Openly Admitting Global Coordination to Impose Behavioral Programming Using Education and the Law

I thought about using the word Conspiracy in the title but I was afraid readers might be confused and think we are merely theorizing. Oh no, turns out that in 2012 there was another of those Movers and Shakers meetings we were not invited to. GELP–Global Education Leaders Program–chose to have that particular meeting in Helsinki, Finland with sponsorship from the Gates Foundation, Promethean Boards (in case you have always wondered why they get bought and then remain in boxes), and Cisco. Apparently they all wanted to look up close at the Finnish education system we met in the last post. The US-based CCSSO, the formal sponsors of the Common Core State Standards in the US, was also there, except the focus was on its Innovation Learning Network–ILN–and what CCSS is really bridging the US towards.

Yes, I did go through and systematically download all those presentations. Hope you had a more congenial Saturday than me, but it was all in a good cause. The GELP Co-Director, Tony MacKay from Australia (also heads ATC21S for those who have read the book. The rest of you are missing the foundation of this story) kindly announced in a related paper on Future-Oriented Education he placed on a New Zealand Server  http://www.educationcounts.govt.nz/__data/assets/pdf_file/0003/109317/994_Future-oriented-07062012.pdf that GELP has been “designed to accelerate and sustain transformation within GELP members ‘local’ systems and nations–and to advocate and continually refine the vision of 21st century teaching and learning.”

When we first encountered the Consortium vision http://blogs.edweek.org/edweek/District_Dossier/Consortium%20-%20%20Recommendations%20for%20a%20New%20Federal%20Accountability%20Framework%20February%202014.pdf I warned in that March 3, 2014 post that the Gypsy Supers were lobbying DC for supposed ‘local’ power to impose what was actually a global vision. But I did not at that time know about GELP or that Helsinki Conference or Tony MacKay’s useful admission of a global effort that can be deceitfully sold as ‘homemade’. The law firm (whose education practice we have tied to the creation of that Consortium, the Fulton County Conversion Charter that contractually guts academics whatever the School Board believes, and the affirmative Student Code of Conduct) is cited by CCSSO, through its Education Counsel affiliate, to be working with ILN and the CCSSO to shift states and districts towards the Competency-oriented Next Generation Learning. (Chapter 4 of my book as I did accurately perceive where CCSSI was really going).

Now that we better appreciate how people can become bound via laws and documents with legal effect to Transformative Social Change whatever the personal intentions of the drafting lawyers or the authorizing institutions are, I want to call your attention to a group in the past who advocated for a similar strategy of how to quietly get such change in place. The Fabian Socialists (who still exist and were involved in Anthony Giddens’ The Global Third Way conference I wrote about) were willing to be gradual and employ stealth. But as the motto of this stained glass window shows http://www.lse.ac.uk/newsandmedia/news/archives/2006/fabianwindow.aspx with its image of a molten world being hammered on an anvil into the desired shape–”Remould It Nearer to the Hearts Desire,” the end vision is fundamental transformation, like it or not. Whether we are even aware or not.

The law and education globally are both being used to drive wholesale, nonconsensual change at the level of the human mind and personality for purposes of behavioral programming to go along with the same type of vision the Fabian Socialists have always sought. I speak Educationese fluently now and the consistency is stunning. One more point, another of the profs advocating this vision, Princeton’s Philip Pettit, keeps mentioning this same phrasing in his 2014 book Just Freedom: A Moral Compass for a Complex World:

“How should a government organize the shared legal and economic lives of its citizens?”

The answer is that it should not, but Pettit like Nussbaum with her Human Rights work, intends to use the law as a tool to organize nonconsensual submission anyway. We may not have ever thought of the law or education as affirmative weapons for wholesale social change, but they are very good at that purpose. Plus the advocates get to live off the bounty of the taxes we must all pay.

Now we can shift back to Nussbaum and Jeremy Rifkin and Finland once again to fully appreciate the why of what is to be changed. As the GELP conference admitted, the Fabian-adored ‘welfare state’ is crucial to the success of this vision of education transformation globally in so many ways. In talking about the need for classwork and literature assigned to build a compassionate imagination, Martha Nussbaum wrote:

“they are led to notice the sufferings of other living creatures with a new keenness. At this point stories can then begin to confront children more plainly with the uneven fortunes of life, convincing them emotionally of their urgency and importance. ‘Let him see, let him feel the human calamities,’ Rousseau writes of his imaginary pupil. ‘Unsettle and frighten his imagination with the perils by which every human being is constantly surrounded. Let him see around him all these abysses, and, hearing you describe them, hold onto you for fear of falling into them.’”

Now how much more powerful is that intended behavioral manipulation when married to Video Gaming in the classroom? No wonder Amplify hypes its Zombie Apocalypse for Middle Schoolers. Now Jeremy Rifkin, in order to nurture and ‘grow’ (as in Student Growth as the new definition of achievement) this ‘empathic impulse’ happens to cite a Professor Kenneth Gergen and his idea that we move from a “self-centered system of beliefs [as in mine and thine] to a consciousness of an inseparable relatedness with others.” Now in case you are tempted to consider this all tenured mumbo-jumbo cultivated in the shade of all that ivy, remember Gergen was on the Gordon Commission in charge of the future of US student assessment and his Appreciative Inquiry Model [see tags] is commonly now used by urban school systems and community organizers.

So when education critics carelessly assume that the word ‘assessment’ is interchangeable with ‘test’ they lose much of the intended psychological transformation via the classroom experience. They miss that Gergen, the Gordon Commission, Rifkin, Nussbaum, and influential others ALL want to stress a shift to activity and experience precisely because they want to replace the historic concept of the individual with the ‘relational self.’ Having the classroom nurture the belief that a student’s Identity is changeable and simply “a unique constellation of relational experiences with one another.” And why would these people want such a thing? For the Fabian Socialist change of course, but they cannot phrase it that way as we parents and taxpayers would almost certainly rebel.

Instead, as Rifkin states, students get told over years “the idea that those same embedded relationships and experiences make one a unique being, different from all others. It is only by keeping the distinction in mind that empathic consciousness can continue to grow and become the psychic and social glue for a global consciousness.”

That’s why requiring students to have and demonstrate empathy towards one another in the classroom in a new type of legally coercive Student Code of Conduct is such a big deal. As Rifkin admits, the desired transformational glue vanishes once students once again see themselves as individuals instead of “a unique ensemble of relationships.”  Remember in the last post when the Finnish Curriculum for Global Education wanted to require students to “promote the common good” and aspire for a “common understanding” via the classroom? This is verbatim how the Finns break that requirement down into subgoals with the student age range in brackets. Since other countries like the US intend the same approach (as the Rockefeller Foundation funded Communication for Social Change confirmed as well), but without this blueprint for our eyes, here it is anyway:

[5-6]:  To practice bringing up important topics of discussion that are interesting to oneself and others.

To practice a polite and dignified manner of speaking. (To be continued in all age groups.)

[7-8]: To learn to weigh one’s views in the light of facts.

To learn to listen to and ponder carefully the viewpoints presented by others. (To be continued in age group 9-10).

To practice a polite and dignified manner of speaking. ( To be continued in all age groups).

[9-10]: To learn to listen to and ponder carefully the viewpoints presented by others. (Continued from age group 7-8).

To practice striving for a shared view in conversation.

To practice a polite and dignified manner of speaking. (To be continued in all age groups.)

[11-12]: To learn to make joint decisions on the basis of views arrived at mutually (To be continued in age group 13-14.)

To learn to keep one’s emotions under control and one’s thoughts as objective as possible during consultation. (To be continued in age group 13-14.)

To practice a polite and dignified manner of speaking. (To be continued in all age groups.)

[13-14]: To learn to make joint decisions on the basis of views arrived at mutually. (Continued from age group 11-12).

That’s the end of the Finnish vision for Global Education. It’s how education to fulfill the vision of the UN Universal Declaration of Human Rights gets met. It’s the embodiment in how to educate to create a Mindset to see oneself as a “citizen of humanity” ready to fulfill now imposed obligations to serve the “well-being of all” occurs.

The phrase “behavioral programming’ in the title now seems like an understatement, doesn’t it?

Sculpting the Inner Eyes that Guide What Real Eyes Perceive from Daily Experiences

All the references to Global Competency or World Citizenship may have us looking for a new flag we will be expected to salute or a quiz on world capital cities, but that is not what these terms actually mean. I took on Global Competency and the CCSSO’s explicit push of it in US K-12 classrooms in Chapter 7 of my book so please look there for the initial foundation for what is coming. We are off to Finland today, not to get frequent flyer miles or to look for stunning vistas in majestic fjords, but simply because professors there have been far more graphic in what the required Human Dignity Paradigm/Justice for All inclusive classroom looks like. They have also laid out with stunning candor what it intends to do and why. It explains why US suburban high schools would be nonconsensually shifting students to ‘problem-based learning’ with an affirmative Student Code of Conduct that most parents are unlikely to even catch in time.

Before we take off though I want to lay out the known links of the same model to the US beyond the descriptions to the Folk School vision laid out in the previous post. I noticed last May that all the school principals and district administrators in the high achieving part of Metro Atlanta’s Fulton County had switched to referring to classwork under the Common Core as either being ‘STEM’ or ‘Humanities.’ Recognizing this meant a jettisoning of academic content as something to be transmitted from what STEM meant (also in book), I have been keeping an eye out for a means of explaining explicitly what the shift to a Humanities focus would specifically mean in the classroom. Professor Martha Nussbaum, so usefully loquacious as to what is really intended that we have given her a tag already, thankfully laid it out in a 1997 book called Cultivating Humanity.

