THOUGHT AND DESTINY EDUCATION AND VIRTUALITY. TOWARDS A NEW ILLUSTRATION

Abstract

Education has been and will be conflictive. Since the memorable times of Professor Socrates, it has become what it is now: an antagonistic struggle fraught with difficulties, because there has been no approach to the meaning of being. If it has failed in the last three centuries, it is for not knowing that the Other has its own way of operating in the practices of thought and for subjecting students to oppression. The qualitative model allows us, through a documentary analysis, to build a bibliographic database to explore its meanings. These documentary data are configured as a cogito that thinks and manifests itself in real life. Traditional thinking considers that the one who teaches is right and the other lacks knowledge. So education is about filling knowledge of all human history, without the Other thinking on his own. It is believed that this action will help the subject to live life in this complicated world. Education, then, is a hopeless case. The contribution is to generate one's own knowledge of the Other based on the essence of Being. Education without this possibility is a dilemma with no way out, with a catastrophic immensity in times of pandemic, where virtuality, the digital, corners even more the cognizing entity submitted to a terrifying habitat. The pandemic became an opportunity to transform the school in post-pandemic towards a New Enlightenment, which consists in the possibility of thinking on one's own.