AI時代的公共教育課程大綱 Public Education Curriculum Outline in the AI Era（小學/中學/大學/教授貫通版） (An Integrated Track from Primary School to Secondary School, University, and Faculty) 錢 宏（Archer Hong Qian）擬 Intersubjective Symbiosism Foundation · Canada 各位朋友，大家好！一直以來，我的理想，就是創辦一所綜合性的不分文理工醫商農的大學——共生大學，以幫助新世代的人，適應我心中的未來世界。 這所共生大學甚至都不論學生的入學年齡，只要報名者有發現本心、成就本事、守住本分的需要，就可以入學，而且同時可以成為老師。隨着AI時代的到來，傳統大學的對齊工商社會職場的分類分科教育功能，必將逐漸失去意義，這正是共生大學應運而生契機…… 我們相信，神創世界的起源、維繫的底線、地球生命的靈魂，是Everything Intersubjective Symbiosism —— 凡事交互主體共生。
軸心時代以來，人類已經創造了太多的輝煌與毀滅，那麼，AI時代又將有怎樣的輝煌，會帶來怎樣困惑與不確定性？不是《AI時代的公共教育課程大綱》的重點。 本課程大綱關注的重心，是生命自組織連接動態平衡力，又將怎樣適應、適宜、適當地擁抱新生事物（含AI）層出不窮情況下的各種不確定性。這就是如何擁有一種約定創新生活方式的精神力量——共生 / The Mind Power to Agree on An Innovative Lifeetyle——SYMBIOSISM！ 一、課程總宣言（Curriculum Declaration） 本課程不以“求同存異”為原則，而以 “存同尊異” 為文明基準。即： 在共同的生命底線與公共秩序之上，尊重真實差異，實現基於生命自組織連接動態平衡的多元共生 自美其美，美人之美， 美美與共，共生吉祥。 此即 Intersubjective Symbiosism，此即 Amorsophia（愛之智慧）。
二、共生三本通學教育（The Three Pillars of Symbiotic Education）及課程核心定義（Unified Definitions） 多元共生公共教育體系，以“共生三本通學教育”為總體教育結構。 所謂“三本”，並非三門課程，而是一個人在多元社會中成為健康主體、有效主體與守序主體的三項根本教育。 第一｜發現本心的身心靈健康教育(Education for Discovering the Inner Self) 教育要義 幫助學習者建立對自身生命狀態的覺察能力，形成身心靈三位一體的健康結構。 核心指向 1.認識自身情緒、欲望與邊界 2.建立生命尊嚴與自我照護意識 3.形成內在穩定，而非壓抑或放縱 共生判斷 不能與自己共生的人，必然無法與他人共生。 第二｜成就本事的博雅通識教育(Education for Developing Capabilities) 教育要義 幫助學習者形成理解世界、處理現實與參與公共事務的基本能力。 核心指向 1.理解自然、社會、科技與人文制度的基本運行邏輯 2.建立理性討論、事實判斷與結構分析能力 3.具備協作、溝通與問題解決能力 共生判斷 沒有本事的善意，只會淪為空談。 第三｜守住本分的全人格教育(Education for Moral and Civic Integrity) 教育要義 幫助學習者明確自由、責任與公共邊界的關係。 核心指向 1.區分權利、責任與特權 2.理解規則、角色與公共秩序 3.在多元環境中守分、守位、不越界 共生判斷 共生不是無限擴張自我，而是各守其分、各得其所。 三本通學的結構關係 1.本心不明 → 共生失根 2.本事不足 → 共生失能 3.本分不守 → 共生失序 三者合一，形成： 身心靈健康的個體 × 具備現實能力的主體 × 尊重邊界的公民 這正是交互主體共生之人。 三、課程核心定義（Unified Definitions） 本心 → 主體意識 本事 → 共生意識 本分 → 邊界意識 整體 → 動態平衡意識 Intersubjective Symbiosism 可在不同語境中同時譯為：多元共生、差序共生、全息共生、全人稱共生、全生態共生、交互共生、交互主體共生，亦即共生的不同變體。 指多個獨立主體在平等尊嚴與明確邊界下，通過互動與連接實現共襄存續與發展。 Live and let live 自己要活，也要讓別人活。 Do not be evil, and do not let evil spread 不自作惡，也不縱容作惡。 生命自組織連接動態平衡 指不依賴強制統一，而通過結構協調、邊界約束與持續互動維持穩定。 存同尊異 存在共同的生命底線與公共規範，尊重不可消除的真實差異。 四、課程總目標（Overall Objectives）及教授準則（Faculty Principles） 本課程通過系統、連續、分學段的公共教育實踐，旨在培養能夠在多元社會中健康存在、有效行動、穩定共生的交互主體； 同時，明確教育者在教學過程中的基本準則，以確保課程目標在實施過程中不被立場化、口號化或工具化。 第一｜課程總目標（面向學習者） 通過系統教育，使學習者逐步形成以下共生文明能力： 1.主體意識：承認自己與他人皆為交互主體，而非工具、對象或立場標籤。 2.邊界意識：理解自由以不傷害他人生命、安全與尊嚴為前提。 3.共生意識：理解多元社會中的共存必須以規範、規則與責任為條件。 4.動態平衡意識：理解衝突並非文明失敗，而是需要通過結構性調節實現非零和穩定，避免對抗、撕裂與相互否定。 第二｜教授準則（Faculty Principles） 為保障上述課程目標的有效生成，教授與教師在教學過程中應遵循以下交互主體共生準則： 1.交互主體準則，教師與學生同為交互主體，教學不構成主體—客體關係，更不構成意識形態或價值立場的單向灌輸。 2.邊界優先準則，一切討論與表達，須以生命尊嚴、公共秩序與不傷害原則為前提；規則先於立場，結構先於情緒。 3.結構中立準則，教師對身份、立場與意識形態保持中立，但對生命底線、課堂秩序與公共規範保持明確立場。 4.衝突轉化準則，衝突不是教學失敗，無結構、無邊界的衝突才是失敗；教師職責在於將衝突轉化為結構理解與共生認知。 5.反口號化準則，教學不得以政治正確、道德優越或情緒立場替代共生教育目標；反種族主義、反歧視應作為共生結構自然生成的結果，而非教學口號或立場表態。 第三｜目標—準則的共生對應關係 1.主體意識 ⇄ 交互主體準則 2.邊界意識 ⇄ 邊界優先準則 3.共生意識 ⇄ 結構中立準則 4.動態平衡意識 ⇄ 衝突轉化準則 由此形成： 學生能力生成 × 教師教學自律 × 課堂共生秩序 三者協同運作的交互主體共生公共教育結構。 多元共生教育不是教學生“應該怎麼想”，而是確保學生在不被傷害、也不傷害他人的前提下，學會如何在差異中共襄存在、共襄發展。 五、課程結構與分學段設計（Curriculum Structure and Segment Design） 第一｜小學階段課程大綱 重點：發現本心 × 初識本分 1.以身心感受、規則意識為起點 2.建立“不傷害—一起生活”的共生直覺 3.