The education crisis in developed countries signifies a transition to a civilization that Toffler describes as one of creativity and innovation, and which he sees as their inevitable fate. Meanwhile, our education crisis is a crisis of traditional education, which sees its destiny and fate in further transmission and imitation. This education continues to produce generations with little experience and skill, lacking vision and a profound sense of time. Hence, the responsibility to develop our education has become one of our most critical current issues. The philosophy and objectives of education in the next phase must take into account new trends in education, its systems and methods, and the diversity of educational, teaching and training programs. They must also reconsider teaching methods, assessment and school activities, develop curricula in light of the integration of knowledge and focus on new disciplines capable of changing our outlook on life, nature and their problems.