc-
tive education on concepts of knowledge; but not to
moral and social formative education. While this con-
fusion prevails, child will be in limbo without direction
and disciplinary limit, wi th consequences that will not
be expected.
Humans being is as inflexible its behavior as ani-
mals, once learned a behavior, we can hardly or we
want to change. Only that animals have a well -defined
niche of behavior and human beings have an infinite
range.
Formative positive education of child is responsi-
bility of parents and not of teachers; as well as correct
negative formative education.
With respect to not lying. What example is given
to child in household?
Honest people say: "if it's not mine, it's some one
else's". How many times is this expression used in
formative education of child?
Following complete transcribed article was re-
ceived online at beginning of 2005 A.D. It is tran-
scribed with reservations and all respect to people men-
tioned in it.
GETTING AWAY FROM GOD
In contrast to many perversities and jokes that we
send ourselves to laugh a while, this is a little different:
This joke today is not supposed to be a joke, it is not
supposed to be funny, it is supposed to make you think.
In an interview w ith Billy Graham's daughter at
Early Show, Jane Clayson asked,
"How could God have allowed this to happen?"
(Referring to the attacks of Sept. 11, 2001 AD). [3 oct.
2001 CBS's Early Show, Anne Graham was inter-
viewed by Jane Clayson].
Anne Graham gave an ex tremely profound and
full of wisdom.
He said, "Like us, I believe that God is deeply sad-
dened by this event, but for years we have been telling
God to get out of our schools, get out of our government
and get out of our lives. And being the gentleman that
He is, I believe that He has quietly withdrawn. How can
we expect God to give us His blessing and His protec-
tion when we have demanded that He let us be alone? "
In light of recent events ... terrorist attacks, shoot-
ings in schools, etc., I think it all st arted when Made-
leine Murray O'Hare (she was murdered, recently dis-
covered her body) complained that she did not want to
pray in our schools, and we said it was fine. Then some-
one said not to read the Bible in schools ... Bible says
you will not kill, you w ill not steal, you will love your
neighbor as yourself. And we said it was fine.
Then Dr. Benjamin Spock said that we should not
hit our children when they misbehave because their lit-
tle personalities would be truncated and we could hurt

