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, otherness, ritual, and pedagogical resistance, and the current challenges of higher education. The analysis reveals that intellectual autonomy is not limited to access to information or technical mastery, but rather requires an ethical disposition toward doubt, listening, and the responsibility for one's own judgment. The results suggest that reclaiming silence, presence, and empathy constitutes a form of pedagogical resistance against the technologization of knowledge and the dehumanization of the classroom. Within this framework, the university is conceived not as a mechanism for efficiency, but as a space of vital metamorphosis, where education involves accompanying processes of human development, mutual care, and the creation of meaning. The article concludes that the philosophy of education offers indispensable critical tools for reconfiguring the university as a place where thinking once again becomes a way of inhabiting the world autonomously, sensitively, and collaboratively.