Człowieczeństwo jako (nie)zbędna kategoria refleksji pedagogicznej? : o ponowoczesnym kryzysie teorii wychowania w obliczu wyzwania trans- i posthumanizmu

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  • Tytuł: Człowieczeństwo jako (nie)zbędna kategoria refleksji pedagogicznej? : o ponowoczesnym kryzysie teorii wychowania w obliczu wyzwania trans- i posthumanizmu
  • Autor/Autorzy: Markus Lipowicz (Autor)
  • Nazwa czasopisma: Studia z Teorii Wychowania
  • Rok: 2017
  • ISSN: 2083-0998
  • Adres www:: http://files.clickweb.home.pl/homepl37784/file/2017_2_19_2_markuslipowicz_35_2.pdf
  • Strony od-do:
    • 35-57
    • 1.37
  • Język: polski
  • Abstrakt: Humanity as an (in)dispensable category of pedagogical considerations? On postmodern crisis of the theory of education in the face of a challenge of trans- and posthumanism. In the present article I will try to show the reasons for the emerging crisis of pedagogical theory in postmodernity and propose a way of overcoming it. I will argue that the main reason of this postmodern crisis results from its key premise, which is the “death of man”. Throwing into question humanity as a universally obligating social norm opened a brighter view of cultural pluralism for educational praxis. However, in this way pedagogy lost its most crucial reference point which is the educational ideal in the form of a philosophically grounded image of man. This development resulted in the loss of pedagogy’s philosophical roots in favor sophistically understood conventionalism, which in turn indispose the rise of a postmodern pedagogical theory. Possibilities of overcoming this complex situation come two current philosophical-scientific movements: transhumanism and critical posthumanism. I will argue that only the latter promises the reconnection of pedagogy with philosophy without forfeiting the cultural pluralism achieved in postmodernity. On the posthuman ground, as I will argue, we find a chance to finally develop a postmodern theory of pedagogy.
  • 002 a Człowieczeństwo jako (nie)zbędna kategoria refleksji pedagogicznej? : o ponowoczesnym kryzysie teorii wychowania w obliczu wyzwania trans- i posthumanizmu
  • 003 a Markus Lipowicz (Autor)
  • 004 a Oryginalny artykuł naukowy
  • 006 a Studia z Teorii Wychowania
  • 008 a 2017
  • 011 a 2083-0998
  • 014 a http://files.clickweb.home.pl/homepl37784/file/2017_2_19_2_markuslipowicz_35_2.pdf
  • 015 a 35-57
  • 016 a 1.37
  • 017 a polski
  • 020 a Humanity as an (in)dispensable category of pedagogical considerations? On postmodern crisis of the theory of education in the face of a challenge of trans- and posthumanism. In the present article I will try to show the reasons for the emerging crisis of pedagogical theory in postmodernity and propose a way of overcoming it. I will argue that the main reason of this postmodern crisis results from its key premise, which is the “death of man”. Throwing into question humanity as a universally obligating social norm opened a brighter view of cultural pluralism for educational praxis. However, in this way pedagogy lost its most crucial reference point which is the educational ideal in the form of a philosophically grounded image of man. This development resulted in the loss of pedagogy’s philosophical roots in favor sophistically understood conventionalism, which in turn indispose the rise of a postmodern pedagogical theory. Possibilities of overcoming this complex situation come two current philosophical-scientific movements: transhumanism and critical posthumanism. I will argue that only the latter promises the reconnection of pedagogy with philosophy without forfeiting the cultural pluralism achieved in postmodernity. On the posthuman ground, as I will argue, we find a chance to finally develop a postmodern theory of pedagogy.
Repozytorium Akademii Ignatianum w Krakowie, które jest częścią Portalu Pracowniczego zostało zrealizowane w ramach projektu „Program wzmocnienia potencjału dydaktycznego Uczelni na rzecz rozwoju regionalnego” POWR.03.05.00-00-ZR10/18 współfinansowanego ze środków Unii Europejskiej w ramach Europejskiego Funduszu Społecznego.