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Within a very extended historical perspective, we could connect to the beginning of the modern paedagogical era, with the debate between the classicist and the modernists concerning the question of curriculum. Coming to our times, we can identify the confrontation between the ones who privilege the «high writing» (rhetoric, poetry, etc.) and the ones who privilege the «low writing» (technical languages, functional symbolizations, etc.). The challenge to meet can be conceptualized in terms of democratizing the «high» in order to guarantee the access to the treasures of humanism to every child. This can be thought of as a third and really postmodern instructional model, based on the idea of mixing the values of decribing and representing with the values of imagining and transfiguring.