Rethinking Higher Education/Chapter 2/en-zh - Revision history

Guo Xinrui at 13:49, 10 June 2026

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Guo Xinrui at 13:47, 10 June 2026

2026-06-10T13:47:36Z

Guo Xinrui at 13:44, 10 June 2026

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Guo Xinrui at 13:39, 10 June 2026

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Guo Xinrui at 13:35, 10 June 2026

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Guo Xinrui at 04:50, 10 June 2026

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Admin: Realign EN-ZH Chapter 2: one row per paragraph

2026-05-08T19:23:54Z

Realign EN-ZH Chapter 2: one row per paragraph

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Maintenance script at 06:06, 8 April 2026

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Maintenance script at 03:52, 8 April 2026

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@@ Line 158: / Line 158: @@
 |-
 | style="background:#eef;" | '''The external connectivity continuum of learning is explained as the systematic unfolding of ‘learning-by-doing’ exercises‚ from observation to hands-on experience during work, as methodic interconnection with the tangible environment, by the father of modern pedagogy, Johann Heinrich Pestalozzi (1746-1827). Learning through his own failed experiments, he moved from theological and technocratic dogmatism towards the appreciation of mathematics as an interpretive approach to human nature, learning patterns from working, (as distinguished from production). This makes his theory accessible and relevant for contemporary enquiries into the conditions of learning best with and about ‘AI’, as humans.'''
-| style="background:#fee;" | '''(学习的外部联结连续体，是 “做中学”实践的系统性延展这是现代教育学之父约翰・海因里希・裴斯泰洛齐（1746-1827）提出，主要是从观察模仿，到实操体验，再到职场实践，是人与现实环境循序渐进的联结过程。裴斯泰洛齐也曾历经实践挫折，他由此摆脱神学与技术至上的教条思想，转而认识到数学可作为解读人性的工具，并总结出劳动式学习模式（区别于单纯的生产劳作）。正因如此，他的教育理论时至今日，依然能为人类探究 “如何借助人工智能、认识人工智能” 的最优学习方式，提供参考与思路。)'''
+| style="background:#fee;" | ''(学习的外部联结连续体，是 “做中学”实践的系统性延展这是现代教育学之父约翰・海因里希・裴斯泰洛齐（1746-1827）提出，主要是从观察模仿，到实操体验，再到职场实践，是人与现实环境循序渐进的联结过程。裴斯泰洛齐也曾历经实践挫折，他由此摆脱神学与技术至上的教条思想，转而认识到数学可作为解读人性的工具，并总结出劳动式学习模式（区别于单纯的生产劳作）。正因如此，他的教育理论时至今日，依然能为人类探究 “如何借助人工智能、认识人工智能” 的最优学习方式，提供参考与思路。)''
 |-
 | style="background:#eef;" | '''He thus explains, how algorithms, their architecture and operations at work in ‘AI’ should be serving human natural needs. ‘My method does nothing other than reproducing the simple course of nature.’ ... ‘Every sensitive perception deeply imprinted in the human mind triggers a series of secondary notions that come more or less close to this perception...thus bringing together objects whose essence is the same; your understanding of the inner truth of these objects will be expanded, sharpened, and strengthened’. Such education nurtures literacy and sovereignty over the technology.'''
@@ Line 230: / Line 230: @@
 |-
 | style="background:#eef;" | '''Döring, Ole. 2021: „Menschen und Cyborgs. Versuch einer deutsch-chinesischen Verständigung über das Menschsein 人性“. Armin Grunwald (Hrsg.). Wer bist Du, Mensch? Transformationen menschlichen Selbstverständnisses im technischen Fortschritt. Verlag Herder: 83-109.'''
-| style="background:#fee;" | '''(多林，奥勒（2021）：《人类与赛博格：德中视角下人性内涵的对话探析》。阿尔明・格伦瓦尔德（编）。《人啊，你是谁？技术进步中人类自我认知的嬗变》，黑尔德出版社，第 83–109 页。)'''
+| style="background:#fee;" | ''(多林，奥勒（2021）：《人类与赛博格：德中视角下人性内涵的对话探析》。阿尔明・格伦瓦尔德（编）。《人啊，你是谁？技术进步中人类自我认知的嬗变》，黑尔德出版社，第 83–109 页。)''
 |-
 | style="background:#eef;" | '''Gadamer, Hans-Georg. 1972. „Sprachlichkeit als Bestimmung des hermeneutischen Vollzugs“. In Gadamer, Wahrheit und Methode. Grundzüge einer philosophischen Hermeneutik. (3. Auflage). Tübingen: J.C.B. Mohr (Paul Siebeck): 374-375.'''

