Knowledge-based education: Mistaking “discipline” for “science”——Also on the breakthrough significance of the new paradigm of “wisdom innovation education”

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 the established subject system. However, its fundamental mistake lies in confusing “disciplines” with “science” itself, solidifying humanity’s partial and phased cognitive achievements of 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’s newly proposed paradigm of “wisdom innovation education” based on Qian Xuesen’s Dacheng wisdom education ideology for the first time, along with its supporting “Three Teachers and Four Teachings” guiding method, provides groundbreaking theoretical and practical paths to break the deadlock of knowledge-based education.

I. Knowledge-based Education: The Deviation from Disciplinary 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 improved educational efficiency in a specific historical period, but its drawbacks have become increasingly prominent:

1. Disciplinary barriers fragment the integrity of cognition: The world is inherently a complex and interconnected whole, but subject classification artificially severs 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.
2. Static knowledge obscures 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.
3. Neglect of individual growth and wisdom generation: The goal of education is not only to transmit knowledge but also to inspire wisdom and shape personality. Knowledge – based education, however, is oriented towards scores and enrollment rates, regarding students as “containers” of knowledge rather than living subjects with unique potential, emotions, and creativity.
   As Mr. Qian Xuesen pointed out, “Only by integrating great achievements can one gain wisdom.” Truly scientific education should break down disciplinary boundaries and return to the integrity of knowledge and the all – round development of people. 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 theoretically based on Qian Xuesen’s thought of meta – synthetic wisdom. It emphasizes that education should go beyond the accumulation of knowledge and shift to a new paradigm centered on “enlightening wisdom and stimulating innovation”. Its core propositions include: integrating science, humanities, and art, breaking disciplinary boundaries, and constructing interdisciplinary and trans – disciplinary learning scenarios; emphasizing the synergy between logical thinking and imaginative 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 achieving an organic combination of large – scale education and personalized cultivation.
Under this framework, education is no longer a mechanical transmission of fixed disciplines but a life – long journey for teachers and students to jointly explore the world, generate wisdom, and cooperate in innovation.

III. The “Three – Tutor, Four – Teaching” Guided Learning Method: Remodeling the Role and Interaction Mode of “People” in Education
To implement the concept of wisdom – innovation education, Dr. Li Jiange further proposed the “Three – Tutor, Four – Teaching” guided learning method to reconstruct the subject – relationship and method system in the teaching process.

1. “Three Tutors”: A Multi – dimensional Collaborative Guidance Model
   AI Intelligent Tutor: Undertakes basic tasks such as knowledge delivery, personalized practice, and data feedback, liberating teachers’ productivity and enabling precise teaching.
   Wisdom Tutor (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’ interest, and cultivate high – order thinking and values.
   Peer Tutor: Through group learning, project collaboration, etc., it plays the role of mutual assistance and co – learning among students, cultivating communication, collaboration, and leadership abilities.
   The “Three – Tutor” 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 experimental environments, and instant feedback mechanisms to improve learning efficiency.
   Dalton Plan Teaching: Emphasizes students’ autonomous learning and individual responsibility, allowing students to arrange their learning process at their own pace and cultivating 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, jointly supporting 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

Knowledge – based education mistakenly takes “disciplines” as the end – goal of education, while ignoring the true purpose of education, which is to cultivate intelligent subjects with holistic thinking, innovative spirit, and humanistic care. The “Intelligent Innovation Education” advocated by Dr. Li Jiange and its “Three – Teacher, Four – Teaching” guiding method are not only the contemporary practice of Qian Xuesen’s Dacheng Wisdom Education ideology but also a profound return to the essence of education and a forward – looking exploration in the era of artificial intelligence.

In this new paradigm, teachers and students are no longer in an opposing relationship of imparting and receiving but have become partners in co – learning and cooperative growth. The educational process is no longer a mechanical replication of knowledge but a journey of wisdom filled with exploration, creation, and meaning – generation. 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.

[Author] Li Jiange, a Doctor of Education, a Post – Doctor in Management Science and Engineering, and an Academician of the World Academy of Wisdom, 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 the Lifelong Learning of Qian Xuesen’s Dacheng Wisdom Education”, he has been deeply involved in the empirical research and practical application of cutting – edge educational theories. Based on in – depth research and project practice of Qian Xuesen’s Dacheng Wisdom Education, he first proposed the new paradigm of “Intelligent Innovation Education” and initiated the “Three – Teacher, Four – Teaching” guiding method, providing a practical framework for educational innovation and the construction of a lifelong learning system.