Are the New 3 R’s and the Student-Centered, Inquiry Driven Classroom a Means to Eastern Spirituality?

We are so trained to defer to religious beliefs as a private matter and something that, at least in the US, Government is supposed to stay out of, that it can take a sledgehammer hit to force us to look at what was staring us in the face all along. I would write stories and then run into the advocates as teachers in a California Wisdom Center. And ignore it. I have traced many of the education reformers/professors to discussions about Third Order Consciousness. And ignored it. Mustn’t be controversial.  It’s a private matter.

I wrote posts about sought Deep and Continual Personal Change  within each Student and ignored the clear references to Meditation Practices. It’s just not how I think. It’s an area I did not want to go to. I have written about Peter Senge and his Systems Thinking and his Presencing book but chose to overlook the links of his sought education and organization practices to his Buddhist practices and beliefs. Again we want to see spirituality as a private, personal matter. Bringing it up and discussing it are off limits. Even when personal Spiritual/ Internal Values are clearly targeted by the Full Personality/holistic education/Systems Thinking focus we are discussing.

The Sledgehammer forced me to confront this Reality recently when I was filing some of my research and glanced at a xeroxed Preface called “Education Trends in a World Crisis” from a 1954 book Education in the New Age. Now its author, Alice A. Bailey, is a controversial New Age enthusiast/Theosophist and apparently much more (you can search out the more lurid details. That’s not my point) but the description in the Preface fit the emotionally driven, intuitive, nonrational mind we have been chronicling. That was the desired Goal. Bailey was the one describing the Sought Mental Global Reality in Students and Future Voters we have been examining in terms  of synthesizing Tibetan spirituality practices.

She was the one writing about using education globally to “resynthesize the objective and subjective, the extrovert [the West] and the introvert [Oriental Asian] civilizations and to achieve a great orchestration of culture.” When you mention culture like that and it turns out the book is a write-up of a 1953 seminar in Chicago funded by the Ford Foundation and you go on to describe your education “project” as based on a UNESCO document you have my full, undivided attention. Most of what we have encountered throughout this blog’s journey traces back to UNESCO involvement and Ford funding. The Regional Equity Movement now is a high priority of Ford and they have hired a John Goodlad confederate, Jeanne Oakes, away from UCLA’s Center for Democracy and Education. She is behind most of the research claiming academic tracking is a bad idea. Ford Foundation employees edited Breakthrough Communities: Sustainability and Justice in the Next American Metropolis. The book I got the Van Jones essay from.  Same involved employees were listed as part of that CA Wisdom Center I already chose to ignore.

Sledgehammer moment caused me to go check to see if Bailey’s book was still in print. The answer? Yes, with its Twelfth Printing listed as 2012. This year. Someone thinks this is still a relevant global vision. For UNESCO’s Education for All globally? For its Decade of Education for Sustainable Development? To promote the Orwellian named, John Dewey inspired, Quality Learning, globally? Only one way to find out. So I bought Bailey’s 1954 book as well as a 1932 book, with a 1960 copyright published in 1972, called From Intellect to Intuition. You see I remembered the kind of emotionally-driven, Arational Minds being sought via education http://www.invisibleserfscollar.com/blending-sustainability-and-education-to-gain-arational-nonlinear-minds-and-new-behaviors/ and wanted to see if part of the impetus for rejecting Axemaker Minds was coming out of this Altered Consciousness to fit with Eastern Spirituality emphasis. That would be a huge, emphatic YES!! More on that shortly or in the next post. Remember I am providing those dates above for a reason. Think of World Affairs at those times.

Bailey’s Goal for Education is not the least bit modest. She wants to inculcate a World-view in each person on the planet Earth that “will make possible a planetary civilization by integrating whatever trans-temporal and trans-spatial truths about man and the universe we can extract from all regional cultures in their local times and places.” That was Thomas Berry’s Bioregional Vision too. Also involved with the CA Wisdom Center I ignored.