對應：第一本為主，第三本為輔 學會一起生活（Learning to Live Together） 教育目標 建立基本的共生直覺，形成“我與他人同樣重要”的生命意識 核心內容 1.我是我，你是你，他是他，每個人不同，但都值得被尊重 2.一起使用公共空間，排隊、分享、輪流、遵守規則 3.不傷害原則，玩耍與表達不能以他人受傷為代價 核心表達 “我可以開心，也要讓別人開心。”的能力 能力成果 1.能在衝突中表達需求 2.能遵守共同規則 3.能理解他人的感受 第二｜中學階段課程大綱 重點：成就本事 × 明確邊界 1.理解多元現實與公共秩序 2.學會在差異中討論、在規則中表達 3.對應：第二本為主，第三本強化 在差異中建立秩序（Order within Diversity） 教育目標 1.從情緒寬容上升為結構理解 2.理解多元文化、信仰與公共秩序的關係 核心內容 1.多元是現實，而非態度選擇或政治正確 2.沒有共生規範，多元必然衝突 3.公德良序高於個人習俗（習俗≠個性與創新） 4.反種族主義不是行為口號而是社區共生結構自然生成的結果 關鍵討論議題 1.校園文化衝突 2.宗教表達與公共空間 3.言論自由與傷害邊界 核心表達 “你的生活方式，不能摧毀他人的生活方式。” 能力成果 1.能理性討論差異問題 2.能理解規則存在的必要性 3.能區分權力利益與特權 第三｜大學階段課程大綱 重點：三本合一 × 文明自覺 1.系統理解多元共生作為文明運行機制 2.將共生原則應用於制度、科技、人文與社會治理 3.對應：三本並行、整體貫通 避免文明自我撕裂（Preventing Civilizational Collapse） 教育目標 1.建立完整的交互主體共生世界觀 2.將多元共生理解為一種文明運行機制 模塊一｜從 Multiculturalism 到 Multi-Symbiosism 1.多元文化的規範缺失問題 2.多元共生的哲學補課 模塊二｜交互主體思維 1.主體—客體二元對立同一思維的結構性風險 2.交互主體的平等激勵性與邊界性穩定 模塊三｜生命自組織連接與動態平衡 1.衝突的調節機制 2.共生不等於妥協或同化或和稀泥 模塊四｜Amorsophia 與文明未來 1.愛作為結構智慧而非情緒 2.共生原則在制度、科技、人文與社會生活組織治理中的應用 3.共生原則在制度、科技、人文與社會生活組織治理中的應用——樹立“LIFE（生命形態）- AI（智能形態）- TRUST（組織形態）”三位一體交互共生意識 核心表達 1.“文明的成熟，不在於消滅差異， 2.而在於讓差異不再走向戰爭。” 能力成果 1.能進行結構性文明分析 2.能將共生原則應用於社會、制度、科技、人文、宗法問題 3.能理解全球多元共生社區生活的長期穩定條件 六、貫通性共生文明主線（All Levels） 交互共生=心形象道/納什均衡/圖靈模式 1.主體性主線：每個人都是交互主體 2.邊界主線：共生以邊界為前提 3.平衡主線：穩定r = a(1 - sinθ）× Nash equilibrium × Pareto optimality自動態協調，而非強制統一 七、課程文明目標（Civilizational Outcomes） 通過本課程的長期實施，社會將逐步形成： 1.非口號化的反種族主義 2.非同化式的社會整合 3.非對抗性的多元穩定結構 最後，為培育協調“LIFE-AI-TRUST-GDE”能力，創建AM（Amorsophia MindsField / Network愛之智慧孞態場/網）獎/抑/通機制。 八、課程收束宣言（Final Declaration） Everything Intersubjective Symbiosism. 凡事交互主體共生， 不是為了消除差異， 而是為了在差異中共襄生存、共襄發展。 這是 Intersubjective Symbiosism。 這是 Amorsophia —— 愛之智慧。 這是基於生命自組織連接動態平衡的自美其美，美人之美，美美與共，共生吉祥！ 2026年1月29日·Vancouver·心約開關居 有心人，出錢、出力、出人都歡迎！請發電郵：hongguanworld@gmail.com；移動通訊：+1 604 690 6088 註：本課程大綱由 OpenAI ChatGPT 協助設計。 Public Education Curriculum Outline in the AI Era (An Integrated Track from Primary School to Secondary School, University, and Faculty) Drafted by Archer Hong Qian
Intersubjective Symbiosism Foundation · Canada
Preface Dear friends, For many years, my ideal has been to establish a comprehensive university—one that does not divide knowledge into rigid categories such as humanities, sciences, engineering, medicine, business, or agriculture. I call it the Symbiotic University. Its purpose is to help new generations adapt to the future world as I envision it. This university would not impose age limits on admission. Anyone who feels the need to discover their inner self, develop real capabilities, and uphold proper boundaries would be welcome to enroll—and at the same time, to become a teacher. With the arrival of the AI era, the traditional university model—organized around industrial, commercial, and occupational segmentation—will gradually lose its meaning. This is precisely the historical context in which the Symbiotic University emerges. We believe that the origin of the world, the bottom line that sustains it, and the soul of life on Earth can be expressed as: Everything Intersubjective Symbiosism
