数智时代的学习异化:个体化、窄化与意义贫困  

Learning Alienation in the Age of Digital Intelligence:Individualization,Narrowing,and the Poverty of Meaning

作　　者：邹红军 赵洪瑶 ZOU Hongjun;ZHAO Hongyao(School of Education,Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《重庆高教研究》2024年第4期80-90,共11页Chongqing Higher Education Research

基　　金：国家社会科学基金教育学青年课题“数字化时代的主体性危机与教育应对研究”(CAA220307)。

摘　　要：思考数智时代的学习异化,是技术时代对学习者及其学习活动的人文关切与回应,是对教育数字化转型能否实现数字技术与数字福祉相统一的合意性考量,关系建设学习型社会、学习型大国的正当性基础。异化指一物被转让因而与自身相分离,成为自足之物朝异己方向发展并达至与己对立的一种状态。作为日常生活的一种普遍感受,异化表征的是“人们自愿做某些不是人们自己真的想做的事情”,以及个体与自我、他人、世界之间“缺乏关系的关系”状态。在数智时代,学习成为“人们自愿做但不是人们真正想做的事”,学习者与学习活动及其结果、自我、其他学习者以及世界之间的互动日渐缺乏。个体化现象愈演愈烈,在从受教育权到学习权再到学习的义务与责任的渐次转变中矗立着学习的个体化这一事实,学习的个体化进程所支持的解放逻辑转而成为一股异己力量危及自身,孕育着风险社会中的强制学习与学习者的强制自主;数字技术加剧对可计算性、敏捷性、绩效与透明度等的强迫,对“有用”“可见”的学习的狭隘追求导致学习目的和学习内容的萎缩,乃至对学习理解和实践的窄化,进而带来学习者的片面发展以及与他人的过度竞争;面对人工智能对人的挑战,尤其是日益智能化的机器学习对人的学习的挑战,在工具性意义与价值性意义的断裂处,潜藏着学习者的“物化”隐忧与学习意义贫困问题。回应数智时代的学习异化,需要在超越有限学习的广阔视野中寻求数字技术与数字福祉的统一,重申教育作为权利与共同利益的原则,以优质均衡的基础教育促进全民自由而全面的发展,并在辩证认识数字技术与深刻洞察学习异化的同时,对未来教育与学习的可能痛点进行前瞻性思考。Reflecting on the alienation of learning in the age of digital intelligence is a humanistic concern and response to learners and their learning in the age of technology,a consensual consideration of whether the digital transformation of education can realize the unity of digital technology and digital well-being,which is related to the legitimacy foundation of building a learning society and a learning power with lifelong learning for all.Alienation refers to a state in which a thing is alienated and thus separated from itself and becomes self-sufficient in the direction of otherness to the point of being opposed to itself,and as a common feeling in everyday life,it expresses the state in which“people voluntarily do something they don’t really want to do,”and the“lack of relationality”between individuals and themselves,others,and the world.In the age of digital intelligence,learning is becoming things that people do voluntarily but not things that people really want to do,and there is a growing lack of relationship between the learner and learning activities and their outcomes,the self,other learners,and the world.In the gradual transformation from the right to education to the right to learn,and then to the obligation and responsibility to learn,the fact of the individualization of learning stands out.The emancipatory logic supported by the process of the individualization of learning turns into a force of alienation endangering itself,breeding the pain of forced learning and forced autonomy of the learner in the risk society.Digital technologies have intensified the compulsion for computability,agility,performance and transparency.The parochial pursuit of“useful”and“visible”learning leads to a shrinking of the purpose and content of learning and a narrowing of the understanding and practice of learning,resulting in one-sided development of learners and excessive competition with others.In the face of the challenges posed by artificial intelligence to humans,especially the increasingly intellig

关 键 词：数智时代 学习异化 人的学习 个体化 意义贫困 

分 类 号：G640[文化科学—高等教育学] G40-02[文化科学—教育学]