The Future of Education
Genetic Enhancement and Metahumanities
DOI:
https://doi.org/10.55613/jeet.v25i1.38Abstract
Habermas has criticized the position that educational and genetic enhancements are parallel events (2001, 91). I, on the other hand, will provide reasons for the position that there is a structural analogy between educational and genetic enhancement such that the moral evaluation of these two procedures should be seen as analogous, too. I will show that an affirmation of educational enhancement suggests an affirmation of genetic enhancement. In addition, I offer reasons why both types of enhancement ought to be affirmed. I will progress as follows. First, I will explain the relevance of the question by considering transhumanism and posthumanism. Both are contemporary philosophical and cultural movements in which the question concerning enhancement is central. Second, I will compare educational and genetic enhancement, showing that Habermas’ arguments concerning their relationship are implausible. In the conclusion, I will refer to the relevance of this insight to the future of education, when the humanities will need to be transformed into metahumanities.
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Copyright (c) 2021 Stefan Lorenz Sorgner
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