BETWEEN TECHNOLOGIES AND HUMAN KNOWLEDGE: THE PHILOSOPHICAL COMPLEXITY OF EDUCATIONAL PROCESSES IN THE DIGITAL AGE

Abstract

The relationship between technology and education has sparked profound reflections in the field of philosophy, particularly in light of the increasing integration of digital tools into pedagogical processes. Historical evolution demonstrates how humanity has transformed technical knowledge into technological advancements, continuously redefining social and educational dynamics. This study aims to analyze the philosophical foundations underpinning technology in contemporary education, exploring its origins as well as the perceptions of educators and students, with an emphasis on the challenges posed to modern education. To achieve this, a comprehensive literature review was conducted, addressing strands of the philosophy of technology, such as humanistic and analytical approaches, alongside a historical survey of techno-scientific development and empirical investigations into the views of teachers and university students. Findings indicate that technology not only modifies pedagogical practices but also demands critical reflection on its impact on human formation. The collected perceptions reveal both enthusiasm and concern, highlighting the need for a balance between innovation and the preservation of educational values. It is concluded that the philosophy of technology emerges as an indispensable field for understanding and guiding the integration of technological resources into education, ensuring their alignment with formative and ethical purposes.