穿过上海徐家汇附近的老小区，步梯六楼的尽头，是依蔓短租的家。三年前，也是秋天，她像逃离一般离开上海，北上的飞机最终降落在内蒙古海拉尔。 在此之前，她在这座城市工作生活了七年，其中近一半的时光，也租住在这附近。 依蔓曾喜欢上海，后来却只想逃离。她曾是最擅长应试的那类孩子——后来发现，这不仅塑造了她，也深深伤害了她。 从2022到2024年间，她不断离开城市，前往中俄边境的恩和草原、蒙古的森林、西班牙北部村庄、蒙俄边境的查坦部落等地，与牧民一同寻找马群，漫步 荒野，完成了一场关于"我是谁"的追问，而这也是一个"好学生"如何重建内心秩序的故事。这些都被记录在她的作品《荒野寻马》里。 《荒野寻马》，依蔓 著 江苏凤凰文艺出版社|后浪/后浪文学，2025-6 穿过狭长的回形楼梯，在一扇防盗门背后，我见到了依蔓。她赤着脚，轻快地迎到门口，像一只小鹿。脸颊上有在蒙古高原晒出的晒斑——这是两年的草 原生活，在她身上留下的印记。 "光脚可以吗？坐地上可以吗？"依蔓自然地盘腿坐下，斜靠在床边。即便只是短租几个月，她还是专门购置了一块地毯。草原加深了她原本就喜欢席地而 坐的习惯。 依蔓把膝盖藏进长裙，不断调整姿势，试图让身体处在最 ...

编辑 | summer 在这个被流量与数据重新定义的时代，我们该如何衡量一次真正的成功？以攀登为例，无数书籍中关于山峰的记述早已超越了地理意义上的高度。它们不 再仅仅是关于如何克服严寒、缺氧与险峻的地形，更多的是在追问：当一个人选择走向高处，他最终希望抵达的，究竟是众人瞩目的聚光灯下，还是内心 深处那个更为坚定的自己？ 这促使我们思考，新时代语境下的"成功"，其内核是否正在发生一种迁移。它或许不再仅仅依赖于外界颁发的勋章、响亮的头衔。一种更深层、更个人化 的价值标准正在浮现：对自我极限的清醒认知，对挑战过程的全然投入。 本期特别策划中，我们选取了一组关于对话自我内心的书籍，我们希望由此阐明，任何价值的评判，最终都需要回归到"人"的本身。它关乎勇气、毅力与 对自然的敬畏，而非仅仅是打破纪录的冲动或附着于其上的商业叙事。当我们把目光从外在的标准移开，投向那条通向内心的、更为孤寂也更为真实的路 径时，或许能重新发现，什么才是支撑一个人走得更远、站得更稳的真正基石。 PART 1 攀登的"起点" 所有的父母都希望自己的孩子能够得到最好的照顾和教育，然而，父母能够给予自己深爱的孩子们的资源、天赋、机会却不尽相同。 美国 ...

Core Insights - The article emphasizes that an ideal life is not automatically achieved through excellence or competition, but rather through proactive creation and personal choices [2][5][8] Group 1: Personal Transformation - The author reflects on a significant transformation experienced over the past seven months, highlighting that the change is more about clarity in life goals than financial or identity shifts [2][10] - The notion that winning competitions leads to an ideal life is challenged, suggesting that true fulfillment comes from personal agency rather than external validation [4][7][22] Group 2: Defining an Ideal Life - An ideal life is described as a collection of specific daily details rather than just a prestigious job or high income, including preferences for living arrangements, meal preparation, social interactions, and work-life balance [9][10] - The article stresses the importance of self-reflection in defining what one truly desires in life, especially in the context of transitioning to freelance work [10][12] Group 3: Needs in the Workplace - The author identifies three fundamental needs that are often unmet in traditional workplaces: the need for freedom, autonomy, and creativity [15][16][17][18] - Freedom is defined as the ability to work from various locations without being tied to a fixed office, while autonomy involves taking full responsibility for projects and decisions [16][17] Group 4: Identity and Action - The article discusses the tendency of individuals to cling to identity as a prerequisite for action, suggesting that waiting for external validation can lead to stagnation [19][20][22] - It encourages continuous action and creation without waiting for formal recognition or invitations, emphasizing that the difference among individuals lies in their actions rather than their titles [22][24][25]

