The Future of Education
Abstract
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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