K is tasked with persuading those human beings left on Earth to “ascend” to “Alexandria,” a seemingly digital “republic of souls” (219) that Wayland “was tasked with building . . . so that humans,” facing the collapse of civilization due to global warming and climate change, “could continue to live a conscious life after the physical deaths of their bodies” (201) In Alexandria, the act of reconciliation represents the possibility of preserving and celebrating the diversity of human knowledge and culture, despite the destructive forces of post-apocalyptic conditions, therefore, emphasizing that we, as a society, need to stop grasping for power and promoting singular narratives and instead, and Lewis promotes, focus on the traditional ideals of our cultures and find unity through those.

Kingsnorth’s Alexandria examines a post-apocalyptic way of life that surrounds a hunting and gathering society as they try to maintain the resources needed for survival. As they work, they are confronted with the challenges of memory, identity, and the meaning of civilization. These themes echo the concerns of C.S. Lewis in The Abolition of Man, where he warns against the dangers of modern education and the loss of traditional values. Lewis argues that the separation between reason and emotion will lead to a society devoid of moral values and ethical principles. This warning about the dangers of separating reason and emotion applies to the futuristic world depicted in Alexandria as well. In the abolition of man Lewis states “From within the Tao itself comes the only authority to modify the Tao”(pp.20)  meaning that if one does not carry traditional values themselves they are not within the jurisdiction of modifying these values. It is necessary to hold these values to modify society in a way that is beneficial and will not create lasting harm. 

The controversy over how to teach history and identity in schools today reflects the concerns raised by Lewis and in Alexandria. The debate centers around the question of how to balance objective truth with subjective interpretation. Some argue that history should be taught as a set of objective facts, while others emphasize the importance of recognizing different perspectives and promoting social justice. The overarching goal surrounding controversies over schools is who has the power to shape the future of society for good or for bad. Some believe that teaching about sex, gender, and gay identities in school will be overall harmful to society while others believe it will reap benefits. The fact that what is taught comes down to a power struggle shows how true these words our in our society today. There is a power struggle for control over what is being taught which plays into themes of censorship seen in Covid-19 and surveillance capitalism. A larger question is what narratives would be promoted by either implementing or removing certain topics from the education system. Whichever side eventually gets to promote what they believe to be the proper education style must be watched to make sure they do not leave out narratives they do not like or spread misinformation. 

The conflict within education and its overall tie to power are where the themes of Alexandria and The Abolition of Man converge. In Alexandria, the act of reconciling is an act of resistance against a culture that seeks to erase history and suppress individual thought. Similarly, Lewis’ warning against the dangers of separating reason and emotion is a call to recognize the importance of preserving traditional values and ethical principles. Lewis states “The task of the modern educator is not to cut down jungles but to irrigate deserts. The right defense against false sentiments is to inculcate just sentiments. By starving the sensibility of our pupils we only make them easier prey to the propagandist when he comes. For famished nature will be avenged and a hard heart is no infallible protection against a soft head” (pp.30). Lewis highlights his concerns about the role of education and how it shapes the moral and ethical values of young people. He argues that the task of the modern educator is not to destroy or eliminate the wild and untamed aspects of human nature but rather to nurture and cultivate them in a way that promotes a just and balanced view of the world. In particular, Lewis emphasizes the importance of developing the sensibility of young people and teaching them to recognize and appreciate the inherent value of different aspects of human experience, rather than simply relying on rote memorization or a narrow set of preconceived beliefs. Overall, educators can help to inoculate young people against the false and manipulative messages of propagandists, who seek to exploit their ignorance and vulnerability for their own purposes.

In the school debate about historical memory and identity, there is hope for reconciling the two different counter-narratives. The act of reconciliation symbolized in Alexandria suggests that it is possible to acknowledge different perspectives while still valuing objective truth. In the novel, neither extremist society (those that live traditionally and those fully submerged in the world of technology) find much success alone. By recognizing the complexity of history and the impact of subjective interpretation, we can build a more inclusive and equitable society that values both reason and emotion. In doing so, we can avoid the dangers that Lewis warns us about and preserve the cultural heritage that is essential to our humanity.

In Alexandria, the act of reconciliation can relate to the current controversy over how to teach history and identity in schools. There is a need to reconcile the different counter-narratives and find a way to celebrate the diversity of human experience while also acknowledging the painful aspects of history. Alexandria shows that we cannit counteract the traditional forces of nature and cannot fully submerge ourselves in the rapidly emerging technological world.

To achieve this reconciliation, it is essential to have an open and honest dialogue about historical memory and identity, where all voices and perspectives are heard and respected. This requires a willingness to listen to the stories and experiences of others, even when they challenge our preconceived notions and beliefs. It is also important to understand the traditional values within all cultures of the “tao” and keep this sense of overarching belief.  Education can play a crucial role in this process by teaching critical thinking skills and encouraging students to question their assumptions and biases. By presenting multiple perspectives and acknowledging the complexities of history, educators can help students develop empathy and understanding for others while not censoring certain opinions and promoting only one narrative. In the Florida College System DEI letter they try to emphasize that not only one narrative will be promoted, the document states “In the development of knowledge, research endeavors, and creative activities, a college faculty and student body must be free to cultivate a spirit of inquiry and scholarly criticism, and to examine ideas in an atmosphere of freedom and confidence, free from shielding and in a non-discriminatory manner”. Hopefully, this exploration of ideas will continue and can be applied to other points of disagreement. Within education, what one is taught should not cause one to have one perception of the world as that would make children susceptible to false teachings and propaganda. In Alexandria K ultimately realizes that everything is a lie showing the vast power of false narratives and propaganda. Ultimately, the hope for reconciling the two different counter-narratives in the school debate about historical memory and identity lies in our willingness to engage in a constructive dialogue and embrace the diversity of human experience while also considering traditional ideals. I believe that reconciliation can be achieved but fear that many are stuck in promoting their own narrative that this will be an extremely hard reconciliation that takes many years.