斯蒂格勒“第三持留”的教育哲学阐释——兼论数字时代的教育困境与应对  

Educational Philosophical Interpretation of Stiegler's"Tertiary Retention"--On the Educational Dilemmas and Responses in the Digital Age

作　　者：许腾 夏保华[1] 李艺 XU Teng;XIA Baohua;LI Yi(Department of Philosophy and Science,Southeast University,Nanjing Jiangsu 211189;School of Education Science,Nanjing Normal University,Nanjing Jiangsu 210097)

机构地区：[1]东南大学哲学与科学系,江苏南京211189 [2]南京师范大学教育科学学院,江苏南京210097

出　　处：《电化教育研究》2024年第4期18-24,共7页E-education Research

基　　金：2019年国家社科基金重大项目“技术创新哲学与中国自主创新的实践逻辑研究”(项目编号:19ZDA040)。

摘　　要：斯蒂格勒的“第三持留”思想将人的问题与技术问题直接联系起来且蕴含着重要的教育哲学意义。文章对“第三持留”进行存在论分析,在此基础上,将人、技术和教育联系起来。研究发现,教育建立在“心理—集体—技术”三重个体化的基础上且与技术统一于“人之为人”的发生过程之中,显现出其面向未来的存在论意义;此外,数字技术正在异化教育,比如:瓦解作为地方性实践的公共教育,教育商品化和资本僭越导致去个体化,最终可能会造成教育存在论意义的丧失。围绕斯蒂格勒的相关思考,应对当前的教育困境需要强调学习者的生存主体性,倡导全社会的负责任创新以及在转型中找回教育的存在论意义。Stiegler's idea of the"tertiary retention"directly links human problems with technical problems,and contains profound implications for educational philosophy.This paper provides an existential analysis of the tertiary retention,and on this basis,links human,technology and education.It is found that education is based on the triple individualization of"psychology-collective-technics"and is unified with technology in the process of"being human",and reveals its existential significance for the future;in addition,digital technologies are alienating education,for example,the disintegration of public education as a local practice,the commodification of education and the transgression of capital leading to deindividuation,ultimately resulting in the loss of the existential significance of education.Based on Stiegler's relevant reflections,responding to the current educational dilemma requires emphasizing the existential subjectivity of the learner,advocating for responsible innovation of the whole society,and reclaiming the existential significance of education in the midst of transformation.

关 键 词：斯蒂格勒 第三持留 教育哲学 存在论意义 教育困境 

分 类 号：G434[文化科学—教育学]