What is education?
Education is the process of facilitating the skills or abilities inherent in the individual through the
learning of knowledge, experiences, as well as virtues, beliefs, values, habits, or other
characteristics of being, by other individuals more versed in the subject taught, using various
pedagogical techniques.
The final result of the educational process is uncertain, as the human being never stops learning, and
therefore, never stops changing their behaviors and precepts. However, the early stages of life are
considered crucial for the formation and education of the individual (both in formal aspects and in
affective, social matters, etc.), as they will be responsible for the mode of action that the individual
presents in adulthood.
At the same time, formal or academic education is considered in our societies as an institution at the
service of the human being, of their evolution and learning, where one can not only acquire deep
and complex knowledge but also shape a way of thinking in matters of ethics, morality, affection,
etc. And yet, access to this type of education is often restricted to the middle and upper classes,
which always poses an additional difficulty for the most disadvantaged classes, often immersed in
ignorance. Education can occur through different models and various ranges of experiences, but it is
generally in the hands of a tutor, teacher, instructor, or guide, who is a figure of relative authority
over the learners or students, responsible for ensuring the correct understanding of the subjects and
resolving any doubts that may arise in the process, as not all people have similar learning
mechanisms. Once the reasons and methods are clear, I would like to address nuances such as the
level of intensity and demand in teaching, the commitment on the part of the student, the type of
relationship between teacher and learner, etc.
It is true that children are educated from an early age, and we probably do not see the result until it
is too late to correct it. Therefore, we do not immediately know its effects. However, we can see
some signs and work on them. It is essential, both in education and in the formation of an
individual, to intervene at an early age when neither character nor personality has been fully
formed, working only with temperament.
To establish a chronology of the stages of personality development, it is interesting to start from the
classification of the main life stages. Using them as a reference, let’s see how the psychological
structure of human beings develops.
1. The First Moments
When a baby is born, we cannot consider that it has a marked personality, as the new individual has
not had concrete experiences that make them be, think, or act in a certain way. However, it is true
that as the days go by, we begin to see how the child tends to behave in a certain way:
for example, we can observe if they cry a lot or little, how they feed, or if they respond to touch
with fear or curiosity.
These first characteristics are part of what is called temperament, which is part of the innate
constitution of the person and which can later be shaped through learning. Temperament has a
biological basis and comes mainly from the genetic inheritance of our ancestors. Being a
component primarily linked to affectivity, it is a primordial component that will act as the basis for
the construction of personality.
If it has not been adequately attended to, both physically and emotionally, the mind will take longer
to “build,” it will be led by impulses, and it will manifest constant discomforts (wrongly called
whims, tantrums, or fits). It may even present some undesirable physical characteristics, such as
rejecting food or, on the contrary, overeating, nightmares, fear of the dark, among others.
2. Childhood
As the subject grows, they gradually develop different cognitive and physical abilities that will
allow them to perceive reality, begin to try to understand how the world works, and how the self can
influence and participate in it.
This stage is characterized by the acquisition of values, beliefs, and norms from the outside, in an
initially imitative manner and with little critical tint. The personality begins to form as the
characteristics of temperament are confronted with reality, acquiring behavioral patterns and ways
of seeing the world, and forming character.
In this stage, self-esteem tends to be initially high due to the high level of attention usually given to
the child in the family environment. However, upon entering the school world, it tends to decrease
as the familiar environment is left behind and they enter an unknown one where numerous
viewpoints converge.
3. Puberty and Adolescence
Adolescence, the point at which we transition from being children to adults, is a key stage in
personality formation. It is a complex life stage in which the organism is undergoing change, while
expectations regarding the individual’s behavior are increased, and they begin to experience
different aspects and realities. It is a vital moment characterized by the need to differentiate, often
resulting in a rupture or separation from the adults in charge and a continuous questioning of
everything that has been instilled in them until then. The number of environments in which the
person participates increases, as does the number of people with whom they interact. This,
combined with hormonal changes and the increase in the capacity for abstraction characteristic of
cognitive maturation, will lead them to experience different roles that will teach them what they like
and what is expected of them. A strengthening of the search for social connection occurs, and the
first relationships appear. The adolescent seeks their own identity while also seeking a sense of
belonging to the social environment, trying to integrate as part of the community and the world.
In this stage, self-esteem tends to vary as a result of the insecurities and discoveries inherent to
adolescence. Through experimentation, the adolescent will try out different ways of seeing life,
internalizing some aspects and varying others. They seek their own identity, a search that over time
crystallizes into a differentiated personality.
4. Adulthood
It is considered that from adolescence onward, we can speak of personality proper, having already
forged a relatively stable pattern of behavior, emotion, and thought.
This personality will still vary throughout life, but by and large, the structure will be similar unless
a highly relevant event occurs that pushes the subject to make changes in their way of viewing the
world.
Compared to other life stages, self-esteem tends to rise, and in general, the adult’s self-concept tends
to try to align their real self with the ideal self, so shyness decreases if it was previously high. As a
consequence, what others think of oneself becomes less important, and activities that would have
caused embarrassment in earlier stages can now be carried out.
