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

ABSTRACT. Massive instructional education is a recent creation of human being with the objective of taking it to a productive life in an efficient way and that takes technological knowledge at an adequate level that are required by the industry to understand, improve and optimize productive processes and adapt to changes dictated by technological progress. In some countries they have forgotten educational level of middle level, disabling them for their own technological development. To involved and volunteer is explicitly offered a "high standard of living". Undoubtedly technological advance 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 generating a great amount of superfluous and negative activities; that, from point of view of anthropoecology, has made human being mentally ill. Скачать в формате PDF
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?

42 American Scientific Journal № ( 25 ) / 20 19
In technologically advanced countries, children
are greatly pressured to obtain an academic degree or
to study at this or t hat university; This pressure is such
that it deranges the children in one or many ways, this
pressure can be slight that goes unnoticed or to such a
degree that it reaches suicide or attacking others di-
rectly or surreptitiously. Thus; if they have academi c
achievements, they will have achievements as adults,
only that these inculcated achievements are only
ECONOMIC; only that, when those achievements are
not obtained, you have a frustrated adult who can be
from introverted to attacking his own social group or
the rulers in turn, among many other behaviors.
Among many others, an influencing factor is elec-
tronic video games where an aggressive mentality or at
least false expectations are developed or reinforced, be-
cause with computer systems everything seems easy.
Will this be mental illness?
In the dawn of humanity, education was qualita-
tive, one by one, father by son, friend by friend etc.
When the created needs increase, education becomes
quantitative.
"A current comes and it becomes quantitative, you
see t he poor quality of it and at the end of the 20th cen-
tury AD. aims to return to the qualitative concept. "
(María Antonieta Casanova, The Educational Evalua-
tion, page 124).
In schools of elementary education (primary) in
villages whose main activity is agriculture, we talk
about everything and a tiny part of how a seed germi-
nates, how an animal is raised and importance of these
aspects, among many others in life of human bein g. It
is mistakenly assumed that if a child is born in a farm,
he will learn farm's tasks instinctively; when in reality
you are moving away from it; because, if these tasks are
not given importance in the country itself and taught
concepts of science and technology, the result is obvi-
ous. This is just a small sample of what is happening in
elementary education in many countries, regardless of
their degree of progress.
The educational programs that governments do for
ethnic groups far from big cities, are m ade according to
lifestyle of cities and not obeying, not even respecting
lifestyle and culture of the group to which educational
program is directed.
Upper instructional education systems are de-
signed so that student does not group; generating with
it a h igh degree of individualism; in contrast to very na-
ture of human being that requires grouping to survive
and also with philosophy of companies where they are
supposed to work as a team.
In a capitalist system, individualism is the ba-
sis on social formation.
Lack of grouping capacity of student makes sys-
tem vulnerable to irresponsibility of some teachers,
since students can hardly come together to even report
an anomaly on the part of teacher; worst of this group-
ing inability inhibits possibilities of projects of some
teachers with a high sense of responsibility, since it is
difficult for them to agree on schedules of students for
said projects or a simple visit to factories of interest for
the subject taught
Instructive education officialized, prepa res profes-
sionals for the service in generation of industrial prod-
ucts, with a mentality more directed to economy than to
society; but most people in same industry are only
trained to perform a monotonous task.
Tame animal, for each executed act, is reward ed
with something; the individualist human being for each
thing charges his fees. It also demarcates its properties
and area of influence clearly, becoming selfish.
Extreme individualism originates distrust of all
against all, each one is at mercy of himse lf, for every-
thing has to paid. Courtesy, chivalry is eliminated, the
word sharing tends to disappear.
In individualism there are too many voices and lit-
tle understanding, each one tries to take advantage of
others so teamwork is difficult.
Individualist s ells everything at best possible price
and in times of crisis it is when he gains most ad-
vantage.
Auctions of all kinds exacerbate individualistic
power regardless of price paid for it; the important thing
is to show that you have to snatch from other what you
both want.
“Earth has enough to satisfy everybody’s
QHHGVEXWQRWDYDULFHRIDIHZ´>*DQGKL@
Individualism difficult and increases cost of
living.
Instructive education enables individual to per-
form a job, but not all jobs are directed towards coex-
istence of human being.
Within school systems for professions of medi-
cine, engineering, psychology law etc. it is assumed
that there is an ethical norm where personal good
should not be superimposed on common good; How-
ever, throughout the career some teacher s,
students and society in general induce student the
idea that he is studying to earn a lot of money. Leaving
aside supposed professional ethics completely.
