Transhumanism is a modern expression of ancient and transcultural aspirations to radically transform human existence, socially and bodily. Before the Enlightenment these aspirations were only expressed in religious millennialism, magical medicine, and spiritual practices. The Enlightenment channeled these desires into projects to use science and technology to improve health, longevity, and human abilities, and to use reason to revolutionize society. Since the Enlightenment, techno‐utopian movements have dynamically interacted with supernaturalist millennialism, sometimes syncretically, and often in violent opposition. Today the transhumanist (...) movement, a modern form of Enlightenment techno‐utopianism, has evolved a number of subsects, from the libertarian utopians funded by billionaire Peter Thiel, to religious syncretists like the Mormon Transhumanist Association, to the left‐wing technoprogressives and their bioliberal intellectual allies. In reaction to accelerating technological innovation and transhumanist ideas, apocalyptic Christians, and even secular catastrophists, have begun to incorporate human enhancement into their End Times scenarios. With all sides believing that the fate of humanity hangs in the balance, there is a growing likelihood of violent confrontation. (shrink)

Jacob Viner introduced the term ‘sub-rational’ to characterize the faculties – human instinct, sentiment and intuition – that fall between animal instinct and full-blown reason. The Scots considered sympathy both an affective and a physiological link between mind and body, and by natural history, they traced the most foundational societal institutions – language and law, money and property – to a sub-rational origin. Their ‘social evolutionism’ anticipated Darwin's ‘dangerous idea’ that humans differ from the lower animals only in degree, not (...) in kind. Darwin had the ability to ‘trade places in the imagination’, as Adam Smith would say, with plants and animals, and ‘think’ as they do. The trend today is to ‘positivize,’ ‘behaviorize’ and otherwise reduce the sub-rational to the purely biological. My suggestion is that we trade places in the imagination with the Scottish moral scientists and Darwin, and try thinking as they did. (shrink)

Beginning with a discussion of Fritz Lang's ‘Metropolis’, this paper considers the rise of the city from a theological perspective. The ideal of the modern city was, it is argued, a secularised version of the City of God: the city was to be a place where all human desires might be met, a city without a church because the moral perfection of each human being has been fulfilled. The advent of the postmodern city of consumerist desire undermines this secular dream, (...) and opens a space for theologians to frame alternative visions of cities of erotic participatory desire. (shrink)

Notwithstanding the general accepted understanding that Rousseau is the master of modern education reflecting the progress by enlightenment this articles suggests that Rousseau’s Emile is—as most of Rousseau’s other writings are, too—testimony to a brilliant and passionate writer expressing thoughts about his concern how to deal with passions—passion being one of the most disputed concepts in late seventeenth and in eighteenth century. The reading of Emile has therefore take into account polemic as a literary trope in Rousseau’s style of writing.

One source of tension within and between modern nation states derives from conflict between individual and cultural rights. Modern democracies have been built on ideas of individual liberty whose extensions to the rights of culturally distinctive groups to survival and acceptance can create normative and political conflict. Such tensions raise questions about the role of the state, the underlying theory legitimising liberal states, and the social aims of education. Philosophical aspects of such conflicts are explored in Kevin McDonough and Walter (...) Feinberg’s excellent volume, Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities. The philosophical issues hinge on how individuals and groups are conceived, as well as how liberty and loyalty are understood. Most of the essays address these concepts in pragmatic rather than essentialist ways, suggesting that how these issues are conceived is itself an important part of the problem, or its resolution. I conclude by suggesting that all of these doctrines are faiths, the problem being to create conditions so that they, or their elements, can be accepted or rejected reasonably in the light of their social consequences. (shrink)

The Enlightenment regarded language as one of the most significant achievements of man. Consequently inquiries into the origin and development of language play a central role in eighteenth-century moral philosophy. This new science of man consciously adopts the method of analysis and synthesis used in the natural sciences of the time. In moral philosophy, analysis corresponds to the search for the basic principles of human nature. Synthesis is identified with the attempt to interpret all artificial achievements of man (arts, sciences (...) and institutions) as the effect of these principles and of man's physical and social environment - an attempt known as theoretical history. The type of explanation envisaged by theoretical historians is based on the principle of causality. It consists in a genetic reconstruction of the social phenomenon under investigation. Inquiries into the origin of language follow this pattern of explanation. They form part of theoretical history and thus represent a major aspect of the eighteenth-century scientific study of man. (shrink)

This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The “naive” questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, (...) camouflaged and smuggled, taxing the current debates regarding generally accepted education strategies. The characteristic feeling of the currently accepted model of education being in chronic crisis is less a testament to an absence of alternative approaches than to a lack of thorough self-reflection. (shrink)

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