Towards an emancipated subjectivity. Educating for critical thinking and knowledge

Abstract

The paper addresses some of the key issues and educational implications arising from the development of information techno-logy. From this perspective, becoming subjects in the contempora-ry age means developing one’s self within an environment signifi-cantly shaped by the dynamics and effects of the ongoing digital revolution. This process will lead to the emergence of new forms of marginalization and divergence; in particular, significant diffe-rences will arise between those who develop the intellectual tools necessary to consciously participate in the process of technological evolution and those who merely remain passive and unaware users. Within this framework, the pedagogical task becomes that of promoting an education capable of fostering an emancipated subjectivity, endowed with the habitus of onlife citizens. In this sense, educating toward knowledge and critical thinking emerges as a fundamental pedagogical direction for active citizenship in contemporary society.