新技术时代教育“无思”症候及突围路径

The“Thoughtless”Symptom and Breakthrough Path of Education in the New Technology Era

技术乐观主义与技术悲观主义长期以来对峙且共存。时至今天,这种局面依然存在。一方面新技术层出不穷且新技术赋能教育的呼声日隆,另一方面新技术赋能教育引发的诸多“无思”症候又令人们担忧技术不是在赋能教育而是在败坏教育。海德格尔提出的面向“思”的教育主张为超越技术乐观主义与技术悲观主义提供了一个可行的方案。在海德格尔看来,新技术时代的真正危险不是对人不利的技术后果,而是计算性思维逐渐上升为时代的主导性思维。受计算性思维的影响,教育活动也呈现出目的选择最大化、治理痕迹化以及手段方式替代化的“无思”症候,并由此导致了教育的扭曲与异化、教育的浅薄化以及将受教育者沦为持存物。现代技术展现的等级性与强制性是“无思”境况形成的根本缘由。克服教育与时代的“无思”,需要实施面向“思”的教育变革,包括教育方式由教化式转向存在式、历史教育由“知识习得”转向“思想生成”,以及技能教育从“善假于物”到“回归身体”。唯此,才能培育“思”所需要的敏锐与镇静,帮助学生生成对技术世界的泰然任之姿态与能力,使他们能够免于技术的危害而栖居于技术世界之中。

Technological optimism and technological pessimism have long confronted and coexisted.Today,this situation still exists.On the one hand,new technologies emerge one after another and the call for new technologies empowering education is growing.On the other hand,the“thoughtless”symptoms caused by new technologies empowering education make people worry that technology is not empowering education but corrupting it.Heidegger’s proposition of education towards“thinking”provides a feasible scheme to surpass technological optimism and technological pessimism.In Heidegger’s view,the real danger of the new technology era is not the adverse technical consequences for people,but the gradual rise of computational thinking as the dominant thinking of the times.Under the influence of computational thinking,educational activities show the“thoughtless”symptoms such as purpose selection maximization,governance trace and means substitution,which leads to the distortion and alienation of education,the shallowness of education and the reduction of the educated into the standing reverse(bestand).The hierarchy and compulsion of modern technology is the fundamental reason for the formation of“thoughtless”situation.To overcome the“thoughtless”of education and the times,it is necessary to implement the educational reform oriented to“thinking”,including the transformation of educational mode from educational type to existential type,the transformation of historical education from“knowledge acquisition”to“thought generation”,and the transformation of skill education from“making use of outward things”to“returning to the body”.Only in this way can we cultivate the sensitivity and calmness required by“thinking”,helping students generate a calm attitude and ability to the technological world,and enable them to live in the technological world free from the harm of technology.