Humanizing technique for a social meaning of Mozambican education: a debate with Vittorio Hösle

Abstract

This article proposes a philosophy of education grounded in Vittorio Hösle's concept of the philosophy of technology as a tool for the ethical recovery of technical reason. We focus on understanding an era marked by the technological transformation of human relations and the predominance of instrumental rationality. It urgently requires rethinking the role of technology in the educational environment, particularly in Mozambique. From a theoretical-conceptual, qualitative perspective, implemented through bibliographical research and the logical-argumentative method, supported by the interpretation of Hösle's works and other studies, we examine the cleavages in the articulation between technology, ethics, and education, highlighting the need to subject technical means to universal moral principles. We defend the idea that this articulation can favor Mozambican school practices focused on the integral development of the individual, fostering critical consciousness (as opposed to instrumental consciousness), a sense of responsibility, and a commitment to the common good. Our conclusions attest that the philosophy of technology cannot be seen as an antagonist of education, but rather as a potential mediator in restoring human consideration to the educational process. If technology becomes worthy of questioning, it is because we intend to foster a free relationship with it.

Keywords: philosophy of technology; humanization; education; ethics.