“学习力”概念及其研究，已偏离了其原初起源及其合理内涵而陷入了繁琐化、玄学化的境地，也无法与当今中国的教育现实有效对接；相反，在中国学生“撕书”、“烧书”现象时常发生的背景上，这种概念反显出十分幽默的荒诞性。“学习力”概念及其研究，对学生也有不尊重的嫌疑。学生只是学习力的载体，就如工人只是劳动力的载体一样，其骨子里则是一种机械论哲学观，把学生当成一架学习机器，只是竭力期望找到一种所谓的“学习力”，由此使这架学习机器由被动、被迫状态，转变为主动、自觉状态罢了。这种儿童观及其儿童学习观，尽管都打着为了孩子，为了孩子的发展，为了孩子的成功，为了孩子的未来这类动人旗号，情义感人，但本质上是落后的。这类价值观及其学习观统领下的大战略教育研究，其实并不能促进中国教育真正进步。

The research and application of the concept of learning ability has deviated from its original and reasonable connotation and turned trival and metaphysics. What’s more, the concept learning ability is unable to apply to the education reality in China effectively. On the other hand, considering the facts that Chinese students often tear or burn their text books after exams, it is absurd for the application of the concept of learning ability. The concept of learning ability also shows disrespect of students. From the theory of learning ability, students are just bases of their learning abilities, and its essence is mechanistic philosophy. In this theory, students are considered as a learning machine, but if we find the learning ability of this learning machine, its learning state can change from passive to active. Though this kind of views on children is claimed to care the development and future success of children, its essence is old-fashioned. This kind of values and leaning theory won’t lead educational researches that really promoteeducation in China.