El transhumanismo como herramienta de la nueva era social: prospectiva de investigación J. Manage. Hum. Resour. (July - December 2023) 1(2): 25-32 http://doi.org/10.5281/zenodo.14289575 ISSN: XXXX-XXXX REVIEW ARTICLE Transhumanism as a tool of the new social era: research foresight  José R. Abreu srjos2021@gmail.com Universidad Metropolitana, Venezuela. Received: 03 April 2023 / Accepted: 08 June 2023 / Published online: 15 July 2023 © The Author(s) 2023 José R. Abreu 1 · Carmen M. Marín 2 Dimas E. Verdu 3 Abstract Transhumanism is a tool for humanizing the digital age that explores how science and technology can ex- pand the limits of human capabilities. In the academic ﬁeld, this movement invites reﬂection on the role of universities as engines of innovation and platforms for the evolution of knowledge. This approach approaches transhumanism through a qualitative systematic-narrative review, aiming to oﬀer a broad overview of related studies and highlighting its relevance as an indicator of progress. Transhumanism emphasizes the enhancement of human capabilities through technological integration. It recognizes the importance of de- veloping research competencies in teachers and students to strengthen scientiﬁc production and address the challenges of the knowledge society. This movement, which has its roots in enlightened modernity, connects reason and the scientiﬁc method with the development of innovations to overcome human limitations, such as aging or restricted intellectual capacities. In this context, universities must lead the way in building a strong research proﬁle and promoting innovative pedagogy that fosters competencies for knowledge creation, interdisciplinary collaboration, and social transformation to- ward a sustainable and ethical posthuman era. Keywords transhumanism, digital age, science, technol- ogy, innovation. Resumen El transhumanismo es una herramienta en la humanización de la era digital que explora cómo la ciencia y la tecnología pueden expandir los límites de las capacida- des humanas. En el ámbito académico, esta corriente invita a reﬂexionar sobre el papel de las universidades como mo- tores de innovación y plataformas para la evolución del co- nocimiento. Este enfoque aborda el transhumanismo desde una revisión sistemática-narrativa cualitativa, con el objetivo de ofrecer una visión amplia de los estudios relacionados y resaltar su relevancia como indicador de progreso. El trans- humanismo enfatiza la mejora de las capacidades humanas a través de la integración tecnológica y reconoce la impor- tancia de formar competencias investigativas en docentes y estudiantes para fortalecer la producción cientíﬁca y abordar los retos de la sociedad del conocimiento. Este movimiento, que hunde sus raíces en la modernidad ilustrada, conecta la razón y el método cientíﬁco con el desarrollo de innovacio- nes destinadas a superar las limitaciones humanas, como el envejecimiento o las capacidades intelectuales restringidas. En este contexto, las universidades deben liderar la cons- trucción de un perﬁl investigador sólido, promoviendo una pedagogía innovadora que fomente competencias para la creación de conocimiento, la colaboración interdisciplinaria y la transformación social hacia una era posthumana soste- nible y ética. Palabras clave transhumanismo, era digital, ciencia, tecno- logía, innovación. How to cite Abreu, J. R., Marín, C. M., & Verdu, D. E. (2023). Transhumanism as a tool of the new social era: research foresight. Journal of Management and Human Resources, 1(2), 25-32. http://doi.org/10.5281/zenodo.14289575 1 Universidad Metropolitana, Venezuela. 2 Universidad Pedagógica Experimental Libertador, Venezuela. 3 Corporación de Turismo del Estado Anzoátegui, Venezuela.

