Restating the Purposes of Learning in the Age of Artificial Intelligence: A Four-Dimensional Framework

When explanations, drafts, and preliminary solutions can be obtained with the aid of artificial intelligence at a comparatively low cost, the value of learning is no longer well stated in terms of the volume of knowledge acquired or the number of tasks completed. This article proposes a conceptual framework that takes autonomous human development as the orienting purpose of learning and states that purpose in four mutually informing dimensions: knowing oneself, understanding the world, steering one's learning, and making futures. Knowing oneself concerns selfhood, a person's understanding of experience, interest, value, limit, and relation. Understanding the world includes necessary foundational knowledge and a view of knowledge, covering the structure, functions, and conditions of applicability of knowledge. Steering one's learning means setting direction and pace for one's own learning while support remains available where it is still required. Making futures joins individual action with collective agency and requires that action be explicable and attentive to public consequences. Six long-term capabilities sit beneath the four dimensions as cross-situational outcomes. They are not a second list of aims, and they are not combined into a total score. Collective agency is not coded as a seventh individual capability. The article distinguishes this framework from the OECD Learning Compass 2030, research on epistemological beliefs, self-regulated learning, and self-determination theory. Definitions are stipulative. Claims about effects and historical scope are hypotheses. The article reports no primary data, and its illustrative examples are not evidence. 中文摘要 当解释、草稿和初步方案可以借助人工智能以较低成本获得时,学习的价值便难以再主要用知识获取量或任务完成量来说明。本文提出一个概念框架,将学习的取向确定为人的自主发展,并把它陈述为四个相互推动的维度:认识自我、理解世界、驾驭学习、创造未来。认识自我涉及自我性,即一个人对自身经验、兴趣、价值、局限和关系的认识。理解世界同时包括必要的基础知识,以及关于知识之结构、功能和适用条件的知识观。驾驭学习指学习者为自己的学习把握方向和节奏,并在需要时仍接受支持。创造未来把个人行动与群体中的共同能动性放在一起,要求行动可以解释,并顾及公共后果。六个长期能力被放在这四个维度之下,作为跨情境的发展结果,而不是另一套并列目标,也不合成为总分。共同能动性不被编成第七项个人能力。本文对照经济合作与发展组织的学习罗盘、认识论信念研究、自我调节学习和自我决定理论,说明各自可以接过的问题,以及不能互相替换的地方。文中的定义是概念规定,关于效果和历史范围的判断则是有待检验的命题。本文没有原始数据,说明性示例不构成证据。 The English PDF is the primary file. The Chinese PDF is a parallel version of the same text (zho).