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Examines how historical narratives shape identities and foster division in future generations, suggesting a need for real learning.
This paper examines how humans often memorize history without truly understanding it. It argues that history is frequently used to create identity, pride, division, revenge, and emotional attachment rather than awareness. The paper explores how parents, teachers, and institutions unconsciously transfer hatred, fear, prejudice, struggle, and division to future generations. It concludes that real learning should be in favor of humanity, not division, and that awareness is necessary to interrupt inherited conditioning.
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Mayank Singh (2026) studied this question.
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