人工智能时代教学主体的辨识与伦理反思  

The Recognition of and the Ethical Reflections on the Teaching Subject in the Era of Artificial Intelligence

作　　者：张务农[1] Zhang Wunong(School of Education,Henan University,Kaifeng 475004)

机构地区：[1]河南大学教育学部,河南开封475004

出　　处：《教育研究》2022年第1期81-90,共10页Educational Research

摘　　要：当前,教育理论研究对教学主体的阐释囿于现代主体哲学所揭示的理性主体与非理性主体之争,无法有效说明技术在教学主体发展中的作用,也无法为人工智能对教学主体的扰动进行合法性辩护。通过对现象学技术哲学及主体哲学发展的考察,发现现象学技术哲学的身体分析和后人类主义的超人假设,能够进一步发展教学主体理论。身体既是非理性主体反对理性主体的关键,也是非理性主体证明自身的依据,还是技术主体出场的必要过渡。超人假设则突破了人的局限,建构了新的人性论。由此,人与"技术人"之争成为教学主体理论研究面对的新矛盾。规避教学主体的技术性建构带来的伦理风险,需通过人的认识自由实现人与技术的和谐共存;通过认知工具协同实现人类认知与机器认知的融合;通过人的理性、非理性与技术的协调发展实现教学价值。At present,the interpretation of the teaching subject in educational research,owing to the dispute between the rational subject and the irrational subject revealed by modern subject philosophy,can neither explain the role of technology in the development of the teaching subject,nor defend the legitimacy of the disturbance of the teaching subject by artificial intelligence. According to the investigation into the development of the phenomenological philosophy of technology and subject philosophy,the body analysis based on the phenomenological philosophy of technology and the Superman hypothesis based on post-humanism can help further develop the theory of the teaching subject. The body is not only the key for the irrational subject to oppose the rational subject and the basis for the former to prove itself,but also the necessary transition for the technical subject to appear;the Superman hypothesis breaks through the limitations of man and constructs a new theory of human nature. Therefore,the dispute between man and "technological man" has become a new fundamental contradiction facing the theoretical research into the teaching subject. To avoid the ethical risk brought by the technical construction of the teaching subject,it is necessary to achieve the harmonious coexistence between man and technology through man’s cognitive freedom,integrate the cognition of man with that of machines through the cooperation of cognitive tools,and realize the teaching value through the coordinated development of man’s rationality and irrationality and technology.

关 键 词：教学主体 教学伦理 技术伦理 人工智能 “技术人” 

分 类 号：G434[文化科学—教育学]