Yesterday, who or whoever is in charge of keeping track and monitoring in Hive gave me some guidance on how I should write down the notes and bibliographic references when the cases or the topic deserves it, in this sense, in this article I will try to describe my approach to education and psychology of social learning and at the same time support the material with some bibliographies.
Well having said the above then let's get into the heat of the subject, at all levels of education in the improvement or decline in the quality of education either of children, youth or adults, transcends beyond the model implicit in the educational systems either national or local, as these aspects are more linked to the economic health of the countries, since a strong economy can effectively support all the fundamental components for the development of quality education, and where the main objective is social learning.
Although the economic conditions of the states are determinant in the models of eeducation and psychology of social learning, it is also true that the transforming role played by the educational spaces, and mainly by the teachers who in effect are the ones who, with their function of transmitter, coexist with the students, injecting them with academic and social values.
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In addition to the transforming role played by educational spaces, and mainly by teachers, there is also the institutional and humanistic perspective framed within the laws and norms that govern education models at national levels.
Consequently, the success of education and social learning psychology requires not only the existence of models that respond to a strong economy, with socially committed education professionals, and with laws and norms that approve positive behaviors that culminate in the formation of academically, psychologically and socially well-prepared individuals.
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