从赋能教育向尊崇成长转变:教育大数据的伦理省思
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摘要
为了使教育大数据从"赋能教育"向"尊崇成长"转变,从而推动教育价值与技术发展的继往开来与和谐共进。在对教育大数据赋能教育深入思考和研究的基础上,从伦理学视域对教育大数据重"技术外力"、轻"价值内蕴"引发的若干伦理问题进行内省,希望在明晰伦理品性的同时,彰显其赋能教育的价值及尊崇成长的伦理路径。研究认为:教育大数据为教育教学的变革提供精准实测、私人订制、预判调度、霸权消减等赋能价值的同时,也存在隐私披露侵犯人格尊严、规制算法束缚自由选择、数据独裁固化等级甄别、固化标签牵制个体发展等伦理威胁,秉持传承良善和塑造新貌的理性审视,在教育大数据的应用过程中,应推崇伦理技术育人之本、倡导冒泡算法过滤之真、推动伦理规约向善之律、提升温度数据和美之养。
To transform the big data of education from "empowerment education" to "respecting growth" is constructive to the progress and harmony of educational value and technological development.On the basis of in-depth thinking and research on the empowerment education of educational big data, this paper, from the perspective of ethics, introspects some ethical problems caused by the heavy emphasis on "technical force" and negligence on "value connotation" of big data in education, hoping to highlight the value of empowerment education and respect the ethical approach of growth while clarifying the ethical character. The study holds that while the big data of education provides the enabling value of precise measurement, private customization, prejudgment and scheduling, hegemony reduction, there are also some ethical threats, such as privacy disclosure violating human dignity, regulation algorithm restricting free choice, data dictatorship solidifying grade discrimination, solidifying label restricting individual development, etc. Therefore, adhering to the rational review of inheriting the good and shaping the new, in the application process of educational big data, it is necessary to advocate the principle of ethical technology when educating people, the truth of bubble algorithm filtering, promote the goodness of ethical regulations, and enhance the beauty of temperature data literacy.
To transform the big data of education from "empowerment education" to "respecting growth" is constructive to the progress and harmony of educational value and technological development.On the basis of in-depth thinking and research on the empowerment education of educational big data, this paper, from the perspective of ethics, introspects some ethical problems caused by the heavy emphasis on "technical force" and negligence on "value connotation" of big data in education, hoping to highlight the value of empowerment education and respect the ethical approach of growth while clarifying the ethical character. The study holds that while the big data of education provides the enabling value of precise measurement, private customization, prejudgment and scheduling, hegemony reduction, there are also some ethical threats, such as privacy disclosure violating human dignity, regulation algorithm restricting free choice, data dictatorship solidifying grade discrimination, solidifying label restricting individual development, etc. Therefore, adhering to the rational review of inheriting the good and shaping the new, in the application process of educational big data, it is necessary to advocate the principle of ethical technology when educating people, the truth of bubble algorithm filtering, promote the goodness of ethical regulations, and enhance the beauty of temperature data literacy.
引文
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[3]翟博.教育均衡发展:理论、指标及测算方法[J].教育研究, 2006(3):16-28.
[4]胡凡刚,高翠,卢潇,孟志远.教育虚拟社区伦理对社区交互影响的实证分析[J].电化教育研究, 2017, 38(5):59-63.
[5]张洪孟,胡凡刚.教育虚拟社区:教育大数据的必然回归[J].开放教育研究, 2015(1):44-52.
[6] ANDERSON C. The end of theory:the data deluge makes the scientific method obsolet[EB/OL].[2014-08-25]. http://www.wired.com/science/discoveries/magazine/16-07/pb_theory.
[7]赵晋,张建军,王奕俊.大数据思维下教育发展机遇与挑战的再思考[J].电化教育研究, 2018, 39(6):21-26.
[8]维克托·迈尔—舍恩伯格.与大数据同行——学习和教育的未来[M].赵中建,张燕南,译.上海:华东师范大学出版社, 2015.
[9]杨聚鹏,梁瑞.大数据时代大学课堂教学模式面临的挑战与变革[J].电化教育研究, 2017, 38(8):111-115.
[10] Austin Peay University. Degree compass-what is it?[EB/OL].[2018-09-13]. http://www.apsu.edu/information-technology/degreecompass-what.
[11]徐子沛.数据之巅[M].北京:中信出版社, 2014.
[12]唐·泰普斯科特.数字化成长3.0[M].云帆,译.北京:中国人民大学出版社, 2009.
[13]张燕南,赵中建.大数据教育应用的伦理思考[J].全球教育展望, 2016, 45(1):48-55,104.
[14]钟绍春,唐烨伟.人工智能时代教育创新发展的方向与路径研究[J].电化教育研究, 2018, 39(10):15-20,40.
[15]涂子沛.大数据——正在到来的数据革命[M].桂林:广西师范大学出版社, 2013:185, 274, 325.
[16]维克托·迈尔—舍恩伯格,肯尼思·库克耶.大数据时代[M].盛杨燕,周涛,译.杭州:浙江人民出版社, 2013:16, 77-78, 195,198, 200, 208, 210, 214-215, 219, 225.
[17]恩格斯.自然辩证法[M].北京:人民出版社, 1971:226.
[18]金生鈜.规训与教化[M].北京:教育科学出版社, 2004.
[19] MELVIN. Technology and history:"Kranzberg's Laws"[J]. Technology and culture, 1986(3):46.
[20]卢克·多梅尔.算法时代[M].胡小锐,钟毅,译.北京:中信出版集团, 2016:123.
[21] HEY T, TANSLEY S, TOLLE K.第四范式:数据密集型科学发现[M].潘教峰,张晓林,译.北京:科学出版社, 2012:xviii—xix.