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This article focuses on analyzing the relevance of philosophy's reflective function for consolidating a concept of critical education based on the progress achieved by digital humanities and cyberculture. Given the spectacular development of new technologies, the traditional concept of humanities has had to adapt to new realities and sociocultural expectations of what humanistic education should contribute. In this regard, this work explores the concept of digital humanities and how they rethink old notions within the framework of the so-called knowledge society. To this end, the philosophical tradition plays a leading role as the articulating axis of reflection. For this reason, this work considers the notion of philosophy as a means of reinforcing the critical-reflective dimension of digital humanities. Finally, through a hermeneutic-critical methodology, this work explores the notion of critical education and how it fits into the field of new information technologies, particularly through the notion of digital humanities. This leads to the central thesis that the philosophical heritage plays a central role in the foundation of a critical education that takes full advantage of the flourishing of the digital humanities in the educational process.
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