Photography by: www.adebogota.org

Master Honoris Cause in Intellectual Development and Education of the Catholic University of Ecuador. Economist of the National University and pedagogical researcher. He has been Consultant of the Ministry of Education and Culture of Ecuador, of the University of the Andean Parliament, of the Ministry of National Education of Colombia and of the Andrés Bello Agreement. Professor of Masters in Mexico, Chile, Ecuador and Colombia and postdoctoral courses at Universities of Venezuela. He has conducted teacher training seminars on skills, talent and thought development in Spain, Argentina, Brazil, Mexico, Cuba, Panama, Costa Rica, Venezuela, Chile, Ecuador, Peru, the Dominican Republic and Colombia. Author of fourteen books and more than fifty articles on pedagogy, among which are the pedagogical models (2006), argumentative skills (2006) and the validity of the ideas of Alberto Merani in psychology and education (2010). He is coauthor of the booksDialogues of economics with other sciences, published by the National University (2009), To refound the school (Chile, 2010), Intelligence and talent are developed (2008), How to research in education? (2009) and Cycles in education (2009). President of the Colombian chapter of the Association of Educators of Latin America and the Caribbean (AELAC). Founding member and Director since 1991 of the pedagogical innovation of the Alberto Merani Institute (Bogotá, Colombia) in which the Dialogant Pedagogy was created and validated.

In the course of his career he has made important contributions to Colombian and Latin American education. It has formulated a new pedagogical theory, nourished in the contemporary psychology and pedagogy according to which the school should dedicate itself to the development and not to the learning; that is to say that the function of the school should consist in teaching to think, value and act the students and not to learn multiple information without meaning for life. The main references of this conception, known as Dialogant Pedagogy, are Vygotsky, Wallon and Merani.

He is a pioneer in Colombia of work in talent training, which began in 1986, when no state or private institution had done it in the country. This allowed him to evaluate more than ten thousand young people in the following 15 years, to select a thousand young people with very high intellectual capacities whose development continued during that same period in the Alberto Merani Institute. This monitoring allowed him to show that intellectual abilities have a very low participation to explain the academic results of a young person, that the intelligences are diverse and highly modifiable. Consequently, it has been able to verify theoretically and empirically that intelligences are modified in a sensitive way by the action of parents, teachers and culture in general. It has several published research supporting these theses.

He proposed and is the leader of the Pedagogical and Social Movement for Quality Education, which is projected as an initiative of a group of universities, foundations, educators, researchers, pedagogues, Faculties of Education, Normal, media, entrepreneurs and social spokesmen, whose The main interest is the improvement of the quality of education in Colombia. After 40 pre-congresses across the country, the Movement signed a large National Agreement for a Quality Education in October 2011 in Cartagena, its text is sent in an annex file.