The paradigm shift that education experiments now, it does not stem neither from the existence of Internet and telematic networks nor applications of new technologies in teleformation. It comes from a lost value underwent in the 60s, one of the basis of education, that it was in continuous crisis since the 16th century: the perennial knowledge. Since then, it was thought that people’s knowledge did not change much during their whole life. Anything learned in their youth at primary and secondary school would be useful and applicable all their life. Knowledge always suffered changes and evolutions, however, at a rhythm that did not affect much individual formation.