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oai:uvadoc.uva.es:10324/839982026-04-13T19:01:56Zcom_10324_971com_10324_931com_10324_894col_10324_972

Gómez Redondo, Susana Rodríguez Higuera, Claudio J. Coca, Juan R. Olteanu, Alin 2026-04-11T17:23:29Z 2026-04-11T17:23:29Z 2024 Gómez Redondo, S., Rodríguez Higuera, C. J., Coca, J. R., & Olteanu, A. (2024). Transhumanism, society and education: An edusemiotic approach. Studies in Philosophy and Education, 43(2), 177–193. https://doi.org/10.1007/s11217-024-09927-6 0039-3746 https://uvadoc.uva.es/handle/10324/83998 10.1007/s11217-024-09927-6 177 2 193 Studies in Philosophy and Education 43 1573-191X We propose a semiotic framework to underpin a posthumanist philosophy of education, as contrasted to technological determinism. A recent approach to educational processes as semiotic phenomena lends itself as a philosophy to understand the current interplay between education and technology. This view is aligned with the transhumanist movement to defend techno-scientific progress as fundamental to human development. Particularly, we adopt a semiotic approach to education to tackle certain tensions in current debates on the human. Transhumanism scholars share the optimistic belief that there is no limit to how the ethical use of technology can help alleviate suffering and increase our health and wisdom. From this perspective, it appears possible to acquire capacities that require rethinking the notion of human altogether. For others, this undermining of essentialist concepts of humanity entails serious risks, especially related to ethical egalitarianism. We adopte the perspective of edusemiotics, a framework that brings together semiotics, educational theory and philosophy of education. As a theoretical-practical framework, edusemiotics affords a hermeneutic and semiotic method for our approach. Peirce’s logic of signs is used to analyze socio- educational interactions as environmental. We observe two lines of thought. On the one hand, technological transhumanism enhances Cartesian mind–body dualism. On the other hand, philosophical posthumanism seeks to overcome this dichotomy. The former proposal construes human transformation as an artifactualization derived from techno-scientific enhancements. The latter position proposes an integrative posthumanism, capable not only to include edusemiotic theory but also to rethink the concept of learning as mutual to that of human. Keywords Transhumanism · Edusemiotics · Posthumanism spa info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0/ Attribution-NonCommercial-NoDerivatives 4.0 Internacional Filosofía de la educación Teoría de la educación Edusemiótica Transhumanism, Society and Education: An Edusemiotic Approach info:eu-repo/semantics/article