@@ Line 158: / Line 158: @@
 |-
 | style="background:#eef;" | '''The external connectivity continuum of learning is explained as the systematic unfolding of ‘learning-by-doing’ exercises‚ from observation to hands-on experience during work, as methodic interconnection with the tangible environment, by the father of modern pedagogy, Johann Heinrich Pestalozzi (1746-1827). Learning through his own failed experiments, he moved from theological and technocratic dogmatism towards the appreciation of mathematics as an interpretive approach to human nature, learning patterns from working, (as distinguished from production). This makes his theory accessible and relevant for contemporary enquiries into the conditions of learning best with and about ‘AI’, as humans.'''
-| style="background:#fee;" | '''(现代教育学之父约翰・海因里希・裴斯泰洛齐（1746-1827）提出，学习的外部联结连续体，是 “做中学”实践的系统性延展：从观察模仿，到实操体验，再到职场实践，是人与现实环境循序渐进的联结过程。裴斯泰洛齐也曾历经实践挫折，他由此摆脱神学与技术至上的教条思想，转而认识到数学可作为解读人性的工具，并总结出劳动式学习模式（区别于单纯的生产劳作）。正因如此，他的教育理论时至今日，依然能为人类探究 “如何借助人工智能、认识人工智能” 的最优学习方式，提供参考与思路。)'''
+| style="background:#fee;" | '''(学习的外部联结连续体，是 “做中学”实践的系统性延展这是现代教育学之父约翰・海因里希・裴斯泰洛齐（1746-1827）提出，主要是从观察模仿，到实操体验，再到职场实践，是人与现实环境循序渐进的联结过程。裴斯泰洛齐也曾历经实践挫折，他由此摆脱神学与技术至上的教条思想，转而认识到数学可作为解读人性的工具，并总结出劳动式学习模式（区别于单纯的生产劳作）。正因如此，他的教育理论时至今日，依然能为人类探究 “如何借助人工智能、认识人工智能” 的最优学习方式，提供参考与思路。)'''
 |-
 | style="background:#eef;" | '''He thus explains, how algorithms, their architecture and operations at work in ‘AI’ should be serving human natural needs. ‘My method does nothing other than reproducing the simple course of nature.’ ... ‘Every sensitive perception deeply imprinted in the human mind triggers a series of secondary notions that come more or less close to this perception...thus bringing together objects whose essence is the same; your understanding of the inner truth of these objects will be expanded, sharpened, and strengthened’. Such education nurtures literacy and sovereignty over the technology.'''
@@ Line 230: / Line 230: @@
 |-
 | style="background:#eef;" | '''Döring, Ole. 2021: „Menschen und Cyborgs. Versuch einer deutsch-chinesischen Verständigung über das Menschsein 人性“. Armin Grunwald (Hrsg.). Wer bist Du, Mensch? Transformationen menschlichen Selbstverständnisses im technischen Fortschritt. Verlag Herder: 83-109.'''
-| style="background:#fee;" | '''(多林，奥勒（2021）：《人类与赛博格：德中视角下人性内涵的对话探析》，阿尔明・格伦瓦尔德（编）：《人啊，你是谁？技术进步中人类自我认知的嬗变》，黑尔德出版社，第 83–109 页。)'''
+| style="background:#fee;" | '''(多林，奥勒（2021）：《人类与赛博格：德中视角下人性内涵的对话探析》。阿尔明・格伦瓦尔德（编）。《人啊，你是谁？技术进步中人类自我认知的嬗变》，黑尔德出版社，第 83–109 页。)'''
 |-
 | style="background:#eef;" | '''Gadamer, Hans-Georg. 1972. „Sprachlichkeit als Bestimmung des hermeneutischen Vollzugs“. In Gadamer, Wahrheit und Methode. Grundzüge einer philosophischen Hermeneutik. (3. Auflage). Tübingen: J.C.B. Mohr (Paul Siebeck): 374-375.'''

