The fragile mind is not an eternal inevitability; rather, it is a state that can be transient whenever the opportunities to escape it arise. This book is an attempt to answer some of the pressing questions regarding the prerequisites for breaking out of the “inaction” zone. It explores the extent to which we can currently speak of a “partner school” and new contexts for reform—contexts that transcend professional factionalism, ready-made remedies, and the excessive centralized administration of education.

The notion that instruction, let alone education as a whole, is no longer confined to the school in its “4+2” formula (i.e., the four walls and the two covers of a paper book) is no longer a mere hypothesis. It is a reality that might catch everyone off guard, much like what occurred during the health crisis, which exposed how the rhetoric surrounding the response to the digital boom was nothing more than empty slogans.

Furthermore, the pages of this book delve into the culture and generation of “Fragile-Tech” (a play on words combining fragility and tech/hashtag). It examines this phenomenon as an artificial synthesis between the quantitative expansion of schooling—driven by an intense race toward an image-based culture—and the decline in cognitive and skill-based outcomes.

Ultimately, this is an attempt to characterize the current reality of schooling, as well as a call to action through a vision of reconciliation between the educational institution on one hand, and local communities on the other.