J. Manage. Hum. Resour. (July - December 2023) 1(2): 25-32 26 Introduction Transhumanism, as a tool of the new social era, has been known as a movement that exposes the use of technology favorably to extend the limits of normal human capacities. It is an intellectual movement that exposes the development of the natural terms of humanity through technological use and, eventually, the separation of the mind from the human body. While it is true that the term has been historically and circumstantially sectarian, its approach has expanded to va- rious sectors of society. In this sense, this extensive present aims to reveal through an interpretive analysis how transhu- manism can be a tool of the new social era from a critical and investigative position. This leads to visualizing the intended human transforma- tion brought about by transhumanism, which would produce more suitable individuals based on their capabilities. The ar- ticle aims to present some research on transhumanism, from a perception of change and improvement in university con- texts, to construct a research proﬁle and enhance teaching performance. The analyzed texts resulted from a qualitative systematic narrative review that provides a general overview of transhumanism. As can be seen, the relevance of the researcher’s training in the academic ﬁeld allows for the innovation of knowledge based on learning objects as a tool for pedagogical impro- vement, combined with the investigative skills built in the actors of the educational task by generating research interest. Transhumanism Inevitably, humanity will not be transformed by the tech- nology that proposes to project onto a human the increase of his intelligence by artiﬁcial means, modulating his psy- chological state. The biologist Huxley (1927) introduced the term transhumanist, which refers to the overcoming of hu- manity under technology. For their part, Cardozo and Guti- erro (2017) argue that for transhumanists, new technologies would have a greater probability of expanding mental and physical capacities, promoting personal growth beyond bi- ological limitations. In addition, it is considered that there are essential motivations to sustain human capacities (Villar- roel, 2015). On the other hand, Bostrom (2005) argues that transhumanism is an intellectual and cultural movement that wishes to improve human capacities, which are expressed by incorporating scientiﬁc and technological knowledge to create, modify, or validate. In addition to the use of technology to enhance research skills in university spaces, in terms of pedagogical improve- ment about this statement, Gutierro (2017), within his ideas, realizes that what in turn aﬀects the adequate use of tech- nologies that do not violate human nature so that it does not cease to be precisely human. On the other hand, reﬂection is enhanced from the vision of the transhumanist researcher (Bostrom, 2011), knowing how to prioritize their capacities and competencies as a basis for productivity, fundamental for the future of scientiﬁc activity and achieving the goals in higher education. For Quesada (2018), transhumanism is aware that technologies can be dangerous despite the bene- ﬁts; therefore, ethics plays a relevant role in guiding the ap- plication of technology in human beings. The authors agree on the presence of technology as an “improvement” in higher education contexts where these issues begin to be discussed. In this essay, technology will be associated with “knowl- edge.” Thus, the motivation for interdisciplinary work as part of a cultural process in the ﬁeld of research fosters bal- ance in the dimensions of being and aﬀects the quality of support for students while developing research competence to build proposals and innovations in the knowledge society. While it is true, on the one hand, that the university con- stitutes the appropriate context for meetings and exchange of knowledge, together with the action of the teacher in the ﬁeld of research, it is the time to generate new knowledge in students and therefore develop research competencies that enable scientiﬁc production for the beneﬁt of society. On the other hand, it can be said that students can establish theoret- ical and practical relationships when knowledge is produced during the research process. It is precisely at this moment that the role of the research teacher plays an essential role by worrying about the meaning that research practice represents in the educational context, the epistemology, the methods, and the commitment to the university to accompany the stu- dents in the research process aimed at beneﬁting the society in which they are immersed. Empirical evidence from the perspective of au- thors Scientiﬁc studies on teaching performance, its process in acquiring knowledge for pedagogical optimization, and the transfer of teacher development programs in improving the quality of learning of university students (Feixas et al., 2015) propose models to evaluate teaching performance. The re- sults maintain that teaching is an institutional project aimed at raising the quality of education. For their part, Campos and Chinchilla (2009) reﬂected on the importance of rethinking and redeﬁning the systematic training of competencies for research to assume this process

