Who would study psychology unless they had some issues?! Chapter 364 - 361: Bottom Line

Chonghui sat on the side, showing a satisfied expression as if his brain had been well-fed.

The first ti he saw Nan Zhubin using [Micro-expression Analysis] to crush opponents, professionals—like Chonghui—were usually filled with amazent, skepticism, and disbelief at Nan Zhubin’s performance.

But once you accept this setting, watching Nan Zhubin’s keen and sharp verbal attacks becos pure enjoynt.

[When Junior Brother arrives at Beidu, I really want to see how others will react... I wonder if the Master can assign Junior Brother to .]

Chonghui felt he might beco addicted to this kind of scene.

Maybe he would need to witness it from ti to ti in the future to maintain a happy life as a psychology doctoral student.

But where are there so many senseless fools willing to crash into Nan Zhubin’s line of fire?

Chonghui thought he should treasure every live performance of Nan Zhubin crushing his opponents, who knows when he could see it again.

He looked at Vice Principal Ma: [Say sothing more, buddy, drag it out for a few more rounds. If nothing else, provoke Junior Brother a little more!]

Vice Principal Ma seed to have really heard him.

His face flushed, but with a few deep breaths, he forcibly suppressed his expression.

Very few people could maintain ntal composure at this stage.

Vice Principal Ma seed like he still wanted to reason with Nan Zhubin—his "reasoning."

"Mr. Nan, you might consider things quite seriously, but still not comprehensively." Vice Principal Ma’s phrasing beca less euphemistic, "Your assessnts, writing reports, and such are indeed very psychological and professional, that I acknowledge... but have you considered what will happen to the students afterwards?"

"Those students on the sports team, their grades aren’t good to begin with, and now that they rarely get to practice sports, you accuse them of ’campus bullying’, how are they supposed to study in the future? How can they continue to stay in school?"

Vice Principal Ma’s expression carried a forced sincerity: "Calling it bullying, what’s happening among them is just kids playing around. Although the outco is sowhat unsightly, ruining a few kids like this isn’t great, is it?"

"And besides, if you look back at it, wasn’t their initial cause for doing it to improve their classmates’ grades?"

Vice Principal Ma stopped talking about events, stopped discussing facts.

He started talking about education, even so higher concepts.

...

In the face of student groups.

The usual cards of "they are still kids," "the future is long," "for the college entrance exam," are almost always successful.

No matter how stringent the rules and regulations are, they almost always give so leeway when faced with these excuses.

After failing to secretly trip up Nan Zhubin, Vice Principal Ma seed to conventionally want to use his special professional identity to "use authority to suppress others."

Yet this unexpected move only made Nan Zhubin’s eyes grow colder.

"You consider yourself an educator?" Nan Zhubin said, his tone very calm.

But if Vice Principal Ma also had the ability of [Micro-expression Analysis], his brain would probably imdiately start sounding alarms from the aggressive information received.

Vice Principal Ma forgot, in a way, Nan Zhubin’s professional nature overlaps with his to a certain extent.

"Education isn’t just about grades; it’s also about the growth of the child’s life. You think the college entrance exam is important, but how do they spend the long life after it? Will they leave any regrets that impact them for life because of the college entrance exam—"

"—Do you think I would say sothing like that." Nan Zhubin looked at Vice Principal Ma.

Watching the fleeting trace of contemplation and regained control in the other’s eyes disappear in an instant.

And then replaced by shock and panic.

"Scores are very important." Nan Zhubin shifted his focus, seemingly overturning his previous statent, "Scores really are very important."

...

The shock in Vice Principal Ma’s eyes deepened, even carrying a bit of the panic of having his lines stolen.

Nan Zhubin calmly said, "Among the important factors affecting ntal health, besides the individual’s internal factors, there are also external environntal factors."

"And the college entrance exam—it indeed can alter the fate of almost all students. Scores determine the environnt of their future lives and in turn, impact their future ntal health levels."

"Especially in our studies of ’lifelong developnt of the individual’ in [Developntal Psychology] and the focus on ’education’ in [Educational Psychology], when encountering adolescent psychological intervention, ’learning’ is often placed at par with or slightly ahead of ’health.’"

"Many say ’not to sacrifice the future for scores,’ but scores are linked with the future. To so families, scores even represent the future."

"Grades are important, scores are important. For the reality of the environnt, idealized ’ntal health’ and ’mind-body happiness’ must take a back seat, becoming the ’secondary’ in ’primary and secondary.’"

Nan Zhubin narrated lightly.

"Happy education doesn’t work very well. I also admit—except for a few students, it’s unrealistic for others to maintain a consistently ’ntally healthy’ state during high school. It’s even difficult for them not to develop ’psychological issues.’"

These seemingly all aligned with Vice Principal Ma’s words, but Vice Principal Ma dared not relax in the slightest at this mont.

Unconsciously, he swallowed hard.

Every word Nan Zhubin was now saying sounded to him like the whetstone grinding noise before a swordsman’s blade is really drawn out.

All were preludes.

The more Nan Zhubin’s narrative seed to align with him now, the heavier and sharper the strike against him would be afterward.

"For the sake of college entrance exam scores, almost everything can be temporarily overdrafted during the three years of high school. Body, family, friends, after all, everything is for the future."

"Parents at ho disagreeing because of the children, repeatedly arguing, even separating; students sleeping at one in the morning, waking at six, thus weakening their bodies; classmates implenting aggressive education plans, using an elimination system, even engaging in vicious competition."

"Even if these asures carry sickness, insanity, they still possess a kind of ’necessity’—this might not make sense emotionally, but it does rationally."

"However, the insane, frenzied pursuit, despite the srizing improvent it brings, often makes people forget certain boundaries—"

This kind of a group chasing goals recklessly, eventually neglecting boundaries, is also one of the crucial characteristics of a [closed group].

As for what boundaries the mbers of a [closed group] forget?

Nan Zhubin looked into Vice Principal Ma’s eyes, word by word:

"—Ethics, moral standards, life safety, and the legal codes."