Holistic education is undoubtedly education of the 21st century to form human beings with a planetary consciousness, is a vision of peace, love and intelligence. This new paradigm has begun to generalize and develop during the past 20 years, although part of their roots are from the beginning of the century through the development of quantum physics, ideas that were discussed at that time and which strongly refuted to the mechanistic science of the time took almost a century to begin to be generalized. MULTILEVEL MULTIDIMENCION in the philosophy of holistic education has been used a perspective multilevel multidimension to develop a model oriented integral, that distinguish and consider different levels and dimensions of the educational experience and allows us to locate and integrate the different educational past and present theories as well as the foundations of education holistic which are generally ignored. The goal is to have a coherent and comprehensive image that allows us to know the depth and location of the parties, as well as recognize the centrality of spirituality in the 21st century holistic education. A multilevel perspective education can be considered in five whole levels, these levels can be perceived in terms of the integral vision of Ken Wilber as holones, i.e. totalities, parties within totalities, parties that make up an educational holarquia whose distinctive and essential nature is the evolution of consciousness, moving from the particular to the universalmatching depth with breadth, which is not always the case with the holarquias. It is important to emphasize that the five levels of educational whole link education with evolution of consciousness, a planetary awareness is more complete than an exclusively community awareness or ethnocentric. LEVELS of conscience conscience individual community awareness social awareness planetary consciousness consciousness spiritual communities of learning one of the main purposes specifically in education, is that as teachers let us work in schools, and we form communities of learning in our classrooms, with co-workers, with all the people around us, not realizing that as term time while we need to teach, now is time and learn, help our students so they can learn to learn.
In the chapter the eight explana author on some practical questions, as of that the how much lesser one our intervention in the choice and the organization of what we speak, in such a way plus this internal logic will be able taking in to say them unexpected things for we ourselves, to discover something that was in our thoughts without we knew. Generally when we try to take care of our speech very that we can commit a revealing lapse. The experience of Calligaris (2008) sample that almost always finishes being led to speak on things that it did not foresee during the session. Complete when it writes ' ' of any form, the words always will take its patient for lands imprevistas' ' (p.107). On setting, when and as to ask for to the patient who lies down in div or that he continues seated its front. Calligaris (2008) says that the decision can depend simply on a comfort question, its and of its patient. I think that it is not a rule, each one works in the way that it agrees to it.
The author continues displaying that patients exist who do not aguentam the idea of speaking without seeing the face of who listening, also have those contrary patients, who do not aguentam to find the look of its therapist. concludes that setting does not go to cure nobody, and its intention is to allow that the patient if engages in the cure, that is, setting not is condition nor guarantee you are welcome. An analysis or a therapy happens for the changed words and the relations that they organize. In the preliminary interviews it is possible if to place two questions during the first meeting with the patient: if to ask if in this in case that it could be of some aid; to ask for to the patient what it waits of the therapy.