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Transhumanism and Education


Trivent Publishing, H-1119 Budapest, Etele u. 59-61

Imprint: Trivent Transhumanism


Tamara Kamatovic, Central European University (Vienna - Budapest),

Tamara Kamatović received her PhD in German Studies at the University of Chicago in 2020. She has many years of experience teaching in a variety of subjects across the humanities, including human rights, literature, foreign languages, and history. As a postdoctoral research fellow and program manager at the CEU’s Yehuda Elkana Center, she works with OSUN faculty and students on developing their teaching skills on themes that include democratic and open classrooms, student inclusivity, equity, and gender diversity. She also mentors fellows in CEU’s Global Teaching Fellows program. Her research interests include: technology, censorship, innovative philosophical approaches, the history of science, and the history of books.


Transhumanism promotes a multidisciplinary approach to the ethical use of enhancement technologies in all spheres of life, including education. Transhumanist thinkers understand education variously as both a tool for promoting Enlightenment ideals of rationality and reason, on the one hand, and itself a form of technology, on the other. 

While the fields of teaching and learning and higher educational research have been deeply and broadly impacted by technological and enhancement tools, e.g.  artificial intelligence, data analytics, teleconferencing software, bioenhancement technologies and eugenics, and big data, theories of technology-supported and enhanced learning have remained largely functionalist in their scope due in part to the pragmatic aims of pedagogy as it is practiced now, i.e. to enhance the practice of teaching and learning in accordance with educational stakeholders’ institutional and reformist goals. As such, theories related to technology-supported learning stand to benefit from the more unified theoretical and philosophical approach offered by transhumanist thought. Beyond just assessing the ethical impact of emerging technologies on the assessment and design of learning, transhumanists stress the wide application and relevance of the emerging field and philosophy’s core concepts, e.g. “self-perfection,” “ontologies of permanent becoming,” “reason,” to both historical and current educational practice. 

This series invites original scholarship from educational practitioners and theorists working in education, philosophy, the history of education and science, and other related fields. The inaugural book will feature cross-cutting work from scholars engaging with central transhumanist debates and concepts as they relate to education.

Transhumanism and Education

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