Lian Wei

Lian Wei

August 23, 2026

Generative Artificial Intelligence, Ideological and political teacher, Algorithmic discipline, Crisis of subjectivity, Digital labor, Digital political economy.

The frantic advance of Generative Artificial Intelligence (GenAI) is not merely a technological iteration at the level of productive forces, but also triggers an ontological upheaval in the modes of knowledge production and the educational field. In this epochal threshold, teachers of ideological and political theory in higher education are encountering an unprecedented "digital survival paradox": on the one hand, the illusion of technological empowerment promises an exponential leap in teaching efficiency; on the other hand, the algorithmic black box and data hegemony are implementing a profound discipline and "deskilling" deprivation of educational subjectivity through the concealed logic of "digital Taylorism". Under the dual critical horizons of the philosophy of technology and digital political economy, the structural colonization of the "value rationality" of ideological and political education by GenAI through "calculative rationality" is coldly dissected. Research confirms that knowledge-feeding and emotional simulation driven by algorithms are dissolving the irreplaceable "sense of presence" and intersubjectivity in ideological and political education, forcing teachers to be reduced to "data labelers" of algorithmic systems and appendages to platform discipline. To crack this practical dilemma, we must thoroughly sublate vulgar technological instrumentalism and reconstruct the "digital agency" of ideological and political teachers within the bounds of historical materialism. By breaking the cognitive monopoly of the algorithmic cocoon, reclaiming the value-governing power in human-machine collaboration, and establishing a defensive mechanism against technological alienation at the institutional level, ideological and political teachers can leap from passive "digital adapters" to "legislators of meaning" in the digital space, thereby accomplishing the historical reshaping and substantive transcendence of educational subjectivity within the technological Gestell of digital capitalism. 

© 2026, the Authors. Published by ISCCAC

This is an open access article distributed under the CC BY-NC license