人工智慧時代大學生生命覺知的教學取向——思覺行盼教育學的規範性省思

Teaching Approaches for Cultivating Life Awareness Among College Students in the Age of Artificial Intelligence: A Normative Reflection on the Thinking, Feeling, Action and Wishing Pedagogy

人工智慧時代的來臨，深刻重塑大學生的認知模式與生命體驗。網路知識碎片化、社交媒體過度依賴及生成式人工智慧工具普及，引發認知淺層化、人際疏離化與價值功利化等「生命異化」現象，構成高等教育生命教育之迫切課題。本研究立基於「思覺行盼教育學」之整全性理論框架，並援引F. W. Nietzsche「精神三變」之哲學隱喻，對AI時代大學生生命覺知之危機與重建進行教育哲學層次的分析與論證；同時輔以研究者於師資培育課程中之教學實踐經驗，作為理論論述之具體例證與反思素材。研究結果顯示：AI工具兼具認知賦能與思維弱化之雙刃效應；透過「覺知—思辨—行動—盼望」之循環引導，學生能逐步建立自主、整全之生命價值觀。據此，本研究提出個人、教育、社會三層次之生命教育策略，主張將AI定位為輔助思考與創造之工具，而非取代主體性之存在，以促進認知、情感與生命意義之協同發展。

The advent of the artificial intelligence era has profoundly reshaped the cognitive patterns and life experiences of college students. The fragmentation of knowledge on the internet, excessive reliance on social media, and the widespread use of generative artificial intelligence tools have given rise to phenomena of “life alienation,” such as shallow cognition, interpersonal estrangement, and the utilitarianizing of values, thereby constituting an urgent issue for life education in higher education. Grounded in the holistic theoretical framework of “thinking, feeling, action and wishing” pedagogy and drawing on F. W. Nietzsche’s philosophical metaphor of the “three transformations of the spirit,” this study analyzes and argues at the level of educational philosophy the crisis and reconstruction of college students’ life awareness in the AI era. It also incorporates the researcher’s teaching practice experience in teacher education courses as concrete examples and reflective material for theoretical discussion. The findings show that AI tools have a dual effect: they can both enhance cognition and weaken thinking. Through a cyclical guidance of “awareness-critical reflection-action-wishing,” students can gradually develop an autonomous and holistic set of life values. Accordingly, this article proposes life education strategies at the individual, educational, and social levels, arguing that AI should be positioned as a tool for assisting thinking and creativity rather than replacing subjectivity, so as to promote the coordinated development of cognition, emotion, and life meaning.