Beginning in 1996, I conducted a series of preliminary experiments using permanent markers to black out texts and images. This process involved redacting work plans, receipts, bills, packaging materials, beverage containers, and instruction manuals. Eventually, I turned my focus toward the textbooks from my own educational formative years, using black oil-based markers to obliterate the printed words, illustrations, and page numbers. These acts of erasure allowed me to trace back and interrogate the very foundations of the knowledge I had been taught.

My first major undertaking involved redacting a textbook on art history written from a Western perspective: the English edition of Art Today, which was a required text for my Western Modern Art History course at National Taiwan Normal University. Later, I moved on to redact The Modern History of China, another compulsory textbook from my university years. Through these actions, I reflected upon the mandated readings imposed by others, questioning the ultimate purpose of their existence and the authenticity of their content. It is evident that nearly all "textbooks" and educational systems, under the guise of knowledge or truth, aim to instill ideology, domesticate the citizenry, and enforce a specific intellectual identity. These objectives, in reality, are often disconnected from the genuine pursuit of truth.

The final presentation of these redacted pages involves juxtaposing the obscured images with text indicating the original chapters or captions—a method that essentially "hides in order to reveal" (yu gai mi zhang). Although the original text, illustrations, and page numbers are covered, the underlying framework and ideological perspective of the knowledge become even more starkly exposed. I view the act of redacting these "ideological readers" as a gesture of rebellion and awakening. While it may not alter reality, it at least unmasks the systems and structures of knowledge, serving as a vigilant reminder of the omnipresence and underlying motives of intellectual power.

1996年起，我開始用馬克筆進行一些塗掉圖文的前行實驗，包括塗掉工作計劃、收據、賬單、包裝材料、飲料容器、使用手冊和說明書。後來挑選自己受教育過程中的教科書，以黑色油性馬克筆塗黑上面印刷的文字、插圖和頁碼。這些塗抹的行為，讓我回溯或懷疑我已知的或被教育的內容。
我首先挑選、塗繪了一本西方觀點的藝術史教科書， 英文版的《Art Today》，是我就讀國立台灣師範大學美術系時必修的西洋現代藝術史。之後我又塗抹掉大學必修的歷史教科書，《中國現代史》。這些行為反思別人要我閱讀的教科書，質疑其存在的目的與內容的真實性。顯然，幾乎所有的「課本」與教育養成多多少少都是以知識或真理之名，達到灌輸意識型態、馴化人民與認同其知識內涵的目的。而這些目的其實與真理的追求無關。
塗抹讀本的頁面，最後以影像與標明其章節或圖說的文字並置輸出，這是一種欲蓋彌彰的作法。雖然原本文字、插圖、頁碼被蓋去，但知識的架構與觀點反而更赤裸的顯現出來。我覺得以塗抹「意識型態讀本」做為一種反叛與覺醒的行為，雖然無法改變現實，但起碼可以顯現知識的系統與架構，警覺知識權力的無所不在與根本動機。