If the arguments are the weapons of the brave, we can deduce, from whom are the weapons of physical and psychological violence. Countries that have suffered the horror of war, have realized that this road only leads to the indiscriminate destruction, pain with deep wounds without scarring, and that the best way to share the power and wealth, is competing commercially, with creativity, ingenuity, and without harming the environment. Despite this, there are some leaders who are wielding the weapons of corruption, which are destroying peoples to trickle and mercilessly, and others who are arming and inducing poor gullible, who have nothing to lose to carry a gun to defend a lost cause, or suspected thieves kidnap of her dreams. There are also those who use all weapons. Sure, it's easier to hide behind the image of "honorable" servant of the state, or impenetrable mountains. The two specimens have the same form of attack by surprise. And worse, are shown as victims to the general public because they are "slaughtered men of peace, democracy advocates (read: democracy such as the ability to handle the ignorance of the people)" or "defenders of the exploited, victims from the clutches of commercialism." Both types of leaders have only one purpose: personal power, by the economic factor, regardless of the medium they use, or who harm them. Leaves much to be desired the poor image of these characters, do not even have the courage to shed the costumes, or out of hiding to defend a case with intelligence, to improve health systems and mass education, create jobs productive to make people get their livelihood with dignity and not through alms offered by or through hired killers populism. Surely it is so little, wasting the possibilities of acting well, and feel unable to achieve their objectives by other means.
In the last years one comes listening to with insistence the association between emotional education and school. On the one hand it turns out paradoxical to think that it surprises the association since the aim first and last one of the school are to educate. However, it is necessary to have presents/displays that this necessity to educate in emotions has not become declares until does relatively just a short time. And in that sense, the school is discovering a new roll in its function of educator by nature. To educate in emotions or the emotional education aims at that educational and students find in the school true spaces of personal growth, professional and academic. When educational and students are able to recognize their own emotions begin to would observe improvements that repel in the academic results but that also they improve considerably the quality of the coexistence in the scholastic institution.
These two aspects, as well, contribute to improve the self-esteem of the students, on the one hand, and the educational ones, on the other. The students feel motivated and recognize in the daily effort the best form of to achieve the success; improvements in the work in equipment are observed and manage to become jumbled in collective actions. The educational ones, by their side, perceive a recognition to their task that allows them to position itself like authority in the classroom from the place of the dialogue, the consensus and the affective and effective construction. The emotional education leans on three pillars sustain that it they maintain and it in the time: in the first place the recognition, the identification of the emotions; secondly the social capacity to develop with naturalness and success (Assertiveness); and finally the self-esteem. Each of these pillars constitutes the fundamental competitions in the emotional development of educational and students, as well as of all person. These three competitions cannot be acquired nor be transmitted as a finite corpus of knowledge but gets up through the experiences of each of them in doing newspaper.