Bailey was seeking a totalizing World-view or Governing Ideology that guides one through all elements of daily living. Her aspiration, in 1954, was that the World-view taught provide “the kind of overall synthesis that Marxism and neo-Scholasticism provide for their followers [no need then for individual free decision-making], but to get this by the freely chosen cooperative methods that Dewey advocated.”

That would be the Student-Centered, Inquiry Driven Classroom John Dewey wanted with its Quality Learning goal. http://www.invisibleserfscollar.com/why-quality-learning-may-be-the-last-thing-you-want-for-your-child/ . The kind of classroom and practices the accreditors like AdvancED and consulting companies like Cambridge Education mandate in their reports about Quality. Now. In 2011 and 2012.

That would be the same Quality Learning that is “intuited rather than deduced, felt rather than described, and is immediate to the situation [concrete real world problems in context] rather than removed from it [the forbidden abstract conceptualizations within the privacy of your own mind with your own set of known facts].

Now it is time to pivot to the 1932 From Intellect to Intuition since the sought focus in Quality Learning is feeling and intuition as well. The book is about meditation and “leading man into his heritage as a human being” through educational and psychological practices so that together these two “lead him to the door of the mystical world.” This occurs by training students to use Direct Experience and then turn inwards toward themselves to Reflect upon it. Remember the constancy of this phrase? “The heart and mind become united in their endeavor.” Bailey’s idea is that through “right education,” emotionally-driven, experiential education, (No she did not use the word Hands-On Education but that would be the 21st century version of her idea), the “mind and soul” learn

“to be receptive towards impressions emanating from the mind.” This to Bailey is meditation but to work it requires moving education away from “education of the memory and the cataloguing of world knowledge.” Sound Familiar? Can’t be “the old education with its memory training, its books and lectures and its appropriation of so-called facts.” This is the actual CCSSI implementation model. Cannot be about the teacher transmitting knowledge. That’s a Barrier to a Mind open to Bailey’s New Knowledge. Must be about the New 3 R’s–Relationships, Rigor, and Relevance.

Bailey talks a lot about Right Relations with all of humanity in her books. That was the first tip-off that reminded me of the New 3 R’s. I remembered Willard Daggett in CCSSI training of teachers saying that “Relevance makes Rigor Possible.” I got he meant relevance makes an emotional approach primary. Then I read the following passage in Bailey’s book on creating the Meditative Mind:

“The question may be asked, what is the easiest way to teach oneself to concentrate? . . . one way that may be employed is to utilize what has been called the ‘expulsive power of a new affection.’ To be profoundly interested in some new and intriguing subject, and to have one’s attention focussed on some fresh and dynamic matter will automatically tend to make the mind one-pointed.”

That passage on getting to an inward feeling focus that is not rational provides a good definition of Relevance. But it also makes the arrival of the new C3 Framework, Social Studies Standards, from the previous post, even more important. Making the classroom focus Questions about “societal issues, trends, and events” that the student is interested in is precisely the kind of “new and intriguing” and “fresh and dynamic” matter Bailey wrote about so long ago.

I am just getting started. This turned into quite an illuminating inquiry once I recognized where I had to look. Except my inquiry is not John Dewey’s definition.

Mine is driven by facts and open declarations of intent.

 

 

Tearing Up the Fabric of a Free Society: The New College, Career and Civic Life (C3) Framework

I did not say impair. I did not say damage. I said Tear Up. Why such a dramatic statement? Because the week AFTER Obama was reelected (Nov 12) and then quietly put out more publicly during a holiday week, the CCSSO (Council of Chief State School Officers, the heads of State Departments of Ed which is funded by many of the same businesses who benefit from its edicts including many tech companies and the accreditor AdvancED) issued a Framework that appears designed to create Homo Sovieticus right here in the USA. Seriously. Taking the political theories developed in the USSR to change mindsets there and making them the required perceptual “lenses” for students to confront daily life here going forward. Treating long-held aspirational visions of collectivist decision-making as established “evidence-based” fact. Treating metaphors like BEST, Bronfenbrenner Ecological Systems Thinking, as factual descriptions of how the world works. Oh. My. Goodness. So yes, I stand by the words “Tear Up the Social Fabric.”

