Culture, Anthropotechnics and Post-Humanism as Philosophical Vectors for Thinking the Relationship Between Education, Civilization and Technology

This paper examines the relationship between education, civilization and technology in light of the concepts of culture, anthropotechnics and post-humanism, proposing them as philosophical vectors for rethinking human formation in contemporary technoculture. Starting from the Kantian Enlightenment heritage, which linked education to emancipation and enlightenment, the text diagnoses the dual role of education: while it prepares individuals for the technoscientific scenario, it also formats and domesticates them according to prevailing social standards, acting as a biopolitical and psychopolitical agent. Drawing on Sloterdijk, it is argued that education is an essential form of anthropotechnology, through which human beings construct and transform themselves beyond the classical ideal of humanism. In light of this, the article rejects both passive adaptation to technologies and reactionary, segregationist criticism, proposing instead a critical and protagonistic stance from within anthropotechnology. It concludes that the anthropotechnical power of education lies not in previously delimiting the human, but in welcoming its undefinable becoming, allowing the human being to surpass itself through the techniques that perfect it, recognizing ourselves simultaneously as humans and post-humans.