数字领地的兴起与教育学的可能世界

The Rise of Digital Territories and the Possible World of Pedagogy

传统的领地概念是兼具政治、时间与空间的实体存在。任何一种教育形态的文化性都建立在对领地的具象理解、抽象提炼与记忆储存的基础上。在技术哲学家贝尔纳·斯蒂格勒看来,教育就是对不同类型的文化记忆进行激活与重构。因此,领地生成的记忆构成了教育的曾在、当下与未来之基础。在《技术与时间》中,贝尔纳·斯蒂格勒勾勒了一种数字领地轮廓。所谓的数字领地是指在数字技术中领地的脱与境化,其表现为时间的实时化、空间的虚拟化、权力的全球化。这就要求教育不能仅囿于传统领地与记忆范畴,还应考虑数字领地和数字记忆世界中的教育可能。具体而言,即重视基于数字领地的数码记忆的教育价值,审思实时性时间中的教育增强可能与异化存在,践行数字空间中教育交流的界面伦理与责任伦理以及警惕教育全球化进程中的精神政治风险。由此,方能绘制出数字时代地方哲学转型中的教育学新面貌。

distillation and memory storage of the territory.As for the philosopher of technology Bernard Stiegler,education is the activation and reconstruction of different types of cultural memory.Thus,the memories generated by the territory constitute the foundation of the past,the present and the future of education.In the book Technics and Time,Bernard Stiegler has outlined the digital territory.The so-called digital territory refers to the detachment and contextualization of territories within digital technologies,which is exhibited as the real-time processing of time,the virtualization of space,and the globalization of power.This requires that education should not be confined to traditional territories and memories,but should also consider the educational possibilities in the world of digital territories and digital memories.Specifically,it is necessary to pay attention to the educational value of digital memory based on digital territories,reflect on the possibility and alienation of educational enhancement in real time,practice the ethics of interface and responsibility of educational communication in digital space,and be alert to the psycho-political risks in the process of educational globalization Only in this way,can a new image of pedagogy in the transformation of Philosophy of place in the digital era be drawn.