Through all the times human civilization changed itself due to three big powers: religion, philosophy and science. Nowadays we do not live in a society of knowledge, as it is commonly accepted, but rather in a technocratic one, because other forms of interpretation of the world, as well as spiritual aspects human being have been impaired. Authentic human reasoning is superior to cybernetic data. Furthermore, it brings discernment between critical and creative thinking, it offers fulfillment, grace to contemplative reflection, it obligates to some consistency of persuasion. Through this understanding, we interpret human competence as transferable packet of knowledge, abilities and attitudes. Competitive discoveries in sciences increased comfort in materialistic life. Anyway, there is a lack of the same rate of complementary development of conscious life, for the well-being, because we forgot to explore the higher values of hmankind. These are represented by fair scientific inference between the potency of affective rationalization above the intelligible logic. The disruption of linking the revealing by intuition with its relevance by conceptualization, gives rise to gaps in economic, ecological, educational progress. Here’s why the policy makers should pay attention to the primary investment in various forms of education, as this is the foundation for every beneficial challenge. In this study we intend to elucidate the nature of interaction between academic performance, owned values, and competences. We consider these variables could serve as indicators of theoretical and methodological reference for self directed education and achievement. Our purpose was justified by the necessity of developing the framework for the research competence, in order to have a better functioning of the educational environment, of the labor market, for individual and social welfare. The methodology included: a)theoretical findings, which offered us some observations of possible dissonances between educational projected inputs and outputs, b)non-experimental, transversal study between the data obtained from the applied questionaries, c) statistical-mathematical analysis of results, based on correlations between 3 variables: the aquired/ transferred competences, stated by teachers, the values and the performances estimated by students as they are facing teaching-learning-evaluating process. The conclusions of the research highlight the importance of synergistic student-teacher’s communication as communion, with knowledge exchange, transfer of valuable feelings, correction of failures, appreciation of succeses and awared commitment. We recognize usually academic performance in a mathematical way by comparisation, but reality is digital on specific ways, where in complexity, as human reasoning, it is analogous. The findings suggest that qualitative connotation of value, beside quantitative descriptors, is also a key for more fruitful discoveries of surrounding manifestations under different aspects. We conclude that in a physical world of aproximative probabilities, in a quantum universe of uncertainties, in a vigilant consciousness of own existence and an abundant information society, we have to develop strategies to perceive new nature’s disclosures due to transcendence of value’s consensus. Or, the prospective for emancipation of personality, since, “to grow yourself, you must know yourself”, implicates the values- the valences of what is worth like good common sense, because “A human being is the measure of all things” (Protagoras).