Philosophy as a Transversal Competence in Cuban Higher Education: A Critical Response to the Challenges of Post-Truth and Artificial Intelligence
Keywords:
Critical thinking; Philosophy of education; Artificial intelligence; Post-truth; Transversal competence.Abstract
The convergence between post-truth and generative artificial intelligence creates an unprecedented epistemological scenario that challenges the traditional aims of higher education. The objective is to analyze the necessity, viability, and possible implementation pathways for strengthening philosophical-critical thinking as a transversal competence in Cuban higher education, as a pedagogical response to these challenges. A theoretical research methodology is employed, using conceptual analysis and documentary study from a hermeneutic-critical approach. A dual necessity (epistemological and political) is identified, its viability is substantiated within the Cuban pedagogical tradition and its institutional structure, and an implementation model based on four axes is proposed. It is concluded that philosophy, reconceptualized not as an isolated discipline but as a transversal critical meta-skill, stands as an indispensable tool for training professionals capable of exercising critical, autonomous, and ethical citizenship in the digital society.
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