Based on Kraft's theory, the article uses psychoanalysis as a tool to inquire into the meanings of the overcoming and sublimation of repressed childhood experiences for teachers' understanding of education. Methodologically, I study the biographies of three teachers and situate them in the context of how and why they value academic achievements, and then how this value shaped their views of education. My study shows that getting good grades and being affirmed by one's parents and relatives carry much more weight than the functional value of good grades as ladders of future social mobility. The teachers' own imperfect childhoods contribute to the diversity of views about the value of grades, thereby opening up or limiting down the possibilities of education.
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