American Scientific Journal № (25 ) / 201 9 37
their self -esteem (Dr. Spock's son committed suicide).
We said that experts know what they are saying. And
we said it was fine.
Then someone said that teachers and school direc-
tors should not discipline our children when they mis-
behave. Administrators of schools said that i t was better
that no member of faculty of schools touched any stu-
dent who misbehaves because we do not want negative
publicity and of course we do not want to be sued (there
is a big difference between disciplining, touching, hit,
slap, humiliate, kick, et c.). And we said it was fine.
Then someone said, let our daughters abort if they
want, and they do not even have to tell their parents.
And we said it was fine.
Then one of counselors of board of directors of
schools said, since boys are always going to be boys
and anyway they are going to do it, let's give our chil-
dren all condoms they want so that they can have fun to
fullest, and not We have to tell his parents that we gave
them to him at school. And we said it was fine.
Then some of our top public officials said that it
does not matter what we do in private while we carry
out our work. We agreed with them and said, I do not
care what anyone, including the president, does of his
private life while I have a job and economy is fine.
Then someone said let's print magazines with pic-
tures of naked women and say that this is a healthy and
realistic appreciation of beauty o f female body. And we
said it was fine. And then someone else took that ap-
preciation further and published photographs of naked
children, taking them even further when he placed them
on internet. And we said that he was fine, they have the
right to freedom of expression. Then amusement indus-
try said, let's do television shows and movies that pro-
mote profanity, violence and illicit sex. Let's record
music that encourages rape, drugs, suicides and satanic
themes. And we said it's just fun, it hasno negative e f-
fects, anyway, nobody takes it seriously, so go ahead.
Now we ask ourselves why our children have no con-
science, because they cannot distinguish between good
and evil, and because they do not care about killing
strangers, their schoolmates, or themselves.
Probably if we think it through and slowly, we will
find the answer. I think it has a lot to do with "WHAT
WE SOW IS WHAT WE COLLECT." It's funny how
people simply send God away and then wonder why the
world is in the process of being destroyed. It is cur ious
to see how we believe what newspapers say, but we
question what the Bible says.
It's funny how jokes are sent through network and
they spit like wildfire, but when you start sending mes-
sages from the Lord, people think twice before sharing
them. It is curious how there are lustful, crude, vulgar
and obscene articles circulating freely in cyberspace,
but discussion of God in public is suppressed in
schools, work spaces and sometimes even in home.
Are you laughing?
It is curious to see how when you send this mes-
sage, you will not send it to many people who are on
your address list because you are not sure of their be-
liefs, or what they will think of you for sending it to
them. It is curious to see how we are more concerned
about what others think of us th an what God thinks of
us.
Comments:
This message is considered doubly important; On
one hand, the spiritual estrangement of human being is
very clear, regardless of what he considers his God, li-
centiousness, individualism and abuse of the "freedom"
of expr ession. And on the other the misuse that is given
to tools available at Internet. This message alone is ex-
plicit enough.
A paradigm of parents, almost generalized to
world -wide level is non -acceptance of sexual education
to the boy in his last year of elem entary school; When
this topic is discussed in meetings of parents a great
scandal is made about the subject and books that con-
tain it; However, these same parents do not say any-
thing about what is exhibited in mass media in a morbid
and prostituted way (l ate twentieth century and early
twenty -first century AD).
War of the sexes is another paradigm that in-
creases every day, perhaps because technological pro-
gress allows women to be independent to support their
children.
Any acquisition of knowledge acquired in instruc-
tive education, originates behavioral change and poste-
riori strengthens in the individual as formative; But not
all knowledge directs the human being to behaviors of
respect and coexistence.
A soldier, sailor or pilot is trained and as a result
of that training, a behavioral change originates; only
that in this case the change is to kill his fellow men and
when does it instead of feeling remorse must feel satis-
faction of triumph.
THAT IS AN INDUCED MENTAL ILLNESS.
In human being if stimulus is cor rect, the response
will normally be correct and proportional to amount of
stimulus.
Human being has a large accumulation of energy
somewhere reserved; but for the negative or incompe-
tent, it is equivalent to having a barrel of water in the
desert, without the will to open it.
When individual's thought is to do work by obli-
gation and not by his own will, he has become incom-
petent.
None of the religious, political or economic sys-
tems has been concerned with establishment of an or-
derly system to teach adult to raise a child. This system
must be mandatory for all those couples who wish to
have children and even for single mothers.
This system will only be the principle to correct
the current excesses in behavior of human beings; It is
evident that results will b e seen in the next generation
and it will be up to second generation where the level
of result can be seen with certainty, this is approxi-
mately 40 years from its beginning.
Current information is good but it is atomized, not
accessible to all and much les s systematized. Elabora-
tion of texts is a long way to go and they should be elab-
orated with complete honesty, without hidden or sub-
liminal curriculum.
The question is: will there be a willingness to do
so on the part of religious, political and economic sy s-
tems?

38 American Scientific Journal № ( 25 ) / 20 19
In a conversation between two young ladies,
Mónica.L.Ch.R. and Ileana.E.R., the latter said to first
(2001 AD.) "THE EDUCATION OF A CHILD MUST
BEGIN 20 YEARS BEFORE HE IS BORN.
Academic level or high economic level, are not
synonymous of correct for mative education and com-
mon sense.
Each pair of human beings starting from their par-
adigms educates their children without having any in-
dicator if they are doing it correctly or incorrectly.
These paradigms can be personal or generalized in the
social grou p to which they belong, but their influence
is done individually.
As every writer, who as an individual has ability
to express transmit and share their ideas with best faith
and willingness to contribute, will set a personal course
accompanied by their own paradigms. By itself, it will
hardly be possible to capture concepts that reflect feel-
ing of the group or social group to which it belongs, by
a very good research methodology that applies or uses,
this will not necessarily reflect consensus of the group.
The same can be said about articles in magazines; since
in four or five pages it is possible to express very ra-
chitically any point of view or only expresses a point of
view that is not necessarily incorrect, but if it is omit-
ting any other points of view .
Of course, the work of those who have expressed
their ideas in written form is not neglected, it is only
about clarifying that by training in all aspects, including
academic, each individual will hardly be able to express
himself with equal depth in all senses in this very com-
plex subject. Without a doubt, all those couples who
take a good book on the subject will not sail blindly.
Some authors define Stages of life by ages as
follow:
Prenatal: From conception to birth
Early childhood: From birth to 3 years
Early childhood: From 3 years to 6
Intermediate or schoolchildren: From 6 to 12 years
old
Adolescence: From 12 to 18 years old
Youth: From 20 to 35 years old
Maturity: From 35 to 50 years old
Mature adulthood: From 50 to 60 years old
Old age or old a ge: From 65 and up
[https://www.hanakanjaa.com/etapas -la-vida -
edades/]

