Former Zhoushan High School Principal and Controversial “Shenming Theory” Creator Dies at 58
G.P.T.Chat and T.Google in Zhoushan
Originally published on September 19, 2024. Chinese transalted version Note: “Zhoushan” is an area in the fictional science fiction work Gnoy Uohz Kcid. Any characters or regions appearing in this article have no connection with reality.
Zhoushan, China — Wang Zhouyong, former principal of Zhoushan High School and creator of the controversial “Shenming Theory,” died this morning at the age of 58, according to sources close to his family. Wang, who had recently served as the China’s Communist Party Secretary for the same school, passed away under what are being described as “natural causes.” However, his death has reignited fierce debate over his divisive legacy in both the education sector and philosophical circles.
Wang, once a respected figure in Zhoushan’s educational system, had become a highly contentious personality in his later years. Many remember him not for his tenure as a principal, but for his role in creating and aggressively promoting the so-called “Shenming Theory,” a philosophical framework that mixed quasi-religious principles with his vision of education and governance. Critics have long accused Wang of using this theory to justify authoritarian control, encourage indoctrination, and enforce rigid social hierarchies at the school he once ran.
Wang’s controversial rise to power began with what many describe as a promising career in academia. After earning degrees in education, he came to a strange city to work as a teacher, swiftly moving up the ranks. By the early 2020s, he had become the principal of Zhoushan High School, one of the region's most prestigious institutions.
The Rise of “Shenming Theory”
However, it was during his time as principal that Wang’s thinking began to diverge dramatically from mainstream educational principles. On September 11, 2023, he introduced the “Shenming Theory,” which roughly translates as the “Divine Will” or “Will of the Gods” theory. Though initially presented as a philosophical approach to life and education, the theory quickly became notorious for its dogmatic and prescriptive nature. Drawing obviously on Confucian traditions but mixing them with authoritarian control, Wang claimed that students of Zhoushan High School were divided into “Shenming” and “Shumin” classes, according to the score they got in countless exams. Those in the “Shenming” class were destined to rule and deserve the Zhoushan High School, while others were absolutely losers.
Under Wang’s leadership, Zhoushan High School adopted increasingly hierarchical and militaristic policies. He introduced daily rituals where students and staff were required to swear fealty to what Wang described as “the divine order of human society.” Those who questioned the philosophy were punished, often harshly.
Critics of the “Shenming Theory” also accused Wang of fostering a toxic environment that promoted favoritism, elitism, and xenophobia. A former teacher, who asked to remain anonymous, said, “Wang created a culture of fear, where questioning his theory was seen as not just a challenge to the principal, but to the natural order itself. He used the theory to justify every form of oppression in the school — from academic to social hierarchy.”
The Fall and Quiet Ascension
Despite growing whispers of unease within hushed discussions among students, no scandal or legal charges ever formally materialized. In 2024, Wang resigned as principal but retained as the role of Communist Party Secretary at Zhoushan High School, a position of even greater influence but one that allowed him to operate behind the scenes, unencumbered by the public-facing responsibilities of a principal.
This promotion was a clear signal that, despite mounting concerns, Wang’s position within the local political structure remained unshaken. His “Shenming Theory”, though divisive in intellectual circles, had earned him staunch allies among certain factions in local government. Some credited him with maintaining strict discipline and enforcing ideological purity within the school, aligning with broader national trends that favored conformity and control. Some radical supporters even praised him as “the Courage of Zhoushan” and “the Braveness of Zhouzhong (the abbreviation of Zhoushan High School in Chinese).”
Within Zhoushan, dissent against Wang never materialized in any organized form. Publicly, parents and teachers remained silent, and there were no protests or petitions against his continued leadership. The media, too, largely avoided critical coverage of Wang's policies, reflecting either a fear of reprisal or a tacit understanding that Wang was untouchable. As one anonymous source close to local Party officials noted, “Wang was seen as a man who could get things done. For some, it didn’t matter what philosophy he was peddling as long as the results were in line with Party goals.”
The Lingering Impact on Zhoushan High School
While Wang Zhouyong may have avoided public censure, the effects of his policies on Zhoushan High School are harder to dismiss. The atmosphere of rigid control, instilled through years of enforced obedience to the “Shenming Theory,” left deep scars on both students and staff. Though officially portrayed as a model of academic excellence and discipline, the reality within the school walls was far more complex.
Former students have spoken privately about the lasting psychological toll of Wang’s regime, describing a climate of fear, where any deviation from the prescribed ideology was met with suspicion or punishment. “It wasn’t just about schoolwork,” said one former student, who graduated in 2023. “We were taught that violating school rules means failure in life. Monitors were everywhere...and behind the monitors was the ‘Shenming’ — the nick of Wang Zhouyong.”
This environment of ideological rigidity created a form of intellectual isolation. The open exchange of ideas—so critical to a robust educational experience—was severely limited under Wang’s leadership. Teachers were discouraged from introducing alternative perspectives, and critical thinking was seen as secondary to conformity. “It was like the world outside didn’t exist,” remarked a former teacher, who left the school shortly after Wang’s promotion. “You couldn’t teach anything that didn’t fit into his framework. Even science classes had to be taught through the lens of his theory, as if everything had some mystical purpose behind it.”
The damage to Zhoushan High School’s reputation, though less visible to the outside world, was profound within the local community. While official records still showed high academic performance, there was an undercurrent of discontent, particularly among alumni who felt that the education they received was stifling rather than empowering. For some, the rigid hierarchical structure Wang imposed created divisions that extended beyond the school and into their social lives.
“I still feel like I’m unwinding the effects of those years,” said one former student who now works in a neighboring province. “We were trained to see ourselves as either part of the chosen few or destined to follow. It’s taken me years to realize that life isn’t like that.”
The End of an Era?
As Wang Zhouyong’s death brings an end to his direct influence over Zhoushan High School, questions remain about the long-term consequences of his policies. Though some of his more overt practices, such as the daily recitation of loyalty oaths, were quietly phased out in recent years, the ideological framework he left behind continues to shape the school’s culture. In many ways, Zhoushan High School still operates under the shadow of Wang’s “Shenming Theory,” even if the man himself is no longer at the helm.
Wang’s critics worry that without a clear reckoning, the school may struggle to fully break free from his legacy. “Institutions often reflect their leaders long after they’re gone,” said an educational expert familiar with the region. “In Wang’s case, the hierarchy and conformity he prized have taken root. Even with his death, it’s not clear whether Zhoushan High School will return to a more open and progressive model of education.”
Simultaneously, Wang’s supporters within the local government and academic community continue to praise his contributions, pointing to the school’s continued academic success and emphasizing the stability his leadership provided during a time of national educational reforms. “Wang’s vision was unique,” said J.B.Lee, a Party official who worked closely with Wang. “He understood the importance of order and discipline in education. His methods may have been unconventional, but they delivered results.”
For now, Wang Zhouyong’s passing leaves a complicated legacy: one of a man who rose to power on the strength of a personal philosophy that resonated with some but alienated many. While his proponents will likely continue to celebrate him as a visionary leader, the wounds he left behind in Zhoushan High School—wounds of control, fear, and conformity—may take far longer to heal.
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