[Author] Li Jiange, Ph.D. in Education and postdoctoral fellow in Management Science & Engineering, is an Academician of the World Wisdom Academy. With decades of dedicated work in education, he has been a staunch practitioner of Qian Xuesen’s educational philosophy. As a core member of the key research project “Qian Xuesen’s Comprehensive Wisdom Education: Research and Practice in Lifelong Learning”, he has actively engaged in empirical studies and practical applications of cutting-edge educational theories. Building on his extensive research and practical implementation of Qian Xuesen’s comprehensive wisdom education, he pioneered the systematic introduction and development of a distinctive “Wisdom Innovation” practice framework. His groundbreaking “Three Teachers, Four Educators” guided learning methodology provides a concrete operational framework for educational innovation and lifelong learning system construction.
In this era of “involution” and anxiety, many children still struggle under the urging of outdated maxims like “failure is the mother of success.” Repeated setbacks and constant frustrations not only prevent them from achieving success but gradually trap them in self-doubt, academic disengagement, and even depression. It’s time to recognize reality: failure is never a prerequisite for success, and blind endurance isn’t the essence of education. True education is a meticulously designed process rooted in neuroscience, cognitive psychology, and humanistic care—— Its core lies in “the right repetition.”
The trap of “failure worship”: brain and psychological damage
The adage “Failure is the mother of success” reflects a survivorship bias romanticization. Modern science reveals that failure, without proper guidance, causes far greater harm to children’s brains and psychology than we realize: First, repetitive errors cause neural hardwiring: The brain operates on Hebb’s Law (neurons fire together, connect together). Each practice———regardless of outcome———strengthens corresponding neural pathways. Persistent failure without correction essentially teaches children “how to make mistakes more reliably,” creating deep-seated maladies resistant to correction. Second, repeated failures trigger “learned helplessness”: When children persistently fail, their brains activate a psychological defense mechanism—giving up. Chronic cortisol release damages prefrontal cortex function (responsible for focus and decision-making) while amplifying amygdala responses (triggering fear and avoidance). Learning becomes synonymous with suffering. This isn’t resilience—it systematically destroys children’s trust and curiosity. Education should not be a scientific accumulation of successful experiences.
II. What is “correct repetition”? The breakthrough of the “Three Teachers and Four Teachings” teaching method
The key to breaking this deadlock lies in transforming “repetition” from blind trial-and-error to precisely efficient behavioral design. Dr. Jian-Ge Li’s team has pioneered the “Three Masters, Four Educations” high-efficiency teaching model, which epitomizes this philosophy. Rather than glorifying failure, it leverages technological innovation and educational wisdom to make “the right repetition” the core of instruction:
1.AI-powered knowledge breakdown with 60-second micro-modules. By breaking down complex concepts into bite-sized units (each lasting 60 seconds), this system aligns with students ‘natural attention spans (12 minutes) and the optimal cognitive window (55-90 seconds), effectively preventing mental overload. Each step is carefully calibrated to match learners’ capabilities, ensuring “small steps, instant feedback, steady progress.”
2.Closed-loop reinforcement: Instant error correction and neural pathway strengthening. Every completed module triggers immediate quizzes and practice sessions – errors get corrected instantly while correct answers reinforce learning. This transforms traditional “learn → error → fix” cycles into an efficient positive feedback loop of “study → practice → correct → reward”.
3.Mind-Body Integration: Emotional and Cognitive Synergy. Through accumulating small yet continuous successes, we stimulate the brain’s reward circuitry, transforming learning from “enduring” to “enjoying”. The simultaneous activation of emotional and cognitive systems creates a virtuous cycle: “the more confident you become, the more motivated you are to learn”.
4.Triple Mentorship: Personalized Guidance for Every Student. AI-powered mentors provide precise content delivery and real-time feedback, enabling large-scale personalized education; Growth mentors (transitioned from teachers) shift from “knowledge instructors” to “motivational coaches”, monitoring learning progress and development plans; Peer mentors facilitate group collaboration, enhancing communication skills and teamwork abilities through peer teaching. This tripartite synergy reduces academic pressure, eliminates frustration, and ensures every child advances safely within their “Zone of Proximal Development” —— achieving step-by-step success while receiving constant encouragement.
III. Results verification: from “dislike to abandon school” to “love to learn”
Data speaks volumes. In traditional classrooms, students absorb less than 40% of the 45-minute lesson content. However, the “Three Teachers and Four Educations” model has boosted knowledge retention to over 83%, improved long-term memory retention by 61%, significantly reduced student anxiety, and sustained increased learning motivation. This transformation isn’t just about efficiency—it’s a fundamental reshaping of educational values: The goal isn’t to select “those who can tolerate failure,” but to cultivate “those who can achieve lasting success.”
IV. Conclusion: Education needs science, not chicken soup
The outdated notion that “failure is the mother of success” has become obsolete. This outdated belief often reflects educational design’s complacency and lack of scientific awareness. Our advocated new philosophy states: “Proper repetition is the true mother of success.” While acknowledging the value of challenges, we firmly oppose meaningless and repetitive failures. Educators should take responsibility—— by designing scientifically-based pathways that help every child build confidence through achievements and grow continuously with encouragement. This embodies the warmth and wisdom education should embody. Let us abandon the “failure mentality” and embrace the “science of success,” empowering each child to overcome anxiety and academic aversion. Through health and self-confidence, they will embark on their authentic path to personal growth.
