The second general epistemological relationship in the kosmos is the subject-object relationship, is the relationship that we establish humans with the natural world, the relationship of the subjects of the noosphere and teosfera with the fisiosfera and Biosphere objects. In this connection there is consciousness and subjectivity but only on one side, the Another is an object which is not necessary to access its interiority, the subject is related to the object to control it, predict it, manipulate it, and serve him. The subject-object relation is systemic, linear, instrumentation and behavioral, is the typical posture positivist, mechanistic and materialistic. The third epistemological relationship is the sujeto-sujeto relationship, is the human, cultural and significant relationship between subjects, our relationship with family, friends, children, students, wife, in general with the community. The Journal of Educational Research is often mentioned in discussions such as these. Genuine comprehensive education is an essentially human experience based on a sujeto-sujeto relationship, a meeting based on the dialogue and mutual understanding among teachers, students and parents in the context of the community of learning, educational processes by their nature are drenched in subjectivity, passion, intentionality, transcendence, irregularity, uncertainty, values, individual meanings, personal needs, moral guidance, spiritual sense, internal motivations, among others, which cannot be ignored without destroying the education itself. Learning communities seek to strengthen integrity and favour with the resulting synergy, since we cannot separate the individual from your environment. The purpose of the learning communities is the evolution of consciousness through an integral and permanent learning. Learning communities are the creative space of a new conscience with vision of totality. Learning community refers to a field of education holistic where teachers, students, parents, executives and entrepreneurs participate in a process of meaningful learning through dialogue, whose common objective is to learn, regardless of their role; all are in a continuous learning process because we have the certainty that there is no separation between live and learn, since live is learning and learning is living, thus building a knowledge culture valuing learning as a social action that stimulates learning.