AI时代的公共教育课程大纲 Public Education Curriculum Outline in the AI Era（小学/中学/大学/教授贯通版） (An Integrated Track from Primary School to Secondary School, University, and Faculty) 钱 宏（Archer Hong Qian）拟 Intersubjective Symbiosism Foundation · Canada 各位朋友，大家好！一直以来，我的理想，就是创办一所综合性的不分文理工医商农的大学——共生大学，以帮助新世代的人，适应我心中的未来世界。 这所共生大学甚至都不论学生的入学年龄，只要报名者有发现本心、成就本事、守住本分的需要，就可以入学，而且同时可以成为老师。随着AI时代的到来，传统大学的对齐工商社会职场的分类分科教育功能，必将逐渐失去意义，这正是共生大学应运而生契机…… 我们相信，神创世界的起源、维系的底线、地球生命的灵魂，是Everything Intersubjective Symbiosism —— 凡事交互主体共生。
轴心时代以来，人类已经创造了太多的辉煌与毁灭，那么，AI时代又将有怎样的辉煌，会带来怎样困惑与不确定性？不是《AI时代的公共教育课程大纲》的重点。 本课程大纲关注的重心，是生命自组织连接动态平衡力，又将怎样适应、适宜、适当地拥抱新生事物（含AI）层出不穷情况下的各种不确定性。这就是如何拥有一种约定创新生活方式的精神力量——共生 / The Mind Power to Agree on An Innovative Lifeetyle——SYMBIOSISM！ 一、课程总宣言（Curriculum Declaration） 本课程不以“求同存异”为原则，而以 “存同尊异” 为文明基准。即： 在共同的生命底线与公共秩序之上，尊重真实差异，实现基于生命自组织连接动态平衡的多元共生 自美其美，美人之美， 美美与共，共生吉祥。 此即 Intersubjective Symbiosism，此即 Amorsophia（愛之智慧）。
二、共生三本通学教育（The Three Pillars of Symbiotic Education）及课程核心定义（Unified Definitions） 多元共生公共教育体系，以“共生三本通学教育”为总体教育结构。 所谓“三本”，并非三门课程，而是一个人在多元社会中成为健康主体、有效主体与守序主体的三项根本教育。 第一｜发现本心的身心灵健康教育(Education for Discovering the Inner Self) 教育要义 帮助学习者建立对自身生命状态的觉察能力，形成身心灵三位一体的健康结构。 核心指向 1.认识自身情绪、欲望与边界 2.建立生命尊严与自我照护意识 3.形成内在稳定，而非压抑或放纵 共生判断 不能与自己共生的人，必然无法与他人共生。 第二｜成就本事的博雅通识教育(Education for Developing Capabilities) 教育要义 帮助学习者形成理解世界、处理现实与参与公共事务的基本能力。 核心指向 1.理解自然、社会、科技与人文制度的基本运行逻辑 2.建立理性讨论、事实判断与结构分析能力 3.具备协作、沟通与问题解决能力 共生判断 没有本事的善意，只会沦为空谈。 第三｜守住本分的全人格教育(Education for Moral and Civic Integrity) 教育要义 帮助学习者明确自由、责任与公共边界的关系。 核心指向 1.区分权利、责任与特权 2.理解规则、角色与公共秩序 3.在多元环境中守分、守位、不越界 共生判断 共生不是无限扩张自我，而是各守其分、各得其所。 三本通学的结构关系 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： 身心灵健康的个体 × 具备现实能力的主体 × 尊重边界的公民 这正是交互主体共生之人。 三、课程核心定义（Unified Definitions） 本心 → 主体意识 本事 → 共生意识 本分 → 边界意识 整体 → 动态平衡意识 Intersubjective Symbiosism 可在不同语境中同时译为：多元共生、差序共生、全息共生、全人称共生、全生态共生、交互共生、交互主体共生，亦即共生的不同变体。 指多个独立主体在平等尊严与明确边界下，通过互动与连接实现共襄存续与发展。 Live and let live 自己要活，也要让别人活。 Do not be evil, and do not let evil spread 不自作恶，也不纵容作恶。 生命自组织连接动态平衡 指不依赖强制统一，而通过结构协调、边界约束与持续互动维持稳定。 存同尊异 存在共同的生命底线与公共规范，尊重不可消除的真实差异。 四、课程总目标（Overall Objectives）及教授准则（Faculty Principles） 本课程通过系统、连续、分学段的公共教育实践，旨在培养能够在多元社会中健康存在、有效行动、稳定共生的交互主体； 同时，明确教育者在教学过程中的基本准则，以确保课程目标在实施过程中不被立场化、口号化或工具化。 第一｜课程总目标（面向学习者） 通过系统教育，使学习者逐步形成以下共生文明能力： 1.主体意识：承认自己与他人皆为交互主体，而非工具、对象或立场标签。 2.边界意识：理解自由以不伤害他人生命、安全与尊严为前提。 3.共生意识：理解多元社会中的共存必须以规范、规则与责任为条件。 4.动态平衡意识：理解冲突并非文明失败，而是需要通过结构性调节实现非零和稳定，避免对抗、撕裂与相互否定。 第二｜教授准则（Faculty Principles） 为保障上述课程目标的有效生成，教授与教师在教学过程中应遵循以下交互主体共生准则： 1.