Free societies recognize that different individuals have different interests and goals. It leaves them free to each pursue their own perception of reality. Their respective visions of the good. Characterizing that as selfish as the Statist schemers love to do when they are not disparaging it as the Ego-Driven Society is merely an attempt to target the legitimacy of Individualism itself. Amitai Etzioni complains of Egocentrism without Mutuality and Civility Obligations precisely because he wishes for a Communitarian mindset to be imposed via education, K-12 and higher ed. And as we have talked about already that is precisely what the definition of College and Career Ready was already doing by Stealth. In fact, that appears to be a key purpose of Common Core–to gain Etzioni’s long sought reorientation of the nature of relationships among self, others, and the environment. With the government, which is also composed of “selfish” individuals, creating and carrying out edicts as the enforcer of this mandated Realignment.

Free society is actually not just another theory of what might work. Let’s jettison it and see what happens in the 21st Century. No matter what type of government or economic system you have–Communist, free markets, mixed, Republic, authoritarian, Whatever–there are essentially only three ways to get another person to help me or you or a cousin, ANYONE, achieve their desired ends: love, trade, and force.

I am going to borrow David Friedman’s analysis on this fundamental reality of how the world works. Always has. Always will. We ignore at our peril analysis.

“By love I mean making my end your end. Those who love me wish me to get what I want (except for those who think I am very stupid about what is good for me). So they voluntarily, ‘unselfishly’, help me. Love is too narrow a word. You might also share my end not because it is my end but because in a particular respect we perceive the good in the same way.”

You get the point but unlike the Common Good being held out by Statist Schemers, making someone else’s end yours requires knowing them personally or knowing their policies if they are a politician or public figure. It is a free decision. It is not imposed by others.

The second method of cooperation is trade. I cannot do everything. Not enough time in the day and I am not equally good at everything. No one is. Trade then and free markets are all about me agreeing to help you achieve your end if you help me achieve mine. Steve Jobs wanted revenue and to show what technology could do. You love his ideas and voluntarily relinquish your money to get an I-Phone or I-Pad. No coercion.

The third method for achieving ends is force. You do what I want or I shoot you. Or, in the case of these education reforms we have been describing, you get denied the education credentials that are to be necessary to move on. To gain entry to a well-paying Job or prestige college. Common Core has a very curious vision though of the future workplace. Employees participate in it. Collaboratively problem-solving with other employees in a most impractical way outside a bureaucracy or Business with a state granted Monopoly. Which is clearly the whole idea. Classic Dirigisme as we have seen. Little Economic Growth is sought (although that part of the vision is currently being left out for obvious reasons). An official push for a Quality-of-Life Society where the Well-Being of All is to be the source of Psychic Satisfaction for All. Just like the Belmont Challenge lays out.

What. Are. The. Odds.

All this again requires a new Mindset. A New Mode of Consciousness. A New Sense of Being Human as various schemers we have profiled have called it over the last several decades. And that is precisely where the “Vision for the College, Career, and Civic Life (C3) Framework for Inquiry in Social Studies State Standards” comes in. Think of it as using Option No. 3, Force, to mandate each student make the Majority Decided Consensus Choice or just the Crony Choice Their End. And to hopefully come to see such a mandate as altruistic. Born out of their Love for others. You know, they don’t say catch them while they are young without good reason.

This C3 Framework Vision interestingly enough also reflects the Hewlett Foundation Vision of the Deep Learning implementation of the Common Core. http://www.invisibleserfscollar.com/when-deep-learning-and-systems-thinking-radicalizes-the-student-factual-reality-ceases-to-matter/. Which is further confirmation of our Common Core Ruse, Bait and Switch, Theory. Students in the C3 Vision are to spend their school days “developing questions and planning investigations” of “societal issues, trends, and events” of relevance to them. The better to emotionally imagine a Utopian Vision for an altered Future.

Secondly, they are to “apply disciplinary concepts and tools” to be the “lenses students use in their investigations, and the consistent and coherent application of those lenses throughout the grades should lead us to deep and enduring understanding.” Yes, this is where Homo Sovieticus comes in because the required lenses are not evidence based as CCSSO asserts. In fact most supplied are not even true.

