教育场域中技术焦虑的形成机理及治理路向——基于马克思“人与机器”思想的时代阐释

The Formation Mechanism of Technology Anxiety in Educational Field and Its Governance Route: The Contemporary Interpretation Based on Marx’s Thought of “Man and Machine”

随着以人工智能、虚拟现实、云计算、大数据等为代表的新技术革命的快速发展,人类社会步入了智能时代,教育是此次智能技术革命的核心推动力。然而,教育场域中的技术不可避免地扰乱了教育发展的社会秩序,助长了教育主体对教育技术的焦虑情绪。马克思“人与机器”思想为分析智能时代教育场域中的技术焦虑问题提供了一个理论框架,并形成静态现象(what)—动态机理(why)—治理策略(how)的研究路线,可以为探讨智能时代教育技术焦虑的现象特征、形成机理及治理路向提供借鉴。首先,挖掘马克思“人与机器”思想后发现:从生产力的角度来看,社会生产是人机关系建立的物质基础,挖掘机器背后的应用场景及其“推手”是认识人机关系的基本要求;从生产关系的角度来看,人机关系在本质上是一种独特的社会关系,人对机器的物质依赖掩盖了人与机器的本质属性;从生产力和生产关系矛盾运动的角度来看,异化是导致人机关系对立的根本原因,智能时代的人机异化现象不断浮现。其次,基于上述思想,从教师和学生的视角建立“静态的技术情感体验”与“动态的人机互动过程”相互联系的分析框架。从静态层面看,机器应用使教育主体面临生存性、操作性、道德性三重焦虑,分别形成了教育技术的替代效应、迭代效应和碰撞效应;从动态层面看,按照人的认知属性将人与机器的互动过程分为初始使用、持续使用、管理使用3个阶段,以一种“长时段”的方式呈现教师和学生不断受到教育技术控制并产生焦虑情绪的动态过程;从整体看,3个阶段对应三重焦虑,技术焦虑只是外在表象,动态演化才是内在问题。最后,面对智能时代教育技术引起的焦虑,应回到“以人为本”的马克思主义立场,从人与人的关系入手探索一条“以动制静”的治理思路,即从3个阶段依次建立师生共情、师生共学和师生共鸣的阶段性策略,推动人与机器由对抗冲突走向“人机共生”的良性发展。智能时代的人机关系没有脱离马克思的基本论断,不应为适应新的技术进步而扭曲教育的单行道,须警惕教育技术介入的“二阶问题”,破解教育场域技术焦虑的出路就在于回到人与人的社会关系上,即发展师生、生生关系才是应对之本。

With the rapid development of new technologies represented by artificial intelligence, virtual reality, cloud computing, big data and so on, human society has entered the age of intelligence, and education is the core driving force of the intelligent technology revolution. However, the technology in the educational field inevitably disrupts the social order of educational development and encourages the anxiety of educational subjects about educational technology. Marx’s thought of “man and machine” provides a theoretical framework for analyzing the problem of technological anxiety in the field of education in the age of intelligence, and forms a research route of static phenomenon(what)-dynamic mechanism(why)-governance strategy(how), providing references for exploring the phenomenon characteristics, formation mechanism and governance route of educational technological anxiety in the age of intelligence. First of all, the exploration of Marx’s human-machine relations during the industrial revolution shows that: from the perspective of productivity, social production is the material basis for the establishment of human-machine relations, and the exploration of the application scenarios behind machines and their “pushing hands” is the basis for understanding human-machine relations;from the perspective of production relationship, human-machine relationship is a unique social relationship in essence, and the material dependence of people on machines masks the essential attributes of people and machines;from the perspective of the contradictory movement of productive forces and production relations, alienation is the fundamental cause of the confrontation between human and machine relations, and the phenomenon of human-machine alienation in the intelligent era is constantly expanding. Secondly, based on the above ideas, from the perspective of teachers and students, an analytical framework for the interaction between “static technical emotional experience” and “dynamic human-machine interaction process” is established. From the static level, the application of machines makes the educational subject face three anxieties of survival, operability and morality, forming the substitution effect, iteration effect and collision effect of educational technology respectively;from the dynamic perspective, according to the cognitive attributes of people, the interaction process between people and machines is divided into three stages: initial use, continuous use and management use. In a “long-term” way, the dynamic process of teachers and students being constantly controlled by educational technology and generating anxiety is presented;on the whole, the three stages correspond to triple anxiety. Technology anxiety is only the appearance, and the dynamic evolution is the root of the problem. Finally, in the face of the anxiety caused by the educational technology in the intelligent age, we should return to the Marxist position of “people-orientation”, and explore a governance idea of “controlling static by moving” from the relationship of people, that is, a phased strategy should be established from three stages: generating feelings between teachers and students, learning together between teachers and students, and the empathy between teachers and students, so as to promote the benign development of human and machine from confrontation to “human-computer symbiosis”. In a word, the human-computer relationship in the intelligent era is not separated from the basic assertion of Marx, and the one-way road of education should not be distorted to adapt to the new technological progress. We must be alert to the “second order problem” of educational technology intervention. The way to solve the technical anxiety in the educational field is to return to the social relationship of people, that is, to develop the relationship between teachers and students, and the relationship of among the students is the basis.