Core Insights - The influx of graduates from top universities like Tsinghua and Peking University into an industry often signals that the industry is nearing its peak and may soon decline [2][4][5] - The trend of top graduates gravitating towards established, high-paying jobs reflects a risk-averse mentality, which can stifle innovation and entrepreneurship in emerging sectors [4][6][14] Group 1: Industry Trends - The presence of elite graduates in an industry typically indicates that the industry is approaching saturation, as fewer opportunities for growth remain [4] - In the education sector, for instance, the hiring of numerous top graduates has not translated into long-term success, with reports of salary reductions and job instability [3][5] - The current economic downturn has made it increasingly difficult for graduates from prestigious universities to find success, as they often end up in lower-quality jobs or non-related fields [6][8] Group 2: Graduate Behavior and Choices - Graduates from top universities tend to prioritize job security and high salaries, often avoiding riskier career paths that could lead to innovation [4][5][14] - The phenomenon of "career path lock-in" suggests that early career choices made during economic downturns can limit future opportunities and skill development [7][8] - The competitive environment in elite educational institutions can create a mindset where students feel compelled to continuously strive for excellence, potentially leading to burnout and limited career exploration [10][11]

Group 1 - Michael Sandel's recent visit to China focused on discussions around ethics in artificial intelligence, genetic engineering, and reflections on meritocracy [2][3][11] - Sandel expressed concerns about the impact of AI on the humanities and emphasized the importance of human qualities such as critical thinking and moral reasoning that AI cannot replicate [6][8][19] - He highlighted the ethical implications of genetic enhancement technologies, arguing that they could undermine human dignity and lead to social inequality [13][14] Group 2 - The concept of meritocracy was discussed, with Sandel noting that even the best implementation of meritocracy can lead to societal division and a sense of entitlement among the successful [16][18] - Sandel pointed out that the perception of meritocracy in China differs from that in the West, with historical ties to political power distribution through systems like the imperial examination [21][22] - He emphasized the need for public discourse on the role of technology in society and the ethical considerations surrounding it, advocating for more inclusive discussions on what constitutes a good life [15][25]

Core Viewpoint - The recent cancellation of GPA at Peking University has sparked widespread discussion about its implications for higher education and the job market, raising questions about the effectiveness of traditional evaluation systems in fostering genuine learning and innovation [1][2]. Group 1: Reform Details - Peking University announced a reform in its educational evaluation mechanism, which includes the introduction of a "pass/fail" system and a grading system that replaces traditional GPA with letter grades (A, B, C, D) starting from the 2025 cohort [1]. - The reform aims to reduce the pressure on students to achieve high GPAs, which has been linked to a culture of excessive self-monitoring and competition among students [4][5]. Group 2: Impact on Student Behavior - The previous GPA system, which was implemented in 2007, created a high-stakes environment where students felt compelled to maximize their scores, often at the expense of genuine learning [6][12]. - The new grading system is expected to alleviate some of this pressure, allowing students to focus more on their interests and personal development rather than merely chasing high scores [7][11]. Group 3: Critique of Evaluation Systems - The traditional evaluation system has been criticized for promoting a culture of meritocracy that prioritizes quantifiable achievements over individual learning experiences [8][9]. - Critics argue that even with reforms, if the underlying goal of education remains focused on selection and competition, the issues of "involution" and excessive pressure will persist [10][14]. Group 4: Future Considerations - The cancellation of GPA raises questions about how students will be evaluated for graduate studies and employment, as GPA has been a significant factor in these processes [11][14]. - There is a call for a more humanistic approach to education that prioritizes student development and self-formation over rigid performance metrics [17][18].

Core Viewpoint - The article discusses the impact of "meritocracy" on individuals, particularly in East Asian cultures, highlighting how it leads to a sense of worth being tied to achievements and societal recognition [5][19][20]. Group 1: Understanding Meritocracy - "Meritocracy" emphasizes personal effort and achievements as the basis for social recognition, leading to a culture where individuals feel their value is closely linked to their accomplishments [5][19]. - Many individuals are becoming aware that their psychological struggles stem from the pressures of "meritocracy," yet they find themselves trapped in an achievement-oriented environment [5][19]. Group 2: Psychological Impacts - The article illustrates how early educational experiences can instill a sense of fear regarding performance, leading to a narrow focus on achievements at the expense of personal experiences and relationships [8][9]. - The concept of "phallic narcissism" in childhood is discussed, where children seek validation from parents, and a lack of recognition can lead to an over-reliance on external validation in adulthood [14][19]. Group 3: Overcoming the Constraints of Meritocracy - Suggestions for breaking free from the constraints of "meritocracy" include engaging in simple, enjoyable activities that do not require validation or achievement [15][16][27]. - The article emphasizes the importance of self-acceptance and recognizing one's inherent worth, independent of achievements [20][36]. Group 4: Redefining Success - The narrative challenges the conventional notion of success, suggesting that it can sometimes act as a barrier rather than a goal, as illustrated by the case of an individual who left a high-paying job in search of meaning [23][24]. - The article encourages readers to seek alternative role models and redefine success beyond traditional metrics like income and status [26][30]. Group 5: Practical Steps for Change - Practical advice includes allowing oneself to "waste" time, engaging in activities without a specific outcome, and focusing on the sensory experience of daily life [27][28][29]. - The article advocates for building relationships that are not based on achievements, fostering a sense of belonging and acceptance [38].