From Anthropoecology’s point of view, stages of life, would be as follows:
Stages of life from Anthropoecology’s point of view
STAGE PERIOD GENERAL NEEDp
Prenatal From conception to birth Care of fetus and mother, mother’s nutrition
Initial childhood From birth to 3 years Child care and formative education
Early childhood From 3 to 6 years Child care, formative education preschool instruction
Intermediate or
schoolchildren From 6 to 12 years Elementary instructive education and direction of formJ
ative education, civilitó
Adolescence From 12 to 18 years Instructive education and guidance to adolescents, civilJ
ity, personal relationships learning a craftsmanshié
Youth From 18 to 35 years Instructive education, obtaining a university degree
Marriage Between 20 and 30 years Responsibilities, learning and awareness of what mar-
riage is
Birth of children Between 20 and 40 years Care to breed healthy children
Stage of infant and
childhood From birth to 6 years How to give formative education to children
School stage of child
and adolescent Between 6 and 18 years Importance and how to support in instructive education
Independence 18 years and older oights and responsibilities of independence and imJ
portance of work
Maturity From 35 to 50 years Work with social responsibilitó
Mature adulthood From 50 to 65 years Work with social responsibilitó
Old age From 65 years onwards Self Jcare on old age, associations, occupational therapy

There are a large number of internal and external
indicators of the direction in which children are formed
and educated.
Internal indicators:
From parent to child:
Have you called them dumb, stupi d or worse?
Do you scream them frequently?
Do you require things that still they cannot do?
And then insult them.
Do blame and punishment for mistakes they did
not commit?
Do you blame them of your own problems?
When they ask permission to go somewhere, how
often you deny it?
Do you know where your child goes?
How much you want the child to leave home as
soon as possible?

American Scientific Journal № (25 ) / 201 9 39
Do you let him do what he wants? (Since baby)
From Childs to parents:
Do they obey promptly?
Do they assume attitudes of stubbornness? (spoil)
Do they demand that you buy what they crave?
Do they ask permission to go out with friends?
If they are going to arrive later than expected. Do
they advise?
External indicators:
How much importance do you give to raising chil-
dren? based on tangible and non -sentimental parame-
ters.
Number of children and youth suicides.
Type of clothing.
Type of events they attend.
Drug addiction.
This is only a tiny sample of the large number of
indicators that could be mentioned on the subject.
The means of communic ation and technological
progress, by the way they do advertising have created
false expectations in the way of life for all people in
general, forgetting natural environment of life.
WHAT YOU SEE IN MOVIES?
Illegal acts according to law
Adverse health even ts
Acts harmful to nature
Lack of respect for children and young adults and
vice versa
Violations
Prepotency
Score Jokes
Lies, intrigues and gossip
Sex
Murder and dismemberment of human bodies
Exhibition of bloody scenes
Abuse from strong to weak
Alcoholism
Drug
Cover -ups of all kinds
Cheaters, fraud, kickbacks, bribery, fraud illegal
businesses
Compromises and alliances against each other
Violence and aggression
Fights of all kinds
Use of firearms
Discrimination
Etc. etc. and so on.
WHAT DO YOU SE E IN VIDEOS?
As in movies, with aggravating circumstance that
the participant is the protagonist that exacerbates their
arrogance
WHAT DO YOU SEE IN CARTOONS?
Same as in movies, only that in appropriate doses
to infants with aggravating circumstance that t hey are
exacerbate fantasizing and alienating in some cases and
in others that claim to be "healthy" are actually irrever-
ent with disrespectful jokes from children to adults
Upbringing of children is an important and
transcendental task for coexistence and preserva-
tion of species in a world worth living.
With all due respect to women and mothers of
family, those who mainly contribute in formation of
next generation and in spite of external influence that it
had, if a family can be achieved with good moral s tand-
ards; since basic training of human being is between
zero and six years (according to the opinion of some
psychologists) and during that time external influence
can be null if so desired since there is total control over
the child; Of course it should not be understood that the
child must be isolated from outside world.
Do you let the infant or child do what they want,
dirty, destroy things, move wherever they want in pub-
lic places, in temples, etc.? If infant or child does what
they want at this stage; in following stages it will be
difficult to change his behavior.
"Our childhood experiences shape our lives. Our
parents and the rest of people are role models; for better
or for worse, we identify with them. Specifically, they
give us a script of life th at becomes our role. We as-
sume it more by emotional absorption than by con-
scious choice. It emerges from our deepest vulnerable
fibers, from our dependence on others and our need to
be accepted and loved, to belong, to feel that we are
important and valuab le, that they are interested in us.
For that reason, shaping that role is the most basic re-
sponsibility of parents. They are writing their children's
life scripts, which they will most likely represent for
much of the rest of their lives”. [COVEY STEPHEN R .
"Principle -Centered Leadership" page 174, Paidós Em-
presa 22, January 1999]
Importance of raising children should be reas-
sessed, since at end of 20th century A.D. being a mother
of a family and a housewife is considered unpaid work,
so doing it more than a virtue and a privilege seems like
a punishment.
There is no other being more important than the
mother; since, with his natural instinct, dedication,
commitment and love, is by nature the most indicated
for upbringing of children. An indicator of that na tural
instinct and commitment is that when the marriage is
dissolved, it is the mother who in almost all cases stays
with children, with or without support from father.
Lack of respect of child to father in absence of the
latter, is an indicator of poor fa mily formation with un-
certain moral and social future.
Lack of respect in absence of the affected is an in-
dicator of lack of social maturity.
A common mistake of some societies is to stereo-
type their enemies and show them in images to chil-
dren; so, in futu re everything that is similar to that im-
age will be your enemy; same happens with discrimi-
nation.