J. Manage. Hum. Resour. (July - December 2023) 1(2): 25-32 27 as a key and articulate element in the development of aca- demic programs in higher education. On the other hand, Díaz et al. (2012) investigated the use of ICT in university spac- es, the result of which allowed them to sustain that students acquire competencies, become aware of what they have learned, develop skills, and reﬂect on their learning based on psycho-pedagogical and technological advice. On the other hand, Tutivén (2018) conducted a study to strengthen the knowledge of socio-formation, teaching, and evaluation strategies in teachers to promote the change from an educational model focused on teaching to an educational model focused on comprehensive training under the chal- lenges of the knowledge society. The research was based on tutoring, which contributes to the comprehensive train- ing of the student. The research developed by Rodríguez et al. (2015) on problem-solving skills, using the Social Prob- lem-Solving Inventory-Revised as a measuring instrument, showed that students increase their acquisition of skills throughout their career with the teacher’s support. The pedagogical model of training in generic competen- cies, carried out by Montagud and Gandía (2015), shows that when methodological changes are introduced in the teaching guides, and the pedagogical model is assumed, the results indicate that the realization of a more signiﬁcant number of formative activities aﬀects the learning results of the students. Hernández-Mosqueda et al. (2016) researched the teacher evaluation policies’ guidelines to reassign a true meaning through a proposal, which allows continuous teacher development. The results contribute to constructing consensus for decision-making, transcending the consolida- tion of the educational communities, autonomous work, and teacher professionalization. For their part, Cancino and Márquez (2015) analyze the academic performance evaluation system, considering that it is relevant and necessary to achieve greater eﬀectiveness and eﬃciency at an institutional level. In this sense, empirical research processes are implemented to determine the impact of socio-formative rubrics in the performance evaluation to transcend the focus on objectives and content so that edu- cation responds to the challenges posed by the knowledge society. The result reveals that rubrics allow for evaluating perfor- mance in executing processes and constitute an opportunity for improving educational practices. For their part, Flores et al. (2016) investigated the evolution and transition of the diﬀerent instruments associated with evaluating teacher per- formance, concluding that the evaluation of teacher perfor- mance is one of the pillars that can support the quality of the educational system. Jara and Díaz-López (2017) base their research on identi- fying the guidelines of teacher evaluation policies in order to reassign a true meaning through a proposal that allows for continuous teacher development, exalting collegiality, autonomous work, and teacher professionalization. The the- oretical foundations presented by the authors allow research to be considered a methodological teaching tool in higher education contexts, a topic that is yet to be debated. With this background, the teacher, in his process of self-constructing knowledge to develop and enhance research competencies in his professional training, should assume his research role to put it into practice in the educational context. Therefore, the change will be observed to the extent that students motivated by research develop competencies during their training pro- cess as researchers to construct knowledge. Presence of transhumanism in research Technology linked to research shows new statistical meth- ods to support research (Torro, 2016). However, humanity seeks to be better humans, capable of recognizing the im- portance of the role in society linked to technological de- velopment (Warwick, 2016). Therefore, the link between technology and humanity is the opportunity to use objects of knowledge in the formation of the investigative capacities of the teacher to inﬂuence the learning of students, enhancing the development of competencies. The self-transformation of scientiﬁc and technological advances is recognized in the search for human improvement. Diéguez (2017) explains that technology allows for the transcending of certain lim- its inherent to the human condition to optimize investigative competencies. Transhumanism from a philosophical position Human beings transcend the natural, conceiving situa- tions, promoting ideas, and studying phenomena that open scenarios for humanity. These manifest themselves in a geo- technical form where the subjectivity of man as a researcher is violently imposed. This is why when we question technology today, it is vital to do so by reﬂecting broadly on the human being and the sociocultural relationship with the existing artiﬁcial. This movement is intertwined with transhumanism since its main characteristic is the study of technology’s possibilities to overcome the current evolutionary state and move towards an improved or completely posthuman one. This leads to transhumanism gaining relevance today