Using classwork to “cultivate in ourselves a capacity for sympathetic imagination.” Such empathy in all students is necessary “in order to foster an informed and compassionate vision of the different.” This “narrative imagination is an essential preparation for moral interaction. Habits of empathy and conjecture conduce to a certain type of citizenship and a certain form of community.” A Blue Ribbon for Astuteness to each of us that picked up that this compassion towards others is the consistent core we are finding in K-12 ‘reforms’ all over the world. It is desired because it “cultivates a sympathetic responsiveness to another’s needs” that is in turn necessary for a world determined to make meeting needs the new focus of the global economy. What Karl Marx called the Human Development Model of Society and Harry Boyte now calls the cooperative commonwealth.

One more well-connected American prof willing to reveal what is being laid out in meetings we are not invited to is Wharton’s Jeremy Rifkin. Since his discussion of the “new pedagogical revolution emphasizing empathic development” is in the context of a broader 2009 social vision called The Empathic Civilization, Rifkin is also usefully forthcoming. In fact he discloses that “Collaborative education, at its core, is concerned with shifting the center of educational concern from the individual mind, to forms of relationship.” We have encountered this before http://www.invisibleserfscollar.com/distributive-justice-is-not-enough-we-must-break-the-illusion-of-the-unitary-self/  in the early days of this blog so I know even beyond the clear links to the Positive School Climate mandate that these mentions of a ‘relational self’ as the new focus are truly an insistent, very real, aim of K-12 education reform globally.

Let’s quote Jeremy one more time as he explains that the “new classroom emphasizes cooperation over competition and the sharing of minds. [Exhale, please! Some of you dear readers are now turning Blue in the Face with Outrage.] Education becomes a collaborative venture rather than an individual pursuit. The aim of all knowledge is existential: that is, to come ever closer to understanding the meaning of existence as well as our place in evolution through our shared experiences and the meanings we glean from them. Technical or vocational knowledge [like digital learning] becomes merely instrumental to the pursuit of this larger goal.”

Now we can go to Finland where we will recognize the curriculum as merely the more graphic announcements of the same classroom intent that we are supposed to be transitioning to in the US, Canada, Australia, the UK, Hong Kong, and everywhere else that ever cherished the individual. The Finns stated that the solutions to the world’s problems are to be found “in a shift in our view of how we see ourselves and our relationship to society, and its future…Whatever lies in the future, the ability to collaborate with others in the identification and resolution of problems is crucial. If humankind does not have this capacity, our fate is sealed. If it does, the skills for collective action must be nurtured and strengthened.”

Hence all the ties we are seeing between deliberative democracy and participatory citizenship and the actual K-12 required classroom implementation. I highlighted evolution above not to talk about Darwin or Apes but in the Brameld/Huxley sense of cultural evolution laid out in my book. Or as the Finns have decreed: ” the function of education is not only academic skills, but the skills needed to play a protagonist role in the evolution of society. Rather than working for socialization to the status quo, schools can create pro-active agents of social change.” Now before I shift to quoting from the actual intentions so that parents will have it as a guidebook for the future whatever happens to Professor Margaret Tuomi’s research, I want to make two more points.

First, the Finns state this is based on the Baha’i Curriculum for Global Education. Like the UN as we saw, the Finns like that the Baha’i do not merely speak of rights, as in the Universal Declaration of Human Rights. These guidelines also speak of obligations. Such duties to others are believed to be important to drill into each student at an unconscious level that will guide action. Secondly, please do not let all this high-minded talk of Equality and Success For All conceal the actual reality of what is being attempted here. The creator of Cultural Marxism theory in the 20s, Antonio Gramsci, did not just come up with an intention to March Through the Institutions of Power in the Individualistic West. He also developed the concept of the Integral State that all that marching was intended to create.

Civil Society would not be just an area of activity in his vision, existing independently of the State. Gramsci conceived of Civil Society, which would especially include schools and higher ed, as the terrain where the political elite’s world vision would be imposed. Troublingly the word he used translates as a required consensus. We encountered the same concept of few posts ago as the Rockefeller Theory of Communication For Social Change. The classroom would become the place where the psychological reality perceived by each student when they entered the classroom would give way to a Shared Understanding of Physical and Social Reality.

The five goals of Global Education then are [verbatim]:

1. To adopt the values necessary for the evolution of a global human society. (Ethics)

2. To acquire knowledge of mankind’s development, current state and achievements. (Knowledge).

3. To include in the world view a discernment as to how mankind has always formed ever greater social systems, and how this process has been encouraged by man’s natural urge to work in cooperation. (Understanding)

4. To see the future of mankind as bright, and to picture in one’s mind how mankind can through cooperation reach unprecedented achievements. (Vision)

5. To learn skills concerning cooperation and the management of information, and become directed towards acquiring skills necessary for the development of mankind. (Skills)

To give some idea of the sort of things the new Common Core assessments will actually be looking for, especially the formative assessments or assessments for learning, let’s look at the listed subgoals under 5. My bolding.

5.1 To learn and explore sources of knowledge logically in order to form holistic pictures and to apply the understanding thus gained to different challenges and activities; to learn to express clearly and logically one’s considered views for the development of human society.

5.2 To learn the skill of consultation in which the purpose is to promote the common good, not to advance one’s own interest; in which the aspiration is to achieve a common understanding; in which one’s view is expressed clearly and freely, but politely; and in which all participants seek to build their opinion based primarily upon knowledge and understanding.

5.3 To learn to consider those skills and capabilities that are needed for the realization of mankind’s future in practice when orienting for studies and choosing professions.

Well I must admit reading through all this that I did NOT become a lawyer to help realize mankind’s future. Interestingly enough though, having a solid base of unapproved factual knowledge and an Axemaker Mind is quite a useful tool in accurately perceiving the likely consequences of all this Manipulation and Mind Arson. That must be why the political elite and cronies are trying to discontinue these useful Mindsets all over the world right now.

Talking about it in the sunlight truly is the only antidote. Next time I will continue some quoting that will make the need for an affirmative Student Code of Conduct quite obvious.

Maybe we should nickname it the Fulton Comrade Code of Conduct Necessary for the Cooperative Vision of Our Future. Brought to us by people lying to our faces about what is really intended.

Some cooperation. No denial of self-interest by the public sector here. No wonder these coercive common good schemes always lead to kleptocracies.

Not Going to Let the US Constitution Stop Us From Using Schools to Enshrine Global Social Justice and Human Rights

Do you remember how the French thought the Maginot Line of bunkers and armaments would protect them from a future German invasion after World War I? So Hitler simply went around and came from another direction. The head of the same group whose ecstatic rejoicing over the passage of the WIOA in the US Senate tipped me off that something transformative was envisioned, announced in this video on “Rethinking Accountability” in education in June http://www.unfinishedbusiness.org/20140707-henderson-common-core-an-important-part-of-driving-equitable-change/ that ‘they’ were not going to let the US Constitution get in the way of achieving human rights for all as defined by the UN’s Universal Declaration of Human Rights. That would be a human right to Just Economic Citizenship folks and an obligation for the rest of us to provide it.

Henderson does a shout-out to the 2 major US teachers unions, AFT and the NEA, and notes they are partners working on his Board as well as to his Vice-Chair, the General Counsel of maldef-the Mexican-American Legal Defense Education Fund. Legal amnesty and future citizenship for anyone who can make it to US soil is not a side issue. It is front and center of the Leadership Council’s (composed of 200 separate component groups) efforts to force the US towards Economic Justice and an Equitable Society and ‘building a More Ideal Union.’ Henderson points out that the “thousands of students who may not yet be citizens” need to be educated as if they were. You cannot watch that speech and especially the AFT President’s intro and not grasp that an invasion by migrants is viewed as a crucial means of fundamental transformation. It will radicalize education, the ballot box, and enable democratic local decision-making via participatory mandates of the relevant stakeholders in every community entitled to be consulted.

I want to pivot now to the suburbs because such a vision of Equality and Justice is simply impossible if suburban schools can still teach a solid curriculum of knowledge and students are allowed to retain the Axemaker Minds many brought from home. Now I could generalize about what I think will happen, but there is no need to do that. That same conference pointed https://edpolicy.stanford.edu/events/1201  to the new Consortium of Large Suburban School Districts as being essential to achieving its vision. Told you already that document was designed for trouble.  http://www.invisibleserfscollar.com/deliberate-cultural-evolution-via-developmental-psychology-to-force-social-change-or-gypsy-supers-lobby-dc/

OK, you say, that’s a hugely troubling vision, but we still do not know precisely what the desired template is. But wait (no, this is not one of the Ronco commercials pushing Christmas presents no one really needs) one of the participating Consortium districts, Fulton County in Metro Atlanta (not coincidentally also involved in EdLeader 21, Digital Promise’s League of Innovative Schools, and with that new affirmative Student Code of Conduct) announced the vision in an article in a local paper. ‘Problem-based learning’ would be the new view of curriculum instead of icky textbooks. High School will become a place “for all learners…[where] students and teachers come together.” It is a place where ‘different types of learning styles are addressed’ that provides ‘collaborative learning opportunities.’ Lots of collaboration and chances to sing kumbaya in unison on a daily basis to build community spirit.

