ABSTRACT
On the one hand, evidences that barbarism is back; on the other hand, debates on the rights of animals, robots and even aliens: today there is an increasing indetermination about the definition of what a human being is, that is, on the anthropological question. This is a fundamental issue for anyone interested in education. What do the discourses about education tell us about human being? At first, we question the “traditional” and “new” pedagogies, which rest on discourses about human nature. Next, we observe that there is no “contemporary” pedagogy, with an anthropological dimension, but pedagogical bricolages in a socioeconomic logic of performance and competition. Then, the analysis of some contemporary discourses on the “quality of education”, “neuroeducation”, cyberculture and transhumanism is sketched out from the anthropological point of view. Finally, some teachings of contemporary science on the brain, genes and evolution make possible to understand that the human being is a singular and collective adventure and dreaming of an education of solidarity and dignity that contributes to the fight against barbarism.
Keywords:
Education; Barbarism; Contemporaneity; Anthropology; Science