This paper describes an AI tutoring system built upon two psycho-social theoretic constructs: Hegelian recognition and Freudian psychodynamics. Two related interventions are proposed: recognition-enhanced prompts that instruct an AI tutor to treat the learner as an autonomous subject, and a multi-agent ego/superego architecture where an internal critic reviews tutor output. The paper also describes the nature of the human/machine relationship involved in this research itself, employing a reflexive methodology: Claude Code (Opus 4.5/4.6) builds, evaluates, and documents the AI tutor by authoring a companion scientific paper - a process termed "vibe scholarship" - in conjunction with human prompting and suggestion, which is itself documented and analyzed. The companion paper, included as appendix, reports a factorial evaluation across three generation models (DeepSeek V3.2, Haiku 4.5, Gemini Flash 3.0), finding recognition-enhanced prompts produce large, model-independent improvements (d=1.34-1.92) through a calibration mechanism that raises the floor of tutor performance. This result, significant in itself, is combined with the qualitative reflections in this paper to consider impacts of AI on the delicate dynamics of student / teacher and assistant / researcher relations.

翻译：本文描述了一种基于两种心理社会理论构建的人工智能辅导系统：黑格尔的认知理论与弗洛伊德的心理动力学。提出了两种相关干预措施：一是认知增强提示，指导AI导师将学习者视为自主主体；二是采用多智能体自我/超我架构，通过内部批判机制审核导师输出。本文还探讨了研究本身所涉及的人机关系本质，采用反思性方法论：Claude Code（Opus 4.5/4.6）通过撰写配套科学论文——这一过程称为"氛围学术"——在人类提示与建议的协同下构建、评估并记录AI导师系统，该过程本身亦被记录与分析。作为附录的配套论文报告了跨三种生成模型（DeepSeek V3.2、Haiku 4.5、Gemini Flash 3.0）的因子评估，发现认知增强提示通过提升辅导表现基准的校准机制，产生了显著且模型无关的改进效果（d=1.34-1.92）。这一重要发现与本文的定性反思相结合，共同探讨了人工智能对学生/教师及助手/研究者之间微妙关系动态的影响。