J. Manage. Hum. Resour. (July - December 2023) 1(2): 25-32 28 through the positions and statements of enthusiastic and tech- no-futuristic people, while those who develop transhumanist ideas based on scientiﬁc theories or philosophical concep- tions generally tend to disseminate their research studies. In this sense, this position intends to show the transhu- manist perspectives from their philosophical contributions. Transhumanism (also known as Humanity) is a relatively new theoretical-scientiﬁc and philosophical position. How- ever, its assumptions have matured from the literary sources that have given life to philosophy for many years. In the case of philosophy, in ancient Greece, with Pro- metheus or Daedalus, and even medieval thinkers searching for eternal youth or the creation of homunculi) they believed that technical means could improve or enhance humanity in some aspects. In the Renaissance, we ﬁnd a paradigmatic example in the philosopher Pico (2019), who already in one of his best- known works, told us: I have not given you, Adam, a speciﬁc form or function. Therefore, you will have whatever form and function you wish. The nature of other creatures I have given accord- ing to my desire. But you will have no limits. You will deﬁne your own limitations according to your free will. I will place you at the center of the universe, so that it will be easier for you to dominate your surroundings. I have not made you mortal, nor immortal; neither of the earth, nor of the sky. So that you can transform yourself into whatever you wish. You can descend to the lowest form of existence as if you were a beast, or you can, instead, be reborn be- yond the judgment of your own soul. (p. 5) Through these philosophical antecedents, humanism can be illustrated from a rational investigative position, reﬂect- ing the important aspect of transhumanism: man’s concern to investigate and modify scenarios to give answers, which allows him to transcend exponentially, as well as the impor- tance of science to get out of the intellectual minority. This reference is transcendental because it is common to associate transhumanism with postmodernity (perhaps because it is confused with posthumanism) since this phil- osophical current mentions the fall of metanarratives and the loss of a unitary subject that gives meaning to reality. However, transhumanism is not based on any of these as- sumptions. On the contrary, it sinks its roots in modernity (speciﬁcally in late modernity), emphasizing individual free- doms (especially what they call morphological freedom), as well as in the classical humanism of that time. In addition to emphasizing the desirability of progress through science and technology, it stresses the great possibil- ity of improving human beings’ futures through reason and the scientiﬁc method (including technology). In this sense, transhumanism is an extension of enlightened humanism. In the future, humanity will be radically and constantly changed by technology. We predict the viability of redesign- ing the human condition, including the inevitability of aging, the limitations of human and artiﬁcial intellects, undesirable psychology, suﬀering, and our conﬁnement to planet Earth. Each of these schemes goes hand in hand with a research process. Therefore, universities are the platform to promote such research without castrating the researcher, respecting individual positions without seeking to limit them from leav- ing their comfort zone. All research is uncertain; however, it is loaded with a transformative transhumanist vision. Transhumanism as a new era of research Gutierro (2017) alludes that humanity has never lived in a society characterized by scientiﬁc and technological de- velopment. This is almost obvious. However, what is an in- vestigative advent within the actions and decisions of today, so decisive in the future of our descendants and even our species? One of the promises of transhumanism within a research perspective of the new was that it refers to superintelligence through supercomputers and, fortuitously, in interface with a human mind. From this, a vast Artiﬁcial Intelligence pro- gram emerges to strengthen research. Diéguez (2017) ex- plains that what has originated is even setting speciﬁc dates for the advent of certain milestones