ПОСТАНОВКА ПРОБЛЕМЫ ОБРАЗОВАНИЯ В ПОСТГУМАНИСТИЧЕСКОЙ ФИЛОСОФИИ

Abstract

Posthumanism is considered as one of the significant areas of modern philosophy. The article describes the main provisions of modern philosophical posthumanism: the multiplicity of human experience, the rejection of anthropocentrism and hierarchical representation of nature; overcoming dichotomous thinking. Its connection with the movements of feminism and postcolonialism is indicated. Based on contemporary philosophical and pedagogical research, the authors provide a general outline of the post-humanist theory of education. We can talk about the posthumanist nature of the modern understanding of university education, formed by the openness of universities, their international rivalry in the postindustrial economy and the active involvement of foreign students. This nature is expressed in the transition from personality formation to the formation of assigned skills, expressed in competencies. The growth of the importance of environmental issues at all levels of education, the interaction of education with new technologies, the constitution of new ethics and new aesthetics are also considered. It is noted that in modern conditions pedagogy and philosophy of education cannot avoid discussing the issues posed by the posthumanist movement. The authors believe that a characteristic feature of the posthumanist concept of the necessary transformation of education is its focus on the problem of modernizing its content. An example is the saturation of educational programs with environmental issues. The authors interpret this situation as the preservation of the traditional structure of education, which adapts to the solution of new, including ideological, tasks. The vulnerability of this approach lies in the impossibility for posthumanism to legitimize it by referring to the essentialist view of man.