Is it possible to talk about an intellectual, moral, and aesthetic decay of our society? This paper aims at providing some guidelines for understanding the French intellectual decay process to reflect on the increasing utilitarian appropriation of reality exhibited by certain academic practices. In this regard, education is required to develop critical thinking and train active citizens, who are very different from the minimum subjects stated by Hugo Zemelman. Thus, it is appropriate to try to answer whether the French experience, analyzed by Perry Anderson in his text entitled Lukewarm Thought, will allow us to clarify how we shift from a “cultural and intellectual Eden” to a time of confusion, poorer cultural and intellectual life, and unreflective practices in Mexico. To address the problem, we start by doing a multidimensional analysis, emphasizing the academic and cultural practices experienced in the everyday life of educational institutions and in the field of scientific research and cultural production.