5. Old Age
Although personality generally remains stable, the arrival of old age entails the progressive
experience of situations such as the loss of abilities, work activity, and loved ones, which can
greatly affect our way of relating to the world. There is a tendency toward a decrease in
extraversion and self-esteem.
In summary, although related, temperament, character, and personality are distinct concepts.
Temperament refers to innate characteristics, character refers to acquired qualities and values, and
personality is a unique combination of characteristics and behaviors. Understanding these
differences can help us grow and improve as individuals and establish healthier and more
productive interpersonal relationships. Therefore, the same system of teaching or discipline should
not be applied equally to all individuals, as their response will vary according to these factors.
Maria Montessori was an Italian educator, pedagogue, and physician whose educational vision,
radical for its time, remains fully relevant today. Let’s look at some of her reflections on the goal of
education.
“Education in early childhood is the key to building a better society.”
“The goal of early education should be to activate the child’s natural desire to learn.”
“Education should no longer primarily be about imparting knowledge, but it must take a new path,
seeking the liberation of human potential.”
“If education recognizes the intrinsic value of a child’s personality and provides them with an
appropriate environment for their spiritual growth, we will have the revelation of a new teaching
method whose astonishing characteristics can contribute to the improvement of the world.”
“The first task of the educator is to recognize the human personality in the young being and respect
it.”
“The greatest triumph of our educational method should always be this: to make possible the
spontaneous progress of the child.”
“Scientific observation has established that education is not what a teacher gives; it is a natural
process carried out spontaneously by the individual and is not acquired by listening to words but
through experiences in the environment.”
“Joy, feeling our own worth, feeling appreciated and loved by others, feeling useful and capable are
factors of enormous value for the human soul.”
However, kindness without firmness also has its risks. Perhaps children may end up being selfish,
unable to make good judgments. They may have little tolerance for frustration and not know how to
face problems. Or they may not learn to take care of themselves, constantly needing someone to
‘rescue’ them and also feeling that it is only fair that this happens. Excessive freedom, without any
kind of order, can end up causing chaos in any home.
Parents who act with kindness but without the necessary dose of firmness may develop an indulgent
permissive parenting style. They do not negotiate limits or rules, so children come to have decision-
making power that exceeds their level of maturity. Thus, we enter the realm of permissiveness or
even neglect.
On the other hand, we all know what usually happens when the one in charge is inflexible. No one
trusts or pays real attention to such a leader, nor do they feel loved or respected by them. Reactions
can range from feelings of rebellion and alienation to fear and guilt. Certainly, it is impossible to
have a healthy environment in a home governed by the whip. And all this without considering the
example that children living in such circumstances receive.
But we cannot forget that order, in the right measure, has many advantages. Order provides
structure to the functioning of the home, makes things predictable and simple for children. It fosters
the creation of positive routines that include self-care. Additionally, when limits are clear and welldefined, it is easier for children to trust their parents. This is often especially evident during
adolescence.
This is undoubtedly a perfect learning system, to which I would have few or no objections, but for
the appropriate circumstances to develop it, we must take into account many factors, such as the
amount of time dedicated to the child or personalized attention, something incompatible with the
current overcrowding—both fundamental aspects for discovering their potential and thus
personalizing their learning. It should also take place in a conducive environment, so it could not be
influenced by the internet, virtual games, televisions, mobile phones, etc. But that would not be
enough, as we would also need to isolate the child so they do not interact with other children, as
they would be influenced by the external factors we have mentioned and would contaminate them
as well.
Therefore, being aware that it is very difficult or almost impossible to achieve the right conditions,
we must recognize that unfortunately, education is global and generalized and not tailored to
individuals, and this has consequences. The consequences are that for some individuals, education
is too strict, and for others, very lax; for some, trust with the teacher is a tool, and for others, a
weapon; for some, discipline is a good thing, for others, a punishment. So, Are there universal,
timeless, and effective rules for education? Or on the contrary, do wrong forms of education modify
behaviors, and therefore, are we doomed to swing from one extreme to the other in a cyclical
manner?
And would it be in the intermediate points where the right proportion is received between discipline
and respect without falling into authoritarianism or absolute permissiveness?
I have a clearly evolutionist thought, which means I think the difference between animals and
humans is simply a matter of degree, rather than being based on essentially different natures.
That is to say, I am convinced that the basic psychological processes on which animal and human
learning is based are the same, despite the fact that we are capable of repeating the same mistake a
thousand times without learning to avoid it again, and yet they are the “irrational” beings.
In the end, what I mean by all this is that if we look at generations past or observe how the rest of
the animals educate their young, we would see how mistakes in early education cause imbalances in
individuals that, in turn, destabilize social balances.
This is one of the most important topics in the work—the consequences of poor education. We can
observe a series of characters walking upright and observant above a chessboard; these beings
represent strong generations. Among these characters, flattened eyes on the ground represent the
weak generations that have fallen due to poor education, lying on the ground like fragile fried eggs
with no capacity for movement, waiting to be crushed or scattered. This scene represents one of the
most resounding phrases I have ever heard: “Hard times create strong men, strong men create easy
times, easy times create weak men, weak men create hard times, hard times create strong men.” As
soon as the terrain becomes hostile, the weak fall. (The slope of the board) Another good example
would be this: “My grandfather walked to work, my father rode a donkey, I drive a car, my son
drives a Ferrari, my grandson will walk.”
