As seminary students increasingly use AI to interpret biblical texts, theological knowledge is no longer mediated solely by teachers, tradition, and faith communities. This paper argues that AI functions not merely as an information tool but as a mediating authority shaping theological formation. Drawing on media theory, practical theology, and Christian education, it examines how AI relocates authority, accelerates interpretation, and encourages the outsourcing of judgment. AI-mediated knowledge is not neutral but reflects embedded assumptions and power structures. The paper proposes a practical-theological framework emphasizing how AI reshapes trust, discernment, interpretation, and ultimately the formation of persons and communities.

Christian stewardship begins not with management but with entrustment: God calls human beings into covenant and entrusts them with a vocation. As AI increasingly performs human cognitive and practical tasks, this paper asks what remains irreducibly entrusted to human beings. It argues that the steward is a covenantal subject, addressed by God and therefore answerable before God. AI may assist interpretation, judgment, and ministry, but it cannot believe, obey, worship, or assume covenantal responsibility. Tasks may be delegated; answerability cannot. Christian stewardship therefore requires preserving formative practices through which persons exercise discernment, participate faithfully in community, and respond to God’s call.

AI 已逐漸成為人們學習、思考和解決問題的起點，教會教育亦無法置身事外。真正的問題不再是「應否使用 AI」，而是如何讓 AI 適切地進入主日學、門訓與教會教育。本講座探討如何從抗拒或限制 AI，轉向有目的的整合：讓 AI 協助探索、提問與學習，卻不取代讀經、反思、群體分辨與生命實踐。關鍵不是把 AI 排除在外，而是讓它從開始參與、卻不佔據中心，使科技服務於門徒生命的塑造。

人工智能正改變我們獲取知識、理解世界和作出判斷的方式。當 AI 能即時提供答案，基督徒面對的挑戰已不只是資訊是否正確，更是如何分辨真理、作出忠於信仰的選擇。本講座從基督教的智慧觀出發，探討資訊、知識、分辨與智慧的關係。AI 可以協助整理資訊和擴展思考，卻不能取代人在神面前的判斷與責任。真正的信仰智慧，是在聖經、聖靈、信仰群體與生命實踐中學習分辨，在 AI 世代活出忠信的生命。

生成式人工智能已超越學術誠信與防止抄襲的問題，深入介入神學學習、研究、釋經及事奉裝備。本文主張，神學院需要建立一套以教育目的（telos）為導向的人工智能政策，重新思考神學教育最終要塑造怎樣的人。文章提出四個核心向度：靈性塑造、神學分辨、權威秩序及群體實踐，並分析人工智能可能重塑教育的六種機制。本文進一步提出**「審慎委派原則」**：一項學習或事奉活動的塑造意義及道德問責愈高，其核心過程愈不應委派給人工智能。政策的重點不應只是規範 AI 能否使用，而是守護神學教育中不可取代的人類參與。

AI 正在重塑人对自我、群体与生活的理解，也为信徒培育带来新的挑战：扭曲的自我认同取代神对人的召命，资讯泡沫削弱圣灵里的合一，能力外判侵蚀神所赐的恩赐运用，制造化的个体观也模糊了人是神奇妙独特创造的真理。本讲题将以 以弗所书 4:1–16 为基础，反思教会如何成为这时代的回应。

This presentation develops a framework for governing AI within Christian discipleship across three layers: foundational, congregational, and individual. It distinguishes Faith Content from Life Context, arguing that faithful AI engagement requires Digital Literacy to evaluate AI-mediated content and Practical Wisdom to guide perception and action before God. A third pillar, Ecclesial Oversight, provides communal testing, correction, accountability, and support. AI can assist cognition but cannot perceive, will, or act faithfully on a disciple’s behalf. The framework therefore emphasizes that what cannot be governed during individual AI encounters must be formed beforehand and sustained communally within the life of the church.

本簡報探討人工智能對聖經教學的影響，並主張 AI 可以支援聖經教學，卻不能取代聖經教師與信仰群體。AI 能協助內容整理、備課、經文比較、問題生成及初步反思，但聖經教學本質上具有塑造性、群體性、詮釋性與可問責性。簡報區分「信仰內容」與「生命處境」，並提出 AI 時代的聖經教師需要兼具數位素養與實踐智慧：前者幫助評估及運用 AI 中介的內容，後者則在具體處境中作出忠信的分辨與回應。聖經教學的目的不是更快取得答案，而是在群體中培育能理解、分辨並活出真理的門徒。

This paper examines how artificial intelligence is reshaping Christian discipleship and understandings of the human person. It proposes a three-layer model connecting AI with foundational sources, communal practices, and individual spiritual engagement. While AI can support theological learning and ministry, it cannot replace embodied community, spiritual mentors, or ecclesial authority. The paper identifies digital literacy, spiritual discernment, and ecclesial oversight as essential safeguards and proposes church-owned AI models grounded in specific theological traditions. Ultimately, AI should remain a tool rather than a theological authority, while Christian identity remains rooted in relationship with God, participation in the church, and transformation into Christ’s image.

本講座探討 AI 時代「認識」與「真知識」的意義。從羅素「熟知」與「描述之知」的區分出發，指出 AI 擅長提供快速、完整的描述性資訊，卻不能取代人的經驗、判斷與生命參與。聖經中的 yada 與 ginōskō 更強調關係、委身、順服與生命塑造。因此，真知識不只是掌握事實，而是在神的啟示與聖靈光照下認識神，使生命被更新，並在個人、群體與日常實踐中活出真理。

本簡報探討人工智能時代的基督教教育，主張科技可以改變教與學的方法，卻不能改變教育的使命。AI 能提升搜尋、整理、翻譯、設計及課程開發的效率，但若過度追求快速答案，也可能削弱反思、經驗與靈命成長的深度。基督教教育不只是知識傳遞，而是生命與信仰的塑造，目標是幫助學習者認識真理、經歷反思，並把信仰活在生命中。因此，AI 應被視為教學助手，而不能取代教師的陪伴、關係、屬靈分辨及塑造生命的角色。

This paper proposes a three-layer framework for integrating AI into Christian discipleship: foundational, aggregated, and individual. Scripture, tradition, and theological authority provide the foundation; communal practices and discernment shape the aggregated layer; and personal spiritual experience forms the individual layer. AI can support interaction across these layers but should never replace human relationships, ecclesial community, or the Holy Spirit’s transformative work. The framework emphasizes digital literacy and spiritual discernment, enabling churches to use AI responsibly while preserving theological authority, communal accountability, and Christian formation.

Published in Zeitschrift für Pädagogik und Theologie (ZPT), 77(4), 430–451 (2025).
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