Reflexiones en torno al uso de las TICs en la enseñanza de la filosofía en educación superior: momentos de pandemia.

This paper analyzes the consequences of the covid pandemic on the teaching-learning process in the teaching of philosophy in higher education. The consequence of the pandemic altered the way of teaching, resorting to virtuality. The question arises: are physical contexts necessary to successfully carry out the teaching-learning process? To answer this question, a comparative analysis is used, taking into consideration, on the one hand, the Greek legacies of the ancestral teaching of philosophy represented in the Socratic dialectic games, and on the other hand, with the technified teaching of artificial intelligence. In this way, the reflection will lead us to the idea of the transformation of a humanizing education towards a transhuman or post-human education. In the Platonic dialogues the pleasant conversation is translated into a discourse full of astonishment, the problem must be faced to the human intelligence and challenge it. Socratic irony dynamizes ideas, the interlocutor hierarchizes them, compares and synthesizes them to establish some thesis on what was unquestioned. Thus the spirit conquers intellectual happiness protected by emotion, tranquility, "being is intelligible", a mixture of rational logic and emotionality. Is it possible to replicate these Greek intellectual activities in the pandemic situation experienced and dominated by remote teaching systems? [ABSTRACT FROM AUTHOR]