法拉古特人物志 | Beta：“异数” 的成长，于自由边界间找到自己

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Beta

“异数” 的成长：

于自由边界间找到自己

解易霖 Beta

法拉古特2025届毕业生

录取院校：罗格斯大学

当我的病历本上被医生写下“少说话”的医嘱时，我终于意识到，大家对我是个“话痨”的描述毫不夸张。

Beta小时候的照片

在传统评价体系里，我从来不是标准意义上的好学生——课堂上，思维总忍不住飘向课本外的世界；百词斩的第一个单词，至今仍停留在“abandon”；就连这篇人物志，也踩着截止日期才完成。

Beta小时候的照片

可面对真正热爱的事，我又能抱着电脑连写三天，每天睡眠不足三小时，展现出远超常人的专注。这种看似矛盾的特质，曾让我陷入自我困惑，但在法拉古特的三年时光里，我逐渐明白：“异数”从不是需要修正的偏差，而是另一种成长的形态，是无需被外界定义的独特可能。

PART 1

非常规起跑线：

在自由与规范间找平衡

我的成长，似乎从一开始就绕开了“标准赛道”。父母虽已不再年轻，教育理念却格外开明——他们从不信奉“人生起跑线”的说法，更愿意让我在自主探索中认识世界。六岁前，我没有被强迫背诗、学算数，而是在无拘无束的疯玩里，感知自然的奇妙；八岁那年，我又独自登上飞往深圳的航班，赴一场对我而言意义非凡的比赛：十岁时，当同龄孩子还依赖父母陪伴出游，我已独自漫步纽约时代广场，看霓虹在夜色里闪烁。这份从小被赋予的自由与信任，让“探索”成了刻在我骨子里的习惯，也让我对“被束缚”格外敏感。

Beta滑雪时的照片

滑动查看小时候的Beta
Beta的小记者证及围棋获奖证书

初入法拉古特时，我对国际教育的印象还很模糊，心里满是不安——怕自己这种“不守规矩”的性子，又会像从前那样被视作“异类”。但校园的真实模样，很快打破了我的顾虑：桥梁课上，老师会蹲下身来，认真听我讲那些天马行空的奇思妙想；分班前，大家围坐在一起分享零食，笑声漫过课桌；分班后，我们会凑在一起吐槽难写的ESOL作业，彼此打气。几个学期转瞬即逝，我竟熟悉到能蒙眼穿行校园，甚至能凭脚步声、说话声，精准辨认出是哪位老师在身后轻轻碎念：“Beta，昨天的作业怎么又没交？”

左图为Beta的救援队档案表

中间图为Beta给山区儿童分发日用品

右图是Beta的发明专利审查书

Beta在天津法拉古特学校举行印模展

Beta的两部著作风格跨度之大很难让人确信这是同一人所作

最让我意外的，是老师们对我“校外探索”的态度。我是个典型的“项目驱动型”人，对各行各业的新鲜事都充满好奇，总爱走出校园去尝试实践——有时是参与一场公益活动，有时是摸索一个小发明。每当我兴奋地跟老师分享这些经历时，没有一个人会指责我“不务正业”。他们会耐心听完我的滔滔不绝，眼神里满是认可，之后才温和地提醒：“你做的这些事很有意义，但学校的功课是根基，可别忘了回来补上哦。”这种“先接纳，再引导”的方式，既给了我追逐兴趣的空间，又悄悄为我守住了学业的底线，让我在自由与规范之间，慢慢找到了属于自己的平衡点。

上图为Beta参加商赛时的照片

下图为Beta在天津电台接受采访

Beta在毕业典礼现场为班主任王老师献花后的合影

PART 2

“异数”的培育方法论：

因材施教的温度

在法拉古特，我真正体会到“因材施教”从不是一句空洞的口号，而是老师们落在实处的行动。面对作业，我总是习惯性拖延；托福考了好几次才勉强达到预期；写作课的论文更是改了又改，仍难让自己满意——按传统标准衡量，我绝对算不上“好学生”。梁老师为了让我重视课业，常常用手指轻轻弹我的脑壳，那力道不重，却足够让我瞬间记起“该交作业了”；其他老师也总在早自习、课间找我，一遍遍温柔提醒：“这节课别迟到”“这部分知识点要抓紧补”。

