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Your children and youth will dream dreams (Joel 3,1)

Who will continue to dream that your Kingdom is possible?
Who will keep alive your impossible logic, your victorious madness, your strong weakness?

Sometimes I wake up after being in impossible places, and I almost feel sorry to go back to the day to day. And although the reality is sometimes more fragile, the dream reminds me that there are many possible goals. And when, fully awake, I acknowledge with a bit of nostalgia that the illusions are gone, but I also discover, still and firm, a ray of hope that does not fade.

“Jesus, staring at them, said to them:‘For men it is impossible. But not for God, because nothing is impossible for God” Mc 10, 27

I don’t to think it’s just a dream, or turn it into an impossible illusion. There are many possible goals. There are many roads to tread, in fatigable. You have to believe in what’s possible. With capital letters and without discounts: Peace and Bread for all; the House where there are always free rooms for the underdogs; the Arms that never retreat, always ready to support the one who faints; the Love for life; growth in meaning; Serve those who need a friendly Word; a caring Heart and a welcoming Home; God who never abandons us. Perhaps, like dreams, these desires do not finish in materializing. Perhaps at times they evaporate, or I get lost in the everyday, but I am glad that they are there, like those constellations guided the walkers in dark nights, like a map that helps me discover those places where we are more Sons and Daughters and more of brothers and sisters…

What are my dreams today?

Shared Vision


1.- To be aware of and to value the importance of talking, sharing and dreaming together about our educational vision, learning and enriching each other in this moment in which we live.

2.- To know and to revitalize some keys that can help us to land a shared vision in our centers.

3.- To train ourselves and to grow in digital skills.


To reveal - To focus - To act



Trabajo en grupos


Objetivo 4: Garantizar una educación inclusiva, equitativa y de calidad y promover oportunidades de aprendizaje durante toda la vida para todos.


4.1. De aquí a 2030, asegurar que todas las niñas y todos los niños terminen la enseñanza primaria y secundaria, que ha de ser gratuita, equitativa y de calidad y producir resultados de aprendizaje pertinentes y efectivos.

4.2. De aquí a 2030, asegurar que todas las niñas y todos los niños tengan acceso a servicios de atención y desarrollo en la primera infancia y educación preescolar de calidad, a fin de que estén preparados para la enseñanza primaria.

4.3. De aquí a 2030, asegurar el acceso igualitario de todos los hombres y las mujeres a una formación técnica, profesional y superior de calidad, incluida la enseñanza universitaria.

4.4. De aquí a 2030, aumentar considerablemente el número de jóvenes y adultos que tienen las competencias necesarias, en particular técnicas y profesionales, para acceder al empleo, el trabajo decente y el emprendimiento.

4.5. De aquí a 2030, eliminar las disparidades de género en la educación y asegurar el acceso igualitario a todos los niveles de la enseñanza y la formación profesional para las personas con discapacidad, los pueblos indígenas y los niños en situaciones de vulnerabilidad.

4.6. De aquí a 2030, asegurar que todos los jóvenes y una proporción considerable de los adultos, tanto hombres como mujeres, estén alfabetizados y tengan nociones elementales de aritmética.

4.7. De aquí a 2030, asegurar que todos los alumnos adquieran los conocimientos teóricos y prácticos necesarios para promover el desarrollo sostenible, entre otras cosas mediante la educación para el desarrollo sostenible y los estilos de vida sostenibles, los derechos humanos, la igualdad de género, la promoción de una cultura de paz y no violencia, la ciudadanía mundial y la valoración de la diversidad cultural y la contribución de la cultura al desarrollo sostenible.

4.8. Construir y adecuar instalaciones educativas que tengan en cuenta las necesidades de los nios y las personas con discapacidad y las diferencias de género, y que ofrezcan entornos de aprendizaje seguros, no violentos, inclusivos y eficaces para todos.

4.9. De aquí a 2020, aumentar considerablemente a nivel mundial el número de becas disponibles para los países en desarrollo, en particular los países menos adelantados, los pequeños Estados insulares en desarrollo y los países africanos, a fin de que sus estudiantes puedan matricularse en programas de enseñanza superior, incluidos programas de formación profesional programas técnicos, científicos, de ingeniería y de tecnología de la información y las comunicaciones, de países desarrollados y otros países en desarrollo.

