许诺与虚诺:数字化学习空间的异化与消解

Promises and False Promises:Alienation and Dissolution of Digital Learning Space

从感知与权利的双重维度看,数字化学习空间为人们许诺了一个不断进化的、无比美妙的乌托邦式学习图景。但在这种理想的学习世界中,高度发达的数字技术与学习活动双向互构,深度改写了学习过程中的各种关系,其中就包括数字化学习的现实状况与其应有本质或真实内涵的分离和疏远,造成了数字化学习空间的异化现象,主要表现为:主体身份异化导致的无根基身份认同;具身界面透明产生的无深度声色陷阱;虚实真假难辨引发的学习“景观”的幻影式捆绑。这些价值异化现象,使学习空间成为被数字技术规训的“异托邦”,严重阻碍了其学习价值的实现。为了重新找回数字化学习空间的教育价值,需要从以下三方面联合发力:重思人的主体存在,实现主体身份再认;规避界面引诱之险,提升技术具身的自觉意识;超越景观的虚妄幻象,找回学习的本真价值,以此更好地实现数字化学习空间应有的价值。

From the dual dimensions of perception and power,digital learning space promises a constantly evolving and wonderful utopian learning landscape.However,in this ideal learning world,highly developed digital technology and learning activities are mutually constructive,deeply changing various relationships in the learning process,including the separation and alienation between the reality of digital learning and its supposed essence or real connotation,resulting in the alienation phenomenon of digital learning space,which is mainly manifested in the rootless identity caused by the alienation of subject identity,the invisible visual trap caused by the transparency of embodied interface,and the phantom binding of the learning“landscape”caused by the difficulty in distinguishing the false from the false.These phenomena of value alienation make the learning space become a“heterotopia”regulated by digital technology,which seriously hinders the realization of its learning value.In order to recover the educational value of digital learning space,it is necessary to make joint efforts from the following three aspects:rethinking the existence of human subject and realizing the re-recognition of subject identity;avoiding the risk of interface temptation and enhancing the self-consciousness of technology embodiment;and beyond the delusional illusions of the landscape,finding the true value of learning,in order to better realize the value of digital learning space.