تبیین و نقد تعلیم و تربیت پساانسان گرایانه؛ جهان درهم تنیده و عاملیت چندگانه

هدف این مقاله بررسی و نقد تعلیم و تربیت پساانسان‌گرایانه است. پساانسان‌گرایی، رویکردی در نقد و ارزیابی انسان‌گرایی یا اومانیسم می‌باشد. در این دیدگاه بر نقش عاملی اشیا و فناوری‌ها و حیوانات تاکید زیادی شده است. پساانساگرایان بر این باورندکه انسان، لزوماً اشرف مخلوقات نیست و مرکززدایی از انسان در جهان، منتج به ایجاد جهانی بهتر خواهد شد. در این پژوهش، ابتدا با استفاده از روش تحلیلی و تبیینی، دیدگاه پساانسان‌گرایی تحلیل و تبیین شده، سپس تعلیم و تربیت به روش پساانسان‌گرایانه مورد بررسی قرار گرفته و در نهایت به نقد دیدگاه‌های پساانسان‌گرایی به‌ویژه در تعلیم و تربیت پرداحته شده است. این پژوهش پیشنهاد می‌کند که بهتر است نقش ناخودآگاه انسان نیز به‌عنوان یک عامل در پساانسان‌گرایی مورد توجه باشد. پساانسان‌گرایی نگاه غیر ابزاری به طبیعت دارد و انسان و طبیعت را با هم می‌نگرد، ولی این دیدگاه، انسان را مانند و هم‌سطح دیگر حیوانات تلقی می‌کند و در تعلیم و تربیت نیز نقش معلم را هم‌سطح عوامل دیگر در یادگیری لحاظ می‌کند و متفکران این رویکرد بر این باورند که می‌توان از حیوانات هم چیزهای زیادی آموخت.

explaning and reviewing of posthuman education; entangled world with multiple agents

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.introduction humanism envisions man as a unique being and takes the world and all other beings at the service of man. in recent years, scholars have presented theories that try to question human exceptionalism and the dualities of humanism. they hold that other beings and even objects have agency and should be distinguished for the role they play in our ‘being a human’ and our evolution. stiegler (1998), for instance, believed that humans have become ‘humans’ through technology and have evolved with it. he also stated that there is human on one side and technology on the other side, but these two evolve and progress together. other scholars, including don ihde (1978; 1990) with his theory of post-phenomenology, bruno latour (2007) with his actor-network theory, and peter verbeek (2011) with his theory of moralizing technology with multiple agencies and the role of material objects and technologies, have insisted on reducing the exclusivity of human agency. today, the emphasis on multiple agencies, the criticism of binary oppositions, and in general the criticism of the basic assumptions of humanism, are recognized as the posthumanism movement, which is especially associated and introduced with the works of hayles (1999), harvey (2008), and braidotti (2013).