In this paper, my objective is to analyze the significance of critical thinking and affection as strategies for resisting fascism and consolidating democratic societies. The theoretical analysis is grounded in the reflections of Hannah Arendt and Theodor Adorno on totalitarianism, the autonomy of thought, and the function of education. I argue that schools, despite their potential to foster critical thinking, frequently reproduce practices that can inadvertently nurture fascist violence, such as prioritizing information over reflection and tolerating discrimination. I emphasize the necessity of a democratic school that cultivates autonomy and responsibility in its members, based on the principles of justice, command (understood as dialogical leadership), and affection, while embracing diversity and consistently applying sanctions. The vulnerability of adolescents in the absence of healthy authority and the lack of autonomous thought are discussed as risk factors for adherence to totalitarian ideologies. I conclude that the articulation between critical thinking, focused on the development of reflection, questioning, and analysis, and affective education, which promotes care for and valuing of the Other, represents a promising path for the formation of citizens capable of identifying and combating the manifestations of fascism, thereby strengthening democracy. Pedagogical practice that integrates critical thinking with non-violent communication and affective relationships is essential for building a culture of resistance to intolerance and hatred within the school environment.