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Education must focus on the quality of teaching and learning.
These are variables for the «learning persons» i.e. for students and professors. The selective sample of quality variables drawn from the cognitive and affective areas presupposes the condition of diversification which any educational institution must exhibit in order to comply with the criteria which identify learning which embraces the different areas of thought and action.
All quality variables must be stimulated from the earliest pre-school age. Otherwise it is a very difficult, almost impossible, task for the university. However, at any age, the world of knowledge and of feeling is always open to exploration and individual growth. If this has not been achieved at the previous levels of the education system or it has not been attempted, it is never too late to learn, and in no event should this be an excuse for the university institution not to fulfill its obligations. In short, what is required is schools and universities prepared to take risks, which will offer a formative education which transcends the mere acquisition of knowledge. That is to say, educational institutions that turns the subject transmitted into a freely available, spiritually fecund element which stimulates the development of thought and action.
 This list of learning variables is based in my research on cultural learning presented in my book, The Psychosocial and Cultural Nature of Education (2004). Boston: Pearson.
©2012 Miguel Angel Escotet. All rights reserved. Permission to reprint with appropriate citing.
Affective qualities should be developed using rich inquiries