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Book DescriptionModern societies possess unprecedented levels of education, data, expertise, and institutional capacity. Yet again and again, they fail to recognize risk until options collapse and consequences become irreversible. This book asks a simple but uncomfortable question: Does education still map reality? Rather than debating ideology, policy preferences, or moral intentions, Does Education Map Reality? examines how judgment is formed-and how it fails-under real-world pressure. It focuses not on what is taught, but on the structures that carry cognition: course design, perspective ordering, assumptions about failure, and the boundaries placed around inquiry. Across domains ranging from supply chains and technology transfer to institutional decision-making and strategic risk, the same patterns recur. Rules are formally correct yet fail to protect. Models produce confidence while obscuring asymmetry. Knowledge accumulates while judgment weakens. Failure is avoided in classrooms and amplified in reality. This is not a manifesto and not a reform proposal. It does not prescribe what educators, institutions, or societies must do. Instead, it provides a diagnostic framework for examining how educational systems succeed or fail at aligning judgment with reality-especially when time, scale, and irreversibility matter. Written for readers who care less about consensus than about coherence, this book treats reality itself as the final reference point.

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