Intangible Cultural Heritage (ICH) education has traditionally relied on apprenticeship, embodied participation, and long-term engagement with masters, materials, and cultural environments. While these modes of transmission remain essential, they are difficult to scale. Existing digital heritage initiatives have expanded documentation and access, but often preserve artefacts, procedures, and representations of practice rather than the aesthetic and cognitive structures through which expertise operates. This paper argues that the future challenge of ICH education is not only the transmission of craft techniques, but the scalable transmission of aesthetic cognition: the perception, judgement, interpretation, and culturally situated meaning-making through which aesthetic expertise develops. Drawing on aesthetic education, tacit knowledge, cognitive apprenticeship, and expert cognition, we propose a shift from craft transmission to Aesthetic Cognition Transmission. To support this shift, we introduce Workflow Cognition as a model of how experts coordinate perception, judgement, decision-making, and action within evolving workflows. We then propose Workflow Cognition Translation as a methodological framework for transforming expert workflow cognition into computable educational representations for AI-native learning systems. The paper makes three contributions: it reframes ICH education around aesthetic cognition transmission; introduces Workflow Cognition Translation as a method for representing expert aesthetic cognition; and outlines an AI-native cognitive apprenticeship infrastructure involving AI Expert Twins, workflow-based tutoring, and progressive learner participation. Rather than replacing masters, workshops, or embodied practice, the framework positions AI as a cognition mediation infrastructure for expanding access to heritage expertise.

翻译：非物质文化遗产（ICH）教育传统上依赖于师徒制、具身参与以及长期与大师、材料和文化环境的互动。尽管这些传递模式仍然至关重要，但难以规模化。现有的数字遗产项目扩展了记录和获取渠道，但往往保存的是手工艺品、操作步骤和实践表征，而非专业知识所依托的审美与认知结构。本文认为，非物质文化遗产教育未来的挑战不仅是工艺技术的传递，更是审美认知的可规模化传递——即审美专业知识得以发展的感知、判断、诠释及文化情境化意义建构过程。基于审美教育、隐性知识、认知学徒制和专家认知理论，我们提出从工艺传递向“审美认知传递”的转变。为支撑这一转变，我们引入“工作流认知”作为模型，用以描述专家如何在动态工作流中协调感知、判断、决策与行动。随后，我们提出“工作流认知翻译”作为方法框架，将专家工作流认知转化为可供人工智能原生学习系统计算的教育表征。本文做出三方面贡献：围绕审美认知传递重构非物质文化遗产教育；引入工作流认知翻译作为表征专家审美认知的方法；并勾勒出涵盖人工智能专家孪生、基于工作流的辅导以及渐进式学习者参与的人工智能原生认知学徒制基础设施。该框架并非取代大师、工坊或具身实践，而是将人工智能定位为拓展遗产专业知识获取渠道的认知中介基础设施。