BEYOND THE CLASS
Teacher Pets: how pets shape our hearts and lives
By Charlotte Warmelink (’28)
From Egyptians’ reverence for their feline queens to the unwavering loyalty of man’s best friend, animals have long held a special place in people’s hearts. Cats—with their mysterious yet a ectionate nature—and dogs—with their steadfast devotion – have trekked alongside us through the ages.
In today’s fast-paced society, we seek moments of calm and happiness, often nding them in the companionship of our
learned with the joy their furry friends bring.
By Natalie Scheidel
Ms. Weng, an avid cat lover since childhood, currently has three cats. Benny is a black and grey, selectively a ectionate bed hogger, who is also the true culprit behind late grading with his passion for sitting on computers. Jerry is an attention-seeking, food-driven, stubborn goofball, embodying the persona of a typical orange cat. Benny and Jerry are intentionally named after the ice cream brand, Ben and Jerry. And lastly, Granny is an ex-stray, loving lap-cat, who occasionally slaps the two other boys.
While living in the United States (U.S.), Ms. Weng struggled with depression, and eventually decided to adopt Benny o Craigslist. “ ings were a lot better when I had him because that’s when I felt like I was needed,” said Ms. Weng. “I had someone who was always going to be there. I had so much love to give them; I deserved love and they made me feel like I could be a better person,” she said. Although cats are generally more reserved, the mere presence of them can be comforting, knowing that they care about you. Even then, cats show their love in various other ways as well. For example, Ms. Weng said that Benny will sleep right on top of her hand, and how that is comforting for her. She also mentioned how Jerry is more needy, but it forces her to stop thinking about struggles
in life and to just focus on him. “You look at him and you feel like he’s saying, ‘Stop thinking about other things, just play with me now.’”
“I am loving cats for who they are, not for what they can do for me.”
Apart from their emotional companionship and diversion from the stresses of life, Ms. Weng says that cats teach her to love without expecting much in return. “I am loving cats for who they are, not for what they can do for me,” she said. is also applies to relationships in life, where what you do for someone is because you want to do it for them, not because you’re expecting something back. “ at’s what I love about cats: they can just be them, unapologetically being themselves.” Cats also remind her to approach situations with patience and understanding, looking at everyone—students, animals and others—with their unique personalities and needs. “We focus so much on what I want to do or say, but that might not be what others want or need,” she said.
Ms. Caminero and Mr. Castro decided to adopt Kira, a puppy who was abandoned with her siblings. A very active, welltempered, attention-seeking and playfully clueless dog, Kira seemingly appeared out of nowhere into their lives.
While it may be hard to manage a high-energy dog, especially after a bad day, Ms. Caminero says that knowing there’s a dog that loves you and is excited to see you is a wonderful feeling. She also notes the responsibilities that come with having a dog. She mentions that it’s hard when you’re tired and don’t want to go out, but Kira doesn’t understand that, so it’s important to have someone else help out. Before, there’s no pressure to have a strict schedule, but with a dog, you need to take into account their needs as well. “ at’s the challenging part of having a pet. It’s having responsibility, but at the end of the day there’s just someone who’s so excited to see you, where their heart is so big they just love you unconditionally.”
Having a dog also taught them patience and communication, as Kira understands certain commands but sometimes she chooses not to do them or does otherwise.
“She’s pretty well trained, but sometimes she’s just ‘I don’t feel like it, I want to do my own thing,’ and I’ve learned that it’s
ok. No one is going to always do what you want them to do all the time.” is also applies to students sometimes as well, where everyone is their own individual, and sometimes teachers don’t always get what they want.
“We want her to explore, to have fun, and if that means maybe a bit of a headache, so be it”
Dog owners often send their dogs to training, expecting perfection in return. But why would you want a perfect dog if she could just be herself? “Of course I don’t want her to destroy my house and do things she’s not supposed to, but I still want her to be hyper, active and have her own personality. How lame would it be if every dog and every person was the same?” said Ms. Caminero. It can be stressful to parent a dog, but she ultimately said that they want Kira to just be herself. “We want her to explore, to have fun, and if that means maybe a little bit of a headache, so be it, because we chose to have a dog.”
Benny (white), Jerry (orange) and Granny (calico) [PHOTO COURTESY OF MS. WENG]
pets. Two teachers told me about how their pets in uence their lives, o ering insights on life lessons they’ve
Mr. Castro and Ms. Caminero with their dog, Kira. [PHOTO COURTESY OF MS. CAMINERO]
Ms. Caminero and Mr. Castro: Kira
Ms. Weng: the cat trio
ROOM: TEACHER FEATURES Teacher Exercise Habits
By Amber Hu (‘27) and Angelo Lien (‘28)
Students often assume a teacher’s life revolves around nothing but grading papers and teaching students. But what do teachers truly do in their free time? Exercise serves as a way to unwind, leading to many teacher’s unique exercise habits. Today, we learn about four teachers’ habits and the importance of staying t.