A bit of sarcasm there towards the end. I know perfectly well what is involved in Fostering a Community of Learners. That’s why FCL has its own tag on the blog connecting explanatory posts. Now, we could also pretend ‘problem-based learning’ is not in fact a euphemism for what radical Paulo Freire called the cultivation of a ‘critical consciousness’ in each student in how they will now perceive their cultural and historical reality. http://www.thinkingtogether.org/rcream/archive/110/CulturalAction.pdf That would be true and creating Guilt in the Fortunate Students is as crucial for transformative change as creating Anger in Latinos and Blacks and Gay Students and anyone else who can be made to believe the world as it currently exists must now be redesigned for their benefit. Vengeance will be a plus too.

Anyone paying attention might have been able to make that accurate connection though. What’s the fun in that? No, being a research maniac entitles us to more vital info than that on what’s coming. The links we have found to the Study Circles made me want to look at what are called Folk Schools in Scandinavia. Could those also be related to this new suburban vision for high school? UNESCO defines the current vision of such a school as a place “whose point of departure is today’s living conditions and the problems we face” and “which do their best to open up young people’s eyes by confronting them with more genuine experiences and broader philosophies of life.” Now I happen to know that high school is using the term ‘authentic’ instead of ‘genuine,’ but yes, we do have complete alignment.

I am going to bring this vision forward to award-winning Finland and what is now called the Human Dignity Paradigm suitable for a “Diversity-Positive Milieu.” That vision is said to enshrine what is called for by the Universal Declaration of Human Rights. First though let’s go back to the year, 1948, when the UN adopted the Declaration to see why UNESCO wanted to push “The Danish Folk High School as an Instrument of Attitude Change.” It’s rather hard to escape the basic fundamental entry point needed for wholesale social change with a lead-off heading called “How to Create the Right Attitude of Mind in the Young.” Now in the No **** Sherlock Hall of Fame for all time great understatements in a bureaucratic report would be:

“the quickest and easiest way to create unity is to invoke terror.”

Now those readers who are Climate Skeptics may have a good idea where such a terror gambit may be lurking in the 21st century, but in general the report  wants to create an ‘ethical standard’ that will force everyone to voluntarily cooperate by committing to “a higher consideration than themselves.” Of course some of us immediately see that for what it is-the Public Sector and Friends Full Employment Act until Time for a Taxpayer Funded Pension, but let’s pretend anyway so we can accurately recognize what is really intended. The word ‘folk’ concerns a whole people and the values they are all to share. Remember new humanistic values are the absolute inner core of all these global reform efforts by people who really do seem to believe Marx might have worked if the implementers had simply had enough supercomputers, data, and the psychological  insights of the behavioral sciences.

A folk high school is designed to give each student a “comprehensive view of the world.” It stresses that “true life can only be possessed in common with one’s fellow man, and that some of the richest values a people possesses can be accepted and shared by all, rich and poor, high and low.” It is a place to build an “enlightened view of human and civil conditions” and a “blithe feeling of natural fellowship.” The latter is what we today might call a Positive School Climate. The folk school would be training its students in co-operation. Its value as a vision in today’s suburbs anywhere in the world is the fact that the typical Upper Middle Class student with educated parents who have made themselves available during those early years pretty much arrive at First Grade at close to the level of essential academic skills that are viewed as a long-term ceiling. To get to Justice and Equality for All obviously.

The folk school model then, and a widespread failure to comprehend the radical shift that has taken place, is an essential part of what is going on globally in education under the mischievous labels of ‘reform’ and ‘remaining internationally competitive.’ Hiding under those banners is an actual determination by public officials to force “a broad outlook and understanding” among all students of a given generation “so that co-operation” in all areas can succeed. This of course requires a “will to solidarity” in each student, which is why that affirmative Student Code of Conduct, Positive School Climate mandates, and requiring Principals to create Communities of Learners to be judged as Effective and thus entitled to promotion, are so crucial.

None of this is coincidental. It all fits like a Bespoke Glove because it has been custom designed to fit together to force the desired effects at the level of the school, classroom, and each student’s mind and personality this time. When that 1948 report sneers at ‘examination schools’ and their failure to create the “mentality required to rebuild the world through all-embracing co-operation,” just substitute high-achieving suburban schools with a traditional content transmission focus. Then update to the 21st century and its tendency to stress social and emotional learning because facts can simply be looked up.

The 1948 version with the same intention of cultivating a mindset suitable for fundamental change was to ask “what is needed by modern society?” The answer then by UNESCO was it’s “not what a man knows, but what he both can and will do in co-operation with others.” Furthermore, that “is a capacity that needs training. Teaching and school work must be so directed that the pupil both sees the value and feels the pleasure of performing a task in common.”

That same requirement now goes by the name Collaboration and is specifically listed as one of the 4Cs required for 21st Century Learning. We’ve gone long again. Next time we are off to Finland to get lots more details on what is envisioned.

Everywhere that has ever had a successful economy.

Especially anywhere that ever valued the individual.

Global.

Priority Economic Citizenship for Some, Officially Sanctioned Status as Prey for Most of Us

A large part of what made America exceptional and historically prosperous officially died yesterday. It’s probably why there has been so little mention of a huge new source of funds to states and localities approved in a landslide yesterday by the US House.  So we are taking a side trip but still related detour from the last post to discuss what has been done to us by our political class. Booth parties. Do not call them public servants. Many obviously cannot be bothered to read what they force on us in every state and every locality now in the US. Straight out of the radical Left Handbook that we saw at this conference.  http://www.whitehouse.gov/files/documents/ostp/opengov/sond2%20final%20report.pdf

“The Workforce Innovation and Opportunity Act, which would update jobs training programs in the U.S., passed the House by a vote of 415-6 Wednesday afternoon and now heads to President Barack Obama’s desk. Obama applauded Congress for passing the bill last night and said he looks forward to signing it into law. ‘This bipartisan compromise will help workers, including workers with disabilities, access employment, education, job-driven training, and support services,’ Obama said. Labor Secretary Tom Perez called the bill “good for workers, employers and the economy as a whole.” Lobbyists and business groups were also thrilled.

- Who voted “nay”? Justin Amash (R-Mich.), Paul Broun (R-Ga.), Jimmy Duncan (R-Tenn.), Rep. Walter Jones (R-N.C.), Thomas Massie (R-Ky.) and Rep. Steve Stockman (R-Texas).” [Source of Quote is Politico]

Hardly any coverage of the statute. I probably would not have noticed it or read its 812 pages either if members of the radical groups that took out the New York Times ad commemorating the 60th anniversary of Brown v Board of Education and lamenting the lack of fairness and human rights for every person in the US  http://civilrightsdocs.info/pdf/NYT-CCSS.pdf had not been practically doing a lap dance at the prospect of WIOA passing. Remember how often equity comes up these days supposedly as a new legal requirement of what education must accomplish? I have warned repeatedly that the actual definitions of College and Career Readiness are horrifically low and to be binding on all students. http://www.isakson.senate.gov/public/_cache/files/a4766452-3945-44d4-bb34-f8a6670bf166/WIOA%20Final-bill%20KIN14299.pdf is the final bill.

On page 514 we find the official Congressionally approved definition of what it will now mean to be prepared for the workplace, which is also now the official, Congressionally approved, function of all K-12 institutions as well as community colleges. Remember that suburbs or small towns that wish to exceed this standard for all may be accused by the Civil Rights Divisions of Justice and Education of being discriminatory. In many ways this also nullifies the various discussions around the country over the Common Core or other academic standards. Students now are to have a combination of:

basic academic skills, critical thinking skills, digital literacy skills, and self management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of post secondary education and training.”

Yeahaw! That’s not just the floor. It’s the ceiling as well with political appointees from Big Business, Governments, Unions, and community organizing entities determined to bring about wholesale social change organized into required Local Workforce Development Boards (Sec 107) to make it so. Nobody in any of the permitted groups granted access to these or the required State Workforce Development Boards (p 34) has any interest in Axemaker Minds likely to blow the whistle on cronyism or create a genuine disruptive commercial innovation.

Instead we now get Congressionally approved and to be required Career Pathways (p 10) developed  by the Boards and Industry or Sector Partnerships (p 22) so that what students can do “aligns with the skills of industries in the economy of the State or regional economy involved.” The Middle Ages called the decision that others get to decide what each of us may become feudalism. The 30s and 40s called it Fascism and the 21st century calls it State Capitalism. It is now here in the USA.

No wonder neither side is trumpeting this monstrosity. Thinking about images from what appears to be a planned invasion of the US southern border that simply could not happen without a great deal of official sanctioning, I want to go through some of the considerable ways WIOA gives English Language Learners lots of funding and a priority place at the table of those boards and future employment opportunities. We may not be offering political amnesty yet, but my reading is we certainly have offered economic citizenship without regard to legal status. Now of all things.    https://www.raceforward.org/practice/tools/compact-racial-justice-agenda-fairness-and-unity is an example of the kind of community organizing and democracy revolutionizing that is now intended in the name of race and ethnicity.

