Overview

Education, Truth, and the Survival of Civilisation Learning in an Age Where Knowledge Is No Longer Neutral. Education has always shaped civilisation. But never before has it done so under this level of power, speed, automation, and uncertainty. Education, Truth, and the Survival of Civilisation is not a book about schools alone. It is about whether human judgment itself can survive in an age where knowledge is filtered, optimised, automated, and increasingly detached from moral responsibility. This book makes a simple yet unsettling claim: education is no longer neutral, and pretending it is has become dangerous. Every curriculum now teaches: what counts as truth, who is allowed to decide, and when dissent is permitted. Drawing on philosophy, education theory, governance, ethics, mathematics, and real-world policy failures, Bazil Solomon introduces Humanology in Practice, a new science of human agency designed to preserve judgment under power, intelligence, and uncertainty. At the centre of the book are five continuous human states: Being: dignity, vulnerability, mortality. Becoming: learning, growth, and identity. Be-Monitoring: self-awareness and ethical sensing. Be-Adapting: judgment under uncertainty. Be-Changing: responsible transformation of self and society. These are not stages. They operate simultaneously, at the level of the individual, the classroom, the nation-state, and global governance. This book confronts urgent questions: What must never be automated in education? How does AI change what it means to learn, assess, and decide? Why does efficiency without judgment become cruelty? How do we teach moral courage, not compliance? What happens when education trains in optimisation rather than conscience? Unlike most works on AI in education, this book does not offer tools or platforms. It offers limits. You will find: a formal Humanology framework grounded in ethics, logic, and governance; curriculum architectures and lesson models for ethical judgment; teacher training and CPD principles aligned with real classrooms; policy briefings suitable for councils, parliaments, and ministries; and a Humanology Index for comparing how societies exercise power under uncertainty. Education, Truth, and the Survival of Civilisation is written for: teachers and school leaders, parents and students, policymakers and inspectors, researchers and philosophers, citizens who understand that civilisation is taught before it is governed. This is Book III of the Humanology Trilogy: Book I: Leadership: Britain and the Modern Enlightenment; Book II: Power Without Humanity Is Not Progress; Book III: Education, Truth, and the Survival of Civilisation. Together, they argue one defining principle: Civilisations endure not because they are intelligent, but because they teach humans how to judge power before it consumes them. This book is not nostalgic. It is not anti-technology. It is a call to recover moral seriousness in education before knowledge outruns wisdom.

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