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oai:uvadoc.uva.es:10324/751302025-02-25T20:01:01Zcom_10324_971com_10324_931com_10324_894col_10324_972

Gómez Redondo, Susana 34a34bf245628a6f 600 Rodríguez Higuera, Claudio Julio 2d294ce6-4c7e-4d97-ae46-30a59cec8212 Romay Coca, Juán 86410ac9237edb5b 600 0000-0003-1140-7351 Olteanu, Alin 56b126ad-98dc-4717-9d74-851eed8c0871 600 2025-02-25T13:20:17Z 2025-02-25T13:20:17Z 2024 Studies in Philosophy and Education, 2024, vol. 43, n. 2, p. 177-193 0039-3746 https://uvadoc.uva.es/handle/10324/75130 10.1007/s11217-024-09927-6 177 2 193 Studies in Philosophy and Education 43 1573-191X Producción Científica 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 wis- dom. From this perspective, it appears possible to acquire capacities that require rethink- ing 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, edusemiot- ics 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 dichot- omy. The former proposal construes human transformation as an artifactualization derived from techno-scientific enhancements. The latter position proposes an integrative posthu- manism, capable not only to include edusemiotic theory but also to rethink the concept of learning as mutual to that of human. Publicación en abierto financiada por el Consorcio de Bibliotecas Universitarias de Castilla y León (BUCLE), con cargo al Programa Operativo 2014ES16RFOP009 FEDER 2014-2020 DE CASTILLA Y LEÓN, Actuación:20007-CL - Apoyo Consorcio BUCLE application/pdf eng Springer info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by/4.0/ © 2024 The Author(s) Atribución 4.0 Internacional Transhumanism Edusemiotics Posthumanism Socioeducative Umwelt Education 58 Pedagogía Transhumanism, society and education: An edusemiotic approach info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://link.springer.com/article/10.1007/s11217-024-09927-6 SI THUMBNAIL Transhumanism-society-education.pdf.jpg Transhumanism-society-education.pdf.jpg IM Thumbnail image/jpeg 1918 https://uvadoc.uva.es/bitstream/10324/75130/4/Transhumanism-society-education.pdf.jpg d9758f91752877b6e125df22cfcb8c10 MD5 4 LICENSE license.txt license.txt text/plain 3929 https://uvadoc.uva.es/bitstream/10324/75130/3/license.txt 289d98c1665ee0d20312360f0e8643c8 MD5 3 CC-LICENSE license_rdf license_rdf application/rdf+xml; charset=utf-8 921 https://uvadoc.uva.es/bitstream/10324/75130/2/license_rdf 9eecc1514e7247cad41e4db756248760 MD5 2 ORIGINAL Transhumanism-society-education.pdf Transhumanism-society-education.pdf application/pdf 633607 https://uvadoc.uva.es/bitstream/10324/75130/1/Transhumanism-society-education.pdf 177c6f9315def7f92c047e32a0dc4e8f MD5 1 10324/75130 oai:uvadoc.uva.es:10324/75130 2025-02-25 21:01:01.061 UVaDOC repositorio@uva.es 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