During these modern times, the digital age of higher education entails compulsory attendance for all in a series of individual and collective transfigurations that consistently correspond with the challenges ahead to defend the academic vanguard. These transfigurations suppose above all a reconfiguration of the schemes that express the way in which we learn and channel scientific knowledge within this technological diagram of virtual interactivity at the ecumenical level. 

In this sense, we must not forget that this contest of changes and restructuring should serve to shape the future of education by placing certain sufficiently relevant variables in the focus of the discussion. That is to say, the same variables that are framed to a background logic that offers meaning to the pedagogical forms that are legitimized by the Academy in a majority way, but that nevertheless, in many places and spaces of the planet were diminished by certain structural deficiencies of educational systems. This is the core reason for the prevailing need to rescue the voices and councils of the past to put together a new university educational model gradually and diligently, in such a way that it means optimizing the benefits in scientific production and reducing the opportunity costs that traditionally carry. 

However, this task becomes more complex when certain cognitive qualities are not located within an optimal stage to demolish the pre-established models founded by human reason and replace them with others that adjust more closely and quickly to capture our relative reality. That is the main point of placing in the focus of analysis the not very peaceful interrelation between gnosiological subjectivities and objectivities in order to transplant them to the pedagogical scheme that the new challenges of digitized education demand with great demand in these times of pandemic. 

Under this deductive logical direction we must understand incipiently that the ruptures between subjectivity and objectivity of a gnosiological as well as epistemological nature, has been since the dawn of civilization an anthropocentric quality that has galloped the doctrinal and scientific advance of innumerable generations. Well, the collision of both ways of interpreting a certain legal phenomenon, for example, will be subsequently subsumed within the Hegelian dialectical triphasic system as well as subjected to its transformative graduations to give birth to a suppressive version of both. In this sense, precisely that infinite conciliation and disagreement between both qualities of knowledge must remain and exercise resoundingly during these home times in the spheres of digital teaching. Well, it is not a secret that the absence of that pedagogical methodology brought severe consequences in the attempt to blow up the frontiers of human knowledge in recent times. 
That is the key reason for making subjectivity visible as an infallible remedy so that `` everything solid vanishes into air. '' However, it is not convenient to evaporate the systems of thoughts founded by traditional pedagogical styles if we do not offer a place or moment of rest to the student reason so that it compiles a set of previous and current knowledge that makes it possible to follow its path with the same psychological impetus. Nor is it convenient for us "to have more vapors than solid elements of human knowledge." It is undoubtedly in these contextual processes where the objectivity of academic knowledge assumes a role as a spiritual regulator of subjectivities. 

However, if that dissolving quality between subjectivity and objectivity does not operate within ontological earthiness, we run the serious risk that our students do. they are only condemned to navigate the nebulous routes of metaphysics and little by little even those discourses that are manufactured by them in the university, for example, lose their validity in the eyes of human history. Undoubtedly, this stage of understanding the role of knowledge is one of the most dangerous because they clearly and unfortunate exemplify the loss of economic and temporal resources within their academic training. 

For these reasons, it is worthy to emphasize that it is of great urgency not to take advantage of this universality of digital information in order to optimize the breaks in schemes and gradually stop seeing student social agents as simple '' knowledge sponges' '' to to guide them fundamentally to play the role of `` subversives of knowledge '' in their times and spaces. And without a doubt, times where digital connectivity simplifies and the barriers of space and time disappear, they may be the most indicated to consummate said academic enterprise .

                                                                                  September 5,  2020.         Cañete,Lima,Perú