Group 1 - The core viewpoint of the article revolves around the concept of "meritocracy," which emphasizes individual effort and achievement as the basis for social recognition [4][30][32] - The article discusses the psychological impact of meritocracy, highlighting how it can lead to anxiety and a sense of inadequacy among individuals who feel pressured to constantly prove their worth [5][54] - It suggests that many people are beginning to recognize the negative effects of meritocracy on their mental health and are seeking ways to break free from its constraints [5][30][34] Group 2 - The article emphasizes the importance of personal experiences and self-acceptance over societal standards of success, advocating for a more balanced approach to life [18][48][49] - It provides practical suggestions for individuals to reconnect with their true selves, such as engaging in activities that do not require validation or achievement [44][46][57] - The narrative includes examples of individuals who have experienced success yet felt unfulfilled, illustrating that traditional measures of success can sometimes act as barriers to personal happiness [41][42][54]

Group 1 - The term "meritocracy" has gained significant attention online, with discussions highlighting its implications and criticisms in society [1][10] - The concept of meritocracy, introduced by sociologist Michael Young, suggests that social and economic rewards should be based on talent, effort, and achievement, under the premise of equal opportunity [2][4] - Critics argue that meritocracy can lead to social division, where the elite perceive their success as solely due to their efforts, while the less fortunate are blamed for their failures, fostering a sense of moral superiority among the successful [7][10] Group 2 - The critique of meritocracy includes the notion that the promise of equal opportunity is often misleading, as systemic advantages allow the elite to maintain their status, creating a "hereditary elite" [4][5] - Psychological impacts of meritocracy can lead to anxiety and a sense of inadequacy among individuals, regardless of their success, as the system emphasizes relentless competition [7][15] - The societal value of work is distorted under meritocracy, where income is seen as a measure of contribution, leading to the undervaluation of essential roles such as teachers and cleaners [8][9] Group 3 - The rise of anti-meritocracy sentiments in China is characterized by a backlash from students in prestigious universities, who are often the beneficiaries of the meritocratic system, indicating internal contradictions within the elite [11][16] - The historical context of meritocracy in China is linked to rapid economic growth post-1980, creating a belief in the attainability of success through hard work, which is now being challenged due to economic slowdowns [12][13] - The phenomenon of anti-meritocracy in China reveals a complex dynamic where those who benefit from the system may also oppose it, reflecting deeper societal tensions and contradictions [14][16]

Core Viewpoint - The article discusses the mental health struggles faced by high-achieving students, particularly focusing on the case of a student named Ruisha, who has been diagnosed with bipolar disorder and depression due to immense academic pressure and expectations from parents and society [3][4][6]. Group 1: Academic Pressure and Mental Health - High academic performance can lead to mental health issues, with many top students experiencing perfectionism and anxiety, which can create a vicious cycle affecting their ability to focus on studies [3][4]. - Ruisha's parents placed significant pressure on her academic performance, leading to feelings of guilt and anxiety when her grades slipped [2][9][10]. - The societal expectation for students to excel academically can contribute to a sense of isolation and fear of falling behind, as seen in Ruisha's experience of feeling abandoned when she took time off from school [5][18]. Group 2: Coping Mechanisms and Self-Understanding - Studying psychology helped Ruisha understand her condition better and develop coping strategies, leading to improved emotional stability [6][21]. - Ruisha created educational content to help other students facing similar challenges, indicating a proactive approach to mental health awareness among youth [22][32]. - The article highlights the importance of recognizing mental health issues as common and the need for open discussions to reduce stigma [30][31]. Group 3: Family Dynamics and Support - Initially, Ruisha's parents struggled to understand her mental health issues, but over time they began to support her without imposing expectations [38][40]. - The relationship between Ruisha and her parents evolved as they learned to provide a supportive environment, emphasizing the role of family in a child's mental health journey [42]. - The article suggests that parents should focus on being a strong support system rather than imposing academic expectations, which can exacerbate mental health issues [41][42].