This paper introduces the Quantum-Agential framework to address the"foundational gap"in Al-mediated education,where classical dualisms fail to capture the entangled realities of human machine learning.Draw-i...This paper introduces the Quantum-Agential framework to address the"foundational gap"in Al-mediated education,where classical dualisms fail to capture the entangled realities of human machine learning.Draw-ing on Karen Barad's Agential Realism and quantum-like models of cognition,the framework reconceptualizes cognition,agency,and ethics as emergent properties of material-discursive apparatuses rather than attributes ofisolated individuals or tools.By dissolving binaries such as human/machine and subject/object,it provides a re-lational ontology and a formal language for modeling uncertainty,contextuality,and entanglement in learning processes.Case studies of co-writing with generative Al and adaptive tutoring systems illustrate how this ap-proach reframes cognitive load,distributed agency,and systemic ethics.The framework advances post-humanist pedagogy,emphasizes educator roles as architects of learning apparatuses,and proposes diffractive methodolo-gies for research.It offers a principled path toward ethically responsible,cognitively aware,and human-centered futures for Al in education.展开更多
我们如何能对有关我们自身的知识拥有确定无疑的认知辩护一直是心灵哲学中的重要话题。免于误认的错误(immunity to error through misidentification,简称IEM)论题在解释自我知识时的基本观点是,对于有自我意识的主体“我”而言,某些...我们如何能对有关我们自身的知识拥有确定无疑的认知辩护一直是心灵哲学中的重要话题。免于误认的错误(immunity to error through misidentification,简称IEM)论题在解释自我知识时的基本观点是,对于有自我意识的主体“我”而言,某些自我归属的有关第一人称内容的心理状态是不会发生识别错误的。支持该论断的说明方式之一是行动主义(agentialism)。该说明认为,我们之所以能拥有关于我们自身的信念和意图,正是因为我们能对它们行使行为能力(agency)。然而,行动主义对主体理性的行为能力的要求会受到来自情绪等非理性因素干扰、主体归属不一致以及不同种心灵观导致不同的自我指称的挑战。本文将考察行动主义说明,并以两种回应策略来支持一种较行动主义更弱,但适用范围更广的理性主义说明。本文将论证,行动主义说明对主体意识的要求过强,我们应当采取一种更为温和的理性主义,以便既能满足自我知识的认知可靠性,又可以解释第一人称权威。展开更多
文摘This paper introduces the Quantum-Agential framework to address the"foundational gap"in Al-mediated education,where classical dualisms fail to capture the entangled realities of human machine learning.Draw-ing on Karen Barad's Agential Realism and quantum-like models of cognition,the framework reconceptualizes cognition,agency,and ethics as emergent properties of material-discursive apparatuses rather than attributes ofisolated individuals or tools.By dissolving binaries such as human/machine and subject/object,it provides a re-lational ontology and a formal language for modeling uncertainty,contextuality,and entanglement in learning processes.Case studies of co-writing with generative Al and adaptive tutoring systems illustrate how this ap-proach reframes cognitive load,distributed agency,and systemic ethics.The framework advances post-humanist pedagogy,emphasizes educator roles as architects of learning apparatuses,and proposes diffractive methodolo-gies for research.It offers a principled path toward ethically responsible,cognitively aware,and human-centered futures for Al in education.
文摘我们如何能对有关我们自身的知识拥有确定无疑的认知辩护一直是心灵哲学中的重要话题。免于误认的错误(immunity to error through misidentification,简称IEM)论题在解释自我知识时的基本观点是,对于有自我意识的主体“我”而言,某些自我归属的有关第一人称内容的心理状态是不会发生识别错误的。支持该论断的说明方式之一是行动主义(agentialism)。该说明认为,我们之所以能拥有关于我们自身的信念和意图,正是因为我们能对它们行使行为能力(agency)。然而,行动主义对主体理性的行为能力的要求会受到来自情绪等非理性因素干扰、主体归属不一致以及不同种心灵观导致不同的自我指称的挑战。本文将考察行动主义说明,并以两种回应策略来支持一种较行动主义更弱,但适用范围更广的理性主义说明。本文将论证,行动主义说明对主体意识的要求过强,我们应当采取一种更为温和的理性主义,以便既能满足自我知识的认知可靠性,又可以解释第一人称权威。
