  This article aims to show the weakness of the current scientific assessments,
based on a set of contradictory pseudo-axioms. The six pseudo-axioms are deeply
analysed. From the analysis are derived several conclusions. In spite of the
serious efforts of the scientists to establish a ranking of honors in order to
get funds or to control the academic and higher education institutions, the
Science doesn't exists in itself, but different kinds of knowledge. Therefore,
the scientists don't control the Science; they are mere experts in a field of
knowledge, which could be expressed in many valid ways. This variety determines
the existence of many models of academic curricula, based on heterogeneous ways
of valuation that change along the History.