in this process. This fact may be due to an unlimited faith in research linked to tech- nology, clearly the product of an unsatisﬁed desire of man to transcend, to go beyond, in search of overcoming fear, suﬀering, and death. Such research studies are based on technological chang- es and exponential growth, which exhibits new scenarios in response to social phenomena. This will not only imply an increase in the logic of “more, faster, and better” but will also have a profound qualitative eﬀect on Humanity. Many of these improvements and enhancements promote quality of life, extend life expectancy, reduce pain, eradicate illness, improve human functionality, and enhance cognitive abilities such as memory or intelligence. In my personal opinion, transhumanism, as an investi- gative advent of the new era, allows human beings to have the ability to design their own future in an autonomous way through self-regulating construction. Only a being lacking

J. Manage. Hum. Resour. (July - December 2023) 1(2): 25-32 29 the ability to go beyond becomes an incomplete, defective Being; only through enhanced research can time be tran- scended. To carry out this technical improvement of human beings, transhumanism relies on the advances of what has been known as NBIC: nanotechnology, biotechnology, infor- mation technology, and knowledge sciences. It also consid- ers the development of neuroscience, cognitive sciences, and artiﬁcial intelligence. Methodology A “qualitative, narrative systematic review” was conduc- ted to obtain an overview of research studies on “transhuma- nism” (Aguilera, 2014). This type of review was characteri- zed by selecting information on the subject in a more or less exhaustive manner. Searches were made in Scielo, EBSCO, Springer, and other databases. The procedure consisted of entering diﬀerent databases in Spanish only, using the keywords “investigative competen- cies” and “transhumanism”, and choosing those found from 1984 to 2018. It should be noted that some book chapters, despite being from the previous decade, were taken into account because they contained information on the emergence of transhuma- nism, and the most recent ones were selected because they were related to investigative skills, the central theme of the research. The articles and book chapters found were ﬁltered, and only those linked to higher education institutions were retrie- ved. As this is a qualitative review, a statistical analysis is not presented; the evidence is presented in a descriptive form. Results and discussion Knowing that transhumanism requires a deep analysis of reﬂection and implementation in the ﬁeld of research, some deﬁnitions are presented (Table 1) to reﬂect on the claims of transhumanism in the 21st century. The above suggests certain diﬃculties that could be faced while developing research skills, in the desire to have profes- sionals to transcend in the ﬁeld of research, based on gene- rating motivation for a research culture in students eager for knowledge to face the opportunities and threats of science. Therefore, it is necessary to have professionals committed and identiﬁed with the institutions to give their full potential when expressing their research skills to beneﬁt the educatio- nal community and inﬂuence the context. Need to talk about research skills in Latin America, most higher education ins- titutions are marginalized from educational globalization, using the products developed by international scientiﬁc com- munities (Belleï, 2013). This limits the ability to interact creatively with research networks and generate knowledge relevant to science sin- Table 1. Main contributions to the deﬁnition of transhumanism Author Concept More (1992) “spontaneous order” for the “open society” promotes the decentralization of power and responsibility. Pearce (1992) Ethics of hedonistic utilitarianism, a program to eliminate human and non- human animals' suﬀering through advanced neurotechnology. The idea is that human beings must improve themselves through science and technology, either from a genetic point of view or from an environmental and social point of view. Huxley (1957) Regulation of new technologies is needed to achieve security and ensure the beneﬁts are available. Hughes (2004) An intellectual and cultural movement that aﬃrms the possibility and desirability of fundamentally improving the human condition through applied reason, developing and making technologies. Bostrom (2005) Search for human improvement, physical, mental, moral, emotional, or otherwise, through technological procedures. Dieguez (2017) Transcending certain limits inherent to the human condition through technology to optimize investigative skills. Gutierrez (2017) Quesada (2018) Philosophical, ethical, and political reﬂection to avoid reducing the human being to an ideal of materialistic and mechanistic perfection. Note: considering the research of Del Aguila and Solana (2015).