Beta在毕业典礼上

与天津法拉古特学校创始人杨晓柯老师

以及执行校长高越老师合影

但他们从没有因为我的“不完美”而放弃我，反而给了我更多个性化的关注。每当我在考试前对着落下的知识点手足无措时，总有不同的老师“神兵天降”，主动挤出私人时间帮我补上遗漏的内容。无论我多晚提交作业，无论最终分数如何，作业本上总会留下认真的批改痕迹；只要我敢带着疑问一遍遍请教，他们就愿意耐着性子一遍遍讲解，从没有半分不耐烦。

Beta和同学们的合影

更难得的是，老师们从未试图磨平我的棱角。老师们告诉我：“不必做车轮下的牺牲品，你可以成为飞越车轮的鸟。别害怕和别人不一样，请保持这份‘一蓑烟雨任平生’的清醒与勇气。”这句话像一盏灯，始终照亮我三年的成长路。我渐渐明白，这里的教育从不是“标准化生产”，不是把所有学生都雕琢成同一个模样，而是尊重每个孩子的独特性，帮我们找到最适合自己的成长路径。

Beta与同学们

Beta与乐队的同学们

PART 3

在怀疑中确认自我：

“异数”的价值重构

申请季的压力，像一张细密的网，让我陷入深度自我审视。我反复质疑自己过往的选择：参加竞赛、组织活动、主动帮助他人，这些行为究竟源于内在的热爱，还是对外部认可的渴望？这种困惑像一团雾，持续萦绕在心头，直到某个傍晚，我遇见一位迷路的老爷爷。

Beta和家人在一起

Beta生日时在海边的照片

那时我已经走下楼梯，即将踏上站台，却莫名地停下脚步、转身折返。我蹲下身，耐心听老人用浓重的口音问路，然后一路陪着他，将他安全送到天津站入口。没有任何记录，没有一句掌声，可在转身折返的瞬间，我突然豁然开朗：重要的从不是行为动机是否“纯粹”，而是在他人需要时，是否愿意迈出那一步、做出向前的决定。

与同学们时隔三年的两顿饭

这份清醒的觉察，让我在收到罗格斯大学（Rutgers, The State University of New Jersey）、 多伦多大学（University of Toronto）、悉尼大学（The University of Sydney）、英属哥伦比亚大学（University of British Columbia）、俄亥俄州立大学（The Ohio State University）、曼彻斯特大学（University of Manchester）、布里斯托大学（University of Bristol）等十几所大学的offer后，没有盲目追逐学校排名，而是坚定地选择了最适合自己的方向。

毕业典礼上正在演出的Beta

也是这份觉察，让我看清法拉古特赋予“异数”的温暖支撑——这里的“集体”从不是“道德绑架”，而是细碎的牵挂：感冒时的一袋藕粉、焦虑时的一通电话、住院时的探望，医务室、办公室、心理咨询室乃至保安室…… 这些在其他学校可能意味着“可怕”的场所，在这里全是暖意。集体本有两面性，而Dukes班及后来的伙伴们，选择了互相扶持——这份温暖无关要求，只是大家的善良凑在一起的自然结果。

结语

▻▻▻

正是在这样的集体与学校多元评价体系下，我读懂了成长的多面性。法拉古特三年给予我的远不止十几封大学offer：是把探索欲转化为项目动力、把 “话痨” 变成表达能力、把“不安分”化作创新意识的蜕变，更是一套专属于 “异数” 的成长方法论。这里从没有试图将我塑造成某个标准产品，而是帮助我真正认识到：“异数”不是需要修正的偏差，而是生命多样性成长的有力证明；在这个处处强调规范的世界里，法拉古特为我们这样的“异数”细心保留了一片自由生长的土壤，让我们能循着自己的节奏，走出一条独一无二的成长曲线。

「 注：“人物志”发布顺序按照预约采访时间及提供资料时间进行安排」

撰文、图片来源 | 解易霖 Beta

编辑 | 天津法拉古特学校品宣部

Beta

The Growth of the “Unique Boy”:Finding Himself Between the Boundaries of Freedom

Beta

Farragut Class of 2025 Graduate

Admitted to: Rutgers University

When the doctor wrote “Speak less” on my medical record, I finally realized that everyone's description of me as a “chatterbox” was no exaggeration.

