After that, she got another recommendation for a US university scholarship program, after which she earned another doctorate degree and finished her post-doctorate research. But because of lack of the ability to deal with social relations, she lost two jobs and was reduced to a vagrant in the US, she was quoted as saying.

Xiao Lan’s tragic story is only one instance of the apparent failure of a higher degree holder and by no means reflects the full picture of China’s scholars. Therefore, her case should not be used as an example to back the argument, “to learn is useless” or as an excuse to criticize China’s education system which, as some have said, has produced “useless intellectuals” or people with excellent academic background but with little ability to excel in interpersonal communication.

As a matter of fact, with the model of personal growth becoming increasingly diversified in China, especially because university graduates face growing difficulties getting a suitable job, the argument that “to read is useless” has gained favor among some people.

China’s education system has long been dragged by some into controversies for laying emphasis on academic performances.

But it is undeniable that the rigorous logical thinking — in particular, the basic mathematical training most Chinese students get as youngsters — plays a very important role in people’s development as successful role models. In fact, many elites in many fields are hold high academic degrees or have overseas education background.

The tragic experience of Xiao Lan can be attributed to multiple factors such as her health and personal character, but definitely not China’s education system.

The author is a writer with China Daily.