Instructive education provides knowledge and in-
fluences formation of individual within the field t hat
was instructed. Positive instructive education presup-
poses that individual will contribute their knowledge
constructively to achieve a better standard of life not
only of himself and those around him, but also of the
society to which he belongs.
To a g reater or lesser degree, some careers teach
to individual techniques to manipulate people through
topics such as administration, motivation, etc. One of
these is psychology where human behavior is supposed
to be observed and studied for good of the human b e-
ing; however, those who hold power use this quality to
manipulate it, either individually or collectively.
Within professions there are some like advocacy;
among others, learn to live from the problems of others,
having behaviors of all kinds; to degree t hat innocent is
guilty and guilty is innocent. Fundamentally depending
on money that is involved.
There are other professions or trades that are dis-
guised as patriotism, as is military career, where in-
structive education and training are aimed at intimidat-
ing and destroying people and strangers for sake of
power of a few, especially at times of conflict.

American Scientific Journal № (25 ) / 201 9 43
Among other topics of science and administration,
is marketing, which in addition to providing infor-
mation on possible levels of sales to companies, in
som e points is dedicated to manipulating people to
achieve sales on some products; As the following arti-
cle shows "motivations and consumer behavior"
MOTIVATIONS AND CONSUMER BEHAVIOR
Purchase desire factor in market demand, requires
a study of motives and bu ying habits. A motive can be
defined as an impulse or an urgency which individual
seeks to satisfy. It becomes a reason to buy when indi-
vidual seeks satisfaction by buying something. Reason
is in mind of individual and asks for satisfaction as long
as it a ffects him. We know a lot about quantitative as-
pects of market; however, we know relatively little
about qualitative factor of why people act as they do in
marketplace.
It is decisive to have a knowledge of reasons why
people buy a given product (reasons f or product) or pur-
chase at a certain store (reasons for patronage) if seller
does not hit with the real reason he may lose sale. Un-
derstanding underlying motives of behavior of a large
market sector helps seller to choose topics of advertis-
ing, to plan per sonal sales activities, to design a product
and to develop other phases of a promotion program.
Purchasing reasons can be grouped into different
levels depending on customer's awareness of them and
their desire to communicate them;levels are three:
• You are not conscious; you cannot communi-
cate them.
• Is conscious and does not communicate them.
• Is aware and wants to communicate.
Difficulty in identifying reasons for buying is that
there are usually many reasons.
A study has discovered more than 600 reasons of
purchase classifying them in: a) Biological
b) Sociological
c) Artistic
d) Politicians
e) Religious
f) Intellectuals
g) Economical
There is still no coordinated and coherent
knowledge that we can call theory of buying behavior.
Advertisers, sales authorities and marketers have made
partial contributions. Economists have traditionally fo-
cused their attention on problems of production a nd not
on consumption. In fact, in classical theory economists
assumed that consumer was a totally rational person
and that he worked with full market information.
A study of behavior can begin with an understand-
ing of motivation and this can be defined as behavior
investigated by internal needs. Motivation has a cycle
of three stages:
1) Need, impulse or motive
• Physiological - hungry
• Learned - social approval
2) Create tension and provoke instrumental be-
havior.
3) Achievement of goal that meets the need.
Human behavior is motivated by circumstantial or
learned needs as well as inherent psychological tenden-
cies. This means that our physiological needs such as
food are strong, but we also have social needs such as
recognition, acceptance, company, position, etc. There
are also needs learned economically, politically and re-
ligiously.
Greater part of our behavior depends more on
what we have learned than on instinct, acquired needs
may be more important than physiological ones. How-
ever, human being by instinct knows that it is good and
that it is bad without needing more clarifications than
those dictated by conscience.
Mc Gregor classifies needs of man as follows:
1) Physiological needs
2) Security needs
3) Social needs
4) Needs of the ego
5) Needs of self -realization
A satis fied need is not motivating behaviors,
hence human behavior is motivated by unmet needs,
whether they are learned or inherent.
In history of marketing it has been classic to cate-
gorize reasons for buying in two fields:
FIELDS OF MOTIVES
1) Emotional
a) Hunger
b) Thirst
c) Desire for company
d) Emulation or imitation
e) Personal comfort
f) Safety of loved ones
g) Prestige
h) Pride2) Rational
a) Economy of the purchase
b) Price
c) Utility considerations
d) Duration
e) Dependency
f) Coexistence
g) Efficiency
So much importance and transcendence has this
classification of motives, that advertising takes them to
structure their commercial messages and these are clas-
sified precisely in emotional and rational. There are
also mixed ones.
