过程哲学视域下人工智能时代教育本质的重思

Rethinking the Nature of Education in the Age of Artificial Intelligence from the Perspective of Process Philosophy

摘要: 在生成式人工智能引发认知革命、深刻重构人类社会存在方式的时代背景下，教育的本质正面临着前所未有的冲击与追问。静态的、实体性的、以知识传递为核心的传统教育观，在经验趋于碎片、工具理性膨胀、关系联结弱化以及创造潜能窒息的境遇中日显局促。阿尔弗雷德·诺斯·怀特海的过程哲学，以其“生成即存在”“关系先于实体”“创造性发展”的本体论主张，为系统性重思当下的教育本质提供了深刻的理论基石。人工智能时代教育的本质，不应局限于知识的数字化传递，而应回归并更新为“人之创造性自我在关系网络中的持续生成过程”。这一过程以培育能与人工智能体进行批判性对话、创造性综合与伦理性共治的“过程性主体”为根本取向，终极目标则在于让受教育者能在技术的浪潮中实现有深度、有责任感、有人文价值的生命成长。

Abstract: Against the backdrop of an era in which generative artificial intelligence is sparking a cognitive revolution and profoundly reshaping the very nature of human society, the nature of education is facing unprecedented challenges and scrutiny. The traditional view of education—static, substantive, and centered on the transmission of knowledge—is becoming increasingly constrained in a context where experiences are growing fragmented, instrumental rationality is expanding, relational connections are weakening, and creative potential is being stifled. Alfred North Whitehead’s process philosophy, with its ontological tenets of “becoming is being,” “relationships precede entities,” and “creative development,” provides a profound theoretical foundation for a systematic rethinking of the nature of education today. The nature of education in the age of artificial intelligence should not be confined to the digital transmission of knowledge, but rather return to and be reconceptualized as “the continuous process of the creative self’s emergence within a network of relationships.” This process is fundamentally oriented toward cultivating “process-oriented subjects” capable of engaging in critical dialogue, creative synthesis, and ethical co-governance with artificial intelligence entities. Its ultimate goal is to enable learners to achieve profound, responsible, and humanistically valuable personal growth amidst the tide of technological advancement.