Oltre il sapere disabitato. Verso un’ermeneutica formativa nell’era dell’intelligenza meccanica

Abstract

Philosophy of education is not merely a theoretical framework but a critical practice that interrogates the transformations of knowledge, intelligence, and subjectivity. In an era where knowledge is increasingly dematerialized into digital flows and decision-making is governed by algorithmic logics, educational thought must safeguard the question of meaning and resist the technocratic illusion of reducing learning to performance, calculation, and profiling. This essay explores the risk of disinhabited knowledge—knowledge stripped of embodiment, memory, and relational responsibility—and argues for a re-ontologization of education: a return to knowledge as embodied practice, to philosophy as an exercise of freedom, and to pedagogy as a liminal space where the human is redefined in its finitude and desire. To educate, in this perspective, is not to close the fractures of the present but to inhabit them critically, generating possibilities of meaning where knowledge risks becoming a mere simulacrum of intelligence.