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Journal o f Big History, Volume IV , Number 3 , Lacking an invitation, education must invite itself to the table of the branches of knowledge, a fascinating research laboratory aimed at interpreting contemporaneity. Here voices harmonize. There is no arrogance in formulating hypotheses because this type of education searches for objective results in the ultimate investigation, that of increasing the quality of life of our species, acting on the reality of the present in order to help us be happy with that of the future. There, seated, vibrant, are the voices of a desire to be an expression created by change. Education listens, aware of being able to learn from the whispers of each different cultural perspective. Assuming we agree that the nature of reality is a system of complex systems, the proposed BH678 format is configured as a theory of surgical reduction of the gap existing between the complex extra-scholastic reality and the alienating scholastic reality. The disturbing introduction of these categories appears necessary for only the love of horror as soon as you look closely at middle school. It often presents itself as a shattered and bureaucratically articulated sequence of fragmenting fragments and fragmenting institutions—a diabolical device capable of perfectly representing the opposite of a complex system, BH678: Big History in the Italian Middle Schools: A Manifesto against the Fragmentation of Knowledge