摘要
人工智能的迅猛发展极大地改变了教育生态和教学秩序,由此也引发了教育场域下史无前例的“技术焦虑”。通过追根溯源对“技术焦虑”的成因加以解析,发现其中的大部分焦虑情绪都是由教育主体的认知误区导致的,而法国现象学家梅洛-庞蒂的“具身认知观”为梳理这一认知误区提供了极好的理论依据。“具身认知观”在人类的自我认知上呈现了一种全新的思维模式,并对传统认知观的外在逻辑主义立场采取质疑态度,进而将人类教育的本质是什么以及人工智能和人类智能的本质区别一一呈现出来,从根本上对智能时代教育场域下的“技术焦虑”做出认知矫正,并依此寻求纾解路径。
The rapid development of artificial intelligence has greatly changed the education ecology and teaching order,which has also caused unprecedented“technology anxiety”in the field of education.The article analyzes the causes of“technology anxiety”by tracing back to the roots and finds that most of the anxiety is caused by the cognitive misunderstanding of the education subject.The French phenomenologist Merleau Ponty’s“perspective of embodied cognition”provides an excellent theoretical basis for sorting out this cognitive misunderstanding.The perspective of embodied cognition presents a new thinking mode in human self-cognition and takes a questioning attitude towards the external logical position of the traditional cognitive perspective.Consequently,presenting the essence of human education and the essential difference between artificial intelligence and human intelligence,it fundamentally corrects the“technology anxiety”in the field of education in the intelligent era and seeks a way to alleviate it.
作者
袁磊
刘沃奇
YUAN Lei;LIU Woqi(Guangxi Normal University,Guilin Guangxi 541004)
出处
《现代远距离教育》
CSSCI
2024年第1期14-20,共7页
Modern Distance Education
基金
2023年度国家社会科学基金教育学重大项目“中国教育现代化的理论建构和实践探索研究”(编号:VAA230006)。
关键词
人工智能
技术焦虑
具身认知观
认知误区
技术重塑教育
Artificial intelligence
Technology anxiety
The perspective of embodied cognition
Cognitive misunderstandings
Technology reshaping education
