Changes in the View of Learning in the Perspective of Tertiary Retention—Crisis and Response of Memory Mode in the Age of Digital Intelligence
The development of digital intelligence technology represented by generative artificial intelligence,big language model,and meta-universe provides human beings with the tertiary retention memory mode,and influences the retention of human perceptual memory and the retention of conscious and associative memory through the pedestal of spatio-temporal experience,and reconstructs digital memory-learning landscape.The traditional rationalist and empiricist view of memory-learning is no longer able to explain the scientific reality,social reality and individual reality of digital learning.The tertiary retention,as an antidote,realises the a priori expansion of human memory,enabling human beings to realise the material transmission of material and spiritual civilisation,and to construct the dual ontology of instrumental noumenon and cultural-psychological?noumenon;on the other hand,as a poison,the digital landscape and the arithmetical discipline behind it cause a crisis of learner's attention and a failure of individuation,and plunge the learner into systematic ignorance.In educational practice,it is necessary to reflect on and make use of the legitimacy of the tertiary retention of numerical intelligence,to construct a future-oriented ontology of posthuman learning and a pedagogical model centred on the tertiary retention of numerical intelligence,so that the learner can responsibly change the world and the human being himself through knowledge production,aesthetic creation and ethical action by entangling himself in the intra-action of the tertiary retention of technological objects.
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