Abstract

The aim of this paper is to use the approaches of the Korean philosopher Byung-Chul Han, on the one hand, to show the challenges that formulate and define our times and, on the other, to focus this view on education. In this sense, it is necessary to define the post-pandemic 21st century society marked by psychopolitics. Education is subject to a framework of unprecedented complexity, due to digitalisation and the acceleration of a world that is perceived as progressing, and yet is becoming increasingly ill due to an excess of positivity. The pedagogy that operates through pleasure and the new relational plane of social networks, which formulate affine and disembodied encounters, eliminates negativity. Education lends itself to a demanding examination as the starting point of this society and is seen as the place where the possibility of transformation arises. In the latter sense it is argued that philosophy in our classrooms has a crucial role to play.