The Evolving Sexual Revolution in China: Part 4 of 5

December 19, 2014

China’s one-child policy, created to control the growth of the population, is complicated and is complicating the sexual revolution.

By ending the pressure on Chinese women to have many children, this has liberated them. Now Chinese women have the freedom to get an education and find a paying job.

The one-child policy also created another problem. Since Chinese families have always favored having boys, many women get abortions when the fetus is identified as a female. This has led to a growing imbalance between the number of men and women causing millions of poor men to not find a mate. With so many poor men unable to find women, gangs and crime have become a problem.

With this challenge, China also has the fastest growing sex industry in the world. A decade ago, there was little prostitution Today, there are many brothels masquerading as massage parlors, and ome are modeled after the brothels in Thailand.

Capitalism has arrived in all its guises, and the same problems the United States has with sex slavery and drugs is now a problem in China too.

Continued on December 20, 2014 in Part 5 or return to Part 3

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Lloyd Lofthouse is the award-winning author of My Splendid Concubine [3rd edition]. When you love a Chinese woman, you marry her family and culture too. This is the love story Sir Robert Hart did not want the world to discover.

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The Evolving Sexual Revolution in China: Part 3 of 5

December 18, 2014

In China today, teenage girls are living lives their parents never imagined and don’t understand. The teens are very open about what turns them on in a guy. Many do not care what their parents think. They only want to have fun—sounds like the United States, doesn’t it?

Listening to the conversation between this group of Chinese girls sounds like listening to spoiled kids in the US talking.

The teens often go out clubbing and the nightclubs are equal to or better than the best in the West. The nightclub featured in the video has life-sized wall paintings from Cultural Revolution posters while teens dressed in sexy clothes dance and grind to loud music. These changes started in the late 1990s.

Even in China’s rural villages, the sexual revolution has been felt as millions of young women leave the villages to the big cities and experience what the urban Chinese are doing. The first stop is the hair salon.

The media is even climbing on board this sexual revolution. Glitzy magazines, like the Chinese edition of Cosmopolitan, feature the stylish, hot and sexy.

Continued on December 19, 2014 in Part 4 or return to Part 2

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Lloyd Lofthouse is the award-winning author of My Splendid Concubine [3rd edition]. When you love a Chinese woman, you marry her family and culture too. This is the love story Sir Robert Hart did not want the world to discover.

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The Evolving Sexual Revolution in China: Part 2 of 5

December 17, 2014

According to a 2004 survey, only twenty percent of Chinese men know where to find the clitoris, while fifty percent of Chinese women haven’t had an orgasm. Sexual ignorance and dysfunction is common. Mao’s Cultural Revolution left invisible scars.

China also has a new, popular holiday, Valentine’s Day. On February 14, cupid and roses have become fashionable. Nightclubs hold Valentine’s festivals where  couples meet, drug use is common and kissing leads to sex.

Private businesses that cater to romance and sex are flourishing in China. Some shops are a cross between a sexual education center that also sells adult sex toys. In Beijing, there are an estimated five thousand sex shops and business is booming. This industry is worth billions.

When the first graphic sex Blog came online, the server crashed and was down for several days. When the government censors shut down a sex Blog, more replace it.

Continued on December 18, 2014 in Part 3 or start with Part 1

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Lloyd Lofthouse is the award-winning author of My Splendid Concubine [3rd edition]. When you love a Chinese woman, you marry her family and culture too. This is the love story Sir Robert Hart did not want the world to discover.

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The Evolving Sexual Revolution in China: Part 1 of 5

December 16, 2014

The world’s biggest country is going through the world’s largest sexual revolution.  From the Internet to corner sex shops, China is changing. But lost in the mix, millions of single men can’t find a date much less a mate.

As China goes through what the West experienced in the 1960s, Mao’s Little Red Book has been replaced with a black book filled with phone numbers and date information.

Mao’s taboos against capitalism and sex have been gone for decades. With these changes comes the dark side—drugs, prostitution, HIV and STDs. Under Mao, sexuality was crushed. Everyone wore the same baggy colored clothes. Everyone had the same haircut. Young couples who fell in love and were caught were punished. But tday, cosmetics, perfume and stylish clothes have replaced Mao uniforms.

