Abstract: The current pedagogy and its guided practices fail to provide scientific answers to a series of key questions that belong to its own essence and foundation, such as "how the educational function actually occurs." It merely "knows the how but not the why, " thereby inadvertently fostering the distorted development of individuals in practice without realizing it. In today's rapidly approaching AI era, the scientific nature and even the disciplinary status of pedagogy are already in jeopardy. It is difficult to fundamentally address the issue of educational involution through some partial, patchy "adjustments", "reforms", or "innovations" without altering the framework of current pedagogy and school education models. The crisis of pedagogy stems from its lack of independent self-awareness and innovative capacity, as well as its absence of an independent scientific foundation. The self-awakening and liberation of pedagogy must necessarily occur as a "paradigm shift" based on a comprehensive and unified transformation of worldviews, humanistic perspectives, and educational concepts. Such a change is inevitably linked to the marriage of quantum theory and pedagogy, delving into the study of fundamental educational issues. The main principles of quantum theory align remarkably well with the questioning nature and developmental logic of philosophy, especially with the ontological philosophy of China. Quantum theory will guide pedagogy to establish a "complex worldview" and "superposition thinking", allowing the inner virtual world of each student, along with their innate talents and gifts, to flow naturally and freely.