TOWARDS A PHILOSOPHY OF EDUCATION FOR THE CONTEMPORARY UNIVERSITY: THINKING IN THE FACE OF THE DEHUMANIZATION OF KNOWLEDGE

This article addresses, from the perspective of the philosophy of education, the crisis of meaning currently affecting the contemporary university, characterized by technological acceleration, the hegemony of performance, and the progressive delegation of thought to algorithmic devices. It argues that this configuration has eroded academic rituals and weakened the formative experience, displacing questioning, silence, and intersubjective encounter as fundamental conditions of thinking. Using a qualitative, hermeneutic-reflective approach, a documentary analysis of key philosophical sources from the Western tradition was conducted to establish a critical dialogue between categories such as autonomy, thinking,…