Classification of emotional and rational reasons is
a function of amount of time and thought devoted to
purchase. Impulse towards purchase is considered in re-
sponse to emotional reasons. Reasoned purchase is sup-
posed to require a careful process of thinking seriously.
[Unknown refer ence; even so, it is included because it
is considered a very illustrative report, compared to
other reports]
COMMENT:
Much of knowledge about human behavior, as
shown in previous article, is aimed at manipulation and
deception, to make client buy article through advertis-
ing; convinced that this is good.
Instructional education in school is directed to
bring human being to specialization and in this special-
ization the general context of life itself has been lost;
Specialization closes mind and abilities of individual,

44 American Scientific Journal № ( 25 ) / 20 19
making him believe that what he does is the only and
true thing. If specialization is successful, as most of
them do at the beginning of these, instructive education
that took individual to that specialization becomes
formative, enclosing even more individual in his spe-
cialization and validity of it. Reaching degree that if he
does not find work in what he says he knows how to do,
he feels incapable of performing other activities; falling
into disappointment, depression and perhaps blaming
other s for his misfortune.
A comment from a candidate for doctorate in en-
gineering sciences said:
"Some doctors in science dedicated to research
lose common sense" (D. Cooler, PhD. 1994 AD.).
Deducing part of that conversation it was under-
stood that they want t o make valid everything they
think, and that more they learn from a very narrow
field, more they cling to their ideas.
A scientist said: "THE FACTS ARE WRONG"
when they differed from their conclusions. Was it be-
cause he had already lost his common sense or just a
coincidence?
Like, or as a consequence of school education; or-
ganizations as colossal works of human being, also tend
to specialize and concentrate on some topics and di-
vorce complementary themes; looking for ways to drag
as many people as possible with them, for benefit of the
organization; regardless of discrepancy of that task
with natural balance. e.g. some religious organizations
only handle spiritual aspect and comment little or noth-
ing about nature, which without a doubt is the basis of
spiri t; since if there is not first a living being that be-
lieves in the spirit, there will be no way to manipulate
spiritual.
If we understood nature, our spirit would
grow.
Specialized activities such as sports, shows, in-
cluding psychics are where their promotion is exacer-
bated, regardless of moral, spiritual, psychological
damage and degree of alienation inflicted on society.
Something similar happens with companies of junk
products such as beauty products, products that are
taken to lose weight, which with supposedly very little
exercise achieves an aesthetically attractive body, and
bottled soft drinks, among others.
Official instructive education only talks about sci-
ence a nd technology and forgets a comprehensive plan
of instruction -formation, which involves care of envi-
ronment and the necessary routines for life and coexist-
ence, with classes that are part of the study plan and
evaluated. In the absence of reinforcement of values of
coexistence for positive formative education; only op-
posite direction remains; that without reaching ex-
tremes, it has nothing to counteract it for a better an-
thropoecological balance.
It is perhaps a very difficult dream but not impos-
sible to exp ect laws to be made in accordance with na-
ture. Coupled with this, any natural law goes against the
accumulation of wealth by a single individual. Only by
educating population and bringing it to the point of
equilibrium will a peaceful coexistence and makin g
earth an earthly paradise be possible. To lofty teach him
to be fair and not monopolize resources; and to needy,
go to work and earn this daily bread.
"If in life you do not know where you are going
never reach." [Anonymous] Information is not
knowledge.
It is very common to believe that knowledge is ac-
quired when information is received; behavioral change
generated by information, is different from behavioral
change generated by knowledge.
Information generates action positive or negative
and knowledge g enerates reflection; not necessarily
positive, but reflection at the end.
Just as information is confused with
knowledge; genius is also confused with wisdom.
Genius generates science regardless of conse-
quences of their creations, in fact, there were some who
repented, perhaps half, but repented at the end; the most
significant of these was ALBERT EINSTEIN. As fol-
lowing fact shows:
In 1939 Einstein participated along with other
physicists in drafting a letter to President Franklin D.
Roosevelt requesting cr eation of a research program on
chain reactions. The letter, which was only signed by
Einstein, managed to accelerate manufacture of atomic
bomb, in which he did not participate or knew of its
completion. In 1945, when existence of the bomb was
already evi dent, Einstein wrote again to president to try
to dissuade him from using nuclear weapon. ["Albert
Einstein." Microsoft® Encarta Encyclopedia® 2001. ©
1993 -2000 Microsoft Corporation, all rights reserved].
