Concept clarification. The main goal of this activity is to give the learners terms for the lesson, making them aware of what the lesson is about, and which keywords are relevant for the topic. Explain the terms longevity and transhumanism.

Longevity: This term refers to living a longer, healthier, and better human life. A common misconception is that it only refers to living longer.

Transhumanism: Using technology to achieve longevity. A common misconception is that transhumanism is about using technology with the aim to become less human.

1. The teacher discusses the concepts of longevity and transhumanism and clarifies their meaning.

2. The learners compare the two terms and distinguish their key features.

3. The learners analyze the definitions of longevity and transhumanism and memorize the provided information.

Make sure the learners get a little time to read the questions individually and that it is clear who they are collaborating with.

1. The teacher writes the following questions on the board and reads them aloud to the class: “Why do you think humans wish to live longer?” and “Do you know any examples of texts (movies, books, articles, etc.) that deal with the theme of living forever or prolonging life?”

2. The learners compare their ideas and examples of texts dealing with longevity and immortality.

3. The learners analyze the questions in pairs and discuss them with their learning partner, while the teacher supports and guides the discussion.

Play the chosen video on a big screen with audio.

Norwegian video: https://ndla.no/nb/r/religion-og-etikk/kyborger-mennesket-20/a4938b953a

English video: https://www.youtube.com/watch?v=Hs_QI36XA_8

Write the following texton the board:

Tell your learning partner one positive and one negative aspect of transhumanism that you took away from the video.

Read both questions out loud to the class.

Instruct learners to discuss in pairs.

Observe the learners and engage yourself in discussion to help them along.

The goal is for all learners to be engaged in the discussion.

Watch the video before discussing the questions in pairs.

Make sure the pairs are clearly established and that the class remains quiet while reading.

The first text is an norwegain article about prolonging life. The second text is a part of a poem.

Article (norwegian):

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https://www.nrk.no/trondelag/hvordan-leve-lenge_-amerikanske-forskere-mener-et-visst-tankesett-er-viktig-1.16000358

Poem:

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Exemption from «Hvorfor hjerte nummer to?», by Øyvind Rimbereid (2023)

Nå som det igjen e kveld,

klyppe eg med sakså mi i sløret framfor meg,

så bler det igjen ein liden gløtt

og eg kan stirra ud på den andra sidå,

der ude e eg allerede sytten, eller nitten.

Dette e før eg sovne.

Dette e bare sakså si tid.

Då kan eg se inn i der sakså har klypt.

(...)

Der framme, ein dag.

Eg ser rett inn i det.

Der e det alltid et nytt smau

du kan forsvinna inn i,

og gjerna og ein heilt aen by,

ein by du bare så vidt har hørt om.

English suggestion for poem:

Transhumanism, by Joe Spring (2019)

Somewhere about there’s a slithering sound of man’s enmity,

causing excitement and casting the seeds of calamity,

claiming enlightened revision of old postmodernity.

Oh! But the thought is as novel as man in eternity.

Lewis and Ransom have shown us to view the transhumanists

in the same light as Mark Studdock and Feverstone’s futurists:

some are as wholly committed as Babylon’s atheists;

others are following blindly the lure of these dataists.

Tempted to self-exultation, they’re striving for deity;

how can this hideous fate be the talk of society?

Dreams that dilute all the values and truth of humanity,

genuine glory exchanged for a dead singularity.

1. The teacher distributes the texts to all learners and ensures that working pairs are clearly established before reading begins. The classroom is instructed to remain quiet during the reading phase to allow focused individual work.

2. One student in each pair reads the Norwegian non-fiction article about prolonging life (NRK article), while the other reads a selected poem excerpt (either Øyvind Rimbereid’s “Exemption from ‘Hvorfor hjerte nummer to?’” or the suggested English poem “Transhumanism” by Joe Spring).

3. The learners compare the two text types by working with structured tasks: the student reading the article summarizes its main viewpoint on longevity by identifying two arguments in favor and two arguments against the idea of transhumanism or life prolongation. The student reading the poem describes the motive, identifies the central theme, and selects one symbol or striking image from the text.

4. The learners analyze how transhumanism and the idea of extending or transforming human life are represented differently in a journalistic/non-fiction text versus a poetic/literary text.

5. They support each other within the pair, exchange findings, and prepare a short comparison of perspectives, while the teacher monitors comprehension, ensures on-task behavior, and provides support where needed.

