当代教育与文化

在“AI焦虑”与“数字象征秩序”双重语境下，以现象学、存在主义与解释学的哲学视域系统剖析人工智能与数字技术深度重塑教育本体论基础所引发的方法论危机，将算法决定论对教育主体性的消解与数字环境中教育存在体验的断裂与碎片化作为现代性问题展现出来，构建从主体间性到具身认知的教育方法存在论框架，通过在场、关系与时间三维视角探索数智环境中重建教育本真性的多重路径，即数字身份与多模态在场的教育真实性构建、对话式学习中意义共构的方法论转向、数字传统与教育创新的时间交融等。深入探讨数智教育中算法正义与教育自由的辩证关系和技术理性与生命理性的融合可能性，进而提出主体间性与具身认知的方法学综合与实践路径，为实现技术与人文的存在和解，重建具有主体性与整体性的数智教育方法提供系统哲学基础与理论指导。

In the dual context of“AI anxiety”and“digital symbolic order”,this paper systematically analyzes the methodological crisis caused by the deep reshaping of the educational ontology foundation by artificial intelligence and digital technology from the philosophical perspectives of phenomenology, existentialism, and hermeneutics.It presents the problem of algorithmic determinism's dissolution of educational subjectivity and the fragmentation of educational experience in the digital environment as a modernity issue, constructing an ontological framework for educational methods from intersubjectivity to embodied cognition, exploring multiple paths to reconstruct educational authenticity in the digital intelligence environment through the three-dimensional perspectives of presence, relationship and time, including the construction of educational authenticity through digital identity and multimodal presence, the methodological shift towards meaning co construction in dialogic learning, and the temporal integration of digital tradition and educational innovation.Further explore the dialectical relationship between algorithmic justice and educational freedom in digital education, as well as the possibility of integrating technological rationality and life rationality, propose a methodological synthesis and practical path of intersubjectivity and embodied cognition.This provides a systematic philosophical foundation and theoretical guidance for achieving the reconciliation of technology and humanities, rebuilding a digital education method with subjectivity and integrity.