This article reflects on whether today, there is a need for a ‘new’ educational ideal of rationality. To articulate that objective, a critical analysis is made of the pedagogical ideas underlying two conflicting trends: transhumanism and critical thinking. First, the distinctive identity of the transhumanist philosophical movement is examined in terms of its partial ascription to, and, given its attempts to overcome it, its renunciation of Humanism. In the face of the apparent promises and pitfalls that techno-science portends for pedagogical (...) discourse, a distrust of reason is imminent. Contrary to such an assumption, critical thinking, as the embodiment of rationality in Israel Scheffler’s conception, illuminates the inconsistencies of scientific imperialism that conceal the moral-rational aspects of teaching. In view of the above, the discussion focuses on the relationship between theory and practice, justification and commitment, fallibility and wisdom; in short, between the moral and the rational of any educational ideal to be proposed.___________________________________________________________________________________________ ____________________________________________________________________________________________________ ________________________________ -/- Questo articolo riflette sulla necessità di un “nuovo” ideale educativo di razionalità. Per articolare tale obiettivo, viene effettuata un’analisi critica delle idee pedagogiche alla base di due tendenze in conflitto: il transumanesimo e il pensiero critico. In primo luogo, si esamina l’identità distintiva del movimento filosofico transumanista in termini di parziale ascrizione e, visti i suoi tentativi di superamento, di rinuncia all’Umanesimo. Di fronte alle apparenti promesse e insidie che la tecno-scienza comporta per il discorso pedagogico, si profila una sfiducia nella ragione. Contrariamente a tale ipotesi, il pensiero critico, in quanto incarnazione della razionalità nella concezione di Israel Scheffler, illumina le incongruenze dell’imperialismo scientifico che nascondono gli aspetti morali-razionali dell’insegnamento. Alla luce di quanto detto, la discussione si concentra sul rapporto tra teoria e pratica, giustificazione e impegno, fallibilità e saggezza; in breve, tra morale e razionale di qualsiasi ideale educativo da proporre.___________________________________________________________________________________________ ____________________________________________________________________________________________________ ________________________________________________________________HOW TO CITE / CÓMO CITAR: Castillo, P. (2023). Does There Exist a Need for a ‘New’ Educational Ideal of Rationality? The Crossroads between Transhumanism and Israel Scheffler’s Conception of Critical Thinking. Encyclopaideia: Journal of Phenomenology and Education, 27(66), 49-61. (shrink)

Over the past ten years, we have worked in a collaboration between educators and computer scientists at the University of Illinois to imagine futures for education in the context of what is loosely called “artificial intelligence.” Unhappy with the first generation of digital learning environments, our agenda has been to design alternatives and research their implementation. Our starting point has been to ask, what is the nature of machine intelligence, and what are its limits and potentials in education? This paper (...) offers some tentative answers, first conceptually, and then practically in an overview of the results of a number of experimental implementations documented in greater detail elsewhere. Our key finding is that artificial intelligence—in the context of the practices of electronic computing developing over the past three quarters of a century—will never in any sense “take over” the role of teacher, because how it works and what it does are so profoundly different from human intelligence. However, within the limits that we describe in this paper, it offers the potential to transform education in ways that—counterintuitively perhaps—make education more human, not less. (shrink)

This article examines a distinct form of moral argumentation found to be common in a corpus of 500 editorials and opinion pieces written in 23 US newspapers and news magazines between August and October 2002 debating whether or not the US should attack Iraq. The purpose of the article is to delineate this communicative phenomenon, which we call moral muting. Moral muting occurs when a message either blunts the moral considerations involved in a case or presents an equivocal moral meaning. (...) Moral muting overlaps with but is distinct from mitigation, and even when it involves mitigation, moral muting depends on devices that go beyond those generally associated with conversational mitigation. The examination of moral muting offered here contributes to a better understanding of moral communication in general and of the conduct of the American public sphere. (shrink)

Consumer actions towards multinationals encompass not just expressions of dissatisfaction and ethical identity but also what are problematically termed ‘instrumental actions’ entailing perceived purposes and likely impacts. This term may seem inappropriate where insufficient information exists for instrumentally linking means to ends, yet we consider it useful for describing purposive consumer action in its subjective aspect because it reflects the psychological reality whereby complexity-reducing social constructions give consumer actions instrumentally rational form for purposes of meaningful understanding and justification. This paper (...) is particularly concerned to explore the complexities of cause and intention—particularly ethical intention—which are thus reduced. In particular, it considers complex interaction between individual ethical values, demographic factors and contexts of societal practice. It seeks to highlight primary antecedents among these interactants in order to guide both consumers and multinationals in their complexity-reducing social constructions to improve their fit to true causes and intentions. Study 1 involved 606 United Kingdom nationals, while study 2 involved 2561 individuals from 15 nations. Both sets of findings link higher personal income levels to propensity to engage in instrumental actions towards multinationals. Overwhelmingly, however, individual ethical values seem to matter most, irrespective of demographic or cultural contexts. These findings suggest that both consumers and multinationals engaged in ethical dialogue with consumers are best advised to articulate a universalising and not culturally or nationally bound ethical intelligence, which speaks directly to conscience within a global ethical discourse. (shrink)