Concept clarification. The main goal of this activity is to give the learners terms for the lesson, making them aware of what the lesson is about, and which keywords are relevant for the topic. Explain the terms longevity and transhumanism.

Longevity: This term refers to living a longer, healthier, and better human life. A common misconception is that it only refers to living longer.

Transhumanism: Using technology to achieve longevity. A common misconception is that transhumanism is about using technology with the aim to become less human.; Make sure the learners get a little time to read the questions individually and that it is clear who they are collaborating with.; Play the chosen video on a big screen with audio.

Norwegian video: https://ndla.no/nb/r/religion-og-etikk/kyborger-mennesket-20/a4938b953a

English video: https://www.youtube.com/watch?v=Hs_QI36XA_8

Write the following texton the board:

Tell your learning partner one positive and one negative aspect of transhumanism that you took away from the video.

Read both questions out loud to the class.

Instruct learners to discuss in pairs.

Observe the learners and engage yourself in discussion to help them along.

The goal is for all learners to be engaged in the discussion.; Make sure the pairs are clearly established and that the class remains quiet while reading.

The first text is an norwegain article about prolonging life. The second text is a part of a poem.

Article (norwegian):

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https://www.nrk.no/trondelag/hvordan-leve-lenge_-amerikanske-forskere-mener-et-visst-tankesett-er-viktig-1.16000358

Poem:

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Exemption from «Hvorfor hjerte nummer to?», by Øyvind Rimbereid (2023)

Nå som det igjen e kveld,

klyppe eg med sakså mi i sløret framfor meg,

så bler det igjen ein liden gløtt

og eg kan stirra ud på den andra sidå,

der ude e eg allerede sytten, eller nitten.

Dette e før eg sovne.

Dette e bare sakså si tid.

Då kan eg se inn i der sakså har klypt.

(...)

Der framme, ein dag.

Eg ser rett inn i det.

Der e det alltid et nytt smau

du kan forsvinna inn i,

og gjerna og ein heilt aen by,

ein by du bare så vidt har hørt om.

English suggestion for poem:

Transhumanism, by Joe Spring (2019)

Somewhere about there’s a slithering sound of man’s enmity,

causing excitement and casting the seeds of calamity,

claiming enlightened revision of old postmodernity.

Oh! But the thought is as novel as man in eternity.

Lewis and Ransom have shown us to view the transhumanists

in the same light as Mark Studdock and Feverstone’s futurists:

some are as wholly committed as Babylon’s atheists;

others are following blindly the lure of these dataists.

Tempted to self-exultation, they’re striving for deity;

how can this hideous fate be the talk of society?

Dreams that dilute all the values and truth of humanity,

genuine glory exchanged for a dead singularity.

1. The teacher discusses the concepts of longevity and transhumanism and clarifies their meaning.

2. The learners compare the two terms and distinguish their key features.

3. The learners analyze the definitions of longevity and transhumanism and memorize the provided information.; 1. The teacher writes the following questions on the board and reads them aloud to the class: “Why do you think humans wish to live longer?” and “Do you know any examples of texts (movies, books, articles, etc.) that deal with the theme of living forever or prolonging life?”

2. The learners compare their ideas and examples of texts dealing with longevity and immortality.

3. The learners analyze the questions in pairs and discuss them with their learning partner, while the teacher supports and guides the discussion.; Watch the video before discussing the questions in pairs. ; 1. The teacher distributes the texts to all learners and ensures that working pairs are clearly established before reading begins. The classroom is instructed to remain quiet during the reading phase to allow focused individual work.

2. One student in each pair reads the Norwegian non-fiction article about prolonging life (NRK article), while the other reads a selected poem excerpt (either Øyvind Rimbereid’s “Exemption from ‘Hvorfor hjerte nummer to?’” or the suggested English poem “Transhumanism” by Joe Spring).

3. The learners compare the two text types by working with structured tasks: the student reading the article summarizes its main viewpoint on longevity by identifying two arguments in favor and two arguments against the idea of transhumanism or life prolongation. The student reading the poem describes the motive, identifies the central theme, and selects one symbol or striking image from the text.

4. The learners analyze how transhumanism and the idea of extending or transforming human life are represented differently in a journalistic/non-fiction text versus a poetic/literary text.

5. They support each other within the pair, exchange findings, and prepare a short comparison of perspectives, while the teacher monitors comprehension, ensures on-task behavior, and provides support where needed.