Wise person is opposed to any type of develop-
ment that contributes to human being's control by
human being. [CONFUCIUS]
Political systems only instruct people how to vote
to elect their governors; but they never instruct their
governed of what are responsibilities of one and other.
The more alienated in a ll respects a people are more
easily manipulated and taken advantage of. Something
similar happens with religions, where there is only talk
of worshiping God, but people are not taught in detail
what they must do to achieve a peaceful coexistence.
In rheto ric of politics, a larger budget is called for
to eliminate poverty in communities far from cities;
through giving food to poor so they can eat a few days,
instead of starting a campaign of respect for their lands
and forests first and then carry out a rea l educational
plan, respecting their cultural formation. If this dream
is fulfilled, result will be seen a generation later.
Since appearance of radio and television, a distrac-
tor originated very quickly, distracting attention of
adults, young people and c hildren, making them dream
of arriving at great shows, resulting in rejection of pro-
ductive work and unsatisfactory or dangerously low
school performance.
New instructive education models aim to make
everyone have a professional academic degree; that
they receive, "A GOOD EDUCATION", so they will
obtain "a good job", increasing the offer of individuals
with high academic level, leaving the intermediate level
empty of offer; however, it is better to truly learn a
craftsmanship than have a bad bachelor degree .
There is a popular expression that says: "STUDY
FOR NOT TO BE A DISHWASHER"; this expression,

American Scientific Journal № (25 ) / 201 9 45
despises all activities that human being needs for its
subsistence.
Perhaps it is a mistake of parents and rulers to pre-
tend that children study a professional career; for the
following observations: • Not everyone wants or can
study a professional career.
• Those who do not wish to study are reduced or
minimized by "their lack of ambition"
• And as mentioned above, mid -level jobs have
been forgotten, lacking labor f orce at
that level.
With instructive education systems where teacher
is only a guide; such as open systems or the so -called
distance education, where it is assumed that student
must learn by itself; Then, what student achieves must
be a reason for approval , since free will does not have
a specific reference for evaluation.
The master must be that, a teacher and student
must be a student, not an explorer in an explored
field , learning by himself; being able to frustrate in two
ways: discovering something new for them but that was
already discovered or working exhaustively and not
even discovering anything.
“KNOWLEDGE AND FREEDOM ARE
,16(3$5$%/(´> Adolfo Lopez
Mateos Mexico's president from 1958 to 1964
A.D.].
CONCLUSIONS
• Large companies with their regulations create
restrictions that limit initiative of their employees in
some cases and in others they are used as a pretext for
not doing things or making a decision; They also create
levels of comfort for employees, causing incompe-
tence.
• Large companies believe that they have a real
work team because they give seminars and generate
"philosophies" to work as a team; however, surrepti-
tiously individualism prevails; in a team, only mini-
mum necessary is done, which at the same ti me satisfies
company because it generates economic profits and the
rest that does not matter; it's everyone's thing.
• Law of supply and demand, widely accepted by
marketing philosophies and techniques, is an immoral
law
• Instructive education, for some reaso n, has fo-
cused on promoting and training professionals, which
in many cases mentally incapacitates them to carry out
a productive activity (they believe that they are of a su-
perior caste) by not training technicians who are actu-
ally the ones who do the job .
• Currently the leaders of the countries have and
continue to give convenient solutions and not the cor-
rect ones to the diverse problems; e.g. Social problems
are given economic/political solutions; the tech-
nical/economic ones are given political solutions.
When someone truly proposes something beneficial, it
is blocked to prevent sympathy and to avoid exposing
the evil of the control group, this is a perverse game
perfo rmed by the mentally ill.
• Practical instructive education; It's better a good
craftsman than a bad bachelor degree.
References
1. Adolfo Lopez Mateos Mexico's president from
1958 to 1964 A.D.
2. Albert Einstein. Microsoft® Encarta Encyclo-
pedia® 2001. © 1993 -2000 Microsoft Corporation, all
rights reserved).
3. D. Cooler, Phd. 1994 A.D.).
4. María Antonieta Casanova, LA EVALUACIÓN
('8&$7,9$SiJLQD
5. Teaching. Microsoft® Encarta Encyclopedia®
2001. © 1993 -2000 Microsoft Corporation, all rights
reserved.) (21).