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At this stage, it seems essential to re-update the universe of qualities formed by the values that are involved in the visioning processes of the people of the age and formed by the values they have, by analyzing them well, that is, by completing the process of existence and existence by turning towards core values. As an educator, I feel it is my duty as an educator to express here the fact that our educational problem is essentially not a problem, but rather problematized, that is, by staying away from a pre-term and post-term observation and evaluation; problems are addressed and this creates new problems instead of solving problems. The biggest reason for this is the inability to build the architects of an understanding that has not become problematic, but has been brought; that is, from an understanding that is not willing to produce a solution, but expresses it; to an understanding that takes it as a duty to produce a solution, trying to understand what the parameters of the evolution are. As it is known, every system has a systematic functioning. Even the worst systems, if they are operated well and according to the rules, can bring the desired and expected function to the forefront; good results can also be obtained, but the damages and repercussions caused by inoperable systems and their parts should not be blamed on the system. A significant number of our educators see things from this perspective. This one-sided view makes the system controversial and keeps the real problems in the dark. The problem remains artificial and the focus is on the non-solution of a systemic failure. This leads to a vicious circle of unresolved problems resulting in loss of work, time, labor and economy. Seeing systemic failures as the main cause of the problem will not bring appropriate solutions to the sources of the problems.