“
I can’t speak for your educational system, or, indeed, for that of any other country, but ours was based almost entirely on fact retention. From the day we first set foot in a classroom, prewar Japanese children were injected with volumes upon volumes of facts and figures that had no practical application in our lives. These facts had no moral component, no social context, no human connection to the outside world. They had no reason for existence other than that their mastery allows ascension. Prewar Japanese children were not taught to think, we were taught to memorize.
”
”