This chapter reflects on my history of teaching in China and the USA to interrogate the pedagogical perspective of teaching as the giving of truth. My interconnected reading of Heidegger, Lao Tzu, and Dewey led me to a Taoist Pedagogy of Pathmarks, a teaching philosophy to empower teachers to teach through non-teaching without implying a binary opposition between the two. Drawing on Heidegger's critique of modern technology and his analysis of the nature of language, Lao Tzu's Tao of inaction, and Dewey's critique of traditional direct teaching, I see a Taoist Pedagogy of Pathmarks as a "non-willing" (Heidegger in Discourse on thinking: A translation of Gelassenheit. Harper & Row, New York, p. 60, 1944, 1945/1966), a refusal of the will to control.