POLICIES FOR HUMANITARIAN MODERNIZATION IN THE FIELD OF EDUCATION

Abstract

In the contemporary world, education stands at a crossroads between technological expansion and the crisis of humanistic values. While digitalization, artificial intelligence, and global connectivity are transforming the ways we learn and communicate, there is an increasing need for a new type of modernization—one that encompasses not only the instrumental but also the spiritual and cultural dimensions of human development. It is within this context that the concept of humanitarian modernization emerges—a process of renewing education through the restoration of balance between knowledge and humanity, between technological progress and moral responsibility
Humanitarian modernization in education implies not merely the introduction of new methods and technologies but a profound axiological rethinking of what it means to be an educated person in the twenty-first century. As Nussbaum (2010) notes, contemporary education often follows the logic of economic efficiency and consequently loses its ability to cultivate citizens capable of empathy and critical thinking. In this sense, modernization must be not only technological but, above all, humanistic in nature