The question of education that gave this series its title 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 moment of 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 set out to ask ourselves whether the traditional notion of humanity can guide our actions under the conditions that shape our immediate future.

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.