For example, the US is in fact NOT a “constitutional democracy” whatever the Educrats declare. And the day it becomes a democracy it will not be based on the US Constitution. There are also no such civics requirements of the kind CCSSO aspirationally lays out. Apparently trying to shoehorn John Dewey’s Vision of a Participatory Democracy by credential fiat. Then there is the desired Economic Beliefs to Serve as a Permanent Filtering Lens. What do you think will be the effect of teaching students to “understand” the:

“ways in which individuals, businesses, governments, and societies make decisions to allocate labor, capital, and natural resources among alternative uses. This economic reasoning process involves consideration of costs and benefits with the ultimate goal of making decisions that will enable individuals and societies to be as well off as possible.”

Thus priming the mindset to legitimize Central Economic Planning and Industrial Policy as Natural and Useful instead of their historic norm of Wasteful and leading to Stagnation if not worse.

If those examples are not bad enough, somehow Geography gets morphed into mandating Thomas Berry’s Ecological View of the World as Man is Just Another Species. Called the “Environmental Perspective” it is to train students to view “humans as living in interdependent relationships within diverse environments among the planet’s many species.” Paul Ehrlich’s Newmindedness there you are. BEST comes in under Geography as well as the required comprehension for students “that the world is composed of ecosystems at multiple scales interacting in complex webs of inter-relationships within nature and between nature and societies.” That’s also Vygotsky’s socio-cultural theory to create the Soviet Man with his new human nature. And Peter Senge’s Systems Thinking to boot.

Quite a web of collectivist theories against Individualism or Genuine Freedom. So, yes, I stand by my declaration that this Framework to be mandated on US classrooms constitutes a full-frontal assault on the entire concept of a Free Society.

Under this vision, the US will not actually be a Free Society. But students will be kept too ignorant and emotionally-driven to know they are perceiving reality with a deliberately created False Filter.

Now you know why Knowledge itself is under attack. We are dealing with an organized attempt to impose political ideologies and dogmas that would be unacceptable at the Ballot Box by stealth. Via a Coup by the Credentialed Educrats and Politicians and Cronies hoping to benefit from such a centrally managed economy. Classic Rent Seeking.

That’s a lot of power. Certainly worth lying about. But again, we get back to the reality that no one is honestly willing to assert that there is any mass prosperity in this vision.

Talk about forcefully imposing ends. Accept diminished consumption, lower standard of living in most of the West, a different kind of mind, and mandated “all in this together” whatever the work ethic or ability.

Isn’t this just a renamed rerun of history’s most tragic notions?

 

Being Grateful for What We Know and Appreciating Why It Matters

I had actually outlined another barnburner story but the day before Thanksgiving is no time to serve up indigestion. So I thought I would write a tale of appreciating why individual liberty has mattered in the past and why Freed Markets resulted in mass prosperity would be a nice tribute. And I do not mean that in a Pollyanish sense. One of the books I am tackling this holiday week is Robert P Moses’ radical equations: Civil Rights from Mississippi to the Algebra Project. I want every child to learn to the best of their ability. I want to really appreciate the desperation that is driving this Equality for All even if it guts the economy philosophy. It is why I read what attracted Van Jones to the Green Growth Economy as a manifestation of his self-confessed preference for Communism.

I think the history lessons of the Predator State declaring its Goals for People and then using its powers to coerce are too easy to forget. It’s not an ideological preference. It’s a factual story. A repeated pattern once government reaches a certain size of the economy. I think history consistently bears out the truth of what Nobel Prize-winning economist Friedrich Hayek said in his 1945 lecture “Individualism: True and False.” I give extra credit for people who have first hand experience in what led to most of the great tragedies of the 20th Century. It’s called Walking the Walk and there is great validity to the hard-earned wisdom it imparts.

“There is all the difference in the world between treating people equally and attempting to make them equal. While the first is a condition of a free society, the second means, as De Tocqueville described it, ‘a new form of servitude.”

