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Prelude: Between Memory and Oblivion Every age faces a question that defines its civilization. Ours is whether we will continue to think-or whether we will surrender thought itself to the new gods of identity and relativism. In the long history of humanity, education has been the bridge across generations, the vessel of culture, the carrier of knowledge, the archive of memory, and the engine of progress. It was never perfect, but it was always central. Through education, civilizations preserved their wisdom, corrected their errors, and cultivated the intellectual soil from which new sciences, arts, and moral orders could grow. Yet today, education finds itself besieged. Not by ignorance alone, but by a more insidious adversary: the reduction of truth to affirmation, of history to narrative, of reason to power. In this new paradigm, identity replaces thought as the criterion of value. What matters is not the argument but the speaker; not the evidence but the perspective; not the truth but the feeling of affirmation. Classrooms, once sanctuaries of inquiry, are being transformed into arenas of power-play, where competing identities fight for recognition rather than join in the pursuit of knowledge. This book is a warning, but it is also a call. It warns of the consequences of surrendering objectivity: the erosion of meaning, the collapse of culture, the silencing of communication, and finally the disappearance of thinking beings themselves. It calls on us to recover education's first and enduring vocation: to form minds capable of discernment, of reasoned debate, of connection, of imagination. Without this, memory itself will be lost. History will no longer guide us, but will be rewritten endlessly to flatter the victors of identity wars. Culture will no longer flourish, but will be dissolved into slogans. Future generations will no longer think, but merely repeat. A world without memory is a world without civilization; a world without thinking is a world without human beings. We stand, therefore, at a decisive threshold: between memory and oblivion, between reason and automatism, between civilization and its slow dissolution. The choice is not abstract, nor far away. It is made each day in classrooms, in curricula, in how we teach and how we learn. The chapters that follow chart the anatomy of this crisis and its trajectory. They also illuminate the possibility of a different path-a path where education reclaims its noble task, where objectivity is protected as the compass of human thought, and where cultural flourishing is grounded not in slogans but in reason, truth, and freedom. This book, then, is written as both diagnosis and plea. It is a defense of thinking, of education, of humanity itself. For if we lose these, nothing remains.

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