Abstract

This contribution distinguishes between different varieties of posthumanism. It promotes a ‘critical posthumanism’ which engages with an emerging new world picture at the level of ethics, ecology, politics, technology and epistemology. On this basis, it explores the question of a posthumanist and postanthropocentric education both from a philosophical, theoretical and practical, curricular point of view. By way of a critically engagement with the discussion about digital media, globalization and the notion of new literacies, it highlights some of the practical implications that a posthumanist education might have on educational policy. It concludes by emphasizing the risks but also benefits that new subjectivities and reading practices based on digital media convergence might have for posthumanist education.