Reflecting on Cyberculture through the Lens of Philosophy in the School Environment

Abstract

The expansion of digital technologies has profoundly altered forms of communication, learning, knowledge production, and social interaction, establishing "cyberculture" as a defining characteristic of contemporary society. In this context, schools face the   challenge   of   fostering   individuals  capable  of  critically  understanding  technological transformations while developing ethical, reflective, and civic competencies. This article aims to discuss cyberculture from a philosophical perspective, analyzing the contributions of philosophy to the development of critical thinking within the school environment in the face of digital culture's challenges. It is a bibliographic study grounded in the works of authors such as Pierre Lévy, Byung-Chul Han, Manuel Castells, Paulo Freire, Immanuel Kant, Matthew Lipman, Hans Jonas, and Martha Nussbaum. The results demonstrate that philosophy education serves as a vital tool for promoting ethical reflection on technology, strengthening intellectual autonomy, and developing essential competencies for digital citizenship. The study concludes that philosophy plays a fundamental role in building a humanizing, critical, and democratic education in the digital age.