We live in a difficult period. The world we live in is in a crisis. As one world comes to an end, another is only getting started. C.S. Lewis argues in “The Abolition of Man” that civilizations dehumanize without objective values, which are necessary for human happiness. The development of objective values should be given top priority in Alexandria’s educational system since it will help its pupils grow into well-rounded persons who are capable of forming moral judgements and making meaningful contributions to society. Paul Kingsnorth, the author of Alexandria imagines a time when technology has developed to the point where people can upload their consciousness to the cloud, thereby becoming immortal. Kingsnorth writes, “We will live in the cloud, in a mirror world that is a perfect reflection of the real one” (Loc. 1084-1085). This chapter connects to the future worries expressed by C.S. Lewis in The Abolition of Man, where he warns of the perils of technology and its potential to make society less human. Lewis argues that a civilization that places an excessive amount of significance on technical advancement will ultimately kill itself since technology will never replace the value of people and their intrinsic dignity. He writes, “We make men without chests and expect of them virtue and enterprise. We laugh at honor and are shocked to find traitors in our midst” (p. 31). In other words, people who lack the moral foundation required for a functioning society will be produced by a society that prioritizes technology over human values. This conflict between technology and human values is manifested in the debate over how to teach history and identity in schools. On the one hand, some argue that history should be taught from a more conventional angle, highlighting the accomplishments of particular groups and downplaying the detrimental effects of their actions. on the other hand, there are those that argue that history should be taught from a more critical angle, recognizing the harm done to marginalized groups and emphasizing the need for change. The argument over how to teach history and identity ultimately comes down to who has the authority to decide what version of history is taught in schools and how that version affects present-day attitudes and views. There may be hope for peace and a more nuanced approach to teaching history and identity, as the conclusion of Alexandria indicates. As the book comes to a close, Felix, the main character, reflects on how crucial forgiveness and reconciliation are to society’s ability to advance. The section on Alexandria and Lewis’ concerns about the future emphasizes the conflict between technology and human values, which is seen in the argument over how to teach history and identity in schools. The conclusion of Alexandria offers a way ahead for a more sophisticated method of teaching history and identity since it raises the possibility of peace and forgiveness.
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