Millions are learning about romance and love. However, millions of others have been left with sexual, psychological problems and are very ignorant about sex. They were victims of Mao’s Cultural Revolution’s sexual repression.

Continued on December 17, 2014 in Part 2

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_______________

Lloyd Lofthouse is the award-winning author of My Splendid Concubine [3rd edition]. When you love a Chinese woman, you marry her family and culture too. This is the love story Sir Robert Hart did not want the world to discover.

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Thinking about Public Education – China and East Asia versus the United States and Western culture

November 26, 2014

To understand the Chinese mind, we should start with Confucius (552 – 479 BC), who is arguably the most influential person in Chinese history and by extension the rest of East Asia: Korea, Japan, the Philippines, and Southeast Asia—thanks to China being a regional super power for more than two thousand years, while its merchants helped spread Chinese cultural influence and thought to the other East Asian countries they traded with.

An important Confucian influence on Chinese society and the rest of East Asia was his focus on education and scholarship, and it’s no secret that Chinese (and other Asian) students put in more hours in classroom study today than their Western counterparts—even in the United States.

In fact, we can measure the influence of Confucius on Asian-American students in the United States. For instance, in 2012, The Washington Post reported, “Researchers found that (high school) graduation rates vary by race, with 91.8 percent of Asian students, 82 percent of whites, 65.9 percent of Hispanics and 63.5 percent of blacks graduating on time.”

In China, the hallmark of Confucius’ thought was his emphasis on education and study. He disparaged those who had faith in natural understanding or intuition and argued that the only real understanding of a subject comes from long and careful study.

Confucius goal was to create gentlemen who carried themselves with grace, spoke correctly, and demonstrated integrity in all things. He had a strong dislike of the sycophantic “petty men,” whose clever talk and pretentious manner easily won them an audience of easy to fool people.

Confucius political/educational philosophy was also rooted in his belief that a ruler should learn self-discipline, should govern his subjects by his own example, and should treat them with love and concern.

To understand the importance of education in Western culture, we first look at what Plato (about 423 – 346 BC), Socrates (about 469 – 399 BC) and Aristotle (384 – 322 BC) thought.

When Plato talked about the education of the body, he said we had to take Spartan military gymnastics as a model, because it was based on physical exercises and prescribed severe control over all pleasures. Plato also argued for the public character of education and that it had to be given in buildings especially built for that purpose. In these schools, boys and girls should receive the same teaching and that the educational process should start as soon as possible, as young as three-to-six-years old.

Socrates believed that there were different kinds of knowledge, important and trivial. He acknowledges that most of us know many “trivial” things, and he said that the craftsman possesses important knowledge, the practice of his craft, but that this is important only to the craftsman. But Socrates thought that the most important of all knowledge was “how best to live.” He concluded that this was not easily answered, and most people lived in shameful ignorance regarding matters of ethics and morals. Socrates devoted much thought to the concept of belief, through the use of logic.

Aristotle, however, said that the purpose of the state was to educate the people—to make them virtuous. He said, virtue was the life principle of the state. The goal of the state was to educate with a view toward its own institutions (to preserve them)—through the political education of all citizens.

It is also arguable that the Bible probably has a large impact on what many Westerners think about the value of an education, but the focus of the Bible is mostly on fear of the Lord when it comes to learning—a mixed message at best when compared to what Confucius, Plato, Socrates and Aristotle thought.

Proverbs 9:9-10 says, “Give instruction to a wise man, and he will be still wiser; teach a righteous man, and he will increase in learning. The fear of the Lord is the beginning of wisdom, and the knowledge of the Holy One is insight.

Proverbs 1:7 – The fear of the Lord is the beginning of knowledge; fools despise wisdom and instruction.

2 Timothy 3:16 – All Scripture is breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteousness,

2 John 1:9 – Everyone who goes on ahead and does not abide in the teaching of Christ, does not have God. Whoever abides in the teaching has both the Father and the Son.


