In the current context, marked by social acceleration and the culture of immediacy, the university faces the challenge of reconciling professional training oriented toward productivity with the need to cultivate processes of deep reflection. From the perspective of teaching in the humanities, this text reflects on how students from different disciplines approach knowledge in diverse ways: while some demand practical and immediately applicable answers, others value slower tempos that allow for exploration and creativity. These differences underscore the urgency of rethinking the place of the humanities as a transversal area in university education. It is argued that competencies such as critical thinking, creativity, and empathy are fundamental professional forms of knowledge that transcend immediate utility. In the face of the entrepreneurial logic that has colonized the university, slow pedagogy and critical pedagogy emerge as alternatives that allow for the recovery of the formative and ethical meaning of knowledge. At the same time, digital humanities offer the possibility of modernizing the languages and methods of teaching, bringing content closer to new generations without sacrificing depth. Together, these perspectives vindicate the university as a space where productivity and innovation can coexist with reflection and humanity.
Diana Carolina Ardila Luna (Mon,) studied this question.