@@ Line 158: / Line 158: @@
 |-
 | style="background:#eef;" | '''The external connectivity continuum of learning is explained as the systematic unfolding of ‘learning-by-doing’ exercises‚ from observation to hands-on experience during work, as methodic interconnection with the tangible environment, by the father of modern pedagogy, Johann Heinrich Pestalozzi (1746-1827). Learning through his own failed experiments, he moved from theological and technocratic dogmatism towards the appreciation of mathematics as an interpretive approach to human nature, learning patterns from working, (as distinguished from production). This makes his theory accessible and relevant for contemporary enquiries into the conditions of learning best with and about ‘AI’, as humans.'''
-| style="background:#fee;" | '''(现代教育学之父约翰・海因里希・裴斯泰洛齐（1746-1827）提出，学习的外部联结连续体，是 **“做中学”** 实践的系统性延展：从观察模仿，到实操体验，再到职场实践，是人与现实环境循序渐进的联结过程。裴斯泰洛齐也曾历经实践挫折，他由此摆脱神学与技术至上的教条思想，转而认识到数学可作为解读人性的工具，并总结出劳动式学习模式（区别于单纯的生产劳作）。正因如此，他的教育理论时至今日，依然能为人类探究 “如何借助人工智能、认识人工智能” 的最优学习方式，提供参考与思路。)'''
+| style="background:#fee;" | '''(现代教育学之父约翰・海因里希・裴斯泰洛齐（1746-1827）提出，学习的外部联结连续体，是 “做中学”实践的系统性延展：从观察模仿，到实操体验，再到职场实践，是人与现实环境循序渐进的联结过程。裴斯泰洛齐也曾历经实践挫折，他由此摆脱神学与技术至上的教条思想，转而认识到数学可作为解读人性的工具，并总结出劳动式学习模式（区别于单纯的生产劳作）。正因如此，他的教育理论时至今日，依然能为人类探究 “如何借助人工智能、认识人工智能” 的最优学习方式，提供参考与思路。)'''
 |-
 | style="background:#eef;" | '''He thus explains, how algorithms, their architecture and operations at work in ‘AI’ should be serving human natural needs. ‘My method does nothing other than reproducing the simple course of nature.’ ... ‘Every sensitive perception deeply imprinted in the human mind triggers a series of secondary notions that come more or less close to this perception...thus bringing together objects whose essence is the same; your understanding of the inner truth of these objects will be expanded, sharpened, and strengthened’. Such education nurtures literacy and sovereignty over the technology.'''
@@ Line 230: / Line 230: @@
 |-
 | style="background:#eef;" | '''Döring, Ole. 2021: „Menschen und Cyborgs. Versuch einer deutsch-chinesischen Verständigung über das Menschsein 人性“. Armin Grunwald (Hrsg.). Wer bist Du, Mensch? Transformationen menschlichen Selbstverständnisses im technischen Fortschritt. Verlag Herder: 83-109.'''
-| style="background:#fee;" | '''(多林，奥勒（2021）：《人类与赛博格：德中视角下人性内涵的对话探析》，载于阿尔明・格伦瓦尔德（编）：《人啊，你是谁？技术进步中人类自我认知的嬗变》，黑尔德出版社，第 83–109 页。)'''
+| style="background:#fee;" | '''(多林，奥勒（2021）：《人类与赛博格：德中视角下人性内涵的对话探析》，阿尔明・格伦瓦尔德（编）：《人啊，你是谁？技术进步中人类自我认知的嬗变》，黑尔德出版社，第 83–109 页。)'''
 |-
 | style="background:#eef;" | '''Gadamer, Hans-Georg. 1972. „Sprachlichkeit als Bestimmung des hermeneutischen Vollzugs“. In Gadamer, Wahrheit und Methode. Grundzüge einer philosophischen Hermeneutik. (3. Auflage). Tübingen: J.C.B. Mohr (Paul Siebeck): 374-375.'''