Watch the video to discover that the agenda of the Common Core State Standards in the United States is similar to the agenda of the Prussian Model of Obedience.

In conclusion, the value of an education is clearly defined by Confucius providing a solid foundation for East Asia, while in the West, the message is murky and confusing at best, because the Bible focuses on fear of the Lord, and that Scripture is profitable for teaching and training the righteous compared to Plato’s focus on harsh Spartan physical training in addition to severe self-control over all pleasures starting at an early age, and Aristotle focused on preserving government through political education of the people—in other words, brainwashing them.

Socrates may have been closer to the way Confucius thought about the value of an education, but not as clearly defined as Confucius.

Out of this muddle of Western thought eventually emerged the 18th century, Prussian Industrial Model of education more aligned with what Aristotle thought, and this system was adopted by most of Western Culture during the industrial revolution, including the United States.

The Prussian system instituted compulsory attendance, specific training for teachers, national testing for all students (used to classify children for potential job training), national curriculum set for each grade and mandatory kindergarten.

The Prussian public education model attempted to instill social obedience in the citizens through indoctrination. Every individual had to become convinced, in the core of his being, that the King was just, his decisions always right, and the need for obedience paramount. There was no room for individual thought or questioning authority that would develop in the United States and other Western countries after World War II.

Maybe the blind obedience that gave power to dictators like Hitler had something to do with that change in Western thought about public education, but today, with the emphasis on the Common Core State Standards and harsh punishment of children and teachers who don’t measure up, the United States may be returning to the harsher Aristotelian, Prussian Model of education to brainwash children so they grow up and give blind obedience to their leaders.

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Lloyd Lofthouse is the award-winning author of My Splendid Concubine [3rd edition]. When you love a Chinese woman, you marry her family and culture too. This is the love story Sir Robert Hart did not want the world to discover.

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Not One Less: a movie review and cultural comparison

July 16, 2014

In the film Not One Less (1999), a thirteen-year-old girl is asked to be the long-term substitute teacher in a small Chinese village.  The teacher tells her that when he returns, if he finds all the students still there, he will pay her ten yuan—less than two American dollars.

When one student, Zhang Huike, stops coming to school, Wei Minzhim, the thirteen-year-old substitute teacher, follows him to the city.

There are several themes in this movie. The most powerful to me was the value of an education and not losing face. If Wei loses Zhang, she will fail the responsibility the teacher gave her. To succeed, she must keep all the students and teach them.

This film reveals one of the greatest cultural differences between the United States and China. More than 2,000 years ago, Confucius taught that an education was the great equalizer and the key to leaving poverty behind.

Today, many Chinese and other Asians still believe this with a passion, and this belief may explain why the on-time high school graduation for Asian-Americans in the United States is the highest when compared to all other racial groups. Culturally, the value of an education may be seen in that high school graduation rate.

On-time high school graduation rate in the U.S. by race for the 2009-10 school year

 Asian/Pacific Islander = 93%
White = 83%
Hispanic = 71%
Black – 66%

In the United States, teachers are often blamed for the lower graduation rates of Hispanics and Blacks, while in China parents take the blame. This is another significant difference between China and the United States. In China it would be unthinkable to wage war against the nation’s teachers for children who don’t learn. Instead, parents, who cared, and teachers would work together to do what they could as partners.

Zhang Yimou was the director. He says, “Chinese culture is still rooted in the countryside. If you don’t know the peasant, you don’t know China.” Because of this, there is a strong message in this movie about the urban–rural divide, which is being addressed as China sews the nation together with high-speed rail and electricity.

This a powerful movie about children, education, and poverty that shows the challenges China faces in lifting the lifestyles of almost eight hundred million Chinese, who don’t live in the cities. The challenge is to do this without losing the cultural values that flow through Chinese history like a powerful river.

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Lloyd Lofthouse is the award-winning author of My Splendid Concubine [3rd edition]. When you love a Chinese woman, you marry her family and culture too. This is the love story Sir Robert Hart did not want the world to discover.

