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Guilt Education
愧疚教育项目介绍/Introduction
《愧疚教育》是我在皇家艺术学院创作的第一个游戏项目。之所以选择这个题目，是因为我一直倾向于从日常生活中寻找灵感。我观察到，在中国，尤其是90后和00后这一代人，普遍受到“愧疚教育”的影响。比如，父母常常会说：“我辛辛苦苦工作，就是为了给你一个更好的生活环境。”这类话语在潜移默化中让孩子背负起情感上的压力，也塑造了他们对责任、自我价值乃至亲情关系的理解。
斯坦福大学的研究表明，适度的愧疚感有助于提升学习动机，因为愧疚会驱使个体采取补救行为、主动承担责任，是一种较为积极的内在驱动力。然而，如果愧疚感过强，或长期被外界强化为一种必须履行的心理负担，它就可能演变为“内摄调节”（introjected regulation），导致个体出现焦虑、拖延、甚至抑郁等负面心理反应。研究也进一步指出，愧疚与羞愧不同：愧疚针对的是行为，羞愧则是对自我的否定，后者更容易引发回避与情绪压抑。由此可见，“适度的愧疚”可以促进成长，而“过度的愧疚”却可能造成伤害。
我创作这个项目的初衷，是希望那些曾受到愧疚教育影响的人，能够意识到自己也许仍处在这种教育的余波之中。他们可能在不自觉中长期承受过度的焦虑，甚至因此放弃了对生活中快乐与享受的感知与追求。我希望通过作品，给予他们一个重新理解自身情感状态的契机，引发更多人对教育方式、情感责任与代际沟通的思考。
Guilt Education was the first game project I created at the Royal College of Art. I chose this theme because I tend to draw inspiration from everyday life. I observed that in China, particularly among the post-90s and post-00s generations, many have been deeply influenced by what I call "guilt-based education." For example, parents often say things like, “I work so hard just to give you a better life.” Phrases like this subtly impose emotional pressure on children, shaping their understanding of responsibility, self-worth, and familial relationships.
Research from Stanford University shows that a moderate sense of guilt can enhance motivation to learn. Guilt can drive individuals to take remedial actions and assume responsibility, serving as a positive internal force. However, when guilt becomes excessive or is continually reinforced as a psychological obligation, it can turn into introjected regulation—a state that may lead to anxiety, procrastination, or even depression. The research also highlights a key distinction: guilt focuses on behavior, whereas shame targets the self. Shame is more likely to result in avoidance and emotional suppression. Therefore, while moderate guilt can foster growth, excessive guilt can be damaging.
My intention with this project is to help those who have been affected by guilt-based education recognize that they may still be living under its lingering influence. Many might be unknowingly burdened by long-term anxiety, and as a result, may have given up the pursuit of joy and pleasure in life. Through this work, I hope to offer a space for people to reexamine their emotional states and inspire broader reflections on educational methods, emotional responsibility, and intergenerational communication.