“Digital Confucian”: Normative Foundations of the Philosophy of Digital Education

The digital transformation of education is changing not only the organizational forms of learning but also the mechanisms of shaping human agency, the methods of coordinating actions, and the normative foundations of pedagogical interaction between teacher and student. The article proposes the “Digital Confucian” analytical framework as a conceptual lens designed to harmonize the individual with the environment of algorithmic communication. The analysis is built on the integration of three theoretical perspectives: the phenomenology of embodiment, cosmotechnics, and Confucian ethics. The use of the cosmotechnical approach allows us to consider digital infrastructure as an active element of the pedagogical process, shaping its own normative logic. The concept of the digital Confucian helps to understand how, under conditions of algorithmic normativity, human agency as a responsible member of society can be maintained and reproduced. In conclusion, the possibilities of applying this analytical framework to develop pedagogical strategies capable of preserving ethical coherence in the digital educational environment are discussed.

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