数字化生存的全景遮蔽与教育应对——柏拉图“洞穴之喻”之省思

The Panorama of Digital Existence and Educational Response:Reflections on Plato's“Allegory of the Cave”

数字化生存是人类与数字化媒介发生交互关系的存在方式,暗藏着遮蔽人之存在的生存隐忧。本研究通过援引柏拉图“洞穴之喻”之省思,阐释数字化生存内蕴的人与技术关系的两极反转、现实与虚拟关系的错位倒置,揭示数字化生存给教育造成的“全景遮蔽”,主要表现为:意识同质,教育塑造人的主体性使命的隐匿退场;认知短路,知识脱离教育之外的愚昧持存;转型危机,教育面临陌生人社会的道德失序。本文认为,通过深度把握人的自我意识的同一性结构实现主体唤回,通过抽象性与泛在性的认知过程完成知识划界,展开面向数字原住民的素养培育形成路径操练,才是教育帮助人走向良善数字化生存的根本之道。

Digital existence is the way of existence in which human beings interact with digital media,and there are unrecognized survival worries hidden in it.This study,based on Plato's reflections in the“Allegory of the Cave”,explains the reverse polarity of the relationship between humans and technology,the dislocation of the relationship between reality and virtual inherent in digital existence,and the reveals the“panoramic cover”caused by digital survival to education.These phenomena are mainly manifested in the homogeneity of consciousness,the hidden exit of the subjective mission of education to shape human beings,the short-circuit of cognition,and knowledge keeping away from the ignorance outside education,the crisis of transformation,and the moral disorder of the Society of Strangers that education may face.To this end,the article holds that we should grasp the identity structure of human self-consciousness to realize the recovery of the subject,advocate the cognitive process of abstraction and ubiquity to complete the knowledge demarcation,and implement the quality cultivation and formation path for digital indigenous people,all of which is fundamental for education to help people live a good digital life.