PAYOTIAN FOUNDATIONS OF INTELLECTUAL WORK AND SCIENTIFIC WRITING IN UNIVERSITY EDUCATION

Abstract

The contemporary debate on university education has been marked by concerns related to cognitive dispersion, informational acceleration, and the weakening of study habits in the context of digital culture. In this scenario, it becomes pertinent to revisit pedagogical foundations that emphasize intellectual discipline and formative rigor in academic work. This research is guided by the following question: What contributions does the pedagogical thought of Jules Payot offer to the development of intellectual work and scientific writing in the contemporary university, especially within the context of digital culture? The general objective is to analyze the Payotian foundations of the education of the will, the art of writing, and intellectual work, investigating their relevance for contemporary university education. Methodologically, this study adopts a qualitative approach of bibliographic nature and hermeneutic-interpretative orientation, based on the analysis of the works The Education of the Will (1895), The Art of Learning to Write (1914), and Intellectual Work: After the Education of the Will (1921), in dialogue with authors from the philosophy of education, educational psychology, and the epistemology of academic work. The results indicate that Payot conceives intellectual development as a formative process sustained by self-discipline, the methodical organization of study, and the cultivation of enduring habits of reflection and writing. It is concluded that Payotian pedagogy offers relevant contributions to strengthening intellectual autonomy, research ethics, and the consolidation of more rigorous formative practices in higher education, especially in view of the challenges imposed by digital technologies and the contemporary economy of attention.