PHILOSOPHICAL REFLECTION ON EDUCATION IN THE CONTEXT OF POST-HUMANISM: ISSUES OF AUTONOMY, THE DEVELOPMENT OF CRITICAL THINKING, AND THE FORMATION OF MORAL RESPONSIBILITY

Abstract

The article deals with the study of the philosophical aspects of education in the posthumanism era, with special attention paid to the challenges related to the autonomy of individual choice, moral responsibility and the ability to think critically. The relevance of the proposed topic is due to the rapid pace of digitalization, the use of artificial intelligence in education, and the globalization of information processes, which radically transform traditional educational paradigms and question classical humanistic ideas about man, his freedom, and moral consciousness. An interdisciplinary approach to the consideration of posthumanism as a philosophical worldview is applied, within which anthropocentrism is deconstructed, and human, technological and environmental dimensions are integrated in education. The author analyses the main posthumanism concepts that directly influence the philosophy of education – deconstruction of anthropocentrism, expanded subjectivity, rethinking of ethics and technological mediation of knowledge. It is confirmed that during human interaction with algorithms, the traditional idea of autonomy is transformed and goes from sovereign to relational and distributed. The article examines how critical thinking changes under the influence of algorithmic information processes and proposes new didactic formats to develop the necessary competencies in the direct participants of the modernized educational process. Particular attention is paid to moral responsibility, which is positioned as an individual and collective phenomenon, the realization of which requires simultaneous ethical reflection, transparent algorithmic solutions and interaction of all participants in the learning environment. The philosophical and educational guidelines that can ensure a harmonious combination of technological development with the humanistic values of mankind are identified: ethical foresight, the principle of technological humanism, participatory, interdisciplinary and transparent processes. The author demonstrates the need to combine autonomy, critical thinking and moral responsibility with technological innovations in the context of posthumanism to ensure adequate training of subjects who would be fluent in the intricacies of information ecosystems, qualitatively use technologies useful for society, and preserve fundamental humanistic values as the basis for the development of modern civilization.