Breakthrough, Extension, and Transcendence of "Rational Knowledge": Examining the Intellectual Value of Images in Children's Educational Practice

Images, as significant media for human cognition and self-perception, are continuously challenging the dominance of "rational knowledge" in education, particularly the education in school, and are presenting unique roles in the dimensions of perception, emotional rationality and self-cognition. As a mode of knowledge representation, images, in interaction with language, demonstrate their affiliated value in leading to rational knowledge as a way of "perceiving" the world. As educational resources surpass the omnipotence of rational knowledge, images, by presenting the possibilities of the world through "entering" "approaching" and "experiencing" become a beneficial source for constructing "emotional rationality". Under the guidance of education in promoting self-understanding, images, as a mode of human existence, expand the space and dimensions of children's self-cognition. The utilization of images in education requires vigilance against the crisis of intellectual vacuity while balancing perception, rationality and self-cognition. Thus adhering to the pursuit of making education enlightening and insightful for individuals.