Advertised as a means of “making the Japanese DNA (sic) awaken,” the KKK history textbook itself is relatively anodyne in terms of its content, but the civics textbook shows a high degree of conformity with the current agenda of the LDP under Prime Minister Abe. The inclusion of more than ten photographs of Abe speaks for itself. The organization’s desire to steer Japanese education in a more nationalist direction is particularly evident in the materials for teachers distributed with the textbook. These materials emphasize the importance of teaching Japanese mythology, without addressing whether this should be done in history lessons rather than in, say, literature. The resources for teachers emphasize that mythology reflects a nation’s spirituality (seishinsei), and the suspicion that this topic would be taught in history classes (Anonymous 2012: 10) reveals the authors’ intention of turning history into a matter of belief rather than a body of knowledge open to academic inquiry and critical thinking. These materials also illustrate the KKK’s emphasis on Japanese superiority in almost every field. Section headings attribute to Japan “the world’s oldest ceramics” (p. 12), the world’s “most advanced technology” (p. 18), “the world’s oldest company” (p. 20), “the world’s highest level of education” (p. 22), “the world’s largest city, Edo” (p. 22) and refer to Japan as “the world’s oldest country” (p. 14). Education marked by such a superiority complex is unlikely to contribute to the development of citizens capable of dealing with the challenges of an internationalized Japan in the twenty-first century.