Love, Learned: How Professor Hu’s ‘Love Psychology’ Course Is Reshaping Campus Conversations
In the autumn of 2022, when Associate Professor Hu Naiyan of Zhejiang Gongshang University decided to offer a course titled “Love Psychology,” she had no idea how popular it would become. The course, intended as a public elective with a modest enrollment cap of just 50 students, attracted a staggering 1,600 applicants in its first year. Over the subsequent three years, that initial enthusiasm did not wane; in fact, it intensified. Attendance has remained at capacity, and in the most recent round of registrations, 1,700 students vied for a mere 70 available seats.
Why this outpouring of interest? Why would a course on the psychology of love, a subject that many might consider either too personal or too amorphous for formal study, become so sought-after on a Chinese university campus? The answers lie in shifting social landscapes, a new generation’s evolving outlook on intimacy, and the tangible need students feel for guidance in understanding emotional connection. In an era when traditional relationship norms are being challenged, and when students are as concerned with their emotional well-being as they are with their future careers, a well-structured, academically grounded course on romance provides them with both clarity and comfort.
The Genesis of a Course on Love
Associate Professor Hu is no stranger to the complexities of personal relationships. Beyond her role as a teacher in the university’s Marxist studies and related disciplines, she has also spent years volunteering as a divorce counselor at a local marriage registration office. It was through this long-term exposure to the breakdown of relationships — often due to misunderstandings, communication failures, or unrealistic expectations — that she recognized a profound educational gap. Many people, whether married couples or young singles, simply do not know how to navigate the intricacies of emotional bonds. Students, in particular, often arrive at university with ample academic preparation but little idea of how to handle romantic setbacks, breakups, or even the joy of falling in love for the first time.
To address these needs, Professor Hu proposed “Love Psychology” as a means to equip students with theoretical frameworks, emotional skills, and critical thinking capacities. She observed that her students were constantly grappling with the interplay of affection, trust, communication, and personal boundaries, but lacked the vocabulary or conceptual models to interpret their experiences. In essence, her course attempts to make explicit what is often left implicit — how to build healthy, respectful relationships in an environment where emotional literacy is not a given.
A Changing Social Context
China’s social fabric has undergone dramatic transformations in the last few decades. Rapid urbanization, evolving family structures, and shifting cultural norms around dating and marriage all influence how young people approach romantic relationships. Gone are the days when parental introductions, community scrutiny, and societal pressures rigidly defined when and how one should find a partner. Modern Chinese youth often enjoy more freedom in choosing whom they date, yet they also face a maze of new challenges: online dating apps with infinite choices, the tension between pursuing career goals and settling down, and the emotional pressure of living in a hypercompetitive society.
In this context, Professor Hu’s classroom functions as a guided forum for discussing these realities. She encourages students to analyze the cultural expectations they carry, the stereotypes that often shape their romantic ideals, and the pressures of “face” and family approval. By situating love within a broader social and cultural framework, her course helps students understand that their struggles are neither unique nor purely personal; they are shaped by historical and social forces at play.
From “Love Brains” to Emotional Intelligence
A notable dimension of contemporary discourse around relationships in China, and increasingly around the world, involves terms like “恋爱脑” (literally “love brain”), which refers to individuals who become so emotionally invested in a relationship that they lose rational judgment. Another popular theme is “emotional value” — the intangible support, empathy, and affirmation one partner offers another. Students often come into the course with questions about whether it is rational to follow one’s heart so wholeheartedly, or how to identify and provide “emotional value” without feeling manipulated or taken for granted.
The subject of PUA (Pick-Up Artistry) frequently enters the discussion. These manipulative tactics aimed at exerting emotional control or influencing a potential partner’s feelings can seem both fascinating and disturbing to young people. Professor Hu encourages students to examine such phenomena critically: What psychological principles underlie these tactics? How can one recognize them? More importantly, how does one build healthier models of intimacy that rely not on control or deception, but on mutual respect and understanding?
Emotional Education in the Modern University
One might ask: Why should a university concern itself with love and relationships? Historically, educational institutions focused on cultivating intellectual prowess, moral rectitude, and vocational skill sets. Love was deemed too subjective, too personal. But today’s universities, especially those at the forefront of student well-being, recognize that personal development cannot be disentangled from emotional intelligence. Students who learn how to handle heartbreak with resilience, communicate their needs clearly, and approach relationships with empathy are more likely to thrive both personally and professionally.
This recognition ties into a broader global conversation about mental health and holistic education. As mental health awareness grows on campuses worldwide, so does the understanding that romantic difficulties can be significant stressors. Students who lack coping strategies may suffer academically and emotionally. By providing a structured exploration of love’s psychological underpinnings, educators like Professor Hu offer tools to navigate this critical aspect of human life.
The Pedagogy of Love
Professor Hu’s teaching method involves a blend of theory and practice. She introduces students to psychological theories of attachment, the developmental stages of intimacy, and the communication patterns that predict relationship satisfaction or conflict. At the same time, she encourages open class discussions, group projects, and reflective writing assignments. Students might be asked to analyze case studies of relationships from literature, film, or personal interviews. They learn to identify unhealthy dynamics, understand the importance of consent, and value the distinct identities that each partner brings to a relationship.
The goal is not to provide a one-size-fits-all formula for love — indeed, Professor Hu emphasizes that there is no singular “correct” approach to romance. Rather, it is about developing critical self-awareness. Students leave the course better able to recognize when they are engaging in self-sabotaging behaviors, or when they are allowing cultural myths about love to cloud their judgment. In short, they are acquiring a skillset that helps them become more thoughtful, respectful, and compassionate partners, not just in romantic relationships, but in all forms of human interaction.
Cultivating Relationship Wisdom in a Complex World
Modern relationships demand a nuanced understanding of human emotions. Unlike previous generations, today’s students navigate romantic choices in a context where gender roles are less fixed, long-distance relationships are common, and technology mediates much of their interaction. They encounter concepts like “love languages,” debate the merits of arranged marriages or free-form dating, and weigh the value of passion against stability. Professor Hu’s course provides them with a safe intellectual space to explore these questions, sharpen their critical thinking skills, and realize that building and maintaining a meaningful relationship is an ongoing process that requires both heart and mind.
As China — and the world — continues to undergo rapid social changes, students who are equipped with a deeper understanding of love’s psychological foundations can contribute to healthier family units, more cohesive communities, and more empathetic workplaces. Love, in its most enduring form, is not just an abstract sentiment but a living practice that shapes our well-being and social fabric. Universities, by offering courses like Professor Hu’s, acknowledge that personal growth and emotional literacy are as essential as academic excellence.
A Hopeful Conclusion
If the overwhelming enrollment numbers are any indication, Professor Hu’s “Love Psychology” course meets a profound need. Students, whether they are first-year undergraduates or soon-to-be graduates preparing to step into the wider world, are craving guidance, knowledge, and self-reflection on matters of the heart. In providing structured lessons on love, educators help them move beyond trial-and-error learning and equip them with tools for building respectful, empathetic, and fulfilling relationships.
In doing so, Professor Hu and educators like her are quietly reshaping the future of education — one that takes emotional well-being as seriously as academic achievement. By the time her students leave the classroom, they carry with them not only facts and theories but also a newfound confidence in their ability to understand, nurture, and sustain the precious bonds that enrich their lives.
