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篇名 后信息时代教育实践的具身转向——基于哲学、科学和技术视角的分析
並列篇名 The Embodied Turn of Educational Practice in the Post-Information Age: An Analysis Based on the Perspective of Philosophy, Science and Technology
作者 王美倩(WANG Meiqian) 、郑旭东(ZHENG Xudong)
中文摘要 教育实践是一种信息型实践,受时代变迁、科学进步、技术创新等多重因素影响。本研究基于哲学、科学和技术三重视角,对教育实践的基本内涵及其具身转向进行分析。从实践哲学的视角看,教育是一种以信息为中介、以会话为基本形式的对象化实践,它包括教师主体的对象化和学生主体的对象化,即教师把自己的本质力量对象化于学生身上以及学生把自己的本质力量对象化为外部世界。从认知科学的视角看,教育实践观经历了由经典认知科学主导的离身型实践观和由具身认知科学主导的具身型实践观两个阶段。机器隐喻的离身型教育实践在工业时代取得了巨大成功,但也带来了教育异化、人的单向度发展问题。随着具身认知科学的兴起,生命隐喻的实践观受到青睐并成为教育实践新的发展方向。构建人与技术的具身关系成为后信息时代教育实践具身转向面临的重要挑战,因此必须站在技术视角重新思考教育。新一代人工智能的具身发展为人与技术具身关系的构建奠定了技术基础,它通过主体性在场、具身性交互和人性化赋能等原则,推动教育实践的智能化发展和具身性转变。
英文摘要 Education is an information practice, affected by multiple factors such as time variation, scientific progress, and technological innovation. Based on the three perspectives of philosophy, science, and technology, this study analyzed the embodied turn of educational practice. From practical philosophy, education is an objectification practice with information as the medium and conversation as the basic form. It includes the objectification of teacher and the objectification of student. That is, teachers apply their essential power to change students and students apply their essential powers to change the external world. From a cognitive science view, the educational practice has experienced two stages: the disembodied practice dominated by classical cognitive science and the embodied practice dominated by embodied cognitive science. Although the disembodied education practice of machine metaphor has achieved great success in the industrial age, it has brought about the problems of educational alienation and the one-dimensional development of human beings. With the rise of embodied cognitive science, the practice of life metaphor is increasingly popular and becomes a new development direction of educational practice. The construction of the embodied relationship between human and technology has become an important challenge for the embodied turn of educational practice in the post-information age. So it is necessary to rethink education from a technological perspective. The embodied development of the new generation of artificial intelligence establishes a technical foundation for the construction of the embodied relationship between human and technology, which promotes the intelligent development and embodied transformation of education practice through the principles of subjective presence, embodied interaction, and humanized empowerment.
頁次 069-076
關鍵詞 后信息时代 教育实践 信息型实践 具身认知 post-information age educational practice information practice embodied cognition new generation of artificial intelligence CSSCI
卷期 26:6
日期 202012
刊名 開放教育研究
出版單位 上海遠程教育集團、上海電視大學
DOI 10.13966/j.cnki.kfjyyj.2020.06.007