Japan: The Slaves Will Be Slaves

Editor's note: Be mindful of the fact while reading this essay on the social and economic circumstances in the mercantile US vassal slave state of Japan, the slaves there remain completely Covid masked up, plexiglass barriers remain in place, disinfectant alcohol and digital temperature readers in all restaurants and stores, "social distancing" announcements are still given in stores and public locations, the 5th booster Covid injections (in combination with influenza injections) are being given and nightly television "news" (a wasteland of inaneness) broadcasts announce daily "Covid infection rates" like daily sports scores. For an alleged "high IQ people" the disparities are incongruous. Enter the era of the dumbest high IQ people in the world. 

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Japan And Other Social Evils: The Horrors Of Going To School In A High-IQ Society

November 23, 2022 | 3 Comments

Thorsten J. Pattberg for the Saker blog

Our colonial subjects in Japan have the highest average IQ anywhere in the world—105. Here is why they are dumb and invest in American proficiency tests…

[Reader discretion advised: Stories from US-occupied Japan can cause you to go back to night school and ace the Japanese Language Proficiency Test. This is part 3 out of 4 of a series. For more Japan Horror, please indulge me.]

Part 3. Akuma No Juku Or: The Devil's Cram Schools.

The greatest compliment that can be made to East Asians is their 'Asian values'. Asian values are filial piety, collectivism, and love for learning. These values are shared by all tofu cultures, including the Chinese, the Koreans, and the Japanese.

Filial piety means that younger generations respect their ancestors, parents, teachers, the elderly, and all authority, blindly so. Collectivism means they put the group before personal interests. Love for learning is part of Confucian ethics and means you must study hard.

Japan is shown to have an unusually high average intelligence quotient or IQ—about 105. The average IQ of the English, Germans, and Scandinavians is 100. French, Spanish, and Italians score a bit lower than that, around 98. Slavs are even less intelligent on average, just 95, trailed by Turks, Arabs, and South Asians. Last came the various African tribes, scoring as low as 70.

Now, as we can imagine, the Chinese, Korean, and Japanese authorities are rather proud that—Buddha bless—for once they came ahead of Westerners in anything competitive and measurable.

Knowing that the East-Asians on average are getting better grades in school, Japanese schools make any effort that remains so. They have nearly perfected the art of rote learning, constant repetition, and overwork. It is part of their Confucian legacy to study harder than anyone in their families had ever studied before, and to pass any test or exam thrown at them with distinction. Then, they hope that international auditors visiting Japan will take test samples and compare Japanese students’ test scores with those of lesser students in all five continents.

Now, country comparisons for IQ scores are not country comparisons for academic aptitude. The former belongs to psychologists, the latter belongs to educators. Their two findings, however, do correlate. The East Asians who test, on average, the highest IQ in the world are also the East Asians who score the highest test scores in academic aptitude tests. Since international audits and students' performances are measured and compared, and certainly, since the United Nations (UN) and its Organization for Economic Cooperation and Development (OECD) collect the data publicly and for all educators in the world to see, Japan and the two other Confucian countries score almost superhuman results and are in a league of their own. And since nobody doubts that test scores must somehow relate to inert intelligence, not for each individual of course but certainly for the group of scale, it follows that the most intelligent students in the world are probably the Japanese, the Koreans, and the Chinese.

No surprise then, that scoring high in test-scoring competitions became a Japanese national sport. And with all extreme sports, there is cheating and deception. And if test-taking is an extreme sport of the mind, then we must anticipate genius levels of cheating and deception. And oh boy, I just, I can't. Don’t even know where to start…

Asian Education Versus Education in the West.

Maybe we start with a comparison of Asian values with Western values in education.

Asian values are opposed to Western values. The reason for this lies in epigenetics. Humans adjust to relationships. Humanity will always separate into [at least] two opposing groups. This has to do with our cognitive duality, the right and the left side of the brain hemispheres, the dialectical world, the binary nature of the universe, and so on. Western values are freedom, individualism, and the obsession with truth.

To oversimplify the contrast between Asian values and Western values: Western parents believe that their children's genetics, their social class, and their innate self determine the school they will attend.

Easterners on the other hand believe that hard work and self-cultivation and serving one's family and group interests determine the school they will attend.

This is striking in Western and Asian literature. In Western literature, goodness and genius are inborn. In Asian literature, goodness and genius are the results of practice and long training. That's why in European societies to this day we worship the system of hereditary aristocracy, while in East-Asian societies we have an imperial meritocracy. The term "Confucian" is used to trace back the origin of meritocracy to Imperial China. Confucius was born over 2500 years ago. During and after his time, all state bureaucrats in Chinese society had to pass the Imperial examinations. The examinations were class- and color-blind.

If these two groups, the East Asians and the Europeans, meet in a shared classroom, they inevitably clash. They were selected for very different qualities. The East Asians will test-outperform their European competitors every time. The Europeans will be loud and act entitled, and they will be hectoring their skin and blood privileges.

These educational differences are insurmountable, especially at the idiomatic "top of the pyramid." That is why Western universities such as Cambridge in England and Harvard in the United States need racial quotas against East Asians. A system of merit, based on the intelligence and academic aptitude test scores of the applicant, would crush any Western university. So anti-East-Asian quotas are a necessity. To limit their numbers. Without discriminatory anti-East-Asian university entry quotas, East-Asians would be the only students studying at Western top universities, and you better believe it.

