算法时代需培养批判计算能力，推动数字素养教育。

If an active citizen should increasingly be a computationally enlightened one, replacing the autonomy of reason with the heteronomy of algorithms, then I argue in this article that we must begin teaching the principles of critiquing the computal through new notions of what we might call digital Bildung. Indeed, if civil society itself is mediated by computational systems and media, the public use of reason must also be complemented by skills for negotiating and using these computal forms to articulate such critique. Not only is there a need to raise the intellectual tone regarding computation and its related softwarization processes, but there is an urgent need to attend to the likely epistemic challenges from computation which, as presently constituted, tends towards justification through a philosophy of utility rather than through a philosophy of care for the territory of the intellect. We therefore need to develop an approach to this field that uses concepts and methods drawn from philosophy, politics, history, anthropology, sociology, media studies, computer science, and the humanities more generally, to try to understand these issues - particularly the way in which software and data increasingly penetrate our everyday life and the pressures and fissures that are created. We must, in other words, move to undertake a critical interdisciplinary research program to understand the way in which these systems are created, instantiated, and normatively engendered in both specific and general contexts.