Hvordan forstå inkludering som allmenpedagogisk prinsipp i en transhumanistisk (fram)tid?

Abstract

Ever since the concept of inclusion was introduced in educational documents, research on national and international level show a lack of common interpretative ground both regarding the implementation of inclusive education and what it should achieve. In Norway, Peder Haug has offered an interpretation that revolves around four different key characteristics emphasizing an increase in fellowship, participation, democratization, and learning outcomes (Haug 2003, 2010). In this article, we question such an operationalisation in the light of the emerging field of transhumanism and ask whether such an operationalisation has enough ethical resistance to meet the ability expectations that transhumanism will launch. We point to some essential elements that should be taken into account in the discussion about the purpose of inclusive education and some existential choices we are confronted with in the wake of transhumanist technologies.