The other end of the spectrum is also hilarious to observe: Western students at Tokyo University in Japan or Tsinghua University in China, for example, are selected based on their Western hereditary values and parental clout, e. g. the sons and daughters of Western money-nobility. This is the only way. If Japanese or Chinese universities were to have foreigners blindly sit the Entry Examination, together with local Japanese or Chinese candidates I mean, the foreign guests would all fail the exams, without exemption. They cannot compete against East Asians in test-taking. It is impossible.

So foreign students are exempted from intelligence assessments, and any exam or entry test requirements are waived. Westerners cannot compete with Asian test-takers, but also don't have to: They are entering the fast-pass track of education, the extra line of Western privilege. Most Western students can't speak Japanese or Chinese fluently but graduate anyway with doctoral degrees or whatnot. Nobody gives, right? They get a Japanese degree based on their inherent Western privilege, not their merit, and that is part of the paradigm of Western values just so explained.

Western Imperialism and Its Consequences.

The Western powers invaded Asia in the 17th Century and started the Age of Imperialism, Colonialism, and Orientalism. Japan widely shut itself off from the world and only reopened its ports, forcefully and at American gunpoint, to foreigners again in 1853. The Emperor and his local warlords, the shoguns, started their huge project of Westernization: Old Chinese traditions and sciences out, New Western traditions and sciences in.

At the beginning of the 20th Century, Japan's society was still mostly agricultural and poor, yet its militarism was formidable and successful in its war against Russia in 1904. Japan now considered itself an Imperial Power alongside the Western Imperial Powers; it decided to colonize Northern China, Korea, Taiwan, the Philippines, and whatnot. All efforts ended in vain, however, when the United States of America finally came in and down on the Japanese archipelago with crushing [superior] technological might, burned down Tokyo, nuked two major port cities, Hiroshima and Nagasaki, and killed maybe one million Japanese Defense forces. In 1947, America started its US occupation of Japan for real, with consequences for all aspects of Japanese society, especially for Japanese education.

Western education consisted mainly of the de-Japanizing of the school curriculum: Chinese memories out, Western memories in; Japanese history out, Western history in.

But what about the Confucian tradition of class blindness and meritocracy? America, by the midst of the 20th Century, was as hierarchical and class-conscious as it gets, with oligarchs and founding fathers and ancient European nobility sending their children to private universities such as Princeton and Yale. No elite American university has entrance exams.

The result of American influence on Japan was a hybrid form of education, very common in colonial master-slave settings we know of from the British and French Empires a century earlier. For the ordinary Japanese masses, Japanese state schools and state-run higher education remained business as usual: Asian values such as respecting teachers and hard work for good grades, usually in the form of a full day's 9-17 o'clock compulsory attendance, followed by extra-curricular activities round the clock. This educational model would bring forth the best rote learners and scholars of high scholastic merit, while the working class students were pulled along by constantly being challenged to the limits of what was pedagogically possible. In other words, the state saw no need to separate the social classes at school age. Naturally, for their "work" for the state, the state would foot the educational bill. State education is free of charge in Japan.

For the elites in Japan, however, the Western educational system of hereditary nobility was implanted; not overtly so, but invisibly through the idiomatic subversion of the state. After the Great War, the Japanese government was weak. A pro-US Japanese puppet regime was installed. We don't want to list all the changes that occurred in the Japanese educational landscape, but a few larger alterations need to be mentioned to clarify the fundamental shift: First, Japan got a completely new 'Fundamental Law of Education' and 'School Education Laws'. American degrees replaced Japanese Imperial examinations. The Anglican Church, the Catholic Church, all Churches really, and hundreds of religious Cults, could cut into Japan’s private education market and eat their piece of cake.

Japanese elites understandably collaborated with Americans and set up private schools for their liberated children, with American-style "capitalist" price tags that not even the upper middle class could comfortably afford. [They were forced to borrow loans from US-Japanese banks, but that is the salt for another story.]

A state is full of falsehoods. So it is recommended to judge state officials by their actions. The state officials in Japan do not attend state education. Take Abe Shinzo, the "longest-serving Prime Minister in Japanese history." Mr. Abe is a descendant of a noble family line, so he went to Seikei. What is Seikei? In 1947, American occupiers, Japanese nobility, and the heirs of industrialists such as the Mitsubishi clan founded the private Seikei University, the private Seikei Elementary School, and the private Seikei Junior High School for the nobility. No entry examinations. They later arranged for Mr. Abe a year at a private university in California, USA. No entry examination either.

Another example, this time a woman: Princess Mako, daughter of Crown Prince Fumihito, and granddaughter of the Japanese Emperor. You wouldn't see her attending Japanese state education, ever. She first enrolled at the Emperor's private Gakushuin school for the nobility. Next, she went to a private Christian University in Tokyo. After that, she was sent abroad, incognito, to Edinburgh University in the United Kingdom. Edinburgh U has no entrance examinations.

American schools and universities in Japan grew like mushrooms. Sending one's children to Western-style private schools in Japan frees them of much stress and repetitive hard work, and liberates them of much of the mindless competition alongside millions of working-class Japanese drones, for the post-war Educational Reform had expanded compulsory education in Japan to all children aged six to sixteen. The initial dread of the local elites proved to be unfounded, however, because the millions of hopeful peasant children could study as hard as they wanted, or could achieve the most excellent grades possible; they would only ever become excellent peasants, and never join the elites.

Over 70 years forward now, the United States of America has occupied Japan and overseen its educational transformation. Japan turned into one of the most unequal, chimerical, and surreal education systems ever conceived by a sadistic part-local, part-foreign ownership class. In one paragraph, I would describe it as the mass farming of decent but autistic people engaged in senseless mass activities for maximal exhaustion, with an exploitative shogun ruling caste trying to emulate the Western heredity caste and ending Asian meritocracy.

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