There is no educational model that governs the destiny and behavior of a healthy educational doctrine if it is not influenced by functional traits that can be imparted by the teacher whose training process is considered in a diversity of elements based on a correct educational practice.
If we think of an educational model based on the configuration of a curriculum, we would be basing ourselves on a somewhat closed and pigeonholed planning, which I believe is the systematic mistake we have been making with the approaches of the educational models we have had in a classical way, although it is true that we educate to train future professionals, it is necessary that there is a little more freedom to awaken creativity in students.
The teaching must leave the classroom, we must mold the student's learning to the contact with the outside, that what is learned is taken to solve practical situations of real life, if we take into account that within education have been tested with different educational models and none has had the ability to meet the existing demands of the different types of ways in which teachers teach and in which students learn, then what more is there than to try a model that is closed to a set of subjects all closed that can limit the artistic creativity that any student may have.
With this analysis I want to make it clear that the existence of all models is the reason why current education continues to advance towards better ways of training professionals, however, due to the existing diversity of ways of teaching and different ways of learning, then we must as teachers have all the models alive and at hand of the events that demand a type of learning according to the times that are emerging.
As attractive as a single educational model may seem, we must apply the existing ones and all that model praxis that is within the reach of our power of innovation.