Pedagogy in the face of the Promethean gap in transhumanism

Abstract

Introduction: NBIC technologies (nanotechnologies, biotechnologies, information technologies and cognitive sciences) are promoting the perspectives of transhumanism and posthumanism and represent a real challenge for Pedagogy, especially in their anthropological status. We therefore need to reflect on what anthropological approach is assumed in Pedagogy that facilitates understanding the moral dimension that the notion of human improvement contains. Methodology: hermeneutical critical analysis with theoretical-pedagogical projection of the bibliography linked to the research object. Discussion: the article critically discusses three pitfalls of the transhumanist approach applied to education: all human enhancement technologies are equal; an educated subject is the one with more and better memory, attention or reasoning; and, finally, to educate is to help someone to avoid efforts.. Results: the idea of ​​human development is impoverished and misrepresented if we only assume it as a project of technological dominance. We must reject, from pedagogy, the theses that seek to distance us from the perspective of human formation as an intrinsic good, mistakenly considering the use of the media irrelevant when they are what really allow human formation. Conclusion: pedagogues must combat the idea that the possibilities of education, of the improvement of human development, do not increase by blurring, canceling, or discarding the human condition. We must develop a theory of educational losses or traps caused by transhumanism.

Key words: transhumanism, posthumanism, education, enhancement, biotechnology.