数智时代教育认识数学化的批判与突围——笛卡尔“普遍数学”之省思  

Criticism and Breakthrough of the Mathematicization of Educational Understanding in the Age of Digital Intelligence Response:Reflections on Descartes'Mathesis Universalis

作　　者：滕长利 TENG Changli(ZunYi Medical University,ZunYi 563003,China)

机构地区：[1]遵义医科大学管理学院,贵州遵义563003

出　　处：《开放教育研究》2024年第5期47-53,共7页Open Education Research

基　　金：2023年度贵州哲学社会科学规划课题教育学青年项目“数字依附视阈下贵州高等教育评价改革的重难点及对策研究”(23GZQN64)。

摘　　要：随着各种数智技术在教育教学领域的广泛应用,教育认识的“数学化”风险再次引发关注。现代教育认识工具提供的各种数据,把人们的教育认识引向以数的方式规定的量上,导致教育认识偏离寻求“与实在相符”的准则。本研究通过援引笛卡尔“普遍数学”之省思,阐释教育认识“数学化”内蕴:抽象的数学符号替代人的体验存在,操作性定义简化认识对象的复杂性,碎片化描述遮蔽实质性的教育过程,数学化表达消解教育认识的人文价值。超越现代教育认识的数学化困境,需要教育认识以人的体验存在为起点,以跨学科思想为导向,以价值取向指引工具选择,以探究恒常力量为根本,进而逐层去除数学化操作带来的去人化、单一化、表面化的因素遮蔽,使隐藏在教育世界背后的、与教育实在相符的真理逐步得以涌现和提炼。With the widespread application of various digital technologies in education,the risk of"mathematization"has once again attracted attention.The various data provided by modern educational cognitive tools lead people's educational cognition towards quantitative norms,resulting in a deviation of educational cognition from the principle of seeking"conformity with reality."This study cites Descartes'reflection on"universal mathematics"to explain how the abstract mathematical symbols inherent in the"mathematization"of educational cognition replace human experiential existence,the operational definitions simplify the complexity of cognitive objects,the fragmented descriptions obscure substantive educational processes,and mathematical expressions dissolve the humanistic value of educational cognition;To breakthrough the mathematical dilemma of modern educational understanding,it is necessary to take human experience as the starting point,interdisciplinary thinking as the guide,value orientation as the guide for tool selection,and exploration of constant forces as the fundamental.Finally,the study suggests gradually removing the factors of dehumanization,singularity,and superficiality caused by mathematical operations so that the truths hidden behind the educational world that are consistent with the reality of education can gradually emerge and be refined.

关 键 词：数智时代 认识 教育实体 数学逻辑 

分 类 号：G40-02[文化科学—教育学原理]