Abstract
This article delves into the examination of the similarities and disparities between education and enhancement, with a particular focus on enhancement within the realm of NBIC (Nano-Bio-Information Technology, Cognitive Science). After scrutinizing how proponents of enhancement have delineated the concept of education, our investigation unfolds along two primary dimensions: the anthropological underpinnings of education and enhancement discourse and their respective objectives. Through this analysis, we assert that education and enhancement exhibit distinct characteristics and objectives, defying easy comparison for determining which approach is more conducive to human improvement, notwithstanding their superficially analogous theoretical frameworks and objectives. Furthermore, we aim to highlight the perceptual illusions that blur the demarcation lines between education and enhancement, in order to establish a clear and distinctive role for education amid the plethora of enhancement discourses.
Original language | English |
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Pages (from-to) | 1198-1209 |
Number of pages | 12 |
Journal | Educational Philosophy and Theory |
Volume | 56 |
Issue number | 12 |
DOIs | |
Publication status | Published - 2024 |
Bibliographical note
Publisher Copyright:© 2024 Philosophy of Education Society of Australasia.
Keywords
- BCE
- Education
- NBIC
- deficient-being
- dualistic anthropology
- enhancement
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Researchers from Kyung Hee University Report Recent Findings in Educational Philosophy and Theory (Education Amid the Deluge of Enhancement Discourses)
15/07/24
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