This book was written over the course of years, following developments in the teaching and examination methods of Modern Greek, with the primary aim of serving as a tool for students to prepare appropriately for the Panhellenic exams.

It contains 124 topics, divided into 15 sections, which offer a wealth of arguments useful for a better understanding of contemporary reality and for a critical approach to it by the student. The organization of the arguments is based on the analysis of causal relationships, so that it becomes clear how various data arise and how we arrive at well-founded conclusions, which make speech persuasive.

The aim, then, is for the student to learn how to organize their thinking logically and to argue pointedly and sufficiently in order to produce structured and persuasive discourse.

The topics analyzed in the book are based on the following rationale:

1. The most important thing is for each child to understand how an argument is organized, so that it is not only complete in meaning but also persuasive. The arrows used help with this, as they make causal relationships between concepts clear, so the child can understand what causes what follows. In this way, they learn to organize their thinking logically, since an argument is an expression of our logic:
       – Every problem arises from other problems and possibly dysfunctions within institutions of education, while in turn causing other problems.
       – Every development has a causal relationship with other developments.
2. Many issues that concern us "originate" from the way we think (e.g., from technocratic spirit, materialistic mentality, utilitarian beliefs...).
3. Healthy education from the family and the school is a factor that helps prevent or address problematic situations.
   
4. Examining the consequences of a phenomenon may concern the individual as a personality (intellectual – moral – social status, psyche) or their quality of life (their health, their working life and, by extension, their standard of living, their political stance…), while it may also concern broader fields such as political life (democracy), economy, social reality, the fields of science and technology, cultural life (arts, sports), the national life of peoples, international relations, as well as institutions such as the family and the educational system.
5. Addressing problematic situations is achieved via the proper functioning of institutions that influence people's thinking and ethics, such as the family, the school, the media—especially now the internet—and the State, which has very powerful "weapons," such as laws. In some cases, however, it is also necessary to activate international organizations or Non-Governmental Organizations, while often intellectuals can help by showing the way to limit problematic situations.
6. There are various ways to introduce a topic. For example, when we are to examine a concept that has a "positive sign," we may begin our introduction with a reference to civilization, a broad concept that includes all human creations. In contrast, when we are to examine a concept with a "negative sign," we can include it among the problematic conditions of contemporary reality that plague us. Or we can present it as an indication of the "bad" side of life, while previously having mentioned its positive side (the strengthening of democratic institutions and the securing of human rights in many countries around the world, the development of science and technology, various advances in different fields…). Then the introduction takes on a contrasting form.
7. The way we start each assignment and the way we conclude it always depends on the communicative context that we must use. At the same time, this also determines the style and the verbal persons that appear in our text.