Post-marxism, humanism and (post)structuralism: Educational philosophy and theory

A new philosophy of man and humanism

The theoretical basis for the new philosophy was laid by the American philosopher James Joseph Dagenais (1923-1981), who came to the conclusion that philosophical anthropology is not a science, but a domain unto itself, and that a philosophy of man can only come about as a joint undertaking of all sciences, in which the object of study must be man himself. The final explanation of man lies outs...

From Anthropocentrism to Post-humanism in the Educational Debate

This paper explores the impact post-human stance has on the study of the learning process. It shows how this new paradigm which focuses upon the relationship between human and non-human modifies our understanding of education. First, we argue that the educational debate is largely inspired by an anthropocentric perspective. It is grounded in the notion of human self-determination and it neglect...

Encyclopedia of Educational Theory and Philosophy

Contemporary post-humanism: technological and human singularity.

Posthumanism entails the idea of transcendence of the human being achieved through technology. The article begins by distinguishing perfection and change (or growth). It also attempts to show the anthropological premises of posthumanism itself and suggests that we can identify two roots: the liberal humanistic subject (autonomous and unrelated that simply realizes herself/himself through her/hi...

Ethical Theory and Educational Effectiveness

The missing link in the theories of normative ethics is the study of the extent of their real impact on the moral education of individuals and societies. Existing moral theories can be divided into act-driven theories, agent-driven theories, and combined and bifocal theories. Each of these theories has shortcomings in relation to the issue of moral education, some of which, like the act-driven ...