Klein), philosophical concepts of Holistic Education (Jeffrey Kane), comprehensive understanding of being (Roger Prentice), Learning Communities (Mark Gerzon), different with very similar cultures (Atsuhiko Yoshida and Dr. Ramon Gallegos) etc. .. All dialogues with holistic thinkers, philosophers, writers, educators, scientists and mystics have one end that is the awakening of consciousness of human beings, seek to improve education, conduct the search for sustainable development on our planet. The dialogue of Dr. Ramon Gallegos with Atsuhiko Yoshida has very similar because it focused on the holistic development of education in Mexico and Japan, share the experiences of each country so geographically distant, but close in their holistic.
Yes there is a similarity between the two cultures, because Mexico has always been traditional in their ways, is moving toward modernity. In Mexico we have an education system that focused on quality ideas, procedures, records is most relevant for a better education and it is not true because cultivate humanity, integrity, nature is most important for each person. The objectives of each of the participants in these dialogues are to transcend, seeking unity between people living together in communities, preserve the values, promote respect, tolerance, accepting diversity, find the subject – subject – nature adopt an attitude of human consciousness, the awakening of the spiritual in every human being throughout the cosmos. Us Holistic and Teachers must make the change in the evolution of human consciousness in the sense that we are an integrative model for the educational process from the individual consciousness to the spiritual.
People with this deficiency can so be focadas in details that do not obtain to understand the set. A person with weak central coherence can remember a history minutely, but to be incapable to make a value judgment on the narrative, or can understand a set of rules at great length, but have doubts of as to apply them. However, beyond these aspects or characteristics to be excellent, necessary if makes that let us have in mind that the person with SA also is capable to develop activities of daily normally, since that for this, it stimulates it to the family teaches and it to be a most independent possible in its life, therefore probable dependence can accent itself in elapsing of the years, case the family subestime its son to asperger, a time that this question is sufficient sight in many cases Another important comment says respect to the affective development on the part of aspergers, time that these people feel difficulties in accepting, in natural way, affectivity, with an aggravation in its next social relations, therefore one of its marcantes characteristics is the necessity of social isolation, fact this that is a condition the syndrome and that it can cause some damages for aspergers in its social and affective life. CHAPTER II the SYNDROME OF ASPERGER AND the FAMILY the person with SA must be accepted, respected and assisted for its family in all the moments of the life, constituting, excessively, the construction of a healthful environment and with natural characteristics, although the deficiency. However, it has not been easy task for the familiar ones of asperger, in view of that the same it presents varied difficulties in its relation with the way where lives, becoming more difficult its social integration, however, the family is not more difficult if to look professional aid more early possible, since the precocious diagnosis assists in the treatment or reduction of the symptoms.