Posthumanism in the projection on modern university education as a research subject

Abstract

Philosophers, psychologists and sociologists have noted that, born almost five centuries ago, the ideals of humanism are undergoing a serious transformation in general and as applied to university education. Many authors believe that traditional humanistic ideals are giving way to posthumanism, which, in turn, is far from theoretical perfection and is considered to be at the stage of substantive and logical building. At the same time, the practice of university education confronts its participants and society with various phenomena that clearly do not fit into the traditional humanistic paradigm. All this determines the relevance of the socio-philosophical understanding of the posthumanistic realities of Russian university education. The purpose of the proposed article is an attempt to include the problem of posthumanism in university education into the segment of a correct scientific dialogue by using: a) elements of a retrospective analysis of the sources of the axiological field; special attention was paid to those in which posthumanistic manifestations in university education and upbringing are emphasized; b) methods for determining the characteristics of the research subject and search for "white fields"; c) methods of scientific analogy and generalization of data with the addition and detalization of previously identified characteristics of the research object. The results of the study revealed the following features of the scientific dialogue on the stated topic: a) inclusion of an invariant core that does not change during the transition to posthumanism (traditional humanistic ideals with a focus on critical thinking) and a detailed analysis of the analogue of such a dialogue found in the literature; b) identification of the methodological specifics of such a dialogue, revealed through problems when working in a theoretically incomplete field (difficulties in disclosing the semantic fields of basic concepts, difficulties in identifying cause-and-effect relationships and in finding ways to manage consequences; problems of reliability of conclusions when using modal logic, logic of norms and assessments).