There is just no getting around the fact that government officials and their Business Allies deciding they get to fine tune personalities and reset Values, Attitudes, and Beliefs to guide an Individual’s Future Behavior is a 21st Century form of servitude. Especially when the inappropriately named Positive School Climate is now a tool to retrain each student’s filtering Mindset. The worldview they will use from now on as they encounter daily reality. With their preferred non-Axemaker Mind and habits grounded in emotion. All quite consciously cultivated and monitored.

But we now know all this up front and that really is something to be Thankful for. As an active pursuer of these plans and blueprints this is decidedly unauthorized knowledge that was not supposed to become available. A 2012 Deerstalker Gold Star Award for Me. The most common question I get from frustrated parents especially is Why? What I am saying simply rings too true with their daily reality to discount it. But why the Deliberate Operant Conditioning towards a Future that’s not really about prosperity?

Like I have said, I take great comfort in putting all this in its Historical Context and its real Self-Dealing Context. Because honestly that is where it belongs. So I am going to quote you a passage from Hayek’s 1944 book The Road to Serfdom (page 176 in my 2007 copy). He really nails the drivers behind making education miseducation. Notice he also nails down the frequent unholy alliance between government and the media. Simply refusing to report or cover accurately anything that might caste a poor light on desired government policies. My bolding and snark is in the brackets.

“Facts and theories [Sustainability, Man-made Catastrophic Global Warming, Diversity, Social Justice] must thus become no less the object of an official doctrine than views about values. And the whole apparatus for spreading knowledge–the schools and the press, radio and motion picture–will be used exclusively to spread those views which, whether true or false, will strengthen the belief in the rightness of the decisions taken by the authority; and all information that might cast doubt or hesitation will be withheld. The probable effect on the people’s loyalty to the system [Peter Senge just swooned that we so understand the essence of Systems Thinking and Why It Must Be Pushed] becomes the only criterion for deciding whether a particular piece of information is to be published or suppressed. [Benghazi; Actual Employment Numbers] The situation in a totalitarian state is permanently and in all fields the same that it is elsewhere in some fields in wartime. Everything which might cause doubt about the wisdom of the government or create discontent will be kept from the people. [Hard not to think of Candy Crowley and that 2nd Debate]. The basis of unfavorable comparisons with conditions elsewhere, the knowledge of possible alternatives to the course actually taken, information which might suggest failure on the part of the government to live up to its promises or to take advantage of opportunities to improve conditions–all will be suppressed. There is consequently no field where the systematic control of information will not be practiced and uniformity of views not enforced.”

There you have the incentive of Government officials for using education for merely Competent, Mentally Hobbled Citizens. Especially ones who are being bred to see a Duty to the State. And the Business Angle. They are politically connected and want special privileges and protections from their Cronies. That’s not Capitalism though. It’s Mercantilism where there is no mass prosperity. It is what Adam Smith rejected as he accounted for Britain’s phenomenal 18th century economic growth.

So enjoy your friends and loved ones on this cherished American holiday. Whatever happens in education in 2013, we WILL understand what is really going on and what the likely consequences are actually going to be.

And that really is something to be Thankful for.

 

 

Making Race and Class Oppression the Locomotives Driving the Positive School Climate Mandate

That does seem confusing doesn’t it? Instead of transmitting the knowledge gathered through the Ages so this current generation of students can mull that over and build on it, we seem to be embarking on a Game of Fruit Basket Turnover in our K-12 schools and colleges and universities. Required by federal regs or at least executive orders, NCLB waivers, and accreditors’ edicts. Whatever it takes to get Equity in Credential Attainment. Even if that means no one knows much and the scabs picked at and pulled off to gain a widespread sense of oppression to justify and create demand for a wholesale political, social, and economic Transformation create a toxic, flammable mixture of citizen rage. Plus cultivating dependent citizens with unrealizable expectations that only a Strongarm State can hold together.

