AI 中文总结
本文针对现有AI素养框架的不足，结合福柯、弗莱雷等理论，提出以情境使用、批判性审视、参与治理为核心的三部分AI素养框架，旨在培养AI认知行动者，解决AI工具获取不平等带来的认知不公问题。
AI 中文摘要
随着生成式人工智能成为当今社会最重要的知识生产系统之一，谁能获取并塑造这种生产的问题在我们的讨论中愈发重要。本文认为，现有以技术能力和负责任使用原则为主导的AI素养框架是不够的，因为它们强化了对AI的“消费者”导向，而非培养真正的认知能动性。本文基于福柯的权力-知识概念、弗莱雷的批判意识教育学以及数字素养研究，提出将AI素养重新概念化为一种批判性实践，它不仅让个人能够使用AI系统，还能批判性评估这些系统、抵制其结构性假设并参与其治理。本文进一步指出，社会中AI工具获取的不平等再现了长期存在的认知不公，而以赋权为导向的素养框架必须考虑这些结构性不平等。一个基于情境使用、批判性审视和参与治理理念的三部分框架，将这种素养塑造为认知“行动者”的培养，而非对AI生成信息的合格消费者的训练。
英文摘要
As generative artificial intelligence becomes one of the most significant systems of knowledge production in our society today, questions relating to who can access and shape that production grow increasingly important in our discourse. This paper argues that the existing frameworks for AI literacy, which are dominated by technical competency and responsible-use principles, are insufficient because they enforce a "consumer" orientation toward AI rather than fostering genuine epistemic agency. Based upon Foucault's concept of power-knowledge, Freire's pedagogy of critical consciousness, and scholarship of digital literacy, this paper proposes a reconceptualization of AI literacy as a critical practice that equips individuals not just to use AI systems, but to critically evaluate them, resist their structuring assumptions, and participate in their governance. The paper further argues that unequal access to AI tools in society recapitulates longstanding epistemic injustices, and that a literacy framework oriented toward empowerment must account for these structural inequities. A three-part framework of AI literacy based on the notions of contextual use, critical interrogation, and participatory governance frames this literacy as a cultivation of epistemic "agents" rather than the training of competent consumers of AI-generated information.
