The gap of the welfare society that has forged our lives leads us to the crisis of the human psyche that supported it. The Crisis of Psychosis (S. Bauman) is occurring in a liquid world, along with the experience of risk and illness (stress, anxiety or depression) that has increased the pandemic. The growth of material wealth in the spotlight is the crisis of a pattern of civilisation that shows greater growth and the need to make more money; the decline of the welfare system that has led to a life of excessive exploitation of material resources. Here, the insatiable desire for this psyche lay in unlimited growth. When consumer satisfaction indicators after the pandemic would like to confirm the growth of this well-being, presumed well-being has cracked when we have been able to confirm that it is developing with psychic distress and more illness.

The desire to indefinitely acquire the material wealth of hyper-growth seemed to compensate for the massive and growing collapse of global ecosystems. The contradiction was that the global productive system, necessary for sustained growth, had been clashing with the limits of the biosphere and the signs of exhaustion. This is the basis of the systemic crisis that we are experiencing.

Nowadays, the possibility of sowing the most appropriate connections among pedagogical concerns should be envisaged, as opposed to the commodification of the system that considers the individual as a merchant or client, in order to build more powerful relationships from society/school and to develop a culture of welcome and well-being. In other words, just as important as a good educational system is to be able to build an educational society to cope with the systemic crisis.

The school is a production organization, producer of human subjectivity. Fundamental producer of knowledge, representations, practices, thoughts, opinions, experiences, subjectivities. Therefore, all educational actors must constantly think and rethink what we are producing and for what purpose, taking advantage not only of effective knowledge and learning spaces, but also of the opportunity to create critical and significant ones. In the face of the systemic crisis we are experiencing, the fundamental role of the current school is to become aware and work to create another subject. In a world of low security and maturity for the production of new identities, the school faces the demand of a permanent adaptation for the development of the cultural and linguistic characteristics of each place in the new generations. The development of the most appropriate fractions (our own) in terms of emotional bases, values and relationships will be fundamental for the subject not to move.

We already live in a time of great uncertainty. The risk society in which we live U.Beck, systematically provokes catastrophes, makes us more necessary than ever a socio-ecological transition that limits the progressive collapse of ecosystems. At this point, social change must be understood from the logic of education and from the logic of education. In the same way society lives, it will educate its adolescents and adolescents. We will educate how we live. In the society of uncertainty, human subjectivity will become the key to building the future.

Concerning innovation and improvement in lifelong learning, the fundamental question is as follows: What people and society do we want for the next generations? What children do we leave this world to? The social model that we are going to prioritize for the near future today demands a tailor-made educational system. If we only work at school in social reproduction work, what changes are expected from it? At the juncture of redirecting the socioeconomic fabric of our country, the limits and problems of education will not be solved only with technical measures and pedagogical paradigms. The transformation of education requires a change in the new coordinates of social culture towards a more viable future, which prioritizes quality of life and is more willing to change ways of life.

People will have to be prepared to reformulate the current model of development, not so adapted to social and productive structures, but to develop and appreciate critical thinking and autonomy. Creativity, innovation, motivation, teamwork, capacity for action, the roots of tomorrow's citizenship are essential if it is developed from the linguistic and cultural characteristics of each place; citizens with autonomy and developed critical thinking, with a fair socio-ecological awareness. The education system can be of great help at this crossroads of systemic crisis to advance towards our destiny as a people. That is, we should think about the choice of one form or another of education according to the objectives that Euskal Herria has. In short, the education of our young people should be understood under this objective, not so much in terms of variables external to it. Look, our educational capacity is a powerful resource in the hope of improving Basque society and its living conditions, on the road of creating another subject.

However, if we do not provide an adequate crutch to develop other forms of life through education, the construction of our identity will be done by others and, above all, by the global market system. The community identity articulation after the pandemic will be decisive, the capacity of the school to use critical pedagogy. Because basing individuality on consumerism would be too great a mistake, because, on the contrary, we must promote the internal character of our young people, in relation to the most stimulating Community projects and the collective interest.