超越莫拉维克悖论:人工智能教育的身心发展隐忧与应对

Beyond Moravec’s Paradox: Research on the Development Logic of Artificial Intelligence Education

人工智能对教育的深化赋能令人赞叹“智能”的无穷魅力,然而莫拉维克悖论让人们认识到人工智能的“可为”与“不可为”,从而可以更加理性地审思人工智能在教育中的“为何”与“何为”。从具身认知理论的视角来看,人工智能的“无感”特性使其在教育中的应用难免存在“离身”的现实局限,从而导致“离身”规训和教育的“具身”需求产生矛盾。由此引发的教育中的身心消解隐忧体现在两方面:一是教育由真实存在让渡虚拟生成,引发身体功能退化;二是教育由积极效能转向被动规训,导致心智功能产生异化。为避免在人工智能教育中出现上述问题,需要以“身心回归”为根本逻辑,通过唤醒身体的教育潜能与重塑心智的正向生成,促进人机和谐共生并走向协同共进,在技术向善和生命至善的伦理场域达成“人、智能技术和教育”相互成就的自然状态。

The deepening empowerment of artificial intelligence in education is a source of admiration for the endless appeal of“intelligence”, but Moravec’s paradox makes it possible for people to recognize“what can do”and“what cannot do”of artificial intelligence, so people can think about“why”and“what”of artificial intelligence in education more rationally. From the perspective of embodied cognitive theory, the“non-sensory”nature of AI makes its application in education inevitably limited by the reality of“disembodiment”, and brings the inevitable contradiction between“disembodied”discipline and the“embodied”needs of education. This has led to two concerns about the disintegration of mind and body in education. Firstly, education gives way from real existence to virtual existence, triggering the degradation of bodily functions. Secondly, education shifts from active effectiveness to passive regulation, leading to the alienation of mental functions. In order to avoid the above problems in AI education, we need to take the“return of mind and body”as the fundamental logic, and promote the harmonious symbiosis of human and machine through awakening the educational potential of the body and reshaping the positive generation of the mind, so as to achieve a natural state of mutual development of“human, intelligent technology and education”in the ethical field of technology for good and life for good.