The increasing percentage of dyslexia together with low cultural levels which have been noticed in the most industrialized western countries denounce a diffuse and alarming incapacity in cognitive reading of reality interrelated to the own culture. So, where’s the problem? It ‘s in the lack of synchronization between the world’s shape (things around us) and the model of access to the world as it is practiced and taught. The organ of language of new generations develops in a context where its contents are given in a sketchy, chaotic way, in constant evolution with demands for competence to handle this new modality. If for thousands of years a specific cultural model that had used the linearity as a representative form of the linguistic meaning (e.g. the alphabets) is prevailing, the learning brains has adapted to that method. On the other hand, when the reticular complexity of representative forms is prevailing like nowadays, it’ll be necessary to use teaching models based on this new competence For some years, we are experimenting competent models for the development of The language organ that show how the attribution of meaning and language competence (which are basic strategies and cognitive categories already present at the natural language-thought level) become decisive for the development of the scientific and organized thought, because for a child “the voice of reality as for a mathematician is in the symbol’s meaning”. (R.Thom1988). This paper describes the experiences and the practices (teaching based on narration, teaching with concrete aims using conceptual maps and hyper-textual writing as for communication and representation) that help the natural development of language faculties in normal daily teaching and, in this specific case, they combine competence and meta-cognition in order to teach the mind to learn and to use computer technology and Internet (real cognitive branches for the own use) in the most profitable way, thanks to CmapTools.