Beta as a child

In the traditional evaluation system, I was never a model student by conventional standards—in class, my mind would inevitably wander beyond the textbook; my first word on Hundred Words Slayer still remains “abandon”; and even this profile piece was only finished as the deadline approached.

Beta as a child

Yet when faced with what I truly love, I can sit at my computer writing for three days straight, sleeping less than three hours each night, displaying an intensity of focus far beyond the ordinary. This seemingly contradictory trait once plunged me into self-doubt. But during my three years at Farragut, I gradually came to understand: being an “oddball” is never a deviation in need of correction. It is another form of growth—a unique possibility that need not be defined by the outside world.

PART 1

Unconventional Starting Line:Finding Balance Between Freedom and Norms

My upbringing seemed to veer off the “standard track” from the very beginning. Though my parents were no longer young, their educational philosophy was remarkably open-minded—they never subscribed to the notion of a “starting line in life,” preferring instead to let me discover the world through independent exploration. Before age six, I wasn't forced to memorize poems or learn arithmetic. Instead, I experienced nature's wonders through carefree play. At eight, I boarded a flight to Shenzhen alone for a competition that held profound meaning for me. By ten, while peers still traveled with parents, I wandered New York's Times Square by myself, watching neon lights flicker in the night. This freedom and trust bestowed upon me from childhood made “exploration” a habit ingrained in my very bones, and it also made me exceptionally sensitive to “constraints.”

Photos of Beta skiing

Swipe to see Beta as a child

Beta's junior reporter ID and Go championship certificates

When I first arrived at Farragut, my understanding of international education was still vague, and I felt uneasy—fearing that my “unconventional” nature would once again label me an “Unique Boy”. But the true spirit of the campus quickly dispelled my worries: During bridge classes, teachers would crouch down to listen intently to my wildest, most imaginative ideas; Before class assignments, we'd gather around sharing snacks, laughter spilling over desks; after assignments, we'd huddle together complaining about tough ESOL homework, offering each other encouragement. Semesters flew by, and before I knew it, I knew the campus so well I could navigate it blindfolded. I could even identify which teacher was murmuring behind me by their footsteps or voice: “Beta, why didn't you turn in yesterday's assignment again?”

Left: Beta's rescue team profile sheet

Center: Beta distributing daily necessities to mountain children

Right: Beta's invention patent examination report

Beta held an exhibition at Tianjin Farragut School

The vast stylistic gap between Beta's two works makes it hard to believe they were written by the same person

What surprised me most was the teachers' attitude toward my “explorations outside school.” I'm a classic “project-driven” person, brimming with curiosity about new things in every field. I always love stepping out of campus to try things hands-on—sometimes participating in a public service event, other times tinkering with a small invention. Whenever I excitedly shared these experiences with my teachers, not a single one ever accused me of “not focusing on my studies.” Instead, they patiently listened to my enthusiastic ramblings, their eyes brimming with approval. Only then would they gently remind me: “What you're doing is meaningful, but your schoolwork is the foundation. Don't forget to catch up when you return.” This approach—acceptance first, guidance later—gave me space to pursue my passions while quietly safeguarding my academic groundwork. It allowed me to gradually find my own balance between freedom and discipline.

The photo above shows Beta participating in a business competition.

The photo below shows Beta being interviewed at Tianjin Radio.

Beta posing for a photo with homeroom teacher Ms. Wang after presenting her with flowers at the graduation ceremony.

PART 2

Unique Boy's Cultivation Methodology:Tailored Education with Heart

At Farragut, I truly came to understand that “teaching according to individual aptitude” is never just an empty slogan, but something our teachers put into practice. When it came to homework, I always procrastinated habitually; I took the TOEFL several times before barely meeting expectations; and my writing class essays went through endless revisions yet still failed to satisfy me—by traditional standards, I definitely didn't qualify as a “good student.” To get me to take my studies seriously, Teacher Liang would often gently flick my forehead with her finger. The touch wasn't forceful, but it was enough to instantly remind me, “It's time to hand in my homework.” Other teachers would also seek me out during morning self-study or breaks, offering gentle reminders over and over: “Don't be late for class today,” or “You need to catch up on this part of the material.”