4.10. De aquí a 2030, aumentar considerablemente la oferta de docentes calificados, incluso mediante la cooperación internacional para la formación de docentes en los países en desarrollo, especialmente los países menos adelantados y los pequeños Estados insulares en desarrollo.

In India:


In Colombia:


In Guatemala:


Educate to Change the World:








Positive Language

We want to focus on the words that improve the quality of our life, consolidate and strengthen our capacity to love, to be happy and to show compassion, and at the same time make them one by one into catalysts of the promises we keep in our dreams thanks to the wisdom that nests in them.

Love your words, they form your life. Our main intention is that we become aware of the importance of language in all the stages of life: from the moment we are born, the moment we go to kindergarten, we meet our first friends, we play games in the street and video games on the couch, we attend school, we attend university, we go to work and when we retire…

We want to bring positive language to education because children around the world are hungry of those positive experiences, hungry of seeing the world with more joy. And that is why it is important to see those factors that are also present in language that prevent us from being persevering, from being motivated for change, and be able to correct them

Our goal is to find out what words shape the future. Our linguistic behaviors allow us to identify which words have that force of change. I believe that if we learn to inhabit our words and our actions we will discover the way to overcome poverty, inequality, and injustice. With positive language, we have access to new meanings about our personal and global history. An excellent education that seeks to improve the health and well-being of the population would be great, or it would be magnificent if we had started with the sanity and safety in language so that all children in the world would have access to the opportunities in their dreams. Hence, it is clear that our notion of education, language and life needs to be challenged. But it is also clear that every lived word and lived action is a celebration. Our best actions are meant to create incandescent, magnificent moments that are worth repeating because they lead to extraordinary human change.

Discovering what words you are using today, what words you are going to use tomorrow, what word will save you tomorrow ... To stop and think how you have learned those words, where and when you have learned them, are all part of education; they are part of your household, of your family, of your friends, of your company... It is in your capacity to become aware of the kind of life your words cater. Your story is in your language. Our story is in our common language.

And it is true that we need to hear ourselves in a different way. We need new models of language and linguistic responsibility. We need to redesign our vision of human nature through language and words, a change of vision of our own education that makes us feel bigger than ourselves so that we become more supportive, more kind and happy with others, so that we become more compassionate word after word and gesture after gesture. In each movement of love and kindness, we will find the way that allows us to touch the soul of the people that we must protect and connect with the heart of the dreams that we must attend to.

What words describe your vision and make you a better person, a radiant and cheerful person, somebody worthy of trust?

Educate in Positive Language. Luis Castellano

The confluence of a shared vision is the result of several interactions of different individual visions that require continuous dialogues where people feel the freedom to express themselves and, above all, to learn from the process of sharing experiences and looking for the way in which each member assumes the commitment to do whatever it takes to materialize the vision.

- Secure the power to the members of the organization (empowerment), giving them confidence and making them see that they are an important part of the organization.

- Encourage each member of the organization to have a personal vision.

- Call for meetings to convey a leading image of the organization.

- Ask them in a loud voice: What is the essence of the organization?

-Clear the confusions about the concepts that are not clear. Empathize and synergize.

- Share with them your values and aspirations and tell them how these can guide you within and outside the organization.

- Tell them how you want to interact with stakeholders (clients, suppliers, shareholders, collaborators) and society.

- Brainstorm on the ideal organizational model you have in mind.

- Convey various visions and share future changes in customers, products, technology, etc.,

- Listen with interest.

- Narrate a vision that unites feelings together and convincingly expresses your dreams and theirs.

(Trilema – Topic 1 – The Vision of the leader of change)

Collaboration: Distributed Leadership

We have seen different elements that promote an educational vision shaped by increasingly complex and heterogeneous factors. This growing complexity requires a more flexible organization of centers, open to change, capable of coexisting in a VUCA environment in order to promote quality education. In this sense, movements about school effectiveness increasingly affect the importance of a leadership style responding to the needs of the 21st century school. A hierarchical and homogeneous society requires pyramidal school leadership; a VUCA society needs a different leadership, capable of combining synergies, converting diversity into potential, agreeing dissonances -internal and contextual- about a shared project: we are talking about Distributed Leadership.