To give all of us a better idea of what democracy and equity and fairness and progressive change now mean, I am going to use a 2011 lecture Princeton prof (and Obama colleague and citizenship education advocate) Danielle Allen gave. https://www.youtube.com/watch?v=zrW6HNi9-QU The New York Times featured her vision of a radically transformed Declaration of Independence in a story last week on July 3. In my mind that makes her vision an officially sanctioned one by those with fundamental transformation on their mind.

She views it as the job of governmental institutions to secure and enable factual equality. By this she means five facets that governments must now see to. First, everyone is to have Equal Agency and Political Equality under a Principle of Non-Domination.  Next is a Principle of Equal Opportunity that individuals must have the capacity to pursue their own happiness and that governments and politics will now be used to bring about the material resources needed. Start listening at about the 17:00 mark if you do not believe me.

Next is a Principle that Allen calls Epistemic Potluck. Believe it or not this relates to the affirmative use of the Student Code of Conduct we met in the last post. It also relates to what is called ‘problem-based learning’ in the new vision of high school that goes with this equity and democracy vision. Told you this was a related detour. The idea is that ‘knowledge’ is no longer about experts or specialists or a textbook, but rather the product of democratic conversations among participants magically deemed to be equal no matter how ignorant or emotionally aggrieved anyone is. These conversations will produce a consensus or shared understanding that will be pertinent to solving problems. We have also encountered this same deliberative democracy idea as the Rockefeller Process of Communication For Social Change.

Fourth is the Principle of Reciprocity. Those who have more have an obligation to those who have less so they can supposedly be truly free. Freedom is no longer to be treated as something that comes before the primacy of equality. Finally there is a Principle of Co-ownership of Equality. Allen describes this as a “communitarian commitment to egalitarian sharing of difficulty and prosperity grounds the social bond that sustains a free polity.” Marx was more succinct when he described the same principle as “from each according to his ability and to each according to his needs.” Allen literally wants a communitarian commitment “to social decision-making” and governments empowered to make her vision and what a majority now decides to be necessary for happiness so.

We went back to look at Allen’s Vengeance Will Be Ours Finally Vision because the WIOA not only integrates Adult Education and Literacy for those with deficient skills but mostly for every English Language Learner on American soil. On page 546 WIOA calls for this to also be ‘integrated’ with civics education. That integrated model for those who are supposedly dispossessed comes straight from Marxist radical Paulo Freire even though the statute forgot to mention that. Since you may not be familiar with his work or view of education, here’s an objective source on where this all leads. http://tx.cpusa.org/school/classics/freire.htm Remember community organizers intent on race-based transformational activity are eligible to provide and be paid for WIOA adult literacy, workforce, and civics ed training.

I wish I could say something pithy about WIOA or how it will not be as bad as it looks. If you get one of the federally funded jobs as a trainer at living wages or become a Director or staff member of one of these new Local Workplace Development Boards, you win. The Chamber of Commerce wins. English Language Learners clearly win as they are constantly carved out as Individuals with barriers to employment. The rest of us not so much.

Bound without notice. Prey without consent.

Welcome to US official public policy in 2014.

 

Standing Still As the Yoke Is Fastened: Student Codes of Conduct to Now Build Collectivism

Now I considered making that title a bit longer with the addition of the phrase ‘as a State of Mind.’ People grasping the essence of what I have been describing in my book or this blog will frequently insist that certain reforms would be mind control. I usually respond by pointing out that plenty of advocates readily acknowledge that as their intention if we know where to look. We are not having a conversation actually about possible effects of these theories that want to come into your local schools and classrooms, including the privates, parochial, and charters. There is meant to be no escape.

I frequently now read radicals who want to use the law as simply another form of policy advocacy for social transformation. It’s not though. That’s not what the public thinks it is paying for from lawyers who represent school districts. The law is not just another tool either. It has an ability to make itself binding on those who would reject its coercion if they were aware of it. The law then, be it regulation, the language in a Charter or Student Code of Conduct, or a statute with mischievous obligations no one defined, is the perfect tool for anyone wanting to force change away from the West’s historic emphasis on the primacy of the individual.

Now I have been hearing reports from around the country over the last year about parents objecting to a school’s sudden psychological emphasis or mindfulness training and being told they gave their consent at the beginning of the year when they said they had read and would abide by the Student Code of Conduct. It’s not about agreeing not to misbehave anymore. It’s about language that actually imposes obligations on how you must treat and feel about others and what they say and do into the Student Code of Conduct. Think of it as imposing an obligation to behave and think like a Communitarian instead of an individual into what is now to be required behavior at school. We already know that Sir Michael Barber of Pearson and the Gates Foundation’s Vicki Phillips wrote a book on getting Irreversible Change that emphasized if people are forced to do, believing comes along.

In May I noticed that just such an Affirmative Obligation Code of Conduct was on the agenda for the next Board meeting of Fulton County, the large, diverse Metro Atlanta district that has a conversion charter that guts academics through its wording. Binding unappreciated language that made me wonder what had shifted so radically within the legal profession since I went to law school. The answer is that the law quietly became a tool for forcing normative change on an unwitting public. We all need to appreciate that shift has occurred and not treat ‘the law’ as still a set of established, agreed upon rules. When I saw the language in that Code of Conduct I had the same reaction. It was an attempt to coerce compliance with a classroom vision shifting to psychological manipulation. Most parents would never notice.

The lawyer who had drafted the Student Code of Conduct was listed so I noticed she worked for President Clinton’s Education Secretary, Richard Riley’s, law firm.  http://www.waldenu.edu/colleges-schools/riley-college-of-education/about/richard-w-riley Ties then to Outcomes-Based Education in the 90s, the Carnegie Corporation and its views that (per Moises Naim) we are now to be the Governed, and the Knowledge Works Foundation with its views of Competency and ownership of the High Tech High concept. As a factual matter we are dealing with a view both of law and education as tools for transformative social change; however nice the actual lawyers involved may be as individuals. It simply is what it is and we ought to recognize this as a different view of legal advocacy and education policy than what they were historically.

Not recognizing these shifts so we can talk about it in the sunlight is what is so dangerous. That Student Code of Conduct came back on my radar last week when the school district picked the quiet holiday week to ask for parent comments on it. If a parent had an objection, the survey software insisted the parent explain their objections. It was tempting to want to write “but I fully support students being allowed to be dishonest” as the sarcastic explanation.

What I really had a problem with was recognizing where a required obligation to show empathy and never be disrespectful to any classmate could go on top of Positive School Climate obligations. I have read enough participatory materials to know there is a real desire not to be allowed to point out that stupid comments or poorly-informed opinions are just that. Only a very mediocre mind or a disingenuous radical transformationalist really believes that all opinions are equally valid and entitled to comparable deference.

You don’t have to be mean and ask someone if they are an intellectual eunuch to their face or just laugh hysterically, but a requirement in a Student Code of Conduct to treat all opinions as valid was a reminder of just how often I have now seen this to-be-required classroom consensus. Yet it was showing up in that Code of Conduct. It would be a reason for the Common Core English Language Arts Standards specifically carving out ‘speaking’ and ‘listening’ like they do. We have already noted that Study Circles Resource Center’s alliance with the Southern Poverty Law Center and its Teaching Tolerance Project and its odd sudden name change to Everyday Democracy (the name of community organizer Harry Boyte’s 2004 book). That Student Code of Conduct would go a long way toward making classrooms function like either the Swedish or Baha’i Study Circles. It would also enshrine that Rockefeller Process of Communication For Social Change in the classroom to force everyone into accepting a common understanding.

So I went back to that 1971 book on what these same ed reforms sought to do in Sweden that I wrote a troubling post about. The New Totalitarians said this about the use of Study Circles and the psychological conditioning they promote (italics in original):

“the A B F study circles promote the supremacy of the collective. Participants are taught that, once a decision has been made, then all further discussion is necessarily at an end and that, whatever their feelings might be, it is their duty to submit to the will of the group. But, as the study circle is designed to give received opinions the appearance of conclusions personally achieved, so is the individual persuaded to accept the will of the group as his own. Even if a person begins by opposing a majority opinion, he will purge himself of previous objections and adopt that opinion as his own as soon as it has been formally established.  By a kind of conditioned reflex, this form of submissiveness is evoked beyond the study circle by this phrase: ‘The decision has been made in a democratic manner, and accepted by the majority.’ Quoted always in the identical wording, it has the force of the liturgical chants of the Buddhists’ O Mane Padme Hum; it need not necessarily be understood to produce a certain state of mind.”

We could call that result Irreversible Change mandated via legal coercion. We could also call it fastening a yoke to a student’s mind and personality or maybe attaching an invisible serfs collar through required classroom experiences. We don’t really have to speculate about the kind of education experiences that created a belief that Student Codes of Conduct of this ilk are an effective policy tool in 21st century American schools because it turned out the drafting lawyer had been a previous member of the Education Policy Fellowship Program in DC. Legal training with non-lawyers to effect policy change. This normative use of the law just gets more interesting

http://c.ymcdn.com/sites/epfp.iel.org/resource/resmgr/50th_anniversary/iel_epfp@50_booklet.pdf explains EPFP from its creation in 1964 with Ford Foundation backing. It is how policy changes get invisibly shifted via education with few the wiser. That booklet lays out the entities in the various states and the mixture of public sector and private involvement. The website shows that the Lumina Foundation (determined to radically alter higher ed) and ETS (same to K-12 with its Gordon Commission) were the national sponsors of the most recent EPFP class.