We have learned to give more value for economic in-
terest or fame to what is spectacular over what is tran-
scendental and basic.

40 American Scientific Journal № ( 25 ) / 20 19
To what extent do parents with false aspirations
educate children with arrogance of believing them-
selves more than others, making them mentally ill?
Virtual bases of data in instruments such as com-
puters and internet, caused by technological progress ,
have created in children and young people (especially
students) mentality and mental laziness that "I DO NOT
NEED TO LEARN IT IF I HAVE IT IN MY HANDS";
just that, one that brings it in his hands does not mean
that he knows how to use it correctly and ef ficiently,
without counting that the simple lack of electrical
power leaves him without "knowledge".
MENNONITES IN BOLIVIA: A minister says:
"we do not want children to learn a lot, because they go
to the city to live on business; If they do not learn much,
they will stay as farmers”. [TV11IPN report, November
19, 2011 A.D.]
COMMENTARY:
At first glance this thought seems retrograde, but
looking at it thoroughly and impartially, what he means
is that if they learn customs of current "m odern" society
(2018 AD) they will abandon agricultural activity.
That is a reality and not only in Mennonites of Bo-
livia, but in young people of all peoples of Mexico,
maybe in Latin America and worldwide. This is due to
mirage of technological advance cr eated by insane
propaganda of media, which despise the people of the
field, creating that same level of despise in whole soci-
ety. Considering them as third category citizens.
This case is far from the same as owners of slaves
did not allow them to learn to read for fear that they
learned that there could be a freedom, already different
from that of their ancestors, but freedom at last.
Sometimes it is said: "before, life was better"; un-
fortunately, that "before" is only a few years, not even
a century. It i s not that past times were better; but, that
lived more according to natural laws, there were fewer
needs created and therefore less stress.
COMMERCIAL TELEVISION:
Just check your programming for 24 hours to real-
ize that cultural programs are not broadcast , but empty
of programs in social content, civility, relationship with
nature and ethical and moral values. Therefore, we will
have an empty and easily manipulated society, absent
from a positive formative education.
Other factors that influence educationa l education:
Has content of television programming been ob-
served and evaluated for 24 hours?
1) Arrogance that most of protagonists reflect in
films and competition events.
2) Fantasy shown in the cartoons, forging illusions
in children since many things happen from nothing or
"miraculously".
Who has the prerogative of behavior; are rulers
and entrepreneurs, marking the pattern of this, therefore
if a society is corrupt is because its leaders and their
employers are, sponsored by greed that spreads
throughout soc iety.
LETTER OF THE EARTH:
In some or many countries; The Earth Charter,
which could be valuable for a positive formative edu-
cation, has become a romantic and demagogic docu-
ment since it is violated in every action by rulers in turn
at all levels.
Therefore, it is necessary to go much further than
its action guidelines. It used to be called civility.
If Civil Association of the Earth Charter requires
donations to subsist; then, it is far from being truly sup-
ported and applied by governments.
Life in big cities for most people, is a life without
meaning, it is just a come and go to subsist, with dis-
tractors that confuse them with true satisfactions. Mak-
ing necessary some superfluous activities, like the
"gym" the "karate" the "yoga" as well as cell ph one that
is already indispensable.
To current youth, we educate them by recom-
mending use of condoms, INSTRUCTIVE
EDUCATION; instead of teaching them to be respon-
sible,
FORMATIVE EDUCATION. CONCLUSIONS
• Of civilized we may not have anything since sci-
entific and material progress is not
correlated with term culture and moral progress.
• Socio -cultural and recreational activities, such
as sports and entertainment, have become preferably
economic.
• Solving problems in its effect generates an eco-
nomic gain and not i n its cause.
• Mass media that transmits harmful programs,
leaves parents and society
responsibility to select what children see.
• Word is to communicate to each other, not to
make a living from it.
• CHILD DOES NOT LISTEN TO YOU, HE
OBSERVES YOU; first stage o f learning is by imita-
tion and observation of images, language is still very
complex at that stage.
• There are some books that say or assure that man
or woman are like this or that and from their perspective
or experience they can be right, at least in dire ction of
behavior; However, how far is that cultural and how far
is it natural? What influenced or influences more in
that, culture and morals, religions or literature?
• As long as attention is not paid on formative ed-
ucation, true history and natural scien ces are not an in-
tegral part of instructional education; the human being
will be condemned to repeat the mistakes of his prede-
cessors; even the immediate ones.
• For a society to be fair and sustainable it must
focus primarily on mental healing, changing our para-
digms towards honesty and eliminating greed and cor-
ruption. Political corruption and social corruption are
concomitant.
• Formative education, in childhood is transcen-
dental, re -educating and makin g parents aware that this
task is only their responsibility and not teachers. As
well as reeducating mothers as integrators of home.
And to both about their responsibilities.

