The question of education that titles this series suggests an investigation into the humanist model that has guided the history of thought to the present day, with the intention of clarifying whether this model is simply experiencing another crisis or whether, on the contrary, we should speak of its definitive failure. Having analyzed, in the previous two years, both the origins of some of the problems associated with Humanism and its current state, in this final part of the series we propose to ask whether the traditional notion of humanity can guide our actions under the conditions that shape our immediate future.

Program

Wednesday, May 14 (Ramón Gómez de la Serna Room)

Who are we? Where do we come from? Where are we going? with Alfonso Muñoz Corcuera

Who are we? Where do we come from? Where are we going? These questions have accompanied humanity since its dawn, but they take on a particular resonance when we consider the role education plays in shaping identity. This lecture begins with the premise that there is no essence prior to the individual; there is no deep “self” that education should simply reveal or perfect. On the contrary, we argue that we are the result of a network of social practices, ways of life, and cultural conventions that constitute us even before we can name ourselves. Education is not merely a vehicle for transmitting content, but a continuous process of shaping the individual. Through it, we mold our ways of feeling, perceiving, desiring, living together, and thinking. Thus, changing education is not just about changing curricula or teaching methods, but about intervening in the very way in which humanity is formed. Exploring who we are, then, implies asking ourselves how we come to be.

Wednesday, May 21 (María Zambrano Room)

Übermensch and Allokhronia: Posthuman Challenges in the Experience of Time with Óscar Quejido Alonso

Many of the posthumanist proposals we find today have a clear antecedent in Nietzsche's concept of the Übermensch (ultra-human being), a figure with which the German philosopher aims to overcome the anthropocentric model characteristic of traditional humanism. Among the conditions Nietzsche establishes for this overcoming is the need to rethink our relationship with time. The idea of ​​eternal return thus implies an Allokhronía, the thought of "another temporality" that allows us to redefine the idea of ​​the human, thereby recovering action.

Ethical imagination in times of crisis with Lydia from Tienda Palop

In a global context marked by interconnected challenges such as the rapid advancement of artificial intelligence, the ecological crisis, multiple forms of structural violence, armed conflicts, and persistent poverty, it is urgent to rethink the purpose of education. Beyond the acquisition of technical skills, moral formation is indispensable, enabling individuals to critically understand the complexity of the world and guide their actions in transformative ways. In this scenario, the development of ethical imagination is essential: not only is human happiness at stake, but life itself. It is crucial to cultivate an imagination capable of articulating public moral deliberation processes and generating creative proposals, with a particular focus on integrating emotions into models of ethical deliberation and processes of moral understanding. Among its main lines of research are the ethics of development, the ethics of armed conflicts and humanitarian crises, as well as models of justice oriented toward the protection and promotion of the rights of particularly vulnerable groups.