This article explores posthumanism, a significant intellectual current in contemporary humanities and social sciences. By distinguishing between post-humanism and posthuman-ism, I examine the philosophical nuances and historical evolution of both concepts, highlighting their key arguments. The analysis also considers how these frameworks have been integrated into the field of education, assessing their implications for contemporary pedagogical theory. Additionally, I critically evaluate the challenges they present to traditional educational philosophy and policy, reflecting on the broader impact of posthumanist thought on the future of education in an increasingly technologized world.