斯蒂格勒论教育的本质、危机及其拯救

Stiegler’s Views on the Nature,Crisis and Salvation of Education

基于技术持存论的哲学基础,斯蒂格勒将教育指认为一种作为"传输"与"接受"机制的记忆术,进而揭示其功能性与存在论的双重本质构境,即个体与集体意识塑形及其经验性时空定位筑模。技术体系进化使人类社会普遍进入熵增状态,全球记忆术体系的确立使教育演变为一场资本主义精神掠夺,知识普遍性不可逆转的崩溃导致主体认知短路,数字化座架将教育促逼于思想赤贫的系统性愚昧状态。拯救教育的可能出路在于区别知识与非知识的知识,进行持留机制药理学批判以及重构有效的批判认识论。斯蒂格勒的教育本质观对于我国教育本质研究不失为一种有益补充,其关于教育危机及其拯救可能的深描与构序也具有一定警示意义,但其技术哲学本身的内在张力同样明显。

Based on the philosophical foundation of technological existentialism,Stiegler viewed education as a memory technique for the mechanism of"transmission"and"adoption,"thus revealing its dual essential frame of functionality and ontology:the formation of individual and collective consciousness,and the attainment of the concept of experiential space-time.The evolution of the technological system has brought the human society into a state of increasing entropy;the establishment of the global system for memory techniques has turned education into a spiritual plunder from capitalism;the knowledge crisis has led to the irreversible collapse of universal understanding;the digitalized Gestell has pushed education into a systematic ignorance such as the extreme poverty of thoughts.A possible way of saving education is to distinguish knowledge from knowledge of a nonknowing,criticize the mechanism of retention in pharmacology,and reconstruct the effective epistemology.Stiegler’s views on the nature of education is a useful supplement to the research into the nature of education in China,and his in-depth description of the educational crisis and its salvation can be a warning to us,but the inherent tension of his technological philosophy is apparent.