Dr. Heslar: the science of discipline
Many students know science teacher Dr. Heslar for his impressive chemistry knowledge and signature mustache, but few recognize his true passion— tness. For Dr. Heslar, tness is more than just a routine; it is a habit of dedication. Every morning, he wakes up at ve am, heading to the gym to exercise before starting his day. “[Monday is] calves, quads, hamstrings. Tuesday is just chest only day, Wednesday is back and shoulders day, ursday is bicep triceps day. Friday is legs again.” His consistency isn’t just about staying healthy, it’s about reducing stress and staying disciplined.
However, Dr. Heslar wasn’t always a tness enthusiast. In high school, he had barely stepped foot in a gym. But when the stress got too much or him in college, his friends encouraged him to start. “It was so relaxing,” said Dr. Heslar. “When I’m in the gym, I don’t think about anything but the weight I’m doing. It’s kinda therapeutic.”
Now, even after 15 to 16 years, he’s kept himself disciplined to his morning workout routine. “I will not go in the afternoon,” he admitted. “I get lazy, and I won’t do anything.” Even during COVID-19, when gyms shut down, he didn’t let it a ect him.
“I set myself a goal every day. I just had to do 100 air squats, 100 push ups and bicep and tricep bands 100 times. I just set that as a goal so I wouldn’t just sit around. And I did it every single day.”
For him, aesthetics don’t matter. Rather, staying healthy and disciplined is what he chases. Having his daily routine keeps him grounded and helps him stay healthy. “I have to do something,” he said.
Dr. Heslar’s biggest advice to students? Find time for exercise. “I understand that [they don’t have a lot of time], but I think it would relieve a lot of stress.”
Mr. Mathews: enduring pace
Math teacher Mr. Mathews describes himself as a “creature of habit, like a hamster,” but his dedication to running tells a di erent story—one of dedication and perseverance. After tearing his anterior cruciate ligament (ACL) and going through recovery, he committed to running as a way of rebuilding strength in his knee.
Now, Mr. Mathews runs at least ve kilometers (km) four times a week. Occasionally, he also does circuit training to keep things challenging, running 400 meters before stopping for push-ups and sit-ups, and then repeating the process.
You might spot Mr. Mathews after school running near the Tianmu Baseball Stadium. “I like to sleep in,” he admits. “And I prefer the heat.” He tends to stick to his familiar routines, running three or four loops around the mile-long Tianmu Baseball Park. Although he often runs with his wife, he prefers running solo, accompanied with his playlist of 80s rick and 90s hip-hop. “[ ose are] the two things that keep me going,” he said.
But, when it comes to advice for
An iron man triathlon is a brutal competition only about one percent of the world can complete. Now imagine completing two ironman triathlons, a feat only one to ve percent of ironman nishers can achieve. Math teacher Mr. Castro is part of that exclusive group.
As a kid, Mr. Castro didn’t t the typical “athlete” mold. In fact, he was on the other end of the spectrum—he was overweight.
As an overweight kid, the doctor told him that he would have to go on medication if he didn’t lose weight. is was when Mr. Castro knew he had to make a change, and so he took on running. “[In the beginning,] the goal was always to be able to run one mile, but then one mile turned into two, turned
students, Mr. Mathews looks beyond staying active. He emphasizes the importance of smart, nutritional choices. “It’s not just about working out—it’s about making wiser decisions with your food.”
Re ecting on his own habits growing up, he remembers how his relatively unhealthy diet canceled out his tness. “When I was younger, I was very t, but I’d drink, like, ve Cokes a day and eat all the fried food because I didn’t know any better.” Now, he highlights the importance of food and exercise in long-term health.
Mr. Castro: Ironman
into 13, 13 turned into 26 and it kind of started my love for running.”
Now, running is essential to Mr. Castro and he does it on any given day. When he runs, he goes anywhere between a mild ve km to crazy 20km a day. If he is not doing distance, he is doing temple runs, 3000m hill gains, or hard 800ms on the track. But running is not the only thing Mr. Castro excels at.
He also pushes himself in swimming and cycling. Remarkably, he actually didn’t learn how to bike until he was in his 20s when he signed up for a triathlon. Fast forward to today, Mr. Castro regularly bikes anywhere from 100 to 150km. Swimming is another component of the iron man triathlon. “I’ve
Mr. Mutschler: active legacy
As people age, they tend to stop incorporating tness and exercise into their life, opting for minimal exercise in an attempt to prevent injury. But for Mr. Mutschler, tness is a non-negotiable in his life, no matter what the circumstances are.
