Beyond the Digital Cave: Reshaping Educational Values and Exploring Practical Pathways in the Era of Generative Artificial Intelligence

This study focuses on the value conflicts and practical challenges arising from the application of generative artificial intelligence (AI) in education. Based on Weber's dual framework of instrumental rationality and value rationality, combined with Strauss's metaphor of the “second cave” the study systematically analyzes the profound impact of instrumental rationality on the essence of education. While generative AI offers significant advantages in enhancing teaching effectiveness, optimizing resource allocation, and achieving personalized learning, its overuse may lead to the prioritization of utilitarian educational goals and the mechanization of knowledge transmission. In response to this contradiction, the study proposes a “teacher-AI-student” triadic interaction model, emphasizing that the application of technology should adhere to the principles of assistive, transparent, and inclusive use. Innovatively, the study constructs a differentiated educational strategy based on the “learning ability-willingness matrix”, providing precise personalized support for different learners. In the process of digital transformation in education, it is crucial to fully leverage technological advantages while steadfastly adhering to the humanistic values, thereby achieving a dynamic balance between instrumental rationality and value rationality. The study has important theoretical value and practical significance in advancing educational innovation, deepening educational practice reforms, and building a sustainable technology-empowered education model.