W stronę postinteligencji, czyli praktyki poznawcze posthumanistycznej pedagogiki postpiśmiennej
Towards post-intelligence or the cognitive practices of post-humanist post-literate pedagogy

Summary/Abstract: The article proposes changes in contemporary pedagogical cognitive practices, necessary due to the needs of the present day and effective implementation of reforms in subject didactics. The source of inspiration for the proposal presented in the text is post-humanities and the analysis of the postliterate condition. The former calls for greater emphasis on among others the practice of knowledge, participation and engagement, and the development of ways of thinking that help to address the environmental crisis, such as interdependent and long-term thinking. The post-literate condition requires a change of the dominant element in education from the culture of writing to audiovisual culture, as well as, a different understanding of the role of experience and truth. Transformations carried out in accordance with post-humanist and post-literate reflection will lead to the upbringing of a new type of graduate educated in the post-intelligence: having different competences (among others developed self-awareness, resilience and critical thinking) and co-creating a new social formation, characterized by greater interpersonal competences, openness to change and the ability to cope with the dynamics of the modern world.

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