Developing Educational Psychology and Laying the Theoretical Foundation for Innovative Education

Abstract

Runsheng Tu

The desire for intelligence and innovation is objectively present; cognitive interest cannot replace either. In learning and practice, there are differences in the roles and importance of knowledge and ability. Previously, the two core endogenous motivations—the desire for ability and the desire for innovation—were long dispersed across multiple branches of theory. Systematic research on this topic demonstrates the necessity and positive role of naming and defining them. In the age of AI, compensating for knowledge gaps is much simpler than compensating for ability gaps. However, in the fields of education and psychology, the concept of curiosity has long been the only relevant concept, lacking independent concepts for the desire for ability and the desire for innovation. The unreasonable phenomenon of using cognitive interest for puzzle-based innovative education has long existed, hindering the development of individuals' coherent abilities and the cultivation of innovative awareness. Compared to the desire for knowledge, the desire for ability and the desire for innovation belong to higher-level psychological needs. Both possess connotations and extensions that curiosity lacks; there are also differences in the paths of cultivating abilities and imparting knowledge. From multiple dimensions such as conceptual definition, theoretical support, physiological basis, practical methods, and case analysis, it is argued that establishing the concepts of ability desire and novelty is an inevitable requirement for the development of psychology and educational theory, as well as an urgent need to meet talent cultivation demands in the knowledge economy era and the AI-dominated era. It can accurately guide innovative education and social innovation practices. Comprehensive abilities and innovative awareness can be cultivated, and they can also stimulate the desire for competence and novelty. Cultivating comprehensive abilities is highly feasible. This focuses on how to inspire the desire for competence and innovation, as well as the development of comprehensive abilities. Based on developmental psychology theory, several new educational theories and methods for fostering innovative capabilities and innovative awareness, such as interest transfer and metacognition, are introduced.

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