RT info:eu-repo/semantics/article
T1 Transhumanism, society and education: An edusemiotic approach
A1 Gómez Redondo, Susana
A1 Rodríguez Higuera, Claudio Julio
A1 Romay Coca, Juán
A1 Olteanu, Alin
K1 Transhumanism
K1 Edusemiotics
K1 Posthumanism
K1 Socioeducative
K1 Umwelt
K1 Education
K1 58 Pedagogía
AB We propose a semiotic framework to underpin a posthumanist philosophy of education,as contrasted to technological determinism. A recent approach to educational processesas semiotic phenomena lends itself as a philosophy to understand the current interplaybetween education and technology. This view is aligned with the transhumanist movementto defend techno-scientific progress as fundamental to human development. Particularly,we adopt a semiotic approach to education to tackle certain tensions in current debates onthe human. Transhumanism scholars share the optimistic belief that there is no limit to howthe 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 conceptsof humanity entails serious risks, especially related to ethical egalitarianism. We adoptethe perspective of edusemiotics, a framework that brings together semiotics, educationaltheory 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 isused to analyze socio- educational interactions as environmental. We observe two lines ofthought. On the one hand, technological transhumanism enhances Cartesian mind–bodydualism. On the other hand, philosophical posthumanism seeks to overcome this dichot-omy. The former proposal construes human transformation as an artifactualization derivedfrom techno-scientific enhancements. The latter position proposes an integrative posthu-manism, capable not only to include edusemiotic theory but also to rethink the concept oflearning as mutual to that of human.
PB Springer
SN 0039-3746
YR 2024
FD 2024
LK https://uvadoc.uva.es/handle/10324/75130
UL https://uvadoc.uva.es/handle/10324/75130
LA eng
NO Studies in Philosophy and Education, 2024, vol. 43, n. 2, p. 177-193
NO Producción Científica
DS UVaDOC
RD 19-jul-2025