— all existence unfolds through intersubjective symbiosis. Since the Axial Age, humanity has created both extraordinary achievements and devastating destruction. What new forms of brilliance will the AI era bring? What kinds of confusion and uncertainty will accompany it? These questions are not the central concern of this curriculum. Instead, this curriculum focuses on how the dynamic balancing power of life’s self-organizing connectivity can adapt to, become suitable for, and appropriately embrace the continuous emergence of new phenomena (including AI) under conditions of pervasive uncertainty. This is the question of how to cultivate a spiritual capacity for agreeing upon innovative lifestyles: Symbiosism — The Mind Power to Agree on an Innovative Lifestyle. Curriculum Declaration
This curriculum does not adopt “seeking common ground while reserving differences” as its guiding principle. Instead, it takes “preserving common ground while respecting differences” as its civilizational foundation. That is: Upon shared life bottom lines and public order, we respect irreducible real differences and realize pluralistic symbiosis based on the dynamic balance of life’s self-organizing connectivity. Appreciate one’s own beauty;
Appreciate the beauty of others;
Let diverse beauties flourish together —
Thus symbiosis brings shared flourishing. This is Intersubjective Symbiosism.
This is Amorsophia — the Wisdom of Love. The Three Pillars of Symbiotic Education and Unified Definitions
The pluralistic symbiotic public education system is structured around Three Pillars of Symbiotic Education. These “three pillars” are not three separate courses, but three foundational dimensions of education that enable a person to become: Pillar One: Education for Discovering the Inner Self (Physical, Psychological, and Spiritual Health) Educational Essence
To help learners cultivate awareness of their own life states and to form an integrated structure of body, mind, and spirit. Core Directions Recognizing one’s emotions, desires, and boundaries Establishing a sense of life dignity and self-care Forming inner stability rather than repression or indulgence
Symbiotic Criterion
Those who cannot live in symbiosis with themselves cannot live in symbiosis with others. Pillar Two: Education for Developing Capabilities (Liberal and General Education) Educational Essence
To help learners develop fundamental capacities for understanding the world, dealing with reality, and participating in public affairs. Core Directions Understanding the basic operating logics of nature, society, technology, and institutions Developing rational discussion, factual judgment, and structural analysis skills Acquiring collaboration, communication, and problem-solving abilities
Symbiotic Criterion
Good intentions without capability inevitably degrade into empty talk. Pillar Three: Education for Moral and Civic Integrity (Upholding Proper Boundaries) Educational Essence
To help learners clarify the relationship between freedom, responsibility, and public boundaries. Core Directions Distinguishing rights, responsibilities, and privileges Understanding rules, roles, and public order Maintaining one’s proper position and not crossing boundaries in pluralistic environments
