جستجوی مقالات مرتبط با کلیدواژه "پساانسان گرایی" در نشریات گروه "علوم تربیتی"

The purpose of the current paper is to review and criticize posthumanist education. Posthumanism is an approach in the criticizing and evaluation of humanism which holds that humans are not the only active factor and that we need to consider the role of objects, technologies, animals, and generally non-humans as well. Posthumanism believes that man is not necessarily the master of creatures. It believes that the decentralization of human beings will lead to a better world. This study first uses an analytical and explanatory method to analyze and explain the posthumanist perspective; then, it examines post-humanist education; and finally, it reviews criticisms of post-humanist views, especially in education. The present study suggests that the role of the human subconscious should also be considered as a factor in posthumanism. Posthumanist thought has a non-instrumental view of nature and views man and nature as a whole; it treats humans as equal to animals, and with respect to education, posthumanism equates the teacher’s role with that of various other factors involved in learning. Posthumanist thinkers believe that humans can learn a lot from animals.

Post-humanism, as a critical and diverse paradigm, embarks on proposing new insights into the meaning of being human in modern times and diminishes the boundaries between humans, animals, and machines. Theoretically, there is a convergence between post-humanism and post-anthropocentrism as the former questions, humans, as the superior signifier, and the latter questions humans as the superior species. Based on this convergence, and with the assistance of Martin Heidegger’s critique of humanism and technology, and his thoughts about thinking, learning, dwelling, and art, this paper intends to put forward the idea that some picture books and wordless picture books that enjoy certain characteristics, which can exemplify them as post-human/post anthropocentric children’s literature, invite children to think meditatively on the relation between human and other entities of the world. These books, as works of art, bring about a deconstruction of humanistic binaries (including self/other, human/animal, culture/nature, and alike) so that they can offer a chance of exposure to other beings of the world for children. This kind of exposure helps children to receive the being as it is and not as represented by human norms, hence there can be hope for the development and emergence of post-human subjects for whom thinking is a ground for wondering and admiration, and not merely a tool for the development of certain skills or competencies.