American Scientific Journal № (25 ) / 201 9 41
• Marriage, educate new parents about this im-
portant responsibility and importance of formative ed-
ucation of infant between 0 -6 years
• For a culture to be generated, it is necessary to
continuously repeat patterns of behavior that generate
it. They can be positive or negative.
• • There are no public programs that educate
about the damage caused by drugs.
• Commercial television, soap operas or entertain-
ment programs are shown instead of educational pro-
grams.
• Reeducate society, with respect to liberation and
homosexuality.
References
1. Anne Graham was interviewed by Jane Clayson
3 oct. 2001 CBS's Early Show.
3. COVEY STEPHEN R. “El liderazgo Centrado
HQ 3ULQFLSLRV´ SiJLQD  3DLGyV (PSUHVD  HQHUR
1999
4. https://www.hanakanjaa.com/etapas -la-vida -
edades/
5. TV11IPN, 19 noviembre 2011 A.D
6. cartadelatierra.org/descubra/la -carta -de-la-
tierra/
7. En señanza. Enciclopedia® Microsoft® Encarta
2001. © 1993 -2000 Microsoft Corporation. Reservados
todos los derechos.
8. María Antonieta Casanova, LA EVALUACIÓN
('8&$7,9$SiJLQD



INSTRUCTIVE EDUCATION FROM ANTHROPOECOLOGY’S POINT OF VIEW

Leonel Chacón Anchondo
Industrial Engineer, Technological Institute Cd. Juárez
Cd. Cuauhtémoc, Chihuahua, México, Tepeyac street # 4030, 31520

ABSTRACT.
Massive instructional education is a recent creation of human being with the objective of taking it to a pro-
ductive life in an efficient way and that takes technological knowledge at an adequate level that are required by
the industry to understand, improv e and optimize productive processes and adapt to changes dictated by techno-
logical progress. In some countries they have forgotten educational level of middle level, disabling them for their
own technological development.
To involved and volunteer is expli citly offered a "high standard of living". Undoubtedly technological ad-
vance has brought facilitators and great comforts of life; only that, sustainable development has been forgotten,
nature has been depredated and contaminated, together with creation of false expectations in individuals and gen-
erating a great amount of superfluous and negative activities; that, from point of view of anthropoecology, has
made human being mentally ill.
Key words : instructive education, understanding, technological advance, voluntary, living standards, facili-
tators, sustainable development, depredating, contaminated, superfluous, negative, mental illness.

INSTRUCTIVE EDUCATION
Instructive education systems are making people
economically active but not productive.
When objective of acquiring a professional title no
matter if it was learned, said individual will use it as a
permit to obtain economic gains in any form.
Instructive education when it is directed to solu-
tion of immediate problems (economic) f orms a litter
of people with lack of integral vision towards future de-
velopment of human being, and posteriori everything
they want to solve with solutions of economic type. Or,
is this the purpose of those who manage the global
economy?
Instructive educat ion as well as formative educa-
tion can be positive or negative.
Instructive education is dedicated to science and
technology concepts as if there was a rush to manufac-
ture entities that will generate wealth in productive
field. And in practice it forgets a sustainable instructive
education.
How can sustainable design and construction
be achieved if education itself lacks such concepts?