Education of the doctrinaire viewpoint is one of the duties of the UN and the FTAA inasmuch as it agrees with positive morals.

It is much more important than universal literacy or access to education at all levels, regardless of race, national origin or gender, and constitutes an essential basis for the sustainable social and cultural development of democratic and sociocratic stability with the positive moral, scientific and economic intellectual backing based on capitalist and labor principles, respectively.

The spread of political freedoms in previous centuries, mainly after 1789, especially after the scientific knowledge acquired during the past four centuries and the discovery of the rest of our planet, its insides and interplanetary conquests, the advances of current communication systems, genetic engineering, etc., has enabled the results of the evolution of Ancient Greece and Roman, pagan, feudal-Catholic civilization to spread all over and gradually develop positive dogma, which will certainly serve as a basis for the normal-utopist regime the future industrially holds for us to be true and de facto peaceful. Certainly utopist, but not chimerical.

Even when this dogmatism did not exist during the infancy of our species or was almost suppressed by empiricism, which ensured some men supremacy over others, repelling pernicious and wild animals, and domesticating more useful ones, over the impulse for fetishism, which was at first spontaneously concrete, but later somewhat abstractly “astrolatic.”

One such period was followed by polytheism which, by imagining that it could submit the various kinds of phenomena inherent to beings to its multitude of gods, thus started using an analytical method to scientifically instruct our ancestors and train them in the logic of images.

Then came monotheism, which concentrated all the divinities in one God, undertaking to logically simplify our theoretical activities by reducing images to mere signs to reach the point where, under the cross, the unification of human knowledge is achieved in the West and established under the aegis of religion, a situation which is now tenuous and largely failing because the complete scientific series has still not been constituted.

It was positivism, which stemmed from the scientific culture of the Greeks, that was pursued by the encyclopedic school of thought (of Hume, d’Alembert, Diderot, Condorcet and Fontinelle, etc.) and was finally systemized by Augusto Comte, who had the wherewithal to clarify its two final terms by founding sociological dynamics and establishing positive morals as the most eminent of all terms: inducing them spontaneously into mathematics so that people learn to deduce from studying mathematics; inducing them systematically into astronomy, physics and chemistry, so as to pave the way for transcendental inductions, which biological comparisons and sociological affiliations then, in turn, unfold: human intelligence or the human spirit ultimately does have the conditions for going beyond objective analysis to subjective synthesis, to scientifically build morality, which is thus transcendentally deduced more through the logical inspiration of feeling than by the images and their respective signs that serve as a basis for others.

When considering the objective of all the other sciences, I see that human morality or science = biology, sociology and morality or construction science itself; presiding over them with technical skills (technologies) will shed a better light on practical activities; and harmonize the aesthetic arts so that they dignifiedly solemnize the deepest feelings of the human soul or psyche in its collective worship of the Great Being, in other words, the family, the homeland and humanity.

Thus, when understood together, the logic of science or space = mathematics and natural physics or earth sciences = astronomy, physics as such and chemistry, both coincide in this worship of our elders which human sciences ultimately consecrate. Morality or the science of construction simultaneously governs the applications of the other two, which produces the emergence, as an art, rather than a science, of what is called “Scientific Psychology or the Science of Construction". We are now entering the realm of positive moral theory, which consists of seven theorems based on observations of human behavior over historical time.

Scientific morals or the science of construction in fact aims to practically unite the elements of the individual “soul”, bearing in mind the need for the collective worship to preside in the same temple, a worship which, through the family, can consecrate the thoughts and acts of its deserving or worthy sons in favor of mankind in all nations.

Hence, by subordinating egoism to altruism, analysis to synthesis, progress to order, and combining the three elements: morality, theory and practice that generally express this unity (doctrine) which, it should be noted, is included as a corollary that implies and demonstrates the problem of education.

Education, which is essential for all of us, is a moral solution that stands out from the other two and presides over them: the intellect predominates over practice, and imposes the following three general conditions for education plans on all of us.

The pursuit of purity of feeling is the compression of the seven selfish feelings, the guiding principle of our constant endeavors, not only material but also mental efforts to turn human acts into more altruistic results that are consequently constant and solid; i.e., the subordination of the personality to sociability.

No other bases should ever be deemed valid for this purpose, unless they are our relative knowledge of universal order.

3) We must resign ourselves, in all circumstances, to accept that that order rules over our lives immutably and fatally and, therefore, take advantage of what favorable elements it offers for intervening in our activities. Positive dogma (the 15 universal laws common to the 7 basic sciences with their respective natural laws and their corresponding technologies). Let us level upwards.

We can thus conclude that the issue is doctrinaire; in other words, religious (scientific, theological, and fetishist) when one attempts to solve the issue of education (not just instruction, but education in a broader sense), to draw up an education plan and suggest that religions and schools follow certain norms regarding the education of feelings - morality.