Before I walk you through “The 10C’s: A Model of Diversity Awareness and Social Change” currently being cited by ASCD as part of their Whole Child Common Core Initiative as well as the National School Climate Center as part of the creation of the required Positive School Culture, let’s remember that famously true saying that “a society that values equality more than liberty will end up with neither.” If government officials can enforce equal results despite real differences, they are treating citizens in vastly different ways. Not only is that not equal, governments that develop a taste for telling certain people what they can and cannot do want to continue that power. And with everyone. Let’s think about the untouchable power of Government Officials in such a Political Favorites and Clients Economy with what really made capitalism unique. Since so many people seem to confuse the Crony Capitalist/Political Class Dirigiste economy with Capitalism now:

“In a free market system, in order for one to get more for himself, he must serve his fellow man. This is precisely what Adam Smith, the father of economics, meant when he said . . . in 1776 that ‘It is not from the benevolence of the butcher, the brewer, or the baker, that we expect our dinner, but from their regard to their own interest.’ . . . Free-market capitalism is relatively new in human history. Before the rise of capitalism, the way people amassed great wealth was by looting, plundering and enslaving their fellow man. Capitalism made it possible to become wealthy by serving one’s fellow man.”

My thanks to the great Walter Williams for reminding us that a world where the federal government now intends to mandate that “I=We and We=I” through the schools may well take us back to those days of officially sanctioned plunder. That no government in history has ever been able to decree an equitable, just and peaceful society. Remember that as we go though the 10C’s. Where they say they are going has always been unattainable and is in fact undesirable to many if it means living as part of a Yoke, like Oxen or Cattle, being told what to Do and Feel and even what may be Known. Let’s be very careful we do not allow everything that works to be destroyed by educators and politicians and Businesses seeking to profit from Connections pushing an Impossible Utopian Dream.

The 10 Cs is a two-part model that includes the 5Cs of Awareness and the 5 Cs of Change. And it is not a model just cooked up for the Obama Administration’s ed reform push. No, it goes back to 1995 so it was created originally to be part of the 90s version under the Clintons known as Outcomes Based Education. We were always supposed to have our values and personal attitudes manipulated via education in fundamental ways. Our schemers prefer a different definition than they tend to tell us about. They wish to try to draw out a new kind of human being. You don’t mind a little experimenting on your children, do you?

The 5 Cs of Awareness are: Color, Culture, Class, Character, and Context. The 5Cs of Change are: Confidence, Courage, Commitment, Conflict, and Community. That last word is where all these education reforms we have examined are going. Community “means working collectively and collaboratively with others toward a shared vision.” And if a student does not share the vision at the start of the 10 Cs he must at the end. You see, the 10 Cs regards individualism as an unacceptably Eurocentric belief. School then becomes about creating values, attitudes, and beliefs so that each student not only values their own 10 Cs, “but the 10 Cs of others as well.”

Not a moment then to waste to see how students are to be taught to see themselves and others. Remember too that like emotions, this is also a type of learning accessible to all. The plan is to start with “an inventory of ourselves and examine our own experiences to more effectively confront issues of personal and societal oppression.”  First, each student is to be taught to look at skin color as an essential, unchangeable aspect of one’s individual/group identity. Charming, huh?

Then we move on to Culture which the students are told is always changing. I would point out that is not necessarily true but is very useful for schemers who would like to jettison an existing culture while creating a new one based on Theories of Utopia as well as political theories that have a tragic past. The students will be told that male and female are socially constructed, assigned roles that differ from culture to culture. The Culture lessons seem to be long on a “Free to Redefine” element without any accompanying lessons that redefinitions have consequences.

“The third C is Class and addresses power relations. It examines individual and group identity relative to power, authority, hierarchy, status, and the degree of access to, control over, or ownership of resources, including wealth, education, employment, housing, etc.” Now most kids have little idea what decisions and training went into their parents having what they have, or not, and the good or poor choices made. We are setting ourselves up for students decreeing “Ice Cream for All!” with no awareness there is a limited amount of milk and sugar available and it’s already been sold to others for necessary uses apart from dessert.