Beta at the graduation ceremony

with Mr. Yang Xiaoke, founder of Tianjin Farragut School,

and Mr. Gao Yue, Executive Principal.

But they never abandoned me because of my “imperfections”; instead, they gave me more personalized attention. Whenever I felt overwhelmed by gaps in my knowledge before exams, different teachers would appear like “angels sent from heaven,” proactively carving out personal time to help me fill in the missing pieces. No matter how late I submitted assignments or what my final score was, my workbooks always bore meticulous corrections. Whenever I dared to ask questions repeatedly, they patiently explained things over and over, never once showing the slightest impatience.

Group photo of Beta and his classmates

What's even more remarkable is that my teachers never tried to smooth out my rough edges. They told me: “You don't have to be a victim crushed under the wheels. You can be the bird soaring above them. Don't fear being different—hold onto that clarity and courage to live life unfettered, like a hermit in the rain.” These words became a guiding light, illuminating my path of growth throughout those three years. I gradually came to understand that the education here was never about “standardized production”—molding every student into the same mold. Instead, it honored each child's uniqueness, helping us find the growth path that suited us best.

Beta with his classmates

Beta and the Band Members

PART 3

Affirming Self Amidst Doubt:The Value Reconstruction of “Unique Boy”

The pressure of application season felt like a fine-meshed net, pulling me into deep self-reflection. I repeatedly questioned my past choices: competing in contests, organizing events, proactively helping others—were these actions born from genuine passion, or a craving for external validation? This confusion lingered like a fog in my mind until one evening, when I encountered an elderly man who had lost his way.

Beta and his family .

Photos taken at the beach on Beta's birthday

I had already descended the stairs and was about to step onto the platform when I inexplicably stopped, turned around, and headed back. I crouched down, patiently listened as the elderly man asked for directions in his thick accent, then walked alongside him all the way, safely escorting him to the entrance of Tianjin Station. There was no record of it, not a single round of applause. Yet in that instant of turning back, it suddenly dawned on me: what truly matters is never whether the motive behind an action is “pure,” but whether one is willing to take that step forward, to make the decision to move ahead when another person needs it.

Two meals with classmates after three years apart

This clear-eyed awareness allowed me to avoid blindly chasing school rankings after receiving offers from over a dozen universities, including Rutgers University, the University of Toronto, the University of Sydney, the University of British Columbia, Ohio State University, the University of Manchester, and the University of Bristol. Instead, I steadfastly chose the path that best suited me.

Beta performing at the graduation ceremony

It was this very awareness that allowed me to see the warm support Farragut provided—here, “community” never felt like moral coercion, but rather a collection of small, thoughtful gestures: a bag of lotus root starch when you had a cold, a phone call when you were anxious, visits during hospital stays. The infirmary, the office, the counseling room, even the security office... Places that might seem intimidating at other schools radiated warmth here. Collectives inherently have two sides, yet the Dukes class and the friends who followed chose mutual support—this warmth comes not from demands, but simply from the natural convergence of everyone's kindness.

Conclusion

▻▻▻

It was precisely within this collective and school-wide diverse evaluation system that I came to understand the multifaceted nature of growth. Farragut's three years gave me far more than a dozen college offers: it was a transformation that turned curiosity into project drive, chatter into communication skills, and restlessness into an innovative mindset—a growth methodology uniquely tailored for the “Unique Boy.” Here, no one ever tried to mold me into some standardized product. Instead, they helped me truly recognize that being an “oddball” isn't a deviation needing correction—it's powerful proof of life's diverse growth. In a world that constantly emphasizes conformity, Farragut carefully preserves a patch of soil for us “oddballs” to grow freely, allowing us to follow our own rhythm and chart a uniquely individual growth curve.

「 Note: The order of publication of "Profiles" will be arranged according to the time of appointment for interviews and the time of provision of information.」

Written and images courtesy of | Beta

Edited by | Brand Promotion Department of TFS

*转自：天津法拉古特学校官方公众号

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