@@ Line 158: / Line 158: @@
 |-
 | style="background:#eef;" | '''The external connectivity continuum of learning is explained as the systematic unfolding of ‘learning-by-doing’ exercises‚ from observation to hands-on experience during work, as methodic interconnection with the tangible environment, by the father of modern pedagogy, Johann Heinrich Pestalozzi (1746-1827). Learning through his own failed experiments, he moved from theological and technocratic dogmatism towards the appreciation of mathematics as an interpretive approach to human nature, learning patterns from working, (as distinguished from production). This makes his theory accessible and relevant for contemporary enquiries into the conditions of learning best with and about ‘AI’, as humans.'''
-| style="background:#fee;" | '''现代教育学之父约翰・海因里希・裴斯泰洛齐（1746-1827）提出，学习的外部联结连续体，是 **“做中学”** 实践的系统性延展：从观察模仿，到实操体验，再到职场实践，是人与现实环境循序渐进的联结过程。裴斯泰洛齐也曾历经实践挫折，他由此摆脱神学与技术至上的教条思想，转而认识到数学可作为解读人性的工具，并总结出劳动式学习模式（区别于单纯的生产劳作）。正因如此，他的教育理论时至今日，依然能为人类探究 “如何借助人工智能、认识人工智能” 的最优学习方式，提供参考与思路。'''
+| style="background:#fee;" | '''(现代教育学之父约翰・海因里希・裴斯泰洛齐（1746-1827）提出，学习的外部联结连续体，是 **“做中学”** 实践的系统性延展：从观察模仿，到实操体验，再到职场实践，是人与现实环境循序渐进的联结过程。裴斯泰洛齐也曾历经实践挫折，他由此摆脱神学与技术至上的教条思想，转而认识到数学可作为解读人性的工具，并总结出劳动式学习模式（区别于单纯的生产劳作）。正因如此，他的教育理论时至今日，依然能为人类探究 “如何借助人工智能、认识人工智能” 的最优学习方式，提供参考与思路。)'''
 |-
 | style="background:#eef;" | '''He thus explains, how algorithms, their architecture and operations at work in ‘AI’ should be serving human natural needs. ‘My method does nothing other than reproducing the simple course of nature.’ ... ‘Every sensitive perception deeply imprinted in the human mind triggers a series of secondary notions that come more or less close to this perception...thus bringing together objects whose essence is the same; your understanding of the inner truth of these objects will be expanded, sharpened, and strengthened’. Such education nurtures literacy and sovereignty over the technology.'''
@@ Line 230: / Line 230: @@
 |-
 | style="background:#eef;" | '''Döring, Ole. 2021: „Menschen und Cyborgs. Versuch einer deutsch-chinesischen Verständigung über das Menschsein 人性“. Armin Grunwald (Hrsg.). Wer bist Du, Mensch? Transformationen menschlichen Selbstverständnisses im technischen Fortschritt. Verlag Herder: 83-109.'''
-| style="background:#fee;" | '''多林，奥勒（2021）：《人类与赛博格：德中视角下人性内涵的对话探析》，载于阿尔明・格伦瓦尔德（编）：《人啊，你是谁？技术进步中人类自我认知的嬗变》，黑尔德出版社，第 83–109 页。'''
+| style="background:#fee;" | '''(多林，奥勒（2021）：《人类与赛博格：德中视角下人性内涵的对话探析》，载于阿尔明・格伦瓦尔德（编）：《人啊，你是谁？技术进步中人类自我认知的嬗变》，黑尔德出版社，第 83–109 页。)'''
 |-
 | style="background:#eef;" | '''Gadamer, Hans-Georg. 1972. „Sprachlichkeit als Bestimmung des hermeneutischen Vollzugs“. In Gadamer, Wahrheit und Methode. Grundzüge einer philosophischen Hermeneutik. (3. Auflage). Tübingen: J.C.B. Mohr (Paul Siebeck): 374-375.'''

