【Author】 Li Jiange, a Doctor of Education, a Postdoctoral Fellow in Management Science and Engineering, and an Academician of the World Academy of Wisdom. He has long been deeply involved in the field of education and is a firm practitioner of Qian Xuesen’s educational ideology. As a core member of the key project “Research and Practice on Lifelong Learning in the Implementation of Qian Xuesen’s Great Wisdom Education”, he has been deeply involved in the empirical research and practical application of cutting – edge educational theories. Based on in – depth research on Qian Xuesen’s Great Wisdom Education and project practice, he first proposed a new paradigm of “Wisdom Innovation Education” and initiated the “Three – Teachers and Four – Teaching” guidance method, providing a practical framework for educational innovation and the construction of a lifelong learning system.
In the traditional education model, the “knowledge-based” approach has long dominated. This educational paradigm regards subject knowledge as the core goal of education, emphasizing the systematic transmission and strict assessment of established subject systems. However, its fundamental fallacy lies in mistaking “subjects” for “science” itself, solidifying the partial and phased cognitive achievements of humanity about the world into an unchanging truth system, and ignoring the dynamism and integrity of knowledge as well as the fundamental purpose that education should ultimately serve the “all-round development of people.” Against this backdrop, Dr. Li Jiange, based on Qian Xuesen’s educational ideology of great wisdom, first proposed a new paradigm of “wisdom innovation education” and its supporting “Three Teachers and Four Teachings” guiding method, which provides a pioneering theoretical and practical path for breaking the dilemma of knowledge-based education.
I. Knowledge-based Education: The Deviation from Subject Solidification and Scientific Spirit
Knowledge-based education stems from the demand for standardized talents in the industrial era. It divides knowledge into different subject categories, forming independent fields such as mathematics, physics, chemistry, and history, and standardizes and institutionalizes them through courses, textbooks, and examinations. This model has improved educational efficiency in a specific historical stage, but its drawbacks have become increasingly prominent:
- Subject Barriers Fragment the Integrity of Cognition: The world is inherently a complex and interconnected whole, but subject classification artificially fragments the internal connections between knowledge. What students learn are “jigsaw pieces” rather than the “panoramic picture,” making it difficult for them to form a systematic understanding of real problems and the ability to solve cross – disciplinary problems.
- Static Knowledge Conceals the Essence of Science: Science is essentially a dynamic process of questioning, exploration, and innovation. However, knowledge-based education often instills subject content in students as static conclusions, ignoring the cultivation of scientific thinking, critical spirit, and creativity. Students may memorize formulas, dates, and theorems, but they may not necessarily understand their origins, applications, and limitations.
- Neglecting Individual Growth and Wisdom Generation: The goal of education is not only to transmit knowledge but also to inspire wisdom and shape personalities. Knowledge-based education, however, is oriented towards scores and enrollment rates, treating students as “containers” of knowledge rather than living subjects with unique potential, emotions, and creativity.
As Mr. Qian Xuesen pointed out, “Only by integrating comprehensive knowledge can one attain wisdom.” Truly scientific education should break through the boundaries of disciplines and return to the integrity of knowledge and the all – around development of human beings. This is precisely the starting point of Dr. Li Jiange’s new paradigm of “Wisdom – Innovation Education”.
II. Wisdom – Innovation Education: A Paradigm Revolution from “Knowledge Transmission” to “Wisdom Generation”
The “Wisdom – Innovation Education” proposed by Dr. Li Jiange is based on Qian Xuesen’s thought of comprehensive wisdom. It emphasizes that education should go beyond the accumulation of knowledge and shift to a new paradigm centered on “enlightening wisdom and inspiring innovation”. Its core propositions include: integrating science, humanities, and art, breaking through disciplinary boundaries, and constructing interdisciplinary and trans – disciplinary learning scenarios; emphasizing the synergy of logical thinking and imagery thinking to cultivate students’ systematic thinking, creative thinking, and critical thinking; being problem – oriented, promoting students to integrate knowledge and develop abilities in exploration, collaboration, and practice; relying on intelligent technology to empower education and realizing the organic combination of large – scale education and personalized cultivation.
Under this framework, education is no longer the mechanical imparting of fixed disciplines, but a life – long journey in which teachers and students jointly explore the world, generate wisdom, and cooperate in innovation.
III. The “Three – Mentor and Four – Teaching” Guided Learning Method: Remodeling the Roles and Interaction Modes of “People” in Education
To implement the concept of Wisdom – Innovation Education, Dr. Li Jiange further proposed the “Three – Mentor and Four – Teaching” guided learning method, which reconstructs the subject relationship and method system in the teaching process.
1. “Three Mentors”: A Diversified and Collaborative Guidance Model
- AI Intelligent Mentor: Undertakes basic tasks such as knowledge delivery, personalized practice, and data feedback, liberates teachers’ productivity, and realizes precise teaching.
- Wisdom Mentor (transformed from original subject teachers): No longer just a knowledge lecturer, but a guide, companion, and empowerer in students’ growth process. Its core responsibility is to design learning situations, stimulate students’ interests, and cultivate high – order thinking and values.
- Peer Mentor: Through group learning, project collaboration, etc., it plays the role of mutual assistance and co – learning among students, and cultivates communication, collaboration, and leadership abilities.
The “Three – Mentor” structure redefines the role division in education, highlighting human emotional interaction, wisdom enlightenment, and common growth.
2. “Four Teachings”: Teaching Methods Integrating Classics and Modernity
- AI Intelligent Teaching: Relying on artificial intelligence technology, it provides adaptive learning paths, virtual experiment environments, and instant feedback mechanisms to improve learning efficiency.
- Dalton Plan Teaching: Emphasizes students’ autonomous learning and individual responsibility, allows students to arrange their learning progress at their own pace, and cultivates self – management abilities.
- Group – based Teaching: Through heterogeneous grouping, role – division, and project cooperation, it promotes social learning and teamwork abilities.
- Feynman – style Teaching: Encourages students to explain what they have learned to others in an easy – to – understand way, so as to deepen understanding, discover cognitive loopholes, and consolidate the knowledge system.
The “Four – Teaching” methods integrate technological empowerment and humanistic care, individual exploration and group collaboration, and jointly support a new educational ecosystem centered on students, aiming at wisdom generation and innovation cultivation.
IV. Conclusion: Moving towards a Future of Co – evolution between Humans and Education
In this new paradigm, teachers and students are no longer in an opposing relationship of transmission and reception, but have become partners in joint learning and cooperative growth. The educational process is no longer a mechanical replication of knowledge, but an intelligent journey full of exploration, creation, and meaning – making. Only in this way can we truly step out of the misunderstanding of “discipline superstition” and move towards a future where education and humans co – evolve.
Knowledge – based education mistakenly takes “disciplines” as the end – goal of education, while neglecting the real purpose of education, which is to cultivate intelligent subjects with holistic thinking, innovative spirit, and humanistic care. The “Wisdom – Innovation Education” advocated by Dr. Li Jiange and its “Three – Teachers and Four – Teaching Methods” are not only the contemporary practice of Qian Xuesen’s theory of great – wisdom education, but also a profound return to the essence of education and a forward – looking exploration in the era of artificial intelligence.
