Full bilingual text and framework available at self-as-an-end.net — Framework reference: self-as-an-end.net/framework.html This paper argues within the Self-as-an-End framework that education is not a knowledge-transfer problem but a subject-condition problem: a new chisel-construct cycle begins at birth, and the success or failure of education depends on whether the subject's purpose (14DD) has been allowed to be chiseled out. Education comprises three structurally distinct activities—teaching (12DD, scalable), nurturing (14DD, one-on-one only), and leading (15DD, by personal demonstration only)—which cannot substitute for one another. The modern education system equates "measurable" with "existent," compressing all three into "teaching" and systematically suppressing the emergence of purpose. The paper proposes an educational DD timeline mapping developmental milestones to DD positions, provides minimal observable markers for self-awareness (13DD) and purpose (14DD), analyzes the intergenerational transmission of suppression, engages with developmental psychology, philosophy of education, Confucian traditions, and modern reform, and proposes four non-trivial testable predictions. 本文在Self-as-an-End框架内论证:教育的根本问题不是知识传递的效率问题,而是主体条件问题。教育包含三件结构上不同的事——教(12DD,可批量化)、涵育(14DD,只能一对一)、引领(15DD,只能以身示范)——三者不能互相替代。现代教育体系将"可测量"等同于"存在",把三者全部压缩为"教",系统性地压制目的的涌现。本文提出教育的DD时间线,给出13DD和14DD的最小可观察标志,分析代际传递结构,与发展心理学、教育哲学、儒学传统及现代教育改革对话,并提出四个非平凡预测。 Keywords: Self-as-an-End, education philosophy, subject development, DD sequence, chisel-construct cycle, nurturing, teaching, leading, 14DD, developmental windows Type: Preprint Language: Chinese / English (bilingual) License: CC BY 4.0 Related identifiers (IsPartOf / References): DOI: 10.5281/zenodo.18727327 (The Complete Self-as-an-End Framework) DOI: 10.5281/zenodo.18842450 (SAE Methodological Overview) DOI: 10.5281/zenodo.18779382 (Philosophy as Subject-Activity) DOI: 10.5281/zenodo.18792945 (Mathematics as Second-Order Chisel)