Several years back, I took a teaching job at a private senior vocational school near my home. I taught psychology. As its name suggests, psychology is a science that helps people understand the mind or mentality of themselves and others. However, deep within, I was aware that this science could offer very little to the true study of human nature and the meaning of human existence. Therefore, no substantial relief could be rendered to people to overcome psychological pain.

Since the students could not find answers to their heavy doubts or satisfaction in acquiring knowledge in this subject, this course was merely another one that demanded their attention and effort. However, during the teaching process, two very special incidents let me realize the psychological needs of these youngsters, and gave me deep insights into human nature.

Once, when elaborating on the theory of "intelligence power," I told the students that when the relevant research was first launched in France, people did not regard "intelligence power" as a permanent inborn ability, because its rate of development differs among individuals-very fast for some and very slow for others. Some perform better in certain aspects, while others show a special interest in other fields; each excels in his own way. Besides, so-called IQ scores mainly reflect the results of knowledge learning and logical thinking ability. Our potential human abilities and talents are much more comprehensive and intensive than these. Therefore, it is inappropriate to judge a person's ability and value by his school grades or IQ scores.

The response from the students during this lesson was very unusual. Usually, only a few students in the class would listen to my lecture; others would be chatting, resting, or reading their own books. However, when I began talking about these concepts, the whole class suddenly became very quiet, and every student gazed at me attentively. From their expressions full of aspirations and emotions, I knew that this had long been a source of distress for them, and I helped them face it that day. This phenomenon was repeated in every class I taught on this subject, which gave me a better understanding of the children studying in senior vocational schools. They had struggled hard in society and in an educational system that placed scholastic achievement above all else, and had been subjected to unjustified appraisals from themselves and others. Thus, they had suffered immensely and unnecessarily. (Senior vocational schools in Formosa are one of the options open to students who fail to gain admission into senior high school; in the past, vocational school students were often looked down upon in society.)

On another occasion, I was giving a talk on the development of children between the ages of six and twelve. Children in this age group actually do not know what "school grades" mean. Their endeavors to earn better grades are motivated by the commendations, encouragement, and affirmation that they receive from adults when they achieve good grades; which can mean that they receive more love in return. Therefore, children of this age group study hard only because they crave more "love." When I was elaborating on this idea, my students at the senior vocational school, who usually put up a jovial and uncaring attitude, again displayed an uncommon attentiveness.

Later, I gave up my teaching career to pursue further studies, but I have often met students that I taught. When meeting them or reflecting on my past teaching job, I feel absolutely at ease. My conscience is very clear that, during my teaching career, though I was under pressure from the school to regard scholastic achievement as the ultimate goal, and to use grades to assess and control students, I still firmly embraced my beliefs and taught my students with love. Although it deprived me of the honor of becoming the teacher who produced the best academic performance among students, I am glad that I did the right thing.