It’s worth checking out. You may discover as I did that a moderator of the Common Core Listening Tour in your state is involved with EPFP and that the designated advocates of the Common Core serve on the Board of the state sponsor or its Advisory Council. Oh what a tangled web we weave… I would never finish this post if I laid out all the interconnections in my state of Georgia. I suspect each reader will find comparable interesting webs in your own state now that we know this entity exists and who the state players are.

I want to end this post with Reflections on “The Power of the Collective” from a member of the most recent local class. I have never met the writer, but I do recognize the ties between her employer and the world’s largest education accreditor, AdvancED; the State Professional Standards Board for teachers; and the recent Metro Atlanta regional economic development plan that also bound all school districts to ‘innovative learning’ without asking their individual school boards. A tangled web indeed.

http://www.gpee.org/fileadmin/files/PDFs/Brinkley_s_EPFP_speech_FINAL.pdf is the link to the May 21, 2014 speech. The author mentions that “at the end of our monthly colloquiums, Dana [Rickman, previously with the Annie E Casey Foundation] always asks us to reflect upon what we’ve learned [bolding in original] by completing a statement: I used to think … and now I think.

That’s a confession that the technique known as Delphi or study circles or now the Rockefeller Process of Communication for Social Change is a big part of creating the desired mindsets of education policy makers. Adults who have been through this process without recognizing it for what it is are unlikely to have a problem with now imposing it on students.

Just imagine using this technique created for use with adults on malleable minds captive in K-12 classrooms.

 

Pivoting from the Joy of the US Bicentennial to the Planetary Bargain Dictate: Yet Another Lost Invite So Long Ago

One of the ways to cope with these very real assertions of wholesale, non-consensual authoritarian change led by people who really do quote Mao Tse-tung for inspiration is to go back in time. To appreciate the same institutions, people, and funding sources were pushing comparable ideas decades ago. Explicitly using education to get there. It’s a holiday week in the US when we celebrate our Declaration of Independence so I thought it was a good time to revisit what was clearly mischief in Philadelphia in 1976. Called the Interdependence Assemblies, we don’t have to speculate about the intentions. Harlan Cleveland, then the head of the same Aspen Institute for Humanistic Studies, pushing the Racial Equity Theory of Change now, digital learning, and a new kind of mindset and view of knowledge, wrote the report.

Before I explain what The Third Try at World Order: American Self-Renewal in an Interdependent World laid out, let’s see what helpful piece of advice Harlan wanted to impart from the mass-murdering Mao.  It was in the context of starting to “understand interdependence not by theorizing about it, but by getting on with it.” In a 21st century determined now to make education about activity instead of mental knowledge, it is always good to double check the actual sources of the vision. Here Mao is quoted as saying: “If you want to know the taste of the pear, you must change it by eating it yourself.”

I may never knowingly eat a pear again. Harlan followed that quote with his desire for “the emergence of a new American worldview” through “five parallel and simultaneous shifts in very basic assumptions and attitudes.” Isn’t it useful that 4 years later Jimmy Carter federalized US education with its own agency? So much easier to get this desired shift of perspectives via (1) the discovery of ecology, (2) the nature of power, (3) the double imperative of fairness, (4) doubts about the ‘Western Model’, and (5) a New Style of Leadership. The last one proclaimed by the way that a “collegial, consultative mode of behavior” would now be mandatory.

Before I talk further about this vision that we are seeing today in this omnipresent language about “participatory governance” and “deliberate democracy” and a Principle of Affected Interests that gives rights of decision-making to every supposedly affected group, I want to remind you of an old post that really does directly link that 1976 report to the actual Common Core implementation vision. Plus the remake of higher ed around  democracy. I first explained who Harry Boyte was here. http://www.invisibleserfscollar.com/viewing-education-as-the-prime-lever-for-international-social-change-community-organizing-everywhere/ Harry now has a tag because of his work for the Obama Administration involving remaking the nature of college, but here is also a link to his current plans for K-12 as well and the nature of citizenship generally. http://civicstudies.org/author/harry-boyte/

In the book I explain that Harlan Cleveland announced that in 1986 he began working to transition the US and the USSR to a successor economic system to both capitalism or communism. Details are in the book using Harlan’s own words and why it matters so much. In Boyte’s book described in that post above he mentioned working with Harlan at that same time while both were in Minnesota. Almost all these books I am reading with this new governance vision cite Harry Boyte and Benjamin Barber and his Strong Democracy  Civil Society vision.

That’s why it matters that Benjamin Barber now wants mayors and cities to be the centers of political power in 21st century America. It’s the place to force collectivism and economic justice invisibly. I am going to have more to say on that in the future, but there are in fact plenty of links between what is engulfing us today whether enough people recognize the commonalities or not, and what Harlan Cleveland, the Club of Rome, the Aspen Institute, and the Convocation of UN Leaders he wrote that report for wanted back in 1976.

Harlan saw the Declaration of Interdependence adopted in Philadelphia that most of us have never heard of as the “instrument” of a new planned adventure in “world order politics” that would be based on the primacy of human needs. It would supposedly become a means of “American self-renewal–that is, to get our tail ship back on a course that has history with it, not against it.” I think this vision was actually designed to hobble America, suck away its exceptionalism, destroy its prosperity, and to do much of this destructive work through education. I think outcomes-based education as I explain in the book was to fulfill this toxic vision of altering perspectives and attitudes and values in fundamental ways, and that the actual Common Core implementation is the end game of this same vision.

When you are watching fireworks this week, listening to a rousing Sousa march, chanting “USA. USA” to the US soccer team in World Cup action, or even putting on that tacky Red, White, and Blue swimsuit you only wear once a year, remember there is nothing accidental about the shifts of the last 40 years. The attacks have been cultural and stealthy and at the level of the human mind and personality, but they most definitely are not theoretical or fanciful or the product of an overactive imagination. Harlan pitched into his Mao quote by using the Webster’s dictionary definition of an attitude as a “state of readiness to act…that may be activated by an appropriate stimulus into significant or meaningful behavior.”

Guess who intended to provide the appropriate stimulus? Still do. Harlan went on to say that “we might look for clues to future American behavior in attitudes that are already in transition.” Yes, indeed and to all those who agonize over what is being sought via education to create economic, social, and political change, just watch Americans celebrate on Friday. The way back is to acknowledge what is dear and that it has been under assault. Deliberate attacks through our institutions cannot survive well yet except in the shadows.

That’s why it’s up to each of us to drag these intentions into the sunlight of public scrutiny. If your child or grandchild or employee never learned why America is exceptional and has been the indispensable player in the world, teach them. If the community organizers insist on a different view of civics education and want to enshrine it into new federally mandated workforce training they provide, tell every politician you see this week at a parade or barbeque that it’s not OK. To actually read that 812 page Workforce Innovation and Opportunity Act.

The third try at world order was to be based on the same “growing awareness of the interdependence of peoples, problems, and policies” that is the focus today. If only Americans would adopt “changes in attitudes and institutions at home” and fashion “new cooperative attitudes” abroad, the world could supposedly become a “community.”

Wasn’t true in 1976 during the height of the Cold war when this was a highly dangerous prescription. It’s not true now when this same philosophy appears to be the new basis for the US foreign policy in a very dangerous world. We keep encountering a determination to use education to guide perception about the way the world and the future might be, instead of a factual recognition of reality.

Let this post be a clarion call to enjoy loved ones and friends this week, but do it while recognizing that the way of life we are celebrating and taking for granted has been under continuous assault. Those attacks are scheduled to reach a fever pitch in the next few years with the intention that no one would appreciate the linkages in time.

That isn’t going to happen anymore. Let’s celebrate that epiphany and start our way back.

Together. Collectivism is not always bad as long as it recognizes that renewal can only come from the individual. It can never simply be on his or her behalf.

Experimenting on People and Places via the Rockefeller Process of Communication for Social Change

In case anyone is concerned that the description ‘experimenting’ seems a bit harsh, the 2001 book Civic Innovation in America: Community Empowerment, Public Policy, and the Movement for Civic Renewal laid out what was sought by the charitable foundations and the White House in the 90s under initiative names like “Reinventing Public Citizenship.” Then it usefully admitted that all this dialoguing and deliberative democracy and new systems of governance are untried theories. Such mass mandates put in place by mayors or regional authorities or school districts thus qualify as mass experimentation. Aka Experimentation on the Masses since psychological processes aimed at behavior change through K-12 education are involved.

We do get to call a spade a spade when we are able to come up with statements about the use of BCC–Behavior Change Communication. Now I am not picking on the Rockefeller interests although I have been wondering for a while why I keep running into their aggressive support of so many troubling ideas that clearly pertain to desired transformational social change. To be undeniably fair I will quote the definition of social change their foundation used in laying out a desired model of Communication for Social Change in a June 2002 Working Paper:

“social change comprises the transformation of the organization of society, in institutions and in the distribution of power. Most social scientists agree that it entails structural change.”