@@ Line 158: / Line 158: @@
 |-
 | style="background:#eef;" | '''The external connectivity continuum of learning is explained as the systematic unfolding of ‘learning-by-doing’ exercises‚ from observation to hands-on experience during work, as methodic interconnection with the tangible environment, by the father of modern pedagogy, Johann Heinrich Pestalozzi (1746-1827). Learning through his own failed experiments, he moved from theological and technocratic dogmatism towards the appreciation of mathematics as an interpretive approach to human nature, learning patterns from working, (as distinguished from production). This makes his theory accessible and relevant for contemporary enquiries into the conditions of learning best with and about ‘AI’, as humans.'''
-| style="background:#fee;" | '''学习的外部连接性连续体被现代教育学之父Johann Heinrich Pestalozzi（1746-1827）解释为"做中学"练习的系统展开——从观察到工作中的动手经验，作为与有形环境的方法性互联。从自己失败的实验中学习，他从神学和技术官僚教条主义转向了对数学作为解释人类本性方法的欣赏，从工作（而非生产）中学习模式。这使他的理论对当代关于作为人类如何最佳地与"人工智能"一起学习的条件的探究变得可理解和相关。'''
+| style="background:#fee;" | '''现代教育学之父约翰・海因里希・裴斯泰洛齐（1746-1827）提出，学习的外部联结连续体，是 **“做中学”** 实践的系统性延展：从观察模仿，到实操体验，再到职场实践，是人与现实环境循序渐进的联结过程。裴斯泰洛齐也曾历经实践挫折，他由此摆脱神学与技术至上的教条思想，转而认识到数学可作为解读人性的工具，并总结出劳动式学习模式（区别于单纯的生产劳作）。正因如此，他的教育理论时至今日，依然能为人类探究 “如何借助人工智能、认识人工智能” 的最优学习方式，提供参考与思路。'''
 |-
 | style="background:#eef;" | '''He thus explains, how algorithms, their architecture and operations at work in ‘AI’ should be serving human natural needs. ‘My method does nothing other than reproducing the simple course of nature.’ ... ‘Every sensitive perception deeply imprinted in the human mind triggers a series of secondary notions that come more or less close to this perception...thus bringing together objects whose essence is the same; your understanding of the inner truth of these objects will be expanded, sharpened, and strengthened’. Such education nurtures literacy and sovereignty over the technology.'''
@@ Line 230: / Line 230: @@
 |-
 | style="background:#eef;" | '''Döring, Ole. 2021: „Menschen und Cyborgs. Versuch einer deutsch-chinesischen Verständigung über das Menschsein 人性“. Armin Grunwald (Hrsg.). Wer bist Du, Mensch? Transformationen menschlichen Selbstverständnisses im technischen Fortschritt. Verlag Herder: 83-109.'''
-| style="background:#fee;" | '''在这篇论文中，我通过健康的关系和人类对人工智能的合理态度这一视角，审视了"人工智能"在教学、学习和教育学中的使用，考虑了学习目标、这项技术的特征以及人类的本质。标题包含一个具有歧义的术语"教学的意义"（teaching means）。其语义涵盖了教学与其手段（工具和措施）之间的相互关系、教学（而非布道或模仿）的真正含义、指导正确使用适当手段的方法，以及良好教学的工具。这种歧义的连贯性通过人性与"人工智能"之间哲学调和的行为来建立，即探究语言使用以及连贯性和完整性的运作。'''
+| style="background:#fee;" | '''多林，奥勒（2021）：《人类与赛博格：德中视角下人性内涵的对话探析》，载于阿尔明・格伦瓦尔德（编）：《人啊，你是谁？技术进步中人类自我认知的嬗变》，黑尔德出版社，第 83–109 页。'''
 |-
 | style="background:#eef;" | '''Gadamer, Hans-Georg. 1972. „Sprachlichkeit als Bestimmung des hermeneutischen Vollzugs“. In Gadamer, Wahrheit und Methode. Grundzüge einer philosophischen Hermeneutik. (3. Auflage). Tübingen: J.C.B. Mohr (Paul Siebeck): 374-375.'''

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+<div style="background-color: #003399; color: white; padding: 12px 15px; margin: 0 0 20px 0; border-radius: 4px; font-size: 1.1em;">
-'''Chapter 2 — Bilingual View (EN | ZH)''' — [[Rethinking_Higher_Education/Chapter_2|EN only]] · [[Rethinking_Higher_Education/Chapter_2/zh|ZH only]] · [[Rethinking_Higher_Education|Book Overview]]
+<span style="font-weight: bold;">Language:</span> [[Rethinking_Higher_Education/Chapter_2|<span style="color: #FFD700;">EN</span>]] · [[Rethinking_Higher_Education/Chapter_2/zh|<span style="color: #FFD700;">ZH</span>]] · <span style="color: #FFD700; font-weight: bold;">EN-ZH</span> · [[Rethinking_Higher_Education/en-zh|<span style="color: #FFD700;">← Book</span>]]
 </div>