MODERNITY, SCIENCE, PHILOSOPHY

Abstract

The text makes inroads into some texts of historians of Western thought in order to apprehend some decisive aspects of modernity, but also to show that at the present time there is the disenchantment of the overly optimistic promises of the seventeenth and eighteenth centuries. From the epistemological point of view, it demonstrates that the revolution of modernity has to do with changes of objects, arguing that understanding our age means asking about the nature of new objects born or constituted from the beginnings of the nineteenth century. This modern epistemological inversion requires another relation with knowledge, which places more demands on education than instruction alone. And he asks: if modern knowledge is so fragile, so ephemeral, so uncertain, why should it occupy us? Could not the school, the university, be at the service of other instances, perhaps more urgent, than knowledge? What do you want with education?