The social framework influences the person from many fronts: knowledge, the way to see others, interpersonal relationships, training and change of skills. each one knows reality according to his world, and according to the position, from which he contemplates it, man selectively organizes knowledge according to his conceptual framework, and this differs in the same way as the mentalities of the different social groups differ,
the personal and social factors limit the knowledge, or sensitize them, they made some objectives, ideas, among others. While during a film screening the university student will keep an eye on the pretty girls, the firefighter will watch the emergencies, and the doctor will reflect on the environmental contamination, the same words take different meanings according to the social context of the people. Thus, for example, "Manage" has different meanings for a doctor, a jurist, an economist, a priest; "Oil" will invoke diverse images in a chef, a driver, or a masseuse. It is well known that the emotional and unconscious factors of groups and masses come to completely distort the meaning of knowledge. you do not see reality, but what you want to see. It is difficult to understand something or someone without first understanding the frame of reference in which it is situated.
Prejudices or stereotypes (global prejudices) distort the knowledge of others. "He's a university ... Then he's revolutionary." The needs, objectives and, for that matter, the motivation of the people, are framed within their social context. The individual generally accepts the values of his group and judges himself for success in achieving what his group believes important: Money, prestige, and social position.
The aptitudes of the individual tend to reflect the values (what should be), beliefs (what is), and norms (what should be done) of a group. In turn, the variability of an aptitude depends on its integration within the set of aptitudes, and of being rooted within the group of belongings; That is, it depends on the consistency, interconnection and consonance with the constellation of group aptitudes. Therefore, in equal conditions, a congruent aptitude is easier to induce than an incongruous aptitude. consequently, the action of the educator is very ephemeral, if he does not bear in mind the social context of the educated
