现代远距离教育

人工智能在教育中的广泛应用使得算法成为教育活动的制度性构成要素，这在提高教育运行与治理效率的同时，也令主体实践智慧逐渐式微。从实践哲学的视域出发，教育活动制度与主体实践智慧分别代表了实践理性的规范与现实倾向，实践智慧发挥着联结制度与具体教育活动的知行合一作用，能够对制度进行情境化裁量、创造性转化与反思革新，而制度的不完备性本质是实践智慧发挥作用的前提。算法对教育活动制度的侵蚀导致实践智慧的三重作用无法充分发挥，造成了知行分离的实践智慧困境，表现为实践智慧的萎缩、失能与架空。对此，应从制度设计出发，确立留白的设计原则，通过边界留白、阐释留白与责任留白，在教育活动框架层面结构性地支持主体实践智慧的运用与发展。

The widespread application of Artificial Intelligence in education has made algorithms a constitutive institutional element of educational activities. While this improves the efficiency of educational operation and governance, it also causes the “practical wisdom” of the subject to gradually wane. From the perspective of practical philosophy, educational institutions and the subject's practical wisdom represent the normative and realistic tendencies of practical reason, respectively. Practical wisdom serves to unite knowledge and action, bridging institutions with concrete educational activities; it enables situational discretion, creative transformation, and reflective innovation regarding institutions. The essential incompleteness of institutions is, in fact, the prerequisite for practical wisdom to function.However, the encroachment of algorithms upon educational institutions prevents the full realization of these triple roles of practical wisdom, resulting in a dilemma characterized by the separation of knowledge and action. This manifests as the atrophy, incapacitation, and hollowing out of practical wisdom. In response, we should proceed from institutional design to establish the principle of “leaving space”. By leaving space in boundaries, interpretation, and responsibility, we can structurally support the application and development of the subject's practical wisdom within the framework of educational activities.