Suchergebnisse

This contribution takes one of posthumanism's most powerful conceptual distinctions – between posthumanist thought and its ill-famed doppelgänger, transhumanism – as the starting point for a critique of posthumanist thinking in education. Pointing to moments in which both post- and transhumanism become harder to distinguish in educational theory and practice, it utilises the notion of the 'creep phenomenon' to describe how these seemingly opposite concepts and ways of thinking can become unfavourably 'mangled' in everyday practices of teaching and of marketing posthumanism. It thus makes a case for the need for empirical thick descriptions of practices at the unsought intersection and overlap between post- and transhumanist thought. Drawing on work on the cognitive and affective impact of literature, it suggests that literature pedagogy is one of the places where such convergences are explicitly reflected and that literature pedagogy as a form of applied literary and cultural studies provides helpful insight into such practices of creeping overlap. Literature pedagogy, from this vantage, can be seen as an aid in formulating praxeological critiques of a prevalent practice-blindness in the field.

Introduction to OLH Special Collection 'Reading in Ruins: Exploring Posthumanist Narrative Studies'

This collection presents essays on current developments in ecocriticism and the pedagogical practice of teaching English at all levels. They cover discussions of the nexus between the sciences and the humanities and suggest ways to teaching environments in the context of historical and transdisciplinary encounters with ecology, nature, and animals.