Becoming human: rethinking school’s exercise in digital times

Abstract

Given the pervasiveness of digital devices in schools and the pressing demand to innovate teaching, this article redirects attention to the educational proprium of the school and to the technological dimension of its core practices: reading, writing, and oral examination. Starting from an analysis of
national education policies, it highlights their implicit assumptions and effects on digital transition on subject formation. Drawing on philosophy of education, media theory, and philosophical anthropology, this study offers a space for untimely reflection that avoids the opposition between “apocalyptic” and “integrated” views, revealing a shared concern: the becoming-human of future generations.