后人类状况与中国教育实践:教育终结抑或终身教育?——人工智能时代的教育哲学思考

The Posthuman Condition and Chinese Educational Practice:Philosophical Reflections on Education in the Age of Artificial Intelligence

当代中国"教育焦虑"的最深层原因在于,人工智能的指数级发展正急剧拉高"教育投资"的风险。在正在到来的"后人类状况"下,教育面临两种前景:走向自身终结,抑或走向终身教育。后者并非仅仅指学校教育之外的教育实践,而且意味着教育实践的激进更新:(1)后人类主义的"行动者-网络框架",取代进步主义与表征主义的"线性框架";(2)包含人类与非人类在内的所有行动者彼此触动的"内行动",取代成人对孩子的单向规训与"吼妈式"知识灌输。进而,后人类状况,亦恰恰提供了重新思考教育的哲学契机——教育果真仅仅是一个人类的事业吗?先秦思想潜含着关于教育(终身教育)的一种激进阐述,我们可以通过德勒兹式的哲学阐释将之激活,并从该视角出发对当代中国教育实践进行批判和革新。

Through a comprehensible analysis of the causes of anxieties on education in contemporary China,this paper locates its deepest cause at the development of artificial intelligence,which rapidly increases the risk of the "investment on education".Education faces two prospects in the coming posthuman condition:either the end of education,or the lifelong education.The latter does not merely refer to the educational practice outside school education,but also two radicals renewals of educational practice:first,the posthumanist framework of actor-network replacing the linear framework of progressivism and representationalism;second,the intra-actions between all actors including non-humans replacing the one-way disciplinary indoctrination from adults to children.The posthuman condition also provides us with the opportunity to rethink education:is education merely a humanist enterprise?This paper concludes with a re-interpretation of pre-Qin educational thought through a Deleuzean approach.