Instead, of reality and the inevitable tradeoffs of finite resources, we are to get student jam sessions that “the failure to recognize power imbalances is a key obstacle to productive and authentic dialogue about diversity because it avoids the fundamental issues of access, ownership, and control over one’s own/group life.” So students are to be encouraged by teachers and principals and facilitators (all living on salaries and benefits paid at taxpayer expense) to each “identify and accept the power that we do have, and creatively use that power in the service of social justice.”

Oh yeah, as part of that lesson students get told “we all have an obligation to use whatever power we possess in ways that work for peace and justice.” Something to keep in mind during the upcoming holidays if your college student comes home for turkey and dressing with a barrelful of new attitudes being cultivated for those tuition dollars. Not just a K-12 model you see.

Character then turns out to be all about the importance of Group Identities. Beyond the Eurocentric comment, it tells middle class White students that they believe in individuality because their “group identities of Color, Culture, and Class have been validated at every turn.” So Dominant Group Members put their primary emphasis on their C of Character. Only someone living at taxpayer expense would think deemphasizing personal Character in favor of parity with Social Group Identity was a Good Idea. Let’s just chalk this C up to the continuing assault on the legitimacy of the Individual.

The fifth C is Context. “The reality in which individuals and groups exist in time, location, environment, and the socio-political, economic, and historical conditions which influence individual and group experience.” Yes, it sounds to me like Bronfenbrenner Ecological Systems Thinking that we talked about here. http://www.invisibleserfscollar.com/so-now-common-core-rejects-individual-thinking-to-embrace-soviet-psychology-ecology/ . Heh, at least we are finding consistency in the Real Common Core implementation. Even if it IS light years from the rhetorical sales campaign. So Context shapes the meaning of Color, Culture, Class, and Character and is like “the basket that holds the other Cs together.” So our students who are largely ignorant of past history are being encouraged to think you can redesign societies, economies, and political structures. They will not see the Likely Downside of Wholesale Change. They are just being pushed to promote it.

How? The C of Confidence–”Reclaiming and redefining one’s personal and group identity and abilities, in ways that are inclusive of all people, will build confidence and unleash creativity that can enrich and enhance the quality of life for all people.” Maybe but history says probably not. Next C of Change is Courage to push for “movements for peace and social justice” despite likely backlash.

3rd C is (sustaining) Commitment. It is the “focus, strategy, determination, and consistency, driven by love. . . that is the deep and consistent passion for justice and embrace of humanity that has always driven social revolutions.” Reality check here from Scrooge. That is not what drives social revolutions. Gracious People. Read some history books not written by Howard Zinn.

The 4th C is (Engaging) Conflict. It means the “reflection, struggle, and creative tension that promotes growth and justice. . . when channeled appropriately, it is a force that can propel us forward.” Yes, right into an abyss. Just ask the French about 1795 how well delusions over human nature as a basis for a revolution worked out there.

And that gets us back to the 5th C-Community. Or not. I personally do not think these 5 Cs will create Community. I do think that widespread pushing of these 10 Cs will destroy a great country. Extinguish the greatest beacon for freedom the world has ever known. Squelch the only economic system that encourages cooperation among ordinary people that leaves all of them better off.

No one pushing the 10 Cs has to live with their likely pernicious consequences. We do. and we have every right to know about and object to this planned focus of K-12 and higher education.

That seems to be already starting judging by some assigned handouts printed out at home by 9th graders. The ones who will be voting in 2016 for the first time. Make more sense now?

Morphing the Common Core into a New Rewritten US Constitution by Mandating False Beliefs

I always feel a bit like Scrooge when pointing out Equality for All enforced by government coercion is not in fact a Lovely Idea. But it’s too easy to malign someone who says “Not so fast” as having their nest egg and wanting to lock others out. But that is actually not how commerce and markets have ever worked in history. Which remains a darn useful guide to how things will likely work in the future. So before I explain how CCSSI turns out to be a huge con to change the nature of the US Constitution away from its historic role, let me explain for a minute what we are losing. Let me point out basically why Prosperity Generation Seed Corn like diversified expert knowledge and incentives should always be protected. While it still exists.

It turns out that throughout history specialized production/diversified consumption