人工智能赋能教育的伦理思考  

Ethical Thinking of Artificial Intelligence Empowering Education

作　　者：李子运[1] Li Ziyun(Department of Educational technology,Jiangsu Normal University,Xuzhou 221006,Jiangsu)

机构地区：[1]江苏师范大学智慧教育学院,江苏徐州221006

出　　处：《中国电化教育》2021年第11期39-45,共7页China Educational Technology

摘　　要：从教育与人工智能在技术层面的契合逻辑出发,教育人工智能伦理面临的三大悖论:主体性悖论、权利悖论和底线悖论。教育人工智能伦理具有基础性、深远性和不可逆性的特点,其伦理准则的构建可参考三种模式:理论应用模式、中层原则模式、决疑案例普遍化模式。无论采用何种模式,破解悖论难题的关键是采用"非人主体说",永远不要把人工智能摆放在人类主体的位置,必须立场鲜明地将其视为机器;人永远对自己的行为结果负责;人应该尊重自己,相信自己配的上最高尚的东西。只有如此,才不会沦落到与位卑一等的机器纠结伦理问题。The logic of the fit between education and artificial intelligence at the technical level reveals the three paradoxes facing the ethics of educational artificial intelligence: the Subjectivity Paradox, the Rights Paradox and the Base-line Ethic Paradox. The ethics of educational artificial intelligence is fundamental, far-reaching and irreversible, which regulates the balance of tension between education and individuals and society. The construction of educational artificial intelligence ethics can refer to three models:The Theory Application Model, The Middle Level Principle Model and The Doubtful Cases Generalized Model. No matter which model we choose, the key to solving the paradox problem is to adopt "Non-human subject theory". We should never regard artificial intelligence as a human subject and must firmly treat it as a machine;Humans can always be responsible for the results of their actions;People should respect themselves and believe that they deserve the noblest things. Only in this way will it not fall into an ethical dilemma with a machine that is inferior to the human being.

关 键 词：教育人工智能 教育伦理 技术伦理 主体性悖论 “非人主体说” 

分 类 号：G434[文化科学—教育学]