Rather comprehensive wouldn’t you say? Not exactly what any of us think we are funding when we pay our property taxes to fund schools and local government. So why did I call it the Rockefeller Process? Because that’s what the World Bank called it and it would explain why we keep running into aggressive funding of these Metropolitanism, deliberative democracy, and participatory governance visions for the future. This is what a WB paper called Participatory Communication: A Practical Guide stated:

“Most recently participatory approaches to communication [one of the 4 Cs of 21st Century Skills in case anyone has forgotten] have reenforced the emphasis on structural and social change. A broad-based policy debate initiated by the Rockefeller Foundation in 1997 and pursued by the Communication for Social Change Consortium in subsequent years has focused on structural inequality and social transformation. The ‘Rockefeller process’ led to a definition of communication for social change as ‘a process of public and private dialogue through which people themselves define who they are, what they need and how to get what they need in order to improve their own lives. It utilizes dialogue that leads to collective problem identification, decision-making, and community-based implementation of solutions to development issues.’”

I am sure you have heard of Robert’s Rules on Process. Well, Robin’s Research Rules say that if the World Bank states on the record that this is called the Rockefeller Process, we can call it that too. Those Rules also get to note that the Rockefeller Process as a practical matter increases the power of the public sector since it looks to the political process to give these groups what they want. Think of it as increasing the Cartel Power of governments at all levels. Connected people just love cartels.

The Mind Arson and psychological manipulation and social and emotional learning emphasis both my book Credentialed to Destroy: How and Why Education Became a Weapon and now this blog just keep encountering also have the effect of increasing the power of the public sector and anyone with ties to political power. It all seems to seek to extinguish the ability and capacity of individuals to decide what they need and get it for themselves.

Now I told you in the last post that I wanted to talk about the recent Aspen Institute (you can search for yourself to find out if there are ties to certain great wealth that grew from cartel practices in the past) report Learner at the Center of a Networked World. That report called for ‘new kinds of skills and learning’. Let’s quote again because the crucial point I want to make is that this recent Aspen vision for digital learning and the K-12 classroom is the same as what is being described as Communication for Social Change. It is also the same as what The Deliberative Democracy Handbook said is required for fulfilling its vision. Even more alarmingly the vision fits with what the Club of Rome (search for that connection too if you are bored or wondering if conspiracies around power can be true) called for as ‘innovative learning’ in its Learning Project report issued in 1979. It is now finding its way into regional planning authority mandates on Economic Development and what school districts must be doing.

First let’s look at what No Limits to Learning: Bridging the Human Gap said about the necessary ‘critical judgment’ it would need to bridge to the desired transformative change. The capacity of Critical judgment [now called critical thinking and a 21st century 4C] is not developed by the “transmission of off-the-shelf knowledge, a method characteristic of most schools.” Well there’s incentive to deplore textbooks and lectures as unsuitable for the 21st century. Let’s see how the Club of Rome defined ‘innovative learning’ in the same report:

“Innovative learning is problem formulating and clustering. Its main attributes are integration, synthesis, and the broadening of horizons. It operates in open situations or open systems. Its meaning derives from dissonance among contexts [now known as Rigor]. it leads to critical questioning of conventional assumptions behind traditional thoughts and actions, focusing on necessary changes. Its values are not constant, but rather shifting. Innovative learning advances our thinking by reconstructing wholes, not by fragmenting reality.”

Seems to fit in well then with aspirations of fundamental social change, huh? How’s this for more incentive to force this on the classroom as practice for desired mandatory participatory processes in governance? “Thus a key aim of innovative learning is to enlarge the range of options within sufficient time for sound decision-making processes.” At the political level of course or maybe by fiat by appointed regulators. If you want to know why Radical Ed Reform suddenly is pushing that students exhibit a Growth Mindset instead of Fixed Mindsets and an anti-Content Knowledge fixation, let’s quote the needed preference from The Deliberative Democracy Handbook:

“From the vantage point of deliberative democracy, it is erroneous to suppose that individuals already possess a clear, enlightened, and coherent understanding of their preferences or opinions on complex social and political issues…an essential virtue of deliberation is that it deemphasizes the aggregation of (or bargaining among) pre-established preferences and individual interests. [We can see why Axemaker Minds are obstacles then.]  Instead, deliberation seeks the formation of a consensus view of shared interests and common goods. Such an understanding cannot come about if individuals are unwilling to set aside narrow self-interests or if political practices do not offer the necessary institutional settings and motivations to make this possible.”

Classrooms that require Collaboration (the 3rd of the 4Cs) and new political structures too. No wonder there is to be a Metropolitan Revolution. No wonder we get this constant emphasis on the Community as a whole with an obligation to “improve the health and welfare of all its members.” Boosting the cartel power of the public sector while telling individuals they are not even entitled to hold on to their own personal preferences.

Now let’s look at what last week’s Aspen Report on digital learning called for:

“Rather than systematically accumulating static ‘stocks’ of knowledge, students now need to learn how to actively participate in ‘flows’ of knowledge by engaging with others in the construction of new knowledge. This kind of knowledge is often put to use at the same time it is learned. [Like in an experiment of a theory?] It is most effectively acquired through solving problems with others in an environment that offers an abundance of challenges and unlimited opportunities. [Real world? Authentic?] In this new world, curiosity and creativity becomes critical skills.”

There’s Creativity, that 4th C of 21st Century Skills. Everyone assembled and reporting for duty but in pursuit of Deliberative Democracy and Participatory Governance, not being internationally competitive.

Maybe that’s because all these education and policy visions view Planned State Capitalism and its Cartel Power over Everyone Else as the desired 21st Century vision of society and an economy.

Just pointing all these connections out while there is still time in this global experiment to say: “Stop It. Leave us alone.”

Cartels do hate individual power.

 

 

 

Silently and Seismically Shifting Sovereignty Away from the Individual

Unconstitutional earthquakes no one would willingly submit to can be hard to prove. Words like governance or mandatory collective decision-making or public goods get thrown about where the implication of a seismic shift is there, but that is rarely good enough to lay out convincingly on a blog that we are at great, demonstrable risk. If all of the actual Common Core implementation, and the digital learning essential component that runs in tandem with it, are actually designed to “give birth to the new systems and structures through which ordinary people are taking responsibility for their own and their community’s futures,” we have every right to have that included in the upfront public explanation of what is really going on. Especially in a world where Human Rights are now quietly touted as involving Economic Justice based on Racial Equity Outcomes.

That makes who has authority to seize, plan, and redirect people and property of vital importance going forward. As we discussed in the last post, crucial to these shifts is a new theory being pushed by the White House and charitable foundations called Deliberative Democracy. Like Sherlock Holmes fixating on a dog that did not bark, the lawyer and historian in me could just smell the fundamental shift in quotes like this one from the 2005 Deliberate Democracy Handbook (my bolding):

“By stipulating fair procedures of public reasoning that are, in principle, open to everyone, the outcomes of a deliberative procedure will be seen as legitimate because they are the result of a process that is inclusive, voluntary, reasoned, and equal…Deliberative democracy takes seriously the idea that the exercise of collective political authority must be capable of being justified to all those who will be bound by it. To fail to accept this idea is to fail to take the freedom and equality of persons equally.”

Do tell. So like Fulton County’s Conversion School District Charter, the idea is to use contractual language or laws or regulations to invisibly and nonconsensually bind anyone who might complain or resist once they become aware of this seismic shift in where sovereignty over the citizen and student lies in the 21st century. This turns out to be a global pursuit, but the US has a federal Constitution intended to prevent just this sort of public sector power grab. That would explain the desire to bring this in invisibly via education and regional governance compacts and mission statements and vision reports about metro areas.

In case anyone believes that I have an overactive imagination or am reading intentions into perfectly innocent and well-intentioned statements cooperation, here are three links to get your attention that this is a real problem that we were never to recognize in time. The first is The Deliberate Democracy in the Classroom Toolkit created to be compliant with the Common Core classroom and a new vision for what citizenship involves in 21st century America, including new kinds of dispositions. http://cdd.stanford.edu/toolkit/cdd-complete-toolkit.pdf The Toolkit has an interesting view of the relevant facts and obligations and once again PBS has prepared a curriculum called By the People, much as it did for that related transformational curriculum for the Common Core involving Facing History and Ourselves we covered in our recent Human Rights Trilogy.

Now just think about how handy that Toolkit and mandates about a Discourse Classroom involving considering respectfully the perspectives of all others as equally valid and schools Fostering Communities of Learners who come to agreement on a shared understanding will be to this goal:

“[learning democracy] centers share a common goal of lifting the voices and mobilizing the creative energies of diverse community members to improve the quality of life across all sectors and in all its dimensions.”

To those of you who have read the book John Dewey’s concept of ‘participatory democracy’ as the means to force economic justice is indeed alive and well and so is his favorite tool of forcing the seismic shift nonconsensually through the schools. The second point also aligns with the book’s disclosures and what the 1966 Yearbook described as intended for metro regions and urban areas and then what Turchenko described in 1976 in that Soviet report that was so quickly translated into English. Bruce Katz, who we first met here  http://www.invisibleserfscollar.com/protected-producers-vs-paying-consumerstaxpayerswho-will-prevail-on-education-and-the-economy/ wrote a 2013 book called The Metropolitan Revolution: How Cities and Metros Are Fixing Our Broken Politics and Fragile Economy.

The book was published under the “auspices of the Brookings-Rockefeller Project on State and Metropolitan Innovation.” That matters because the Rockefeller charities are clearly pushing the Deliberative Democracy concept hard according to searches I did over the weekend. That’s actually what turned up the Toolkit since By the People was created with funding from the Rockefeller Brothers Fund as it repeatedly states. Someone is pleased with their efforts and is insistent on saying so.