Symbiotic Criterion
Symbiosis is not infinite self-expansion, but each fulfilling their role and finding their proper place. Structural Relationship of the Three Pillars Without clarity of the inner self → symbiosis loses its roots Without capability → symbiosis loses its effectiveness Without respect for boundaries → symbiosis loses order
Together, the three pillars form: A healthy individual (body–mind–spirit) × a capable agent × a boundary-respecting citizen This is the intersubjective symbiotic human being. III. Unified Definitions Inner Self (Benxin) → Subjective Awareness Capability (Benshi) → Symbiotic Awareness Proper Role (Benfen) → Boundary Awareness Wholeness → Dynamic Balance Awareness
Intersubjective Symbiosism may be rendered in different contexts as pluralistic symbiosis, differentiated symbiosis, holographic symbiosis, full-person symbiosis, ecological symbiosis, interactive symbiosis, or intersubjective symbiosis. All refer to the same core principle: Multiple independent subjects, grounded in equal dignity and clear boundaries, realize shared continuity and development through interaction and connection. Live and let live. Do not be evil, and do not let evil spread. Dynamic Balance of Life’s Self-Organizing Connectivity refers to stability maintained not through forced uniformity, but through structural coordination, boundary constraints, and continuous interaction. Preserving Common Ground while Respecting Differences means recognizing shared life bottom lines and public norms while respecting irreducible real differences. Overall Objectives and Faculty Principles
Through systematic, continuous, and stage-appropriate public education practice, this curriculum aims to cultivate intersubjective agents who can exist healthily, act effectively, and coexist stably in pluralistic societies. At the same time, it clearly defines faculty principles to ensure that educational objectives are not distorted into ideological positioning, slogans, or instrumentalization. Overall Objectives (for Learners) Learners shall gradually develop the following civilizational capacities: Subjective Awareness — recognizing oneself and others as intersubjective agents, not tools or labels Boundary Awareness — understanding that freedom presupposes non-harm to others’ life, safety, and dignity Symbiotic Awareness — recognizing that coexistence in pluralistic societies depends on norms, rules, and responsibilities Dynamic Balance Awareness — understanding that conflict is not civilizational failure, but a condition requiring structural regulation to achieve non-zero-sum stability
Faculty Principles Intersubjective Principle — teachers and students are both intersubjective agents; education is not a subject–object or ideological transmission Boundary-First Principle — all discussion presupposes life dignity, public order, and non-harm Structural Neutrality Principle — neutrality toward identities and ideologies, clarity toward life bottom lines and public norms Conflict Transformation Principle — conflict is not failure; unstructured conflict is Anti-Slogan Principle — education must not substitute slogans or moral superiority for symbiotic objectives
