Rethinking Higher Education/Chapter 7/en-zh - Revision history

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 | style="background:#eef;" | '''<span style="font-weight: bold;">Language:</span> <span style="color: #FFD700; font-weight: bold;">EN</span> · [[Rethinking_Higher_Education/Chapter_7/zh|<span style="color: #FFD700;">ZH</span>]] · [[Rethinking_Higher_Education/Chapter_7/en-zh|<span style="color: #FFD700;">EN-ZH</span>]] · [[Rethinking_Higher_Education|<span style="color: #FFD700;">← Book</span>]]'''
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 | style="background:#eef;" | '''<span style="font-weight: bold;">Language:</span> <span style="color: #FFD700; font-weight: bold;">EN</span> · [[Rethinking_Higher_Education/Chapter_7/zh|<span style="color: #FFD700;">ZH</span>]] · [[Rethinking_Higher_Education/Chapter_7/en-zh|<span style="color: #FFD700;">EN-ZH</span>]] · [[Rethinking_Higher_Education|<span style="color: #FFD700;">← Book</span>]]'''
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 | style="background:#eef;" | '''Beyond the Classroom: Alternative Learning Forms, Institutions, and Goals for the AI-Transformed Labour Market'''

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 | style="background:#eef;" | '''Beyond the Classroom: Alternative Learning Forms, Institutions, and Goals for the AI-Transformed Labour Market'''
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 | style="background:#eef;" | '''The pressure to align education with labour market demands risks marginalising precisely the dimensions of education that are most resistant to AI disruption: humanistic inquiry, philosophical reflection, aesthetic appreciation, and civic formation. A workforce trained exclusively in „job-relevant“ skills may be technically competent but culturally impoverished — unable to ask the ethical, political, and existential questions that human societies need their members to ask. Ole Döring’s analysis in this volume, distinguishing between Verstand (technical intelligence) and Vernunft (practical wisdom), is directly relevant: alternative education must cultivate both if it is to serve human flourishing and not merely economic productivity.'''
-| ''迫于教育适配劳动力市场需求的现实压力，那些最不易被人工智能冲击替代的教育内核正面临边缘化风险：人文探究、哲学反思、审美涵养与公民人格塑造皆是如此。若人才培养只局限于 “职业相关” 技能，劳动者即便具备专业技术能力，也会陷入人文精神匮乏的困境，无力去思考人类社会必须直面的伦理、政治与终极存在等深层命题。奥莱・多林在本卷中的分析，对 ** 知性（Verstand，工具性智能）与理性（Vernunft，实践智慧）** 作出明确区分，极具现实参照意义：替代性教育若旨在实现人的全面发展，而非仅仅服务于经济产能提升，就必须兼顾二者的涵养培育。''
+| ''迫于教育适配劳动力市场需求的现实压力，那些最不易被人工智能冲击替代的教育内核正面临边缘化风险：人文探究、哲学反思、审美涵养与公民人格塑造皆是如此。若人才培养只局限于 “职业相关” 技能，劳动者即便具备专业技术能力，也会陷入人文精神匮乏的困境，无力去思考人类社会必须直面的伦理、政治与终极存在等深层命题。奥莱・多林在本卷中的分析，对知性（Verstand，工具性智能）与理性（Vernunft，实践智慧）作出明确区分，极具现实参照意义：替代性教育若旨在实现人的全面发展，而非仅仅服务于经济产能提升，就必须兼顾二者的涵养培育。''
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 | style="background:#eef;" | ''''''7. Conclusion: Toward a Balanced Model''''''

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 | style="background:#eef;" | '''China has developed a parallel but structurally different system. The 微证书 (wēi zhèngshū, micro-certificate) concept is less formalised than the European model but more widely practised. Chinese MOOC platforms — 学堂在线 (XuetangX, Tsinghua University), 中国大学MOOC (Chinese University MOOC, NetEase/Higher Education Press), and 智慧树 (Zhihuishu) — offer millions of courses, many carrying credits recognised within the Chinese higher education system. The Ministry of Education’s 2019 policy on „first-class online open courses“ (一流线上开放课程) formally integrated online course credits into university curricula.'''
-| style="background:#fee;" | '''''中国则发展出一套与之平行但在结构上不同的体系。微证书（wēi zhèngshū）这一概念在中国的制度化程度不如欧洲模式那样完善，但实践范围却更为广泛。中国的 MOOC 平台——学堂在线（XuetangX，清华大学）、中国大学MOOC（网易/高等教育出版社）以及智慧树（Zhihuishu）——提供了数以百万计的课程，其中许多课程学分已被中国高等教育体系所认可。教育部2019年关于“一流线上开放课程”的政策，则正式将在线课程学分纳入大学课程体系之中。'''''
+| style="background:#fee;" | '''''中国发展出了类似但结构不同的体系。微证书（wēi zhèngshū，微证书）概念不如欧洲模式正式化，但更为广泛。中国的慕课平台——清华大学学堂在线、网易/高等教育出版社（Chinese University MOOC）和智慧树（Zhihuishu）——提供数百万门课程，许多课程均获得中国高等教育体系认可的学分。教育部2019年关于“一流线上开放课程”政策，正式将在线课程学分纳入大学课程。'''''
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 | style="background:#eef;" | '''The contrast is instructive: Europe emphasises standardisation, quality assurance, and cross-border recognition; China emphasises scale, speed, and integration with existing university structures. Both approaches have weaknesses. The European model risks over-regulation that stifles innovation. The Chinese model risks credential inflation — certificates that are technically „recognised“ but carry little market value because their quality varies enormously.'''

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 | style="background:#eef;" | ''''''Part III: Technology and Innovation''''''
-| ''第三部分 技术与创新''
+| ''第三部分：技术与创新''
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 | style="background:#eef;" | ''''''

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 | style="background:#eef;" | '''Co-funded by the European Union. Views and opinions expressed are however those of the author only and do not necessarily reflect those of the European Union [101126782].'''
-| ''本项目由欧盟共同资助。文中所表达的观点仅代表作者个人立场，并不必然反映欧盟的官方观点（项目编号：101126782）。''
+| ''本项目由欧盟共同资助。文中所表达的观点仅代表作者个人立场，并不一定反映欧盟的官方观点（项目编号：101126782）。''
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 | style="background:#eef;" | ''''''References''''''

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 | style="background:#eef;" | ''''''
-| ''(zu übersetzen)''
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 [[Category:Rethinking Higher Education]]