I am going to resist the temptation to explain to Bruce Katz that economies cannot be built based on federal grants to create manufacturing institutes around clean energy or voters in LA and Denver voting massive sales tax increases around transit projects. Those are transfers involving bureaucrats spending OPM-Other People’s Money. Zero sum is the best case scenario.

Economic illiteracy, like the results of mind arson to get citizens compliant with Deliberate Democracy, matters though to the consequences of public spending. It is very easy to get lots of debt and unmeetable expectations for the future in the public sector-led reimaginings of the way the world should work going forward. That’s why it is so dangerous for Katz to be calling for “another historic shift in federalism.” He wants the “dual sovereigns” of the states and the federal government to be forced to share power with “their subjects, cities and metropolitan areas.”

Sometimes only a $100 word will do. That Usurpation by Fiat of sovereignty away from the individual in the US system, and then insisting sovereignty that is not supposed to exist in fact now be shared with nebulous regional authorities coordinating around Vision Statements, is absolutely Stealth Authoritarianism. It is the politically connected coercing everyone else to go along. How’s this for an open declaration of radical reshaping? This economic vision will amount to waste, but the hoped-for shift to governance of the individual is intended to survive apparently.

“We are trying to advance a theory of federalism that asks how federal and state sovereigns, and other partners and networks in governance, should interact to coproduce the economy. The metropolitan revolution is, at its core, an economic revolution…”

I’ll say. The next page says that “private and public sectors will coproduce the public good.” That’s highly doubtful, but it sure makes a good rationale for an unconstitutional usurpation of authority over people and property. I guess we can now think of what we know, own, or can do as merely in our temporary custody. Subject to seizure by the public sector and its cronies in an economic power grab that’s not that different from the serf forced to work land because it benefits the noble landholder.

Point 3 relates to that Open Data initiative that was President Obama’s first act on taking office in 2009. We have already seen it used as part of the FuturICT Big Data vision that was troublingly outlined here. http://www.invisibleserfscollar.com/science-fiction-made-real-were-we-ever-to-know-in-time/ When I located this Core Principles for Public Engagement report from 2009 http://ncdd.org/rc/wp-content/uploads/2010/08/PEPfinal-expanded.pdf it made it clear that what I had seen as about data was actually part of an organized redirection of the public and private sectors to begin to collaborate over governance.

http://www.whitehouse.gov/sites/default/files/omb/assets/memoranda_fy2009/m09-12.pdf is the actual memo. Hard to believe that the Administration that has supposedly lost incriminating IRS e-mails after they were subpoenaed actually meant to become Transparent, but that National Center for Dialogue & Deliberation makes it quite clear that this vision of public participation and collaboration is very crucial to that openly declared intention of fundamental transformation.

The better to bind us by and invisibly shift sovereignty going forward apparently. This is a good breaking point before I launch into explaining how the mindset perfectly suited for Deliberative Democracy per that Handbook is also the precise Mindset and malleable Worldview that the Common Core and digital learning state that they want to create.

Plus I do not think it’s coincidental that the name of the new Aspen Center report on digital learning and the new kind of mindset needed–”Learner at the Center of a Networked World” uses one of Bruce Katz’s favorite expressions for his desired metro-led economy of the 21st century–the ‘networked world’.

We are so far beyond having to infer any more from a Dog that Did Not Bark in our investigations of what is really going on in education.

And what is intended for most of us. Stealth Usurpation. What a phrase.

Prescribing Racial Equity Outcomes at All Levels of Social Interaction Will Make Each of Us Truly Bound and Governed

In my ongoing pursuit to track precisely what future is being planned for us, why education is being so radically altered in deceitful ways without consent, and why so many people assume people now exist to be governed and dictated to through political power I went back to that Humane Governance book I mentioned in the last post. Sure enough, in order to offer comprehensive rights “to those most vulnerable” as well as “all peoples on earth” Falk called for “a proper ordering of political life at all levels of social interactions” including the home and personal relationships. We may grasp that such officially sanctioned meddling is likely to turn the world into those who seize, those whose time or property are seized, and distributees, but it really is the new theory of rightful political and economic power being pushed in the 21st century.

No wonder I kept hearing references to governance that assumed that political power can now dictate individual choices. If the aim is indeed the “normative consciousness of society” including “the sense of life’s purpose” it makes perfect sense that education, Preschool, K-12, and higher ed, is so determined to make values, attitudes, and beliefs and the delegitimization of the very concept of the individual its focus.  What I was not prepared for when I tackled the 2006 book The Next Form of Democracy: How Expert Rule is Giving Way to Shared Governance…and Why Politics Will Never Be the Same by Matt Leighninger was discovering that governance of all of us was deemed necessary to achieve Racial Equity Outcomes. Or that there was a White House conference in August 2009 that Leighninger was part of to officially kick start this vision of democracy and governance.  http://www.whitehouse.gov/files/documents/ostp/opengov/sond2%20final%20report.pdf

Another lost invite. Someone who was not only invited but was a co-sponsor of the conference was Everyday Democracy, which is the new name for what used to be called the Study Circles Resource Center. Along with the Southern Poverty Law Center we keep encountering as it protects the Common Core, SCRC created this Upper Grades Handbook called “Reaching Across Boundaries: Talk to Create Change” http://www.racialequitytools.org/resourcefiles/mixitup.pdf in an earlier commitment to required dialogues to supposedly create healthy school communities and a Positive School Climate where “every student can grow socially and academically.” Note that order of priority. That handbook remains in print because this is the kind of transformative school program where all children can be deemed to succeed and ‘grow.’ Plus there is that useful change to the acceptable norms of society beliefs and values.

OK you say, that’s one example but do I really have to make governance about race? The problem is that when I followed the footnotes in Leighninger’s book I discovered unbelievably alarming and sanctioned official initiatives like this 2002 Training for Racial Equity and Inclusion: A Guide to Selected Programs http://www.aspeninstitute.org/sites/default/files/content/docs/rcc/training.pdf It starts with a quote from a Manning Marable that:

“When we talk about race, we don’t mean a biological or genetic category, but, rather, a way of interpreting differences between people which creates or reinforces inequalities between them. In other words, ‘race’ is an unequal relationship between social groups, represented by the privileged access to power and resources over another.”

So the existence of inequality among groups for whatever reason becomes the excuse to Govern everyone and meddle constantly in what people believe, value, have, or what they can do. To seize economic and political power and dictate approved social interactions. To define “modern racism as unconsciously held beliefs and feelings that people of color are making illegitimate demands for changes in the status quo.” To be deemed racist if you are not willing to fund the revolution and do it now. Won’t the omnipresent focus now on social and emotional learning come in handy with such programs prescribing a “psycho-social approach to changing racism emphasizes the importance of individual awareness and emotional literacy–or the ability to read one’s own emotions and those of other’s–in the process of understanding and changing oppression.”

Once again this focus in K-12 is equitable, since everyone has emotions, and transformative for “creating a more equitable and just future.” Just what Falk envisioned as Humane Governance and why Gorbachev joined in in 1986. Race becomes the way to transform behaviors in the West and consciousness all at the same time plus seize economic power. Truly who needs a Cold War when there’s education.

Well, that was a 2002 paper. Maybe the Aspen Institute and the Rockefeller Foundation (which also funded WOMP)  has rejected such a vision of Race Equity and the intertwining of Education and Community (then why was this on naesp’s website yesterday?)  http://www.naesp.org/resources/1/A_New_Day_for_Learning_Resources/Building_and_Sustaining_Partnerships/Education_and_Community_Building_Connecting_Two_Worlds.pdf Unfortunately though a new acronym RETOC and a 2008 publication date show that these unfortunate theories just keep getting more influential as the basis for government decision-making along with nonprofits and charitable foundations.

RETOC is short for Racial Equity Theory of Change and it is “the desired alternative to white privilege. Racial equity paints a radically different social outcomes ‘picture’ in which race is not consistently and predictably associated with disadvantage. It envisions a fairer America in which race is not associated with merit and social opportunities. With racial equity, we would not have social strata, prisons, schools, boardrooms and communities that are distinguished by their skewed racial profiles.

A racial equity vision takes for granted that the nation possesses sufficient resources to offer everyone an equal chance to succeed.” http://www.racialequitytools.org/resourcefiles/aspeninst1.pdf Since people have resources, not the nation itself unless we are going to redistribute national parks, racial equity is all about seizing what is desired for redistribution as well as Mind Arson to keep things equitably tied to those transformatively useful emotions. Since RETOC intends to dismantle Structural Racism, it becomes an excuse to meddle everywhere, once again necessitating the concept of Governance. After all, how else can governments and special interest groups alter:

“the many systemic factors that work to produce and maintain racial inequities in America today. [No attempt is being made of course to change factors like unwed teenaged mothers or force urban schools to finally teach reading properly] These are aspects of our history and culture that allow the privileges associated with ‘whiteness’ and the disadvantages associated with ‘color’ to remain deeply embedded within the political economy. Public policies, institutional practices and cultural representations contribute to structural racism by reproducing outcomes that are racially inequitable.”

And if all this meddling and required restructuring of social interactions and relationships extinguishes much of those resources targeted so everyone can succeed, what then? What if the REO-desired Racial Equity Outcome–is not just something that can be imposed or dictated? What will be the effect of targeting the ‘Nuts and Bolts’ of Local power to force these REOs? Governance becomes necessary so that “decision making bodies at the state, local, or regional levels” can dictate the desired changes, whatever the actual costs.

