On the Ontological Return of Education: Cultivating the Incomputable Human

Preface: From the Prussian Paradigm to the Liquefaction of Reality

The Prussian education paradigm, which rose in the 19th century, was a product of the Industrial Revolution. Its core objective was "standardization": through assembly-line assessment, it mass-produced social components that were punctual, possessed basic arithmetic skills, and were predictable. The human brain was thus trained into an expensive "biological computer."

But today, silicon-based intelligence has become the perfect rational agent, poised to occupy the high ground of all standardized tasks. If we continue to pursue "standard answers" or "mediocre excellence," we are effectively pushing our children into the "Redundancy Zone" instantly covered by algorithms. In a system optimized to the extreme, anything located in the middle of the bell curve is of low value.

This defines the grand ecological niche for future humanity: to move towards the "Bilateral Long Tails" that superintelligence cannot calculate—becoming data creators and value labelers outside the probability distribution. The goal of education must shift from cultivating "standardized humans" to cultivating "Incomputable Humans."

I. Rational Re-examination: The "Logical Lag" Mistaken for Virtue

Today, as AI achieves the industrialization of cognition, many practices once viewed as cornerstones of education are quietly becoming expensive misallocations of resources.

We must re-examine "Storage-based Learning." In an era where AI can retrieve the entirety of human knowledge in milliseconds, treating the brain as a slow and error-prone hard drive is not only functional redundancy but a long-term suppression of higher-order cognitive abilities. This is, in essence, surrendering the power to define problems.

Next is the obsession with "Precise Replication." The pursuit of "zero error" is actually the erasure of vivid anomalies. A child who only dares to pursue standard answers has an externalized evaluation system; in the face of reality's liquefied fluctuations, they will completely lose the ability to self-calibrate.

Equally in need of reflection is the worship of the "Modular All-rounder." A well-rounded individual without aesthetic deviation is merely a sample easily replaced. Clinging to linear progression protocols and requiring children to maintain undifferentiated mediocre excellence in every subject is essentially dissolving their unique sovereignty, causing them to lose the depth and passion needed to occupy the "long tail" space. These old logics once glittered, but today, they are expensive liabilities.

II. Logical Subtraction: Stripping "Execution," Returning Sovereignty

We must admit that machines have comprehensively crushed humans in the precision and speed of execution. When the middle layer of "Execution" is taken over, the center of gravity of education must shift violently towards the two poles, to occupy the "Bilateral Long Tails" that computation can never reach.

• The Right Tail: The peak of Intentionality. It concerns aesthetics, joy, endless curiosity, and the pursuit of meaning. It is about defining those "desires" that AI can never generate spontaneously, challenging the upper limits of human civilization.

• The Left Tail: The bedrock of Cost. It concerns pain, wear and tear, real physical resistance, and irreversible causal costs. This is about anchoring the bottom line of reality, confirming our authentic existence as biological subjects.

The task of education is no longer to train execution components that are melting away daily, but to teach children how to initiate soulful choices on the Right, and how to pay weighty costs on the Left.

III. The Precise Reconstruction of Choice: A Five-Dimensional Architecture of Intentionality

In the AI era, choice is no longer a simple ticking of boxes, but a complete closed loop of subjective intentionality, composed of five dimensions:

• Will & Intent: Solving the problem of "I Want." This is the primordial spark deep within the sovereign subject, the source of human curiosity and desire. To hold this ground is to hold the self that cannot be delegated.

• Knowledge: To "know what I am choosing." Without the cognition of physical boundaries and logical laws, choice is merely idiotic randomness, unable to generate true power.

• Data: Only one's own subjective data possesses true unique value. Beyond the public knowledge base, personal experiences and behavioral traces are the private assets AI cannot pre-train on.

• Iterative Inquiry: Redefining the problem through continuous questioning, constantly correcting the path within the execution chain to pull out that thread of truth.

