ABSTRACT
An anathema comes along with the history of education in modern times, whose strength is only comparable to the enormous prestige which the purged practices have longed enjoyed: the use of memorization. This peremptory rejection prolongs a past maybe already forgotten, though resistant. It brings with it many notions equally marked with abjection - for example, those of “exercise”, “habit” and even of “routine” - and ends up striking the concept of “individual” memory. Exiled from the educational means, it is curious that the memory has survived in the core of what makes the human formation: the conceptions of identity inherited from modernity. Henceforth, how to conceive our relationship with memory and what would be the place of this relationship in the process of human formation?
KEYWORDS:
memory; identity; human formation