Education is cyclical, just like its effects.
In the central part, a giant and a tiny being appear at his feet; these beings symbolize teaching—they
are the master and his disciple. Wisdom is represented by a giant who bends down to listen to his
disciple, a child who curiously demands his legacy. The master appears powerful in size and
position, patiently protecting his pupil; the student appears defiant and impatient, a typical
rebellious attitude of ignorance and youth. The term “disciple” represents the word from the Greek
koine μαθητής (μαθητής), which generally means “the one who is dedicated to learning through
the instruction of another.”
And interestingly, the term discipline comes from the Latin discipulus (disciple, student). Discipline
is understood as a coordinated, orderly, and systematic way of doing things, according to a method,
code, or some consideration of the correct way of doing things.
Let us note that the disciple appears inside a bubble; this bubble represents the overprotection of the child, which is often the cause of poor education. Overprotection of children is not appropriate.
But it is true that it is difficult not to be excessively benevolent in good times, hence the resounding
phrase we cited earlier. If we overprotect the child and do not expose them to the logical frustrations
of their environment, they will not develop the necessary tools to cope with such frustration, later
having serious problems since, in the future, frustration from not achieving our goals is usually a
constant. We should also instill the coldness of the distance that the respect of the tutor figure
requires at certain moments; in education, the figure of the teacher cannot and should not be a close
figure, nor can there be a relationship of equality, as they would lose their authority, understood as
someone the child should not question. The child in their formation cannot and should not question
their teaching; it is neither their function nor the time to question the competence of learning.
Therefore, it is the unavoidable and vital responsibility of society that such teachings or educational
systems are appropriate. However, in this society of ours, we grant children excessive decisionmaking power. And they decide! And they decide based on their experience and their subjectivity,
that is, from their ignorance and selfishness.
In the work, there is a chessboard in the form of a path, on which the characters of the painting
walk. Chess is a metaphor for the game of strategy that is life, and it is a metaphor for the
importance of the wisdom obtained through education for the strategy one has in this life.
In the painting, I compare life to a game of chess in which we must make decisions; every decision
we make or do not make will affect us in one way or another—this happens in chess and in life
itself. By the way, on a personal note and as an anecdote, I find it impossible to play chess, even
though it is a game I admire. Perhaps it is due to the mathematical perspective of the game, where
there is no chance.
The game provokes anxiety in me because I know that the first or first few decisions condition the
game; therefore, given that the combinations of possible games are almost infinite, the number of
different possible positions after only 10 moves is 165.5 quadrillion. That is,
165,518,829,100,544,000,000,000,000. Another astonishing figure is the total number of different
chess games that can be played, which would be a 1 followed by 100 thousand zeros. The
possibilities drive me crazy, without having moved even a single piece.
Another reason why I use the chessboard is to symbolize the capacity and power of wisdom
transmitted through education.
In one of the first squares, there is a grain of wheat, symbolizing “The Legend of Sissa,” which
wittily shows us the power of wisdom. The legend tells that a king of the Far East, wanting to
reward a citizen named Sissa, realizes that he would be ruined by accepting, due to his ignorance,
an apparently insignificant amount of wheat grains multiplied exponentially by the number of
squares on the chessboard (64).
In the upper left, an elephant walks carrying an obelisk on its back. Although it reminds us of Dalí’s
elephants, the pioneer was Bernini with his Obelisk and the Elephant—a sculpture designed by
Gian Lorenzo Bernini located in Piazza della Minerva in Rome. Its peculiar design was inspired by
one of the phrases engraved on the obelisk found in excavations in 1655: “A robust mind is needed
to maintain solid wisdom,” and to materialize it in a sculpture commissioned by Pope Alexander
VII in 1667, he chose the figure of an elephant, capable of supporting the weight of such a column,
and a symbol of wisdom and erudition in many cultures. On the obelisk on the back of the elephant
in the painting, symbols of new technologies or wisdoms like the internet, wifi, @, etc., are carved.
The technological changes we are experiencing are causing the loss of paper, hence the books
falling from the elephant’s back. Personally, I consider the loss of paper format and our beloved
books a true pity and a setback in the intellectual evolution of the human being. It’s not that I
despise new technological advances…but we will see how we have evolved in this particular sowing
of teaching and education, with the harvest of its fruit, which should be wisdom. But as we cited
earlier, the results of such education will be experienced in the future, and if we look at the
reflections in the texts of the painting “The Truth,” “The Lie,” and “Science,” the prognosis, in my
view, is discouraging.
We should value more the figure of the teacher, the educator, and the parents. An unhealthy
symptom of a society is how they treat their elders. In past times, they were respected, revered, and
used as sources of wisdom and life experience.
Are we, as a complete society, even as adults, the little “bubbled” being in the painting?
Are we blind to the signs and heading unknowingly toward a fried egg life?
The iron generation is leaving us, the one that gave us everything without having anything!
Tachi
