This article condenses some of the learning experience gained through the teaching of the subject Economics and Education, in a graduate program to form educational researchers (also tested in others, with similar results), which comes from different areas of knowledge, from social to exact ones, passing by the naturals. It is claimed that the content setting- panoramic and direct-, overcomes the usual resistance in these students to recognize that the knowledge provided by the Economy is essential for an integrated approach to all social phenomenon and, in particular, establish that causes are not always which violate the external social, this objectified the way it assumes the economic structure, usually confronted with sustainable development. In return, the traditional method of such teaching re-focuses in a mayor psychological sense, according in what the group inquires about the representations that support the educational phenomenon. The suggested content, approachable in 6 sessions of 4hours (unlimited adult participants), it begins by identifying the correct use of key concepts, followed by a brief history of the great dilemmas of economics, its writers and the object of study, together, allow any review of the general postulates of the three contemporary political-economic dominated systems. Along the way, interspersed explanations of the meanings for Mexico, cases are emerging whose analysis should benefit the interdisciplinary approaching pursuit of a holistic vision.