The vision of integrating artificial intelligence in education is part of an ongoing push for harnessing digital solutions to improve teaching and learning. Drawing from Jasanoff (Future imperfect: Science, technology, and the imaginations of modernity. In S. Jasanoff, & S. H. Kim (Eds.), Dreamscapes of modernity: Sociotechnical imaginaries and the fabrication of power (pp. 1–33). The University of Chicago Press, 2015. 10.7208/9780226276663) and Hasse (Socratic ignorance in processes of learning with technology. In H. Bound, A. Edwards, & A. Chia (Eds.), Workplace learning for changing social and economic circumstances (pp. 76–90). Routledge, 2023), this paper deliberates on how sociotechnical imaginaries are interrelated to the implications of new technologies, such as AI, in education. Complicating Hasses’s (Socratic ignorance in processes of learning with technology. In H. Bound, A. Edwards, & A. Chia (Eds.), Workplace learning for changing social and economic circumstances (pp. 76–90). Routledge, 2023) call for the development of Socratic ignorance to consider our predispositions about new technologies and open new prospects of thought, this paper revisits postphenomenology (Ihde, Technology and the lifeworld: From garden to earth. Indiana University Press, 1990; Ihde, Postphenomenology: Essays in the postmodern context. Northwestern University Press, 1993; Ihde, Postphenomenology and technoscience. The Peking University lectures. State University of New York Press, 2009) and Feenberg’s (Critical theory of technology, Oxford University Press, 1991; Between reason and experience, MIT Press, 2010; Techne: Res Philos Technol 24:27–40, 2020) critical constructivist theories. While embracing the notion of Socratic ignorance, this paper stresses the importance of developing a nuanced understanding of technology that realizes its lack of neutrality and supports the creation of a deeper understanding of how knowledge is produced, deployed, and interpreted in the digital age. Thus, this paper argues that an amalgam of Hasse’s call for advancing Socratic ignorance combined with postphenomenology and critical constructivism can support students in developing a critical understanding of technology and opening new landscapes of imaginaries.

将人工智能融入教育的愿景是持续推动利用数字解决方案改善教学的一部分。摘自 Jasanoff（不完美的未来：科学、技术和现代性的想象力。见 S. Jasanoff 和 SH Kim（编），《现代性的梦境：社会技术想象和权力的制造》（第 1-33 页）。芝加哥大学出版社，2015 年。10.7208/9780226276663）和 Hasse（技术学习过程中的苏格拉底式无知。H. Bound、A. Edwards 和 A. Chia（编辑），改变社会和经济环境的工作场所学习（第 76-90 页），本文探讨了社会技术想象如何与人工智能等新技术在教育中的影响相互关联。使哈塞斯复杂化（技术学习过程中苏格拉底式的无知。见 H. Bound、A. Edwards 和 A. Chia（编者），改变社会和经济环境的工作场所学习（第 76-90 页）。Routledge，2023 年）呼吁发展苏格拉底式的无知，考虑我们对新技术的倾向并开辟新的思想前景，本文重新审视后现象学（Ihde，技术与生活世界：从花园到地球。印第安纳大学出版社，1990；Ihde，后现象学：论文集）西北大学出版社，1993；《后现象学与技术科学》，纽约州立大学出版社，2009）和芬伯格的《技术批判理论》，牛津大学出版社，1991；《理性与经验之间》。 Press，2010；Techne：Res Philos Technol 24：27-40，2020）批判建构主义理论。在接受苏格拉底式无知概念的同时，本文强调了对技术进行细致入微的理解的重要性，这种理解认识到技术缺乏中立性，并支持对数字时代知识如何产生、部署和解释有更深入的理解。因此，本文认为，哈塞提倡苏格拉底式无知的呼吁与后现象学和批判建构主义相结合，可以支持学生发展对技术的批判性理解并开辟新的想象景观。