His third book is Crazy is Normal, a classroom exposé, a memoir. “Lofthouse presents us with grungy classrooms, kids who don’t want to be in school, and the consequences of growing up in a hardscrabble world. While some parents support his efforts, many sabotage them—and isolated administrators make the work of Lofthouse and his peers even more difficult.” – Bruce Reeves.

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The facts (and the truth) behind China’s #1 International PISA Test Scores

January 28, 2014

On December 4, 2013, a New York Times headline shouted: “Shanghai Students Again Top Global Test”, and once again, America’s vocal critics of the U.S. Public Schools called for more reform.

Not so fast. In fact, maybe not at all.

In China, the first nine years of education is compulsory starting before age 7. Primary school takes the first six of those nine years; then there’s middle school for grades 7, 8, and 9.

Fifteen is the age of students who take the international PISA test—and in China [so-called] compulsory education ends at the age of fifteen and students who decide to stay in school have a choice between a vocational or academic senior high school track. That’s where the choice ends because in China the senior high schools pick students based on merit.

To explain how this works, the CCP has acknowledged a “9-6-3 rule”. This means that nine of ten children began primary school between the ages of 6 and 7; six complete the first five years and three graduate from sixth grade with good performance.

By the time a student reaches senior high school—grades 10, 11, and 12—most enrollment is in the cities and not in rural China. Most rural Chinese don’t value education as much as urban Chinese do. And many of the migrant urban workers from rural China still have some family back in the village where they often leave their younger children. And many migrant workers, when they retire from factory work, return to the village and the family home.

The United States, by comparison, keeps most kids in school until the end of high school at age 17/18. About 75% graduate on time and another 15% earn their high school diploma or equivalent GED by age 24—all on an academic track because there is no vocational public schools k to 12 in the U.S.

In addition, in China there is the Zhongkao, the Senior High School Entrance Examination, held annually to distinguish the top students who then are admitted to the highest performing senior high schools. This means that if the highest rated high school in Shanghai has 1,000 openings for 10th graders, the students who earn the top 1,000 scores on the Zhongkao get in and then the second highest rated high school takes the next batch of kids until the lowest rated senior high school in Shanghai gets the kids with the bottom scores on the Zhongkao.

Maybe actual numbers will help clarify what this means:

In 2010, 121 million children attended China’s primary schools with 78.4 million in junior and senior secondary schools. The total is 199.4 million kids.

According to World Education News & Reviews: “In 2010, senior high schools [in China] accommodated 46.8 million students (23.4% of the  199.5 million). But about 52 percent or only 40.8 million were enrolled in general senior high school, and 48 percent of those students were attending vocational senior high schools.”

That leaves 21.2 million enrolled in the senior high school academic track designed to prep kids for college—that’s 10.6% of the total. Then consider that Shanghai’s public schools are considered the best in China. This means that the fifteen-year-old students who take the international PISA in China are the elite of the elite attending China’s best public schools.

For a fair comparison—not what we’ll hear from the critics of public education in the United States—the Economic Policy Institute reports: “The U.S. administration of the most recent international (PISA) test resulted in students from the most disadvantaged schools being over-represented in the overall U.S. test-taker sample. This error further depressed the reported average U.S. test score. … But U.S. students from advantaged social class backgrounds perform better relative to their social class peers in the top-scoring countries [Canada, Finland, South Korea, France, Germany and the U.K.]” and “U.S. students from disadvantaged social class backgrounds perform better relative to their social class peers in the three similar post-industrial countries.”

In fact, “U.S. students from advantaged social class backgrounds perform better relative to their social class peers in the top-scoring countries of Finland and Canada. … and—on average—for almost every social class group, U.S. students do relatively better in reading than in math, compared to students in both the top-scoring and the similar post-industrial countries.”

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Lloyd Lofthouse is the award-winning author of My Splendid Concubine [3rd edition]. When you love a Chinese woman, you marry her family and culture too. This is the love story Sir Robert Hart did not want the world to discover.

His latest novel is the multiple-award winning Running with the Enemy.

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