The author intentionally uses the term Pedagogical Currents in place of theories, to avoid that the reader pays attention to the epistemologies that surely he prefers to ignore. After all, supported by the direct sources of the analyzed authors, the ideas that have had the most influence knowledge over education in contemporary times. The author does not hide his preferences, but as an enthusiastic adherent of the spirit that gave rise to the university, considers that these conceptions must be confronted, always relying on direct sources, to be without prejudice, as far as possible, the truth that each one contains.