Finally, the Aspen Institute, which again is so determined to push digital learning that replaces mental knowledge with the use of a visual tool as the key component of the Common Core implementation, published this document in September 2009. Highly relevant then to what is also going on in education, the AI Roundtable on Community Change created this “Constructing a Racial Equity Theory of Change: A Practical Guide for Designing Strategies to Close Chronic Racial Outcome Gaps.” http://www.aspeninstitute.org/sites/default/files/content/images/Roundtable%20on%20Community%20Change%20RETOC.pdf That report opens with the declaration in bold print that “As we begin the 21st century, the embeddedness of racism in our institutions and culture continue to exert great influence on how social benefits and burdens are distributed.”

Distributed by whom we should legitimately ask. The fallacy that these benefits and burdens are being inequitably ‘distributed’ is being used to seize power to be able to distribute. To plan societies. To force action by public officials against anyone or anything deemed in the way of an REO. That report helpfully reminds “planners to take the likelihood of sociopolitical resistance and retrenchment into account whenever they design and implement racial equity action strategies.”

So far that outcry has not been a problem because these REOs are being pursued but not under the actual Theory of Change. Not under the name Racial Equity Outcomes. The sought ‘backward mapping’ is going on in the schools, but it goes by names like Growth or Positive School Climate or Equitable Engagement of All Students. The function of transformative change and the seizure of powers of governance without admitting it’s about REO and eliminating Structural Racism.

In writing of the related Humane Governance, Professor Falk acknowledged that this is all about pursuing a “democratizing agenda of bringing law and popular participation to bear upon policies that control the exercise of economic and political power.” Race is just the excuse for seizing that power for the public sector and its allies. It offers emotions of grievance that have been carefully cultivated and boots on the ground voting for transformative change via seizure.

And no one pushing Humane Governance or Racial Equity seems to be grasping that if true wealth is the mind and what it is capable of, these policies may well be creating piles of dust.

No one can seize what has ceased to exist. Creating a sense of righteous revenge in some groups and an obligation to allow predation in others only creates human betterment in a fantasy world. But we can only confront the likely reality if we recognize what is now being pushed in the name of Equity and Democracy.

Consider this post that recognition.

 

 

Wider World is Primary, Not the Stifling Prison of the Instantaneous Present

Education is the entry way, but it is by no means the ultimate goal. Those of us who want to believe that all would be well if only all decisions were made locally instead of at state, federal, or international levels should be aware that the Local was preselected back in the mid-80s as the place where “equity, implementation of human rights, promotion of democracy, and environmental protection” could best be invisibly put into place, especially in the capitalistic West like Canada, the UK, Australia, and the US. It was at the local level that the “world must evolve structures of governance (not necessarily government) that offer improved prospects of achieving sustainability…and decency.” The global belief that the local is the place to impose authoritarianism while pretending it is participatory democracy can also be seen here http://www.ted.com/talks/benjamin_barber_why_mayors_should_rule_the_world as long time activist Benjamin Barber wants binding power now centered in the cities.

The following discussion needs to be added to what we already know from the book on unappreciated events that took place in the 80s getting ready for a pivot away from communism and the Cold War that impacted education so much in the 90s and now. The World Orders Models Project we have already disturbingly met http://www.invisibleserfscollar.com/reorienting-world-order-values-via-the-intervention-of-activist-education-and-progressive-politics/  began  a Global Civilization Project in the 80s after a visit in the fall of 1986 from a special assistant to Mikhail Gorbachev. This Georgi Shakhnarov “discerning the changes which were about to take place [prescient, huh?] in the Soviet Union and elsewhere, and possessing an impressive familiarity with WOMP materials, he felt that recent events were vindicating many of the WOMP policy objectives while obligating many in the global community to revisit the security doctrines that had authorized Cold War hostilities.”

Sure enough WOMP had a meeting in Moscow in 1987 that we were not invited to (although I did manage to locate the resulting book) that began the new vision we are still dealing with now, whether we recognize the sources or not. The post-Cold War world, much like the Great Transition, Subjective Well-Being, and post-2015 hype from the OECD and UN entities now, wanted “alternative policies that promote the ‘world order values’ of peace, economic well-being, social justice, ecological balance, and positive human identity.” From those goals came a radically transformed vision of education where:

“To realise the potential of the twenty-first century we will need to put aside the obsessions of the 20th century, especially the fixation on what we may have, and return our attention to the perennial question of what we may be. That process can begin now, in schools. This book has been informed by the view that the outer world is an expression of the inner one. The biggest step forward would be re-establishing a map of culture which includes more than the material and the instrumental. We can then use the new map, the new world-view, both to frame and define futures which breach the bounds of instrumental rationality and see human life as a self-aware part of the whole.”

That was the conclusion of a book Education for the Twenty-First Century published simultaneously in 1993 in the UK, Canada, and the US. That’s a lot of kick starting via the schools of a new vision of values to guide perceptions of reality going forward. The reason the core, then and now, of transformative changes in human behavior has to be values is because human values guide preferences. If you want social action for change, education and other social institutions where people gather, like religions or mass media programming, have to constantly be pushing the envelope on values and ethical issues and reimagining morality. And you wondered why values clarification suddenly dropped into the schools in the 90s or why a Kairos Center is being launched now.

Another one of those assumptions that was invisibly altered in the 80s and early 90s to commence the social and economic justice assault on the West was to push Socio-Economics as envisioned by the very same Professor Amitai Etzioni regarded as the Communitarianism Guru. We first encountered his work being cited to justify Positive School Climates and Positive Behavior interventions for all students. Then he came up again when we discovered the communitarian focus for what Career Ready Standards actually meant. http://www.invisibleserfscollar.com/does-common-core-target-hearts-and-minds-to-sway-future-voters/ Big surprise. His work on the ‘totality’ having primacy over the individual is to guide this new vision of economics. No wonder his work  keeps making uninvited appearances.

Let’s take a look at the three characteristics an economic system must adopt to prepare for the kind of reorientation Etzioni, WOMP, Gorbachev, and too many others in well-compensated positions of leadership have decreed without our consent. Being shaped and then imposed invisibly via education: K-12 and college and now preschool and graduate programs.  First, the individual is no longer to be independent and able to exercise their own free will. Instead, he or she must see themselves as interdependent. Part of interlocking systems. So when we have come across initiatives like Fostering Communities of Learners that are to be required and made a measure of whether a Principal is deemed Effective, that focus is priming students and teachers for the new way the economic and social systems of the future are to work.

The second rejection is the idea of maximizing value from a given choice. Instead, the emphasis shifts to ‘satisficing behavior’–good enough. No need to hold out for the ideal or a perfect fit. Students practice for this element of the reenvisioned social and economic systems via all those ‘rigorous’ assessments where there is no correct answer or the material has never been taught. It is what counts as operating at Higher Levels of Thinking under a Depth of Knowledge template for evaluating student work. Practicing a good enough strategy and being willing to act anyway. In satisficing behavior the focus is always on the future so that image of what could be can begin to reshape the current reality. Once again brought to you by people paid to push these pernicious ideas without having to live with the consequences. Yet anyway.

Number 3 is “consensus formation as the essential nature of interaction between individuals and institutions within the economic system.” This is the part where we all have an obligation not to point out to the community organizer or Area School Super that their vision is stuck at the level of a dull 12-year old mind or grounded in the anger of a thwarted teenager. All perspectives are equally valid, remember? This new behavioral characteristic gets modelled in the Common Core Discourse Classroom as students in the end do not get to retain their own opinions. They must practice learning to accept the consensus because in the Totality vision: “once a consensus is reached, all entities party to that consensus will embrace the final decision and quickly integrate that decision into their behavior.”

So just as many of us have feared all this pushing for consensus and mentions of governance really can accurately be viewed as authoritarianism imposed in the 21st century from below, rather than above. Locally, instead of globally even if it is the international wanna-be nomenklatura class that has always been behind the advocacy and architecture of these local and Totality visions of the future. I am going to continue to talk about this atrocious binding vision of Governance in the next post. I may have forgotten to mention that some of this post came from what is laid out in another WOMP book On Humane Governance: Toward a New Global Politics.

Not if, and I mean this sincerely, I can still write and type and speak. There will be nothing humane in the end about this vision of the future. I want to end with a question. Have you noticed the sudden rise of signs guiding people to the physical location of the Chamber of Commerce in your community? Perhaps that is because, previously unbeknownst to us, “in the totality model, the means of resolving potential areas of conflict will be institutionalized within the economic system.” Suddenly then the Chamber’s headquarters may be as important for prosecuting interests as the courthouse or state capitol. At the table or on the menu has always been the reality in a politically planned and directed economy.

Have you noticed the ubiquity of touting ‘public-private partnerships’? Perhaps again it is a reflection of this hoped-for reality from the Totality vision:

“Thus, government does not operate in a contentious relationship with corporations (the public versus private dichotomization so prevalent in an individualistic economic system). As coequal institutions within the totality of the economic system, government and corporations recognize their interdependent relationship and realize the welfare of both institutions will be increased through cooperation rather than conflict.”

Did you notice in all this collusion at our expense no one is the least bit concerned with our welfare?

And to think all these truly lousy ideas are coming at us first and foremost through the schools. That of course would be precisely where the rollback needs to start as well.