| Abstract: | My main starting point is a basic definition of posthumanism as a critical theory in the humanities and social sciences that – in short – delves into the question of the relations between the actors in the so-called cybernetic triangle: human/animal/machine (or technology). Critical posthumanism should consequently be understood as a postanthropocentric deconstruction of cultural and technological determinism. I would like to start exploring how these relations are relevant to education. As this is a humanist perspective, I will not be presenting any data analysis; the methods used here are mainly (1) qualitative analysis to confront the official or recognized “common sense” view of social reality, social and political relations, history, and conceptual categories from the perspective of alternative views; and (2) comparative analysis of fundamental concepts. In the current situation, i.e., the “absolute” need to introduce technology in schools as soon as possible (which is partiality induced by the COVID-19 pandemic), we can ask ourselves about the role/relationship of schooling and technology, and the perception of the former and the latter. One view of contemporary education is that digital technology makes education “better” (or: more efficient, more available, etc.) – which should be thought of alongside both technophobia and a purely utilitarian understanding of technology to be better able to navigate between the oppositions of discomfort and euphoria. Through a posthumanist lens, I expect to be able to lay some foundations for critically interrogating not only the introduction (or perhaps non-introduction) of technology in schools and the role of education in general but also the initial conceptual basis for confronting a market logic that is increasingly understood as something on a par with ethical and epistemological systems. |
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