The correspondence between objectives and principles forms a coherent public education structure of intersubjective symbiosis. Pluralistic symbiotic education does not teach students what to think, but ensures they learn how to coexist and develop amid differences without harming or being harmed. Curriculum Structure by Educational Stage
Primary School Stage Focus: Discovering the Inner Self × Initial Boundary Awareness Learning to Live Together Educational Goals Core Content Everyone is different, yet all deserve respect Sharing public space and following rules The non-harm principle in play and expression
Core Expression
“I can be happy, and I should also let others be happy.” Secondary School Stage Focus: Developing Capabilities × Clarifying Boundaries Order within Diversity Educational Goals Elevate tolerance into structural understanding Understand the relationship between pluralism and public order
Key Topics Campus cultural conflicts Religious expression and public space Freedom of speech and harm boundaries
Core Expression
“Your way of life must not destroy the way of life of others.” University Stage Focus: Integration of All Three Pillars × Civilizational Self-Awareness Preventing Civilizational Collapse Educational Goals Establish a complete worldview of intersubjective symbiosis Understand pluralistic symbiosis as a civilizational operating mechanism
Modules From Multiculturalism to Multi-Symbiosism Intersubjective Thinking Self-Organizing Connectivity and Dynamic Balance Amorsophia and the Future of Civilization
Core Expression “Civilizational maturity lies not in eliminating differences, but in preventing differences from turning into war.” Cross-Level Symbiotic Civilizational Thread
Interactive Symbiosis = Cardioid Trajectory / Nash Equilibrium / Turing Pattern Subjectivity Thread: everyone is an intersubjective agent Boundary Thread: symbiosis presupposes boundaries Balance Thread: stability emerges through dynamic coordination, not forced uniformity
VII. Civilizational Outcomes Through long-term implementation, society will gradually achieve: Non-sloganized anti-racism Non-assimilative social integration Non-confrontational pluralistic stability
To cultivate coordinated capacities of LIFE–AI–TRUST–GDE, an AM (Amorsophia MindsField / Network) reward–suppression–communication mechanism is established. VIII. Final Declaration Everything Intersubjective Symbiosism. Not to eliminate differences,
but to coexist and develop together within differences. This is Intersubjective Symbiosism.
This is Amorsophia — the Wisdom of Love. Vancouver · January 29, 2026 Note: This curriculum outline was developed with the assistance of OpenAI ChatGPT. Individuals of goodwill are warmly invited to participate—whether by contributing funding, effort, or talent. Please contact us by email: hongguanworld@gmail.com
Mobile / WhatsApp: +1 (604) 690-6088
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