交互主体准则，教师与学生同为交互主体，教学不构成主体—客体关系，更不构成意识形态或价值立场的单向灌输。 2.边界优先准则，一切讨论与表达，须以生命尊严、公共秩序与不伤害原则为前提；规则先于立场，结构先于情绪。 3.结构中立准则，教师对身份、立场与意识形态保持中立，但对生命底线、课堂秩序与公共规范保持明确立场。 4.冲突转化准则，冲突不是教学失败，无结构、无边界的冲突才是失败；教师职责在于将冲突转化为结构理解与共生认知。 5.反口号化准则，教学不得以政治正确、道德优越或情绪立场替代共生教育目标；反种族主义、反歧视应作为共生结构自然生成的结果，而非教学口号或立场表态。 第三｜目标—准则的共生对应关系 1.主体意识 ⇄ 交互主体准则 2.边界意识 ⇄ 边界优先准则 3.共生意识 ⇄ 结构中立准则 4.动态平衡意识 ⇄ 冲突转化准则 由此形成： 学生能力生成 × 教师教学自律 × 课堂共生秩序 三者协同运作的交互主体共生公共教育结构。 多元共生教育不是教学生“应该怎么想”，而是确保学生在不被伤害、也不伤害他人的前提下，学会如何在差异中共襄存在、共襄发展。 五、课程结构与分学段设计（Curriculum Structure and Segment Design） 第一｜小学阶段课程大纲 重点：发现本心 × 初识本分 1.以身心感受、规则意识为起点 2.建立“不伤害—一起生活”的共生直觉 3.对应：第一本为主，第三本为辅 学会一起生活（Learning to Live Together） 教育目标 建立基本的共生直觉，形成“我与他人同样重要”的生命意识 核心内容 1.我是我，你是你，他是他，每个人不同，但都值得被尊重 2.一起使用公共空间，排队、分享、轮流、遵守规则 3.不伤害原则，玩耍与表达不能以他人受伤为代价 核心表达 “我可以开心，也要让别人开心。”的能力 能力成果 1.能在冲突中表达需求 2.能遵守共同规则 3.能理解他人的感受 第二｜中学阶段课程大纲 重点：成就本事 × 明确边界 1.理解多元现实与公共秩序 2.学会在差异中讨论、在规则中表达 3.对应：第二本为主，第三本强化 在差异中建立秩序（Order within Diversity） 教育目标 1.从情绪宽容上升为结构理解 2.理解多元文化、信仰与公共秩序的关系 核心内容 1.多元是现实，而非态度选择或政治正确 2.没有共生规范，多元必然冲突 3.公德良序高于个人习俗（习俗≠个性与创新） 4.反种族主义不是行为口号而是社区共生结构自然生成的结果 关键讨论议题 1.校园文化冲突 2.宗教表达与公共空间 3.言论自由与伤害边界 核心表达 “你的生活方式，不能摧毁他人的生活方式。” 能力成果 1.能理性讨论差异问题 2.能理解规则存在的必要性 3.能区分权力利益与特权 第三｜大学阶段课程大纲 重点：三本合一 × 文明自觉 1.系统理解多元共生作为文明运行机制 2.将共生原则应用于制度、科技、人文与社会治理 3.对应：三本并行、整体贯通 避免文明自我撕裂（Preventing Civilizational Collapse） 教育目标 1.建立完整的交互主体共生世界观 2.将多元共生理解为一种文明运行机制 模块一｜从 Multiculturalism 到 Multi-Symbiosism 1.多元文化的规范缺失问题 2.多元共生的哲学补课 模块二｜交互主体思维 1.主体—客体二元对立同一思维的结构性风险 2.交互主体的平等激励性与边界性稳定 模块三｜生命自组织连接与动态平衡 1.冲突的调节机制 2.共生不等于妥协或同化或和稀泥 模块四｜Amorsophia 与文明未来 1.愛作为结构智慧而非情绪 2.共生原则在制度、科技、人文与社会生活组织治理中的应用 3.共生原则在制度、科技、人文与社会生活组织治理中的应用——树立“LIFE（生命形态）- AI（智能形态）- TRUST（组织形态）”三位一体交互共生意识 核心表达 1.“文明的成熟，不在于消灭差异， 2.而在于让差异不再走向战争。” 能力成果 1.能进行结构性文明分析 2.能将共生原则应用于社会、制度、科技、人文、宗法问题 3.能理解全球多元共生社区生活的长期稳定条件 六、贯通性共生文明主线（All Levels） 交互共生=心形象道/纳什均衡/图灵模式 1.主体性主线：每个人都是交互主体 2.边界主线：共生以边界为前提 3.平衡主线：稳定r = a(1 - sinθ）× Nash equilibrium × Pareto optimality自动态协调，而非强制统一 七、课程文明目标（Civilizational Outcomes） 通过本课程的长期实施，社会将逐步形成： 1.非口号化的反种族主义 2.非同化式的社会整合 3.非对抗性的多元稳定结构 最后，为培育协调“LIFE-AI-TRUST-GDE”能力，创建AM（Amorsophia MindsField / Network愛之智慧孞態场/网）奖/抑/通机制。 八、课程收束宣言（Final Declaration） Everything Intersubjective Symbiosism. 凡事交互主体共生， 不是为了消除差异， 而是为了在差异中共襄生存、共襄发展。 这是 Intersubjective Symbiosism。 这是 Amorsophia —— 愛之智慧。 这是基于生命自组织连接动态平衡的自美其美，美人之美，美美与共，共生吉祥！ 2026年1月29日·Vancouver·心约开关居 有心人，出钱、出力、出人都欢迎！请发电邮：hongguanworld@gmail.com；移动通讯：+1 604 690 6088 注：本课程大纲由 OpenAI ChatGPT 协助设计。 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
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