隐忧与防范:现代技术介入教育的价值审视

Hidden Worries and Prevention:Value Examination of Modern Technology Intervention in Education

现代技术介入教育在为教育带来积极影响的同时,也给教育带来了隐忧。它不仅改变了教育环境的品性,致使教育的物理、人际环境过度人造化,师生与自然、社会的关系日益离散;也通过自身的运作逻辑规训奴役了教育主体,造成教师教育创造能力的日趋贬抑、学生注意力和选择自由被日渐剥夺;还异化了教育中介,导致教育内容日渐虚假功利、教育手段越发单一机械。这些隐忧的产生既源于现代技术追求资本增值的逐利性和自我迭代的自主性,也源自现代教育自身发展的技术依赖性和效率至上性。为此,现代技术介入教育时需确立关注生命成长、强调伦理至上以及立足生活世界的三种基本价值取向;在实践路径层面,技术方面需从时间、内容、功能等进行设限;教育方面则需具备技术异化防范意识,用教育的逻辑去统合技术的逻辑,同时积极承担技术时代的教育责任。

Modern technology intervention in education not only brings positive influence to education, but also brings hidden worries. It changes the attribute of educational environment, resulting in the excessively artificial physical and interpersonal environment of education, and the increasing disconnection of teachers and students from nature and society. It also enslaved the subject of education through its own operational logic, resulting in the degradation of teachers’ educational creativity and the deprivation of students’ attention and freedom of choice. Besides, it also alienated the educational intermediary, resulting in increasingly false and utilitarian educational content, and increasingly single stylized educational styles. These hidden worries arise not only from the profit-seeking in pursuit of capital appreciation and self-iterative autonomy of modern technology, but also from the technological dependence and efficiency supremacy of modern education. Therefore, when modern technology intervenes in education, it is necessary to establish three basic value orientations, including concern for the growth of life, emphasis on ethical primacy, and basing on life. In terms of practical paths, technology needs to set limits in terms of time, content, and function;education needs to be aware of the prevention of technological alienation, use the logic of education to unify the logic of technology, and actively assume the responsibility of education in the technological era.