The modern idea of emancipation is linked to the goal of overcoming dependencies and domination. However, as argued in the article, negative dialectics of emancipation must also be problematized. The project of emancipation, as it was formulated in the Age of Enlightenment, was often particular and was associated with the establishment of new forms of domination. Especially the project of liberation from the constraints of nature through technical development led to the domination of nature. In view of the ecological crisis, (...) the dark side of this project is becoming apparent today. The ecological base of human development is at risk. It is therefore necessary to pursue the idea of a reflexive emancipation, which also takes nature into account in order to enable a sustainable technology development. Emancipatory Technology Studies should therefore support an emancipatory technology policy which promotes a positive dialectical movement that overcomes the contrast between submission to nature and technical mastery of nature. (shrink)

In a series of lectures from 1804–05, Johann Gottlieb Fichte sets out a conception of enlightenment whose basic structure is, I argue, to some extent reproduced in two more famous accounts of enlightenment found in post-Kantian German philosophy: Hegel’s account of the Enlightenment’s struggle with faith in his Phenomenology of Spirit and the conception of enlightenment rationality presented in Horkheimer and Adorno’s Dialectic of Enlightenment. The narrative I offer serves to highlight, moreover, the critical role played by the notion of (...) an unconditional good in Fichte’s and Hegel’s critiques of enlightenment. The lack of an explicit appeal to, and account of, this notion in Horkheimer and Adorno’s critique of enlightenment will be shown to raise questions concerning how successful their critique of enlightenment can really be thought to be. (shrink)

There are, broadly speaking, two ways to think about rationality, as defined in the following passage: ‘Reason’ for a long time meant the activity of understanding and assimilating the eternal ideas which were to function as goals for men. Today, on the contrary, it is not only the business but the essential work of reason to find means for the goals one adopts at any given time. To use what Horkheimer called objective reason, and what others have called expressive or (...) non–instrumental reason, is to reflect on one's goals, to attempt to determine what preferences one ought to hold. On the other hand, to use what Horkheimer called subjective reason is to ‘be concerned with means and ends, with the adequacy of procedures for purposes more or less taken for granted’, that is, to be instrumentally rational. This contrast between non-instrumental and instrumental reason is at the heart of many contemporary social and philosophical disputes. 1. (shrink)

This essay argues that schooling in Israel is tied too closely to ideology. This results in an indoctrinary orientation that contributes to divisiveness and imperils Israeli democracy. After reviewing and critiquing the roots of this orientation, I advance an alternative that understands education as an agent of the good rather than ideology. Israeli schooling requires a vision of goodness broad enough to encompass competing conceptions of Jewish life espoused by the majority as well as non-Jewish orientations affirmed by various minorities. (...) Such a vision can be grounded, I contend, in a democratic Jewish theology that emphasizes God as teacher rather than tyrant. (shrink)

This article will provide an illustration of Max Weber’s theory of rationalization with a specific impetus on its interdependency with the development of capitalism. Following Horkheimer, I shall critically draw on Weber to outline a theory of human freedom, showing that rationalization not only implies economic and social liberation but entails a totalizing tendency that invades all spheres of socio-political life including people’s mental infrastructure. This mental colonization can be framed as a process of substituting value rationality with instrumental rationality. (...) I will claim that this substitution can be understood as an impediment for human freedom. Following contemporary theories of action, I will show the centrality of value orientation for understanding human freedom. Therefore, I propose a critical theory of freedom that centers value rational action as realization of freedom and can be understood as emancipative. (shrink)

There is a thesis that legal rules need to be made public because people cannot guide their conduct by rules they cannot know. This thesis has been a mainstay of anti-positivism and the controversy over it continues apace. However, positivism can accommodate the secret laws thesis. The deeper import of the debate over secret laws concerns our understanding of law's nature. In this regard secrecy merits attention as a candidate necessary connection between law and immorality. In addition the mediating role (...) of lawyers as experts in ascertaining the law should be highlighted. It has been widely overlooked despite the fact that lawyers are criterial in Hart's concept of law. (shrink)

In this essay, I explore Alain Badiou’s longstanding project of theorizing political situations and political transformation through the analysis of forms and formalisms. This amounts, I argue, to a politics of form that draws on the thought of Sartre, Althusser, and Lacan, but offers new alternatives for political thought and action today. In particular, Badiou’s rigorous consideration of forms, which draws on mathematics, model theory, set theory, and category theory, allows him to theorize political change in a way that avoids (...) the errors of existing critical approaches. Central to this consideration are Badiou’s theory of what he calls the event, which summons itself into existence by its own naming of itself or auto‐nomination, and his recent theory of the plurality of worlds and their possible transformation in Logics of Worlds. I also discuss Badiou’s recent treatment of the 20th century project of formalization in The Century, arguing that Badiou’s analysis here offers useful terms for the political thought of the present situation. (shrink)