数智时代的生命“物化”风险及其规避——庄子“齐物”思想的教育启示

The Risk of Life“Objectification”in the Era of Digital Intelligence and Its Avoidance-The Educational Enlightenment of Zhuangzi’s“Qi-Wu”Thought

大数据、人工智能等技术深刻影响着教育变革和个体生命发展,与之相伴,技术理性对本体性的遮蔽导致生命工具化、客体化、机器化、物欲化加剧,人的精神主体被消解,生命“物化”的风险显现。“物化”的根源是“物我”关系的错置。庄子“齐物”思想开示了“物我”关系的三重境界:“不与物交”“极物为用”“物我合一”,启发着回归精神向度的“人技关系”,也隐喻着教育与技术关系重构的三条进路:保守主义、乐观主义、超越主义。基于此,当前教育数字化转型要秉持化育生命的价值旨归、生命超越的目标导向、求真求实的教育精神、解构主义的教育思维,发挥技术助力精神生命成长的正向价值,用中华优秀传统文化的教育智慧规避数智时代生命“物化”的风险,使教育与技术的融合共同“加持”学生生命整全发展。

Technologies such as big data and artificial intelligence have a profound impact on educational reform and individual life development.Along with them,the shielding of ontology by technological rationality leads to the intensification of life instrumentalization,objectification,mechanization,and materialization.The spiritual subject of human beings is dissolved,and the risk of life“objectification”is revealed.The root of“objectification”is the misplacement of the“thing me”relationship.Zhuangzi’s idea of“Qi-Wu”reveals three levels of the relationship between“things and me”:“not interacting with things”,“using things”,and“integrating things and me”.It inspires a return to the spiritual dimension of the“human technology relationship”and also metaphorically represents three paths for reconstructing the relationship between education and technology:conservatism,optimism,and transcendence.Based on this,the current digital transformation of education should adhere to the value orientation of nurturing life,the goal orientation of transcending life,the educational spirit of seeking truth and reality,and the educational thinking of deconstructionism.It should leverage the positive value of technology in supporting the growth of spiritual life,and use the educational wisdom of excellent traditional Chinese culture to avoid the risk of“objectification”of life in the digital age,so that the integration of education and technology can jointly“support”the comprehensive development of student life.