Abstract:

The genesis of man’s development points to the fact of his constant fluctuations and asymptotic nature. Therefore, different philosophical-anthropological conceptions view man as an open creature which constantly defines itself. The anthropological understanding of man as an imperfect being with a sense of its own existence in the constant process of overcoming his own limitations with work and creation points to the fact that man’s development depends more on educational and cultural encouragement than on the unconscious fluctuations of evolution. Man, thus, constantly realizes and self-realizes, grows, develops, advances, and defines himself by influencing his own anthropogenesis and evolution. In that sense, his activity presents a significant educational and self-educational action because precisely the educational process enables him a transition from lower to more perfect and complete forms of humanity. Historically speaking, there has always been a changing tendency to advance man. The cause of this is the difference in understanding the concept of man, the degree of his development, science and technology, society i.e. creativity in the wider sense, which points to the difference in vision of an educational goal and an ideal to which man strives. It is in precisely this later part where we find the common tendency which reaches above man’s attempts in the educational area in the sense of time, space, and creativity-development. The educational ideal, therefore, reflects the common values and positive attempts of the human community in achieving those highest values and ideals. It marks an ideal state of perfection and a final value. An ideal is set as a role-model, somewhat out of reach. As such, it is always a motive to move forward, towards something better, more perfect and wholesome with an eternal drive towards the improvement of man. The question of ‘improving’ a man in the circumstances of today’s quick technologization without a doubt involves a discussion on what it means to be a man, a person i.e. what is the point in which a human being stops being human and becomes something else. In previous works, this later was called Robo Sapiens, Cyborg or, more generally, Super-man by putting the attempts to define man so far into the circumstances set by post-humanism and transhumanism. This paper represents the philosophy of transhumanism and post-humanism as well as the idea of forming a completely new superman as a continuation of his own evolutionary process. The potential positive and negative sides of such a nearly futuristic pondering on man and his role in the world are highlighted by connecting the future we speak of with the traditional humanistic and pedagogical presumptions on man, education, and values which make it. The role of school is highlighted in the implementation of educational values, awareness, new meanings and future generations of young people who will, undoubtedly, live a transhumanistic reality in which the question of freedom is the key notion to understand one’s own life and a guiding question towards the sustainability of the life of a community.

Keywords:

Human, transhumanism, post-humanism, humanism, education, freedom, school.