J. Manage. Hum. Resour. (July - December 2023) 1(2): 25-32 30 ce only training actions are organized for teacher develop- ment. Accelerated technological development and its impact on education are notorious. Therefore, it is necessary to use technology through new pedagogical paradigms and incor- porate learning objects as elements of curricular planning, similar to the research of Tutivén (2018). In this sense, creating spaces to promote signiﬁcant ex- periences aimed at reﬂection, self-criticism, and solving re- levant problems in the educational community, as well as collaborative work between the people involved, will not only contribute to the development of interpersonal research skills to transform reality by solving problems in the context but will also be fundamental at the beginning of a process of academic literacy to improve the quality of education. In this context, research skills (Table 2) allow us to reﬂect on the exercise of pedagogical practice and delve into knowledge, seeking to improve teaching-learning processes to develop a research culture Feixas et al. (2015) and improve the quality of products in teaching practice. Therefore, research in the university context promotes the production of knowledge, accreditation, and assurance of educational quality. Regarding research training, Buendía-Arias et al. (2017) argue that strength lies in applying theoretical knowledge to enhance teaching and learning processes through developing research projects. In this regard, Torro (2016) argues that competencies should be promoted in future professionals to achieve autonomy and responsibility in various contexts, with research competencies being part of them. Table 2. Development of investigative competence from the transhumanism position Researcher projection Competencies A harmonious relationship between the subjects involved. Interpersonal Ability to generate and disseminate. Sharpen your observation so that your perceptions are selective Knowledge Communicative Evaluate your actions, progress, and limitations. Proposes solutions to problems Detect, demonstrate, and put into action Reﬂective Observational Propositive Hierarchization gives meaning to qualitative data and develops categories of meaning. Analytical procedures Selects and manages data collection techniques, as well as the use of technological software. Understand, know, analyze, compare, and evaluate theories, trends, and methodologies linked to cognitive and intellectual processes. Cognitive technology Research in the ﬁeld of teacher development models and the impact of training presents a range of empirical knowle- dge, as Cancino and Márquez (2015) argue, validated how training should be designed and what attention should be paid in order to discover the eﬀectiveness and impact of that training. Learning objects are a tool for developing research since the value of information as a learning resource has created the need to have it available, share it, and reuse it. This is how Learning Objects meet characteristics that allow optimal use in the disciplinary ﬁeld to build new knowledge (Quesada, 2018). In practice, the teacher is expected to guide learning, have critical awareness, seek pertinent actions to improve edu- cational reality, promote thinking groups to share scientiﬁc constructions, and put values into practice in their professio- nal life. Thus, how to train and develop competencies in fu- ture professionals to carry out research that responds to local, national, and international requirements Bostrom (2005); the contribution for researchers is that Learning Objects allow the articulation between research and pedagogical practi- ce in developing a research culture to become aware of the role they must assume as self-critical teachers in developing skills and abilities in students, strengthening competencies to generate interest in research. However, the lack of knowledge about the management or proper use of this tool by teachers and students will aﬀect the process of building research skills and, therefore, the quali- ty of research. Therefore, developing research skills allows judgments to be governed by a rationality that helps to aban- don the unscientiﬁc attitude with predetermined interpreta- tions, a process that, in turn, results in the questioning and modiﬁcation of beliefs that usually bind human beings. Therefore, rethinking the formation of education research

J. Manage. Hum. Resour. (July - December 2023) 1(2): 25-32 31 implies a break from the traditional way of conceiving scien- ce and the production of knowledge and adopting a politi- cal stance regarding the social function of knowledge. This allows for clarity regarding the role of research in social de- velopment and a deeper understanding, from a hermeneutic reﬂection, of the implications of the conceptual categories that account for transdisciplinarity in educational research. Conclusions The advent of transhumanism in university contexts ena- bles the success of Higher Education Institutions in terms of the quality of their productions and projects that respond to social and cultural needs. However, research skills must be built continuously and systematically to strengthen the research proﬁle of teachers and students motivated by this line of knowledge, considering the pedagogical scope in uni- versity spaces. In this digital world, the possibility of using learning objects opens opportunities for communication in teaching and learning. Therefore, there is a need to motivate empirical research processes from socio-formation that con- tribute to consolidating the methodology of socio-formative rubrics as a response to the formation of competent, com- prehensive people with a solid ethical life project to face the challenges of the knowledge society. The following are con- sidered relevant in the researcher’s competencies: research capacity in terms of theoretical foundation, the practicality of a project, ability to disseminate research, training, and di- rect human resources in the ﬁeld of research, and forming research groups to generate publications in intra- and in- ter-institutional, national and international collaborative ac- tions. 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