The article contrasts the classical strategies of education as the transformation of a “natural” person into a “cultural” one, and the strategy of artificial construction. The latter became widespread in education during the “Enlightenment Project”, and are extremely relevant in the atmosphere of the postmodern view of education. The author raises an issue of the referential meaningfulness of modern educational initiatives and their gravitation towards the concept of “artificial man” as a factor that deprives education of the ontological foundation.
Keywords: educational artifact, artificial man, nature, realism, postmodern, tran-
shumanism.
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