Journal of Philosophy of Education, Volume 55, Issue 1, Page 186-203, February 2021.

The objective of this article is to conceptualize and evaluate the transhumanist movement by applying a Nietzschean critique to its techno-progressive agenda of human enhancement. The investigation itself is divided into three distinctive, yet methodologically intertwined steps: first, I will present an exegetical approach by circumscribing the discussion concerning the alleged similarities and disparities between the transhumanist notion of transforming the human into a posthuman being and Nietzsche’s concept of education, understood as self-overcoming; secondly, in a more practical and future-oriented (...) manner, I will consider some of the major aporias for conceptualizing a ‘Nietzschean transhumanism’ by confronting the techno-progressive idea of morphological freedom with Nietzsche’s critical approach to the commerce- and consumer-oriented mentality of the non-creative modern individual; finally, I will employ Nietzsche’s complex treatment of nihilism in order to formulate a critical evaluation of transhumanism’s cultural implications. My fundamental conclusion will be that the techno-progressive agenda does not strive to overcome human limitations by coping with the tragic nature of life in a Nietzschean sense, but merely promotes the nihilistic dream of Zarathustra’s ‘last human’ to establish a common happiness by eradicating the Dionysian reality of all existence. (shrink)

While virtual simulations are a familiar professional training tool, they have only recently been implemented in teacher education programs. These simulations are used to complement traditional student teacher placement. In this paper, the author critically examines one teacher training simulation, TeachLivE, specifically in terms of its implicit conceptions of what it means to teach and to learn. The analysis utilizes Aristotle’s explanation of the Greek concepts energeia and dunamis, as well as Heidegger’s interpretation of Aristotle’s Metaphysics. The author argues that (...) TeachLivE’s structure implies an ontology of teaching and learning that precludes the cultivation of a teacherly disposition, and that, were this ontology to be corrected, teacher training simulations would be rendered superfluous. (shrink)

In one way or another, the other plays an important role in educational settings. Over the last few decades, the recourse to philosophical phenomenology has proved to be helpful for the discussion of this topic. Coming from this thematic direction, this article focuses on the other in its constitutive function for the construction of identity. Both within the phenomenologist Bernhard Waldenfels’ theory of responsivity as well as in the pedagogue Wilfried Lippitz’ theory of alterity, the other is a structural part (...) of the self. It will be shown that within these theories the possible dangers of an encounter with the other cannot be addressed in an adequate way. However, this is especially important in educational contexts. Therefore, with regard to the philosophies of Jean‐Paul Sartre and Simone de Beauvoir, I would like to present two additional phenomenological approaches from which the pedagogical discussion can benefit. Both Sartre and Beauvoir put great focus on possible obstacles regarding the en‐ counter with the other. Whereas Sartre identifies negativity as an essential part of human existence, Beauvoir enriches these thoughts with an ethical component. Against the background of these philosophies, the other comes into view as a possible source of both objectification and empowerment. Lastly, the article shows that an implementation of these considerations in teacher training can lead to a deeper understanding of the constitution of identity and the inherent possibilities of any interaction with the other. (shrink)