Here, I wrote about a story that developed into a big problem in the summer of 2015 when the prefectural governor of Kagoshima Prefecture said, 'High school girls should be taught the names of flowers and grasses rather than trigonometric functions'.

In addition,

In this column, "Recurrent Education [Part 1]: Trigonometric Functions Unnecessary and How to Destroy Individuality," I raised the following issues.

Do we need the 'classics' → Why don't we use them?

Do we need 'history' → When do we use the story?

Do we need 'English' → (Ebata's estimate) only 4% of Japanese use it?

Do we need to study 'Japanese'? → It's enough if we know enough kanji to read a paperback book.

Do we need 'physical' → Do we need to run, jump, or swim in daily life?

Do we need 'science' → Is it really that important what color the litmus test paper turns?

I argued that if we look at it this way, wewill come to the conclusion that "in the end, all schooling will be rejected.

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So, when we talk about the "military coup d'etat incident" that is currently occurring in Myanmar.

"Yeah, that's roughly the same as the 2.26 incident"

When I replied that way,

"Oh, I see"

Will the people who answer this way become the majority? or,

"What? What's that?"

Will the people who answer this way become the majority?

At the end of the day, this is what makes the difference, I believe.

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It was Mao Zedong who said, "It is easier to rule if the intellectual level of the people is kept low.

I believe that 'if the intellectual level of the people is kept low, infectious diseases will destroy the country.

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"Mao Zedong? Huh? Who is that? The people answered....(Omitted below)