Given the socio-cultural panorama that we show, it seems that a leader should be charismatic and a facilitating person, who, with his or her authority and power, guides the people towards his or her vision, or, in a behavioral approach, towards the achievement of goals. We are experiencing a transition of a transformational leadership as a result of the school improvement and effective movements of the second half of the 20th century -which seeks to share goals, engage the teaching community in professional development projects, establishing a greater collegiality in the direction- towards a distributed leadership at the edge of the 21st century.

This distributed leadership, heir to the distributed theory of cognition and activity, is defined as a network of activities and interactions of the leadership marked by human relationships and the situations that arise. Its basis is the interaction of horizontal cooperation, a “leadership without leaders” that exploits the qualities of the group, which exercises community leadership: the leader replaces the concept of “power” with that of “synergies” that multiply the achievement beyond of the capabilities of the sum of its members. These synergies require a climate of trust, responsibility, support… and shape the vision of the organization; we no longer speak of “shared vision” but of “vision contributed by all.”Creativity and responsibility also multiply to the extent that the delegation of tasks is real, and allows roles and leadership to emerge: each person becomes an agent of change if this new management style enables these new dynamics and interactions. The director is responsible in making his or her center into a true learning organization, for the development of its educational community –parents and teachers–, in promoting a climate that welcomes and provokes these synergies focused on the pedagogical of which we were talking… in short, it produces this new culture of distributed leadership which Spillane considers as an analytic tool to understand today's school.

(Trilema – Topic 1 – The Vision of the leader of change)

Elements of a Shared Educational Vision:

1. – Anthropological vision: a model of humanity.

To improve people's education, we must make our society better. Education is committed to a vision that has distinctive features that are evolutionary, reticular, constructive, autonomous, creative, and ethical.

2.-A social vision: model of society.

From sociology, it is committed to understanding the school as an institution aimed at spreading new ideas and new ways of leading life. It must play a transformative role that contributes to social change, critical thinking and actions. It is also a fundamental element in the socioeconomic development of a society.

3.-A pedagogical vision: the new paradigms in education.

The pedagogical vision constitutes the deep warp of what we do daily in the classroom. Behind each pedagogical trend there is a certain vision of humanity, of the world, of the goal of the school, of the role of the teacher, of learning, of the role of the family,... that promote some knowledge, ethical coordinates, and criteria of coexistence at the service of which the human being is constituted from the beginning of time as the species that teach its children.

4.- A vision on learning: How do we learn?

The new learning paradigm has three fundamental characteristics: it must be active, autonomous, and social. Active, because it cannot be limited to the mere assumption of content; autonomous, because the subject has to take charge of his or her own learning; and social, because it is not possible to learn in isolation without the interaction that every individual has in society.

5.- A didactic vision: classroom practices

New learning methodologies have completely reconfigured the educational program in the classrooms. The methodological change affects more in facilitating learning than in teaching as a transmitter of knowledge. It is about collaborating, motivating, and cooperating in the active learning processes that the student designs in a responsible way, modeling their own personal curriculum.

6.- A vision about the management and organization of schools.

The vision of the school as an organization for learning (or schools that learn) is based on three levels: the class (parents, teachers, and students), the school (organization, infrastructure, hierarchy, organization), and the community or multiple networks of mutual influence.

7.-A model teacher.

The teacher must have the same skills as always, but current times force him or her to take on new ones that are more necessary: a clear idea of how human intelligence works, organize, and facilitate learning situations, manage the learning process, know how to deal with coexistence conflicts, know how to work as a team with the rest of the faculty, give importance to the relationship with families, use new technologies in the classroom, adapt to multicultural environments and the need for bilingualism, consistently face ethical dilemmas of the profession and be willing to always learn and organize his or her own continuous learning and self-evaluation.



Our children and youth will dream dreams ... because we keep dreaming.


.- Máster Fundación Trilema. Tema 1: la visión del líder del futuro.


.- OIEC. Pacto Educativo Global. PPC, 2020


.- Castellanos, Luis. Educar en lenguaje positivo.Paidós, Barcelona, 2017


La ciencia del lenguaje positivo. Paidós, Barcelona, 2016


.- Senge, Peter. La quinta disciplina en la práctica.Granica, Barcelona, 1998


Esclavas del Divino Corazón


Fundación Spínola