• Aesthetic Judgment: This is the final arbitration of "Good" and "Value." In the tsunami of mediocrity, only extreme aesthetics can endow decisions with "soul"; this is the commander's final steering wheel.

IV. Deep Analysis of Shouldering: Physical Anchors and Causal Collateral

If choice is the beginning of sovereignty, then Shouldering (Responsibility) is the heaviest confirmation of that sovereignty. It is the only means to re-anchor liquefied reality into a solid sense of existence.

True shouldering is built upon rational estimation of capability boundaries, identifying the limits of mind and body, and not easily pledging consequences that cannot be paid—this in itself is a high-level expression of sovereignty.

Shouldering has a hierarchy: Wealth shouldering is shallow; Spiritual shouldering (resisting loneliness and anxiety) shows more resilience; but the bottom-layer hardware remains Physical Shouldering.

Real pain, fatigue, and resistance are the only "unfalsifiability" in reality. Without a robust physical body as collateral, all spiritual signatures appear weightless. Only when a person can catch the tremor of a result with their flesh do they truly confirm their own existence.

V. Algorithmic Reconstruction of Curriculum: Old Subjects, New Protocols

This shift does not mean abandoning disciplines, but reconstructing the "survival protocols" behind them, achieving a soft landing for the focus of teaching.

• Science Education: Shifting from "Solving Processes" to "Decision Sandboxes." Stripping away boring calculations, training children to observe the systemic consequences of variable selection within models. Let "wrong answers" become a "decision premium," experiencing the intellectual load of reconstructing causal chains through repeated error correction.

• Humanities & Arts: Shifting from "Information Hoarding" to "Value Adjudication." No longer reciting dates and rhetoric, but training children to adjudicate the "aesthetic sovereignty" of what is good amidst a sea of mediocrity. Let history classes become decision-making scenes, experiencing the heavy moral weight behind a sovereign signature.

• Sports & Labor: Remodeled as a testing ground for "Hardcore Shouldering." Anchoring reality through high-intensity physical challenges, collecting real data on bodily wear and tear, allowing children to have a visceral cognition of "irreversible cost." In nurturing life or repairing objects, let success and failure act directly upon self-esteem.

VI. Sovereign Signature and the Takeover of Causality

When education returns to sovereignty, observers in different positions will generate a deep, synchronous tremor:

Educators will shift from teaching books to nurturing people, transforming from knowledge porters to "Witnesses of the Birth of Sovereignty." Dignity no longer comes from students answering correctly, but from providing value guidance and steadfast companionship when students hesitate in aesthetics or shoulder pain.

Parents will be liberated from the hollow anxiety of involution (regression to the mean), realizing how absurd it is to exchange future survival sovereignty for current simulation scores.

Students will see a heroism-style self-awakening, understanding that the only reward for learning is passing through the baptism, picking up that pen with dignity, and signing that heavy name upon their own life contract.

Conclusion: From Logical Closed Loop to Thought Experiment

I know that these thoughts currently remain more as a reconstruction of underlying logic and a deduction of evolutionary theory. In the gravitational field of reality, the Prussian paradigm remains solid as a mountain, poured together by the narrow gates of advancement, brutal employment competition, and the real anxiety of millions of parents with nowhere to place it in the dead of night.

I have no intention of engaging in the education industry, but in my vision of society's holistic transition towards AI-Native, education is the absolute "Epicenter" that cannot be bypassed. If the problem of "human" evolution is not solved, all technological revolutions will ultimately just be installing more powerful engines on the old system, rather than building spaceships to the New World.

And I believe, education in the AI-Native era ultimately does only one thing: Cultivate a person who dares to sign their name.

This signature is an "expensive settlement of causal energy," representing a complete logical closed loop:

• I know what I want (Will);

• I know what I am choosing (Common Sense and Data);

• I optimized the path through questioning (Logic);

• I defined value through aesthetics (Values);

• I am ready to pledge my flesh, spirit, and wealth in exchange for this result (Shouldering).