Presentation

Abstract

This twentieth edition includes, in addition to the articles in the dossier “The Locus of Technology”, two research articles and one review article in the Perspectives section. Together, they offer a diverse overview of contemporary problems in various fields of knowledge: from music and computational learning, through constitutional law and human rights, to academic ethics facing the increasing use of Artificial Intelligence (AI). In the first article, Patricio F. Calatayud et al. explore how musical readability can be evaluated with quantitative models like The Musical Readability Index (ÍLeMus), developed in the Postgraduate Program in Musical Cognition at UNAM (Universidad Nacional Autónoma de México). In the second article, María del Rocío Saro Ávalos analyzes the implications and constitutional risks of public security militarization in Mexico. Finally, María del Carmen González Videgaray et al. reflect on the ethical dilemmas involved in the incorporation of artificial intelligence into academic and professional life.

The essays gathered in the Scenarios section delve, from different perspectives, into the challenges and tensions triggered by the emergence of artificial intelligence in the academic field. Nancy Abigail Nuñez Hernández discusses its impact on university education in humanities, while Patricia Núñez González explores the relationship between generative AI and university teaching as a critical dilemma. Stephanie Cervantes Razo emphasizes the importance of academic and professional integrity regarding the use of these tools, and Pamela Azpeitia Macías proposes the idea of human resistance in teaching in the age of artificial intelligence. On the other hand, Javier Alejandro Díaz Rodríguez analyzes the role of AI in teaching-learning processes, and Lidia Chávez Fonseca warns about the risks of dehumanization in teaching practices mediated by technology. Finally, Michel Eduardo Betancourt Gómez establishes a parallel between the calculator and artificial intelligence, highlighting initial human resistance to scientific progress. These essays invite debate about the way in which AI redefines education, ethics and the relationship between technology and humanity.

Finally, in the Resonances section, Juan Bravo reviews the book Pensar la educación. Vida y técnica, by Ana María Valle: he presents its fundamental features and highlights the importance of conceiving education through the lens of technique and life, with philosophy and pedagogy as fundamental tools of the educational process.