从工具到场域：AI赋能高校育人的存在论视域

From Tools to Fields: An Ontological Perspective on AI-Enabled Higher Education

摘要: 人工智能嵌入高校育人实践，不仅改变资源供给与互动方式，也会调整师生关系、教育过程和时空条件。本文将“场域”界定为由技术设施、行动主体、制度规则、数据流动和意义解释共同构成的关系性环境，并从主体关系、过程配置和时空安排三个维度展开分析。在这一限定下，本文借助技术哲学讨论AI由辅助工具转向塑造教育条件的可能性；所谓“存在论转向”仅作为分析框架，用以说明技术对教育实践的构型作用，并不意味着AI已在所有情境中取代人的教育判断。文章进一步指出，AI应用可能引发数据化简化、权力不对称、算法偏差和技术依赖等风险，并提出由学生、教师、技术伦理专家、法律顾问和数据管理员共同参与的伦理审查框架。本文旨在为高校AI应用的审慎设计与治理提供理论参照和操作性建议。

Abstract: The integration of artificial intelligence into higher education changes not only the provision of resources and modes of interaction, but also teacher-student relations, educational processes, and temporal-spatial conditions. This article defines a field as a relational environment jointly constituted by technical infrastructure, actors, institutional rules, data flows, and interpretive practices, and examines it through three dimensions: subject relations, process configuration, and temporal-spatial arrangements. Within this bounded account, the article uses philosophy of technology to discuss how AI may move from an auxiliary tool to a force that shapes the conditions of education. The term ontological turn is used only as an analytical framework, not as a claim that AI has displaced human educational judgment in every setting. It then identifies risks of datafication, asymmetric power, algorithmic bias, and technological dependence, and proposes an ethical review framework involving students, teachers, technical ethics experts, legal advisers, and data stewards. The article offers theoretical and operational guidance for the prudent design and governance of AI systems in higher education.