His whole life, he has always loved exercising and playing sports. As a kid, he was constantly moving around. Sports were his outlet, his creative expression. Like an artist with a canvas, he embraced a variety of sports, whether it was basketball, baseball, American football or soccer. “Anything I
could get my hands on, I played,” he said. He loved sports, because sports made him feel good.
But as he got older, he realized that he couldn’t play sports as well anymore. “ e truth is, your body isn’t always going to work like you want it to,” said Mr. Mutschler. Despite this setback, he never gave up. He realized that he had to make a change, and so, he picked up new hobbies like running, hiking, weight lifting and swimming.
Currently, Mr. Mutschler is still in the midst of his tness journey as he
exercises a gruesome seven days a week. He does strength training four days a week and distance running three days a week. For distance running, he gets up early and runs 10 to 15k before the sun is up. For strength training, he does optimal trainng, which includes full body workouts with di erent movements in order to maintain strength. In this period of his life, Mr. Mutschler is trying to maintain strength, not gain it. His priority is to remain healthy in order to do the things he loves in this life like hiking and swimming.
always loved the water and I just kind of wanted to get better at it,” said Mr. Castro. He now swims around 1500 to 2000m when he gets in the water, which is equivalent to 40 laps in a 50m pool.
Currently, Mr. Castro continues to push and test his limits as he is preparing to accomplish an even harder feat, a third triathlon in 2026. From needing to take meditations to attempting to become a three time ironman triathlon nisher, Mr. Castro’s journey is nothing short of inspiring. For many, they see exercising as a chore, but Mr. Castro loves it so much that it is “a mental break for him” and it keeps him “motivated throughout the day.”
Dr. Heslar(left) and Mr. Mathews(right).
Mr. Castro at the nish line.
Mr. Mutschler working out.
DEIB at TAS: meaningful change or mandatory obligation?
By Eric Fang (’28) & Matthew Wang (’27)
At Taipei American School (TAS), Diversity, Equity, Inclusion and Belonging (DEIB) initiatives are now a mandatory feature, aiming to foster a welcoming environment for students of all backgrounds. It is not a standalone program: it is an integral part of the school’s mission to “cultivate an enduring commitment to learning, personal well-being, and service.” From website mission statements to mandatory diversity activity programs during school hours, DEIB programs have been a contentious topic for students and parents. But despite the good intentions behind these initiatives, many students are beginning to ask a di cult question: are these programs really making a di erence, or are they performative?
e biggest concern for DEIB among student perspectives is its compulsory nature. In a survey conducted by e Blue &
Gold, 62% of the 45 respondents disagreed that DEIB should be mandated at school, while only 24% agreed. Mandatory DEIB sessions also come at the cost of valuable time. In Middle School, 40 minutes of class time is taken away every few months for programs, while in Upper School, it is discussed during mandatory advisory meetings. For many students, this tradeo does not feel justi ed, especially when 49% in the same survey strongly disagreed that the school’s DEIB initiatives have meaningfully impacted the overall culture at TAS. e remaining 51% were evenly distributed among the other eight options on a scale from one to nine.
However, the problem may not necessarily be that DEIB is compulsory at school. It’s likely because of its execution. Even though DEIB is important, our survey identi ed that students don’t appreciate
it because the learning feels forced. When we brought this up with the Deputy Head of School, Dr. Gale, she explained why DEIB is such an integral part of the school curriculum, particularly in recent years. “When we surveyed our alumni, we found that the majority of them that go to college [in the United States] felt like they didn’t know enough about DEIB, and would like school to improve on that,” she explained. After reviewing the survey, the administration decided to implement DEIB education programs. Now, even in lower school, DEIB is seamlessly integrated into the curriculum, from learning about di erent kinds of families in kindergarten to participating in social issue book clubs in fth grade.
e missing piece, according to the Director of Teaching and Learning, Ms. Jacob, is transparency. “We need to do a better job of helping you understand
why,” she says. She acknowledged that students aren’t being told why these programs exist. Instead of making the learning mandatory without any room for discussion, questioning or explanation, the administrators plan to focus on making students see the purpose of these activities, and why it is crucial to foster a positive and engaging learning environment. is would drastically improve students’ opinions on DEIB and enhance the school’s mission of diversity and inclusion.
Rather than dismissing DEIB entirely, the school should comtinue to re ne its approach. e goal should not be to impose these ideals on students, but to weave DEIB more seamlessly into the curriculum, and enable students to understand why DEIB is relevant for the future. If TAS prioritizes open dialogue and transparency, students may view DEIB as a meaningful part of their education instead of an obligation.
Freedom of speech at TAS: a missing policy and framework
By So a Valadao (’26)
e most rebellious thing I did during my sophomore year wasn’t sneaking out of the house or lying to my parents, it was writing a bomb-dropping opinion article about censorship at Taipei American School (TAS) with my classmate, Sonja. For readers who haven’t read the piece, the gist of it was this: a student-led club at TAS attempted to raise money for Palestinian war victims, but were met with immediate suppression and threats of disbandment after a complaint alleging anti-Semitism reached the Upper School administration—Sonja and I argued that this was a blatant violation of TAS students’ freedom of speech. But, after the initial circulation of shocked faces and unexpected congratulations, I sort of forgot about the whole debacle…and the subject of censorship at TAS hasn’t seemed to come up since.
Yet, with free speech becoming an increasingly endangered right among Americans around the world, I can’t help but wonder to myself…does TAS have a clear policy or procedure that protects students’ freedom of speech? After some research, I’ve found that the answer is a clear and resounding no.
In regard to students’ rights, the TAS Upper School Handbook covers the topics of safety, disturbances and identity-
based dignity in its harassment policy and o enses/disciplinary consequences policy. Both policies identify two key language categories that are strictly forbidden within the TAS community: exclusionary language (which the Handbook de nes as language used to single someone out for parts of their identity, such as their race or sexual orientation) and abusive language (which the Handbook de nes as language that is profane and disruptive). Both policies urge students who have witnessed the use of such language or been victimized by it themselves to report the instance to a trusted faculty member as soon as they can. ese guidelines are necessary for the promotion of respect and inclusivity within the school community; I commend TAS for instilling them.
However, while the Handbook evidently protects students from speech, it doesn’t protect their right to speak. ere isn’t a single sentence in the Handbook that addresses freedom of speech, whether it be a policy asserting TAS’ o cial stance on the matter or a set procedure for dealing with situations in which a student’s speech may need to be censored. While I understand that TAS handles censorship on a case-bycase basis and claims to generally support expression rights, this lack of an established protocol/framework for students’ freedom
of speech is troubling.
TAS students are constantly engaging in activism and discourse related to politics, current a airs, global con%icts and other topics deemed controversial and provocative. is willingness to discuss, explore and act is a de ning characteristic of TAS’ student body that should be maintained and protected. Without a clear understanding of what constitutes harmful speech and what constitutes protected speech—and without an established protocol for situations in which student voices need to be restricted— confusion, resentment and con%ict arises within the school community. Students feel disrespected and misunderstood when their speech is censored, and administrators feel trapped between the responsibilities of maintaining stability and honoring di erent opinions. e uproar and turbulence that emerged from last year’s censorship situation only rea rms this.
Establishing an explicit freedom of speech policy and clearly de ning protected speech—rather than only de ning forbidden speech—would also enable TAS students to be more mindful, respectful and cautious with their words and actions. When students are simply encouraged to push boundaries and explore diverse topics without properly learning how to navigate subjects that are contentious and sensitive,
they’re left in the dark when going about their activism and discourse. Censorship is a tool that TAS, a private institution, has every right to use in order to protect the safety and dignity of its community members. But without consistent, open communication about the framework and philosophy behind TAS’ employment of censorship, students will inevitably feel angry, confused and vili ed when their words are suppressed.
I believe the Upper School administration should begin working towards implementing a clear policy or protocol in the Upper School Handbook that navigates censorship and freedom of speech—cooperating with students, faculty members and parents along the way. e administration can begin by administering surveys, organizing forums/meetings and making observations of student activity in classrooms and extracurricular activities, so that student perspectives are thoroughly explored and directly taken into account in the policy-making process.
A freedom of speech policy would not only help foster clearer communication between administrators and students in situations involving censorship, it would also make students aware of their rights and cognizant of boundaries that they must respect.
School trips: an exciting getaway or a setback from academic success?
By Ashley Ho (’28)
Spending midnights catching up on assignments, weekends cramming homework and unproductive hours selflearning quiz material is the reality for most high school students balancing extracurriculars and academics. Trips, whether they be debate competitions in the United States (US) or athletic outings in Southeast Asia, are becoming extremely frequent in the hectic period of Quarter ree at Taipei American School (TAS). Often disguised as quick getaways from Taipei with your friends, these trips seem like great reliefs from the stress and expectations of school. However, is it really that easy to jump back into school after taking a few days o ? And if so, is it worth it?
Speech and debate competitors, in particular, have a unique perspective on this issue. As someone who is constantly seeing her debater friends disappear to Chicago or California every few weeks for a trip, I have witnessed rsthand how these trips impact their academic life. Sisy A. (’28) rst mentions some of the academic
bene ts of rigorous debate trips. “You have more opportunities to conduct research on speci c topics, enhancing your ability to see patterns in common issues in history,” she noted. However, time management plays a key role in succeeding in both debate and academics. “A great strategy is to block out a [period of] time you want to nish an assignment,” said Ariel C. (’27), another debater. “For example, from three to four pm, you can focus on English, and from four to ve pm you have to nish your history homework.” Her strategy highlights an important truth: everyone has 24 hours in a day and it’s up to us how we use them. By redirecting the minutes you spend scrolling on your phone or texting your friends towards studying, you can open up more time to excel in both extracurriculars and academics.
Athletes, as well, are expected to attend around two trips to Interscholastic Association of Southeast Asian Schools (IASAS) schools per season. For two to ve days, athletes undergo intense matches in new environments, with very little time to work on their academic duties. Izzy C.
(’28) mentioned that she was grateful for the convenient times of her trips, as both of them overlapped with school breaks. However, the trips came with their setbacks. “I was not able to contact my teachers. I was unaware of the format and expectations of my history essay until the day I came back from break,” she said. Despite the temporary academic setbacks, Izzy still cherishes her IASAS trips. “I loved bonding with my team and developing a greater sense of independence from traveling alone.” ese athletic trips foster the skills of discipline and grit, pushing athletes to strengthen their mentality through endless competitions and inevitable losses. is determined mindset can be applied to academics, helping students persevere through hours of homework and studying. Personally, I believe that the knowledge and discipline learned from school trips are essential for a high school student. ese trips provide a valuable opportunity to develop time management skills and independence, which are crucial for adulthood and life beyond school. However, there should be clear communication
between teachers and students regarding school trips. In a single quarter, there should be a few regulations for how many school trips you are allowed to take, especially if you miss over a week of school in total. If the counselor notices a signi cant drop in a student’s Grade Point Average, it may be bene cial to have a few mandatory discussions on how to successfully balance the major responsibilities of academics and extracurriculars.
Moreover, teachers could also implement recorded lessons and online makeup reviews. An 80-minute recorded lecture may be hard to sit through, but small anecdotes on a speci c challenging math question or a key discussion question from history class can be helpful. Students, who are exhausted from jet lag and hours of competition, and teachers, who might be frustrated from a lack of attendance, might not always see eye to eye on this issue. However, working together to create a system that promotes growth for students and eases the challenges of management for teachers is essential for fostering a balanced academic environment at TAS.
Honors courses: a legitimate challenge or free grade in ation?
By Austin Wang (’28)
e topic of honors courses at Taipei American School (TAS) is extremely controversial. While honors courses add a 0.5 Grade Point Average boost for the course, some honors courses are noted to demand more critical thinking than others. Some students may nd themselves with a mountain of work due the next day for their honors course, while some students may nd that they do not need to spend as much time to earn a good grade in another honors course, which leads to some arguing that the GPA boost is unfairly distributed and is a “scam.”
One example of a noticeable di erence between a regular honors course and a regular course can be seen in the subject of physics. Zackary M. (’28), a student who has taken both physics and Honors physics,
says, “ e di erence between Honors physics and physics is that you have to learn and do most of the learning by yourself in Honors physics. And of course, the tests and quizzes and material in Honors physics is signi cantly harder than regular physics.”
TAS has already sought to x the method of unbalanced honors courses by removing certain honors courses for freshmen, such as Honors English 9. e school seeks to further remove more honors courses. For example, Honors Physics and Physics would be replaced by Energy System in Science and Introduction to Science Research for the class of 2029.
“Courses should be su ciently rigorous for a student, regardless of the GPA boost,” according to Mr. Iverson, a Honors Physics teacher. e decision to completely remove honors options for freshmen is not a good
decision. e optimal learning environment for students varies widely, with some students preferring easier courses, while other students enjoy a challenging course. One alternative method that would balance the honors courses as well as provide students with a suitable learning environment would be standardization. is would require the collaboration of the department chairs, ensuring that the workload and di culty level of each honors course would be roughly the same (such as setting 1 hour of homework for each subject every day, instead of having one subject with 2 hours of homework and another subject with barely any homework). By establishing clear guidelines and expectations for each course, students would experience a more balanced learning environment, preventing the unfair disparity between the courses.
Additionally, quarterly feedback from students would enhance the process –such as grade-wide surveys during Flex, for example. is would work by being able to accurately assess the di culties of each course, and make changes based on the course feedback. is feedback loop would ensure that honors courses are a fair challenge for students, and the surveys would also allow for constant adaptation with each incoming year of students. us, rather than removing honors courses entirely, TAS should focus on standardizing the di culty and workload of the honors courses to ensure fairness. By implementing feedback and revising the di culties of the courses to suit the students every year, the school can create a stable and suitable learning environment for all students.
Varsity tennis players from Taipei American School on a ight to Manila for an athletic trip. [PHOTO COURTESY OF VARSITY TENNIS TEAM]
Students listening to a presentation on sound waves in an Honor Physics class. [AUSTIN WANG/THE BLUE & GOLD]
By Sian Park (’27)
Tere’s nothing that ticks me off more than when I’m looking for baking recipes on Instagram, and a dark romance BookTok reel pops up. Oftentimes, it’s snippets from a popular dark romance novel depicting a scene that’s supposed to be romantic despite being clearly abusive.
Dark romance is a controversial genre that has been popularized through TikTok. Tis genre gets its name from its “dark” themes, which include stalking, kidnapping and even sexual assault. Tese novels typically share a relationship dynamic where the female main character (MC) is pined after by the male MC to the point of obsession and abuse. Ironically, despite romanticizing the abuse of women, this genre is predominantly read by women. And if you thought it couldn’t get any worse, along with perpetuating rape culture, it manages to squeeze in elements of misandry as well.
In some of its more extreme forms, these novels feature explicit non-consensual encounters, which are justified under the guise of “passion” or “irresistible attraction” from
the male MC. Fantasizing about this sort of “romance” is problematic for obvious reasons— it’s more crime and abuse than it is romance.
But oftentimes, dark romance is dismissed as a fantastical portrayal of a few unstable women’s desires, and the consequences of normalizing these fantasies are overlooked. Yet, despite how many see this genre as slightly disturbing but otherwise harmless, it has already begun perpetuating rape culture.
Rape culture refers to a culture where sexual violence and abuse are normalized— sometimes even romanticized—through media. Tis is exactly what BookTok is doing. We can see this through BikerTok. BikerTok is a prevalent community on TikTok, and has become a genre that caters to the female gaze. Tis community has begun merging with dark romance BookTok, with bikers’ “thirst traps” containing lines from dark romance novels. Tese lines are threats of assault or rape, and men are using them to gain female viewers because they think it’s what women like. Tis is rape culture spreading in real time.
Tere are many justifications that fans of
dark romance use to defend their genre, one of the most prominent being that dark romance provides a safe space for women to explore their fantasies without real world consequences. However, the fact that they’re “just fantasies” doesn’t excuse how idealizing abuse downplays the suffering actual victims face. Furthermore, saying that it’s “just a fantasy” falsely suggests that dark romance is a compartmentalized genre when it’s not—the shock value of dark romance content on TikTok causes these videos to circulate rapidly. And, as we can see through BikerTok, the existence of BookTok comes with the devastating threat of rape culture becoming more prevalent. Another common justification is that romanticizing rape is a coping mechanism for some victims. Even if this statement is true, it doesn’t make fantasizing about abuse a healthy coping mechanism. Once again, these fantasies reinforce narratives of rape culture, ultimately putting more women at harm of becoming victims of actual rape.
Beyond perpetuating rape culture, dark romance also reduces men to one-dimensional
characters. Male MCs are almost always depicted as conventionally attractive and rich, with their only personality traits being moral ambiguity and obsession with the female MC. Tis reveals how male characters in this genre don’t have actual depth and are only there for women to fantasize about, making them the male equivalent of “women written by men.” Yes, some of these male characters do have traumatic backstories, which are used to justify their obsession and behavioral issues. But this only perpetuates the issue by presenting men as “things” to be “fixed,” feeding into the masochistic savior complex held by supporters of this genre. Tis is also ironic since female readers constantly complain about the misogynistic way women are portrayed in books, while actively contributing to the objectification of men.
Since individual reading preferences cannot be policed, awareness about the consequences of rape erotica needs to be spread. It is vital that people recognize rape erotica not as a “kink,” but rather as a way in which rape culture and the harmful portrayal of men are being spread.
“Crunchy” is a term originally used to describe hippie individuals who have environmentally liberal beliefs, as these individuals were known to eat foods such as crunchy granola in pursuit of health. However, this term has recently been embraced as certain “trad wives” tend to also emphasize how healthy or natural certain foods and daily appliances are. Te online “trad wife” community is a group of women who embrace traditional gender roles through being homemakers, being stay-at-home moms and doing other “stereotypically feminine” tasks such as cooking and cleaning. Both communities emphasize actions like cooking from scratch for health reasons and sometimes homesteading, which is why they intersect. Tis “crunchy trad-wife” community, despite having been popularized because of the many who support it, is still heavily critiqued.
While this “crunchy, trad-wife” lifestyle can certainly have its benefits, it can also be harmful because of the unrealistic, misogynistic ideals it promotes. Because this lifestyle often encourages women to take on the role of the “homemaker” and men to be the “breadwinner” in families, these tradwives become dependent on their husbands for their finances. With 30 to 40% of marriages in the United States (US) ending in divorce, this proves to be a very risky choice because, if widowed or split, these women will have limited experience with financial independence, possibly leaving them destitute.
Furthermore, the familial dynamics promoted by this lifestyle lead to power imbalances in marital relationships. Most times, with the man single-handedly supporting the family financially and the belief that wives should submit to their husbands ingrained in family structures, the majority of control and authority within the family falls upon the husband, often leaving women substantially more vulnerable to abuse or mistreatment.
Moreover, most of the “crunchy, tradwife” content that’s circulated on social media tends to be very out-of-touch, setting unrealistic expectations, such as always looking flawless and cooking complex
meals from scratch. Tese content creators, who are mostly white and affluent, are the most noteworthy force in influencing others to adapt to their lifestyle. However, their livelihood is largely unrealistic and can differ dramatically from the average person living a crunchy life. Although these influencers promote female subservience and oftentimes demonize feminist ideals, they are actively benefiting from financial independence by profiting off their content creation. Tis contradiction disillusions female viewers; women who watch this content and strive to be dependent on their husbands fail to realize that these influencers are actually independent businesswomen. So, it is important to consider how influencers’ situations could look like if they were not sweeping in profits from their accounts because that is the reality that most people aspiring to the crunchy, trad wife lifestyle would face.
At the end of the day, the crunchy, traditional lifestyle is not a wrong choice and can be a great fit for some, but it is still important to be aware of its drawbacks. Someone who fully understands its dynamics and realities could be happy and satisfied with this lifestyle; it is only problematic when seen as an unquestioned ideal, leaving many women unprepared for the very real challenges it could bring.
Te “crunchy” lifestyle trending online prioritizes health, and through consuming “crunchy” content, individuals are taking more initiative to improve their wellbeing. Although crunchy influencers may not be perfectly reliable sources, no source of health advice is infallible, including medical professionals and researchers. In the health industry, the results of studies are frequently manipulated to benefit sponsors, and you can find a study to support almost any claim. Assuming everyone has common sense and double checks advice before following it, crunchy media can serve as a way for individuals to foster vigilance regarding protecting their health.
When it comes to the trad-wife aspect of this community, most of the criticism stems from how it embraces traditional gender roles. Many trad-wife influencers assert that homemaking has granted them more fulfillment than a professional career could ever have, and this sentiment is labeled as misogynistic.
However, although it is true that gender roles have historically been oppressive, this does not make choosing the path of being a full-time mother and housewife misogynistic. Many crunchy trad-wife influencers actually put the role of the woman on a pedestal, presenting it as more important than the
man’s in the internal workings of a family and home.
Concerns regarding financial dependency possibly leading to a heightened risk of abuse among housewives is entirely valid. But this is a known risk regardless of whether the woman is crunchy and traditional or not. Moreover, there are precautions that can be taken to ensure that women aren’t bound to their husbands in fear of losing financial security, and that their domestic labor is recognized in the case of divorce. Spousal support, lump-sum payments, and other financial clauses can be included in prenuptial agreements to ensure housewives’ are not left financially vulnerable.
Additionally, another common critique of crunchy trad-wives is that they promote a lifestyle only attainable to the wealthy since they make profit from social media. Tis is a valid point of criticism. However, the glorification of lifestyles on social media is a phenomenon across all communities, and is not exclusive to crunchy-trad wives.
Tus, although the lifestyle promoted by crunchy trad-wife media has its flaws, so do all other communities. As long as people don’t blindly trust social media, this trend is positive as it promotes awareness about health and presents being a stay-at-home mother as a possible and fulfilling option for young women.
A collage of dark romance book covers from an online store for dark romance novels. [PHOTO
By Minsum Kim (’28)
By Sian Park (’27)
800 CHUNG SHAN N. RD.
TAIPEI 11152 TAIWAN
EDITOR-IN-CHIEF
ERIN WU (‘25)
MANAGING EDITOR (PRINT)
ANNABELLE HSU (‘27)
MANAGING EDITOR (ARTICLES)
SOFIA VALADAO (‘26)
STAFF WRITERS
CHESTER DENNIS (‘28)
ERIC FANG (‘28)
ASHLEY HO (‘28)
AMBER HU (‘27)
MINSUN KIM (‘28)
KARSON KO (‘28)
COLIN KUO (‘28)
RAY LEE (‘28)
ANGELO LIEN (‘28)
SIAN PARK (‘27)
AUSTIN WANG (‘28)
HANNAH WANG (‘27)
MATTHEW WANG (‘27)
CHARLOTTE WARMELINK (‘28)
BRYCE YAO (‘28)
ADVISER
MR. PATRICK YOUNG
MISSION STATEMENT
The Blue & Gold is a student-run publication dedicated to sharing stories from the Taipei American School community. Produced and distributed free of charge monthly during the academic year by sta writers at TAS, the Blue & Gold strives to showcase and interrogate the community it serves.
CORRECTIONS
We take all measures possible to report accurately, and seek to bring professional, thorough reporting to our readers. Please report any inaccuracies in Blue & Gold content to out email, blueandgold@tas. tw.
OP-EDS AND EDITORIALS
Editorials collectively represent the opinions of the Blue & Gold’s editorial board, while op-eds represent the opinions of each writer. Opinions in the Blue & Gold do not necessarily re ect the views of TAS student body, sta , faculty, or administration.
THE BLUE & GOLD ONLINE
The Blue & Gold runs an online edition that publishes articles every weekday when school is in operation. Find the website at blueandgoldonline.org.
LETTERS TO THE EDITOR
We welcome letter submissions from all readers. Email your signed letter of under 500 words at blueandgold@tas.tw.
The rise of anti-intellectualism in society
By Minsun Kim (’28)
In recent years, anti-intellectualism has become a cultural phenomenon sweeping the globe. It is de ned as opposition or hostility to intellect and deeper thinking. Anti-intellectualism can manifest in daily life in the form of banned books, rejection of science/medicine and the closing of educational institutions. Or take Kendrick Lamar’s recent halftime performance at the Super Bowl as an example. e greatly anticipated performance resulted in major criticism and backlash among viewers for its complex nature and deep symbolism, re ecting the preference for simpler, more digestible entertainment.
Although there are a multitude of factors behind the recent surge of antiintellectualism, the most signi cant one is political propaganda, which is pushed through misinformation on social media.
When campaigning, many politicians align themselves with the “common people” as opposed to the so-called “elites,” which are often thought to be scientists, journalists and researchers. Politicians often portray these elites as out-of-touch or condescending, arguing that intellectuals/experts complicate problems and that people should rely on common sense rather than scienti c evidence. is is proven through the actions of gures like Donald Trump and Boris Johnson, who vied for the support of voters
who felt marginalized by these so-called elites.
A recent manifestation of this sentiment is the denial of climate change. Many politicians have downplayed or rejected the overwhelming scienti c evidence proving climate change, claiming that it is a hoax or an inevitable natural phenomenon. Cases of leaders who claim this have been seen all over the world, including the United States (US), Russia and Brazil.
Similarly, according to Pen America, the number of banned book titles surpassed 16,000 since 2021, a rate that has not been seen since the McCarthy Era in the 1950s, when the fear of communism was instilled by various campaigns across the US. Recent banned books include “Nineteen Minutes” by Jodi Picoult, “ e Handmaid’s Tale” by Margaret Atwood and “ e Perks of Being a Wall ower” by Steven Chbosky. is starkly represents the recent surge in anti-intellectualism. Book banning restricts access to diverse ideas and open discussions, discouraging curiosity and academic growth and leaves the public vulnerable to antiintellectualism’s ideas that are spread by some politicians. Ultimately, this promotes ignorance and limits exposure to di erent perspectives.
On top of that, social media is a huge driver in the spreading of antiintellectualism. Social media is heavily
involved in the circulation of these ideas, with most algorithms favoring posts that garner the most attention, consequently promoting sensational content over factual reporting. is causes misinformation to spread quickly because of its provocative and controversial nature which leads to more engagement among users.
Misinformation about climate change, for example, is often depicted in the form of viral memes or short-form videos. is makes it easier to dismiss this issue because it is oversimpli ed as catchy, digestible content. is is proven by the signi cant presence of anti-intellectualism in the COVID-19 pandemic, with some favoring and interacting with false claims over factual evidence provided by o cials. Refusals to wear masks and abide by social distancing spread and ultimately led to anti-intellectual attacks on the scienti c/healthcare community.
It is ironic that in an age where more information is available to us than ever, anti-intellectualism is still going strong. is contrast between populist ideals and the importance of academic thinking shows that misinformation still greatly in uences public opinion even with the advancement of technology. It also emphasizes the importance of being socially aware, avoiding demonizing scholarly content and the individual’s need for media literacy.
Collage of banned books, including “The Handmaid’s Tale” by Margaret Atwood. [MINSUN KIM/ THE BLUE & GOLD]
Con dence: words of advice from students and beyond
By Bryce Yao (’28)
In high school, one of the most prevalent issues that teenagers su er with is lack of con dence. With such a big issue hindering students from trying new experiences, one might wonder how they could improve their condence. I aksed some students, and gathered quotations from a few celebrities, to provide the Taipei American School (TAS) student body with some words of inspiration.
“If you aren’t con dent with yourself, that’s ne, just take baby steps.”
Julie G. (‘25)
“You live for yourself, not the opinions of other people.”
Shelby T. (‘25)
“Without con dence in your own powers, you cannot be successful or happy.”
Lebron James Sr.
“Con dence is not a belief in success. It’s a comfort with failure.”
Mark Manson
“With con dence, you have won before you have started.”
Marcus Garvey
“ e balance between condence and humility is best learned through extensive experiences and mistakes.”
Michael Steinhardt
“Happiness and con dence are the prettiest things you can wear.”
Taylor Swift
“Be who you are and say what you feel, because those who mind don’t matter, and those who matter don’t mind.”
Bernard M. Baruch
“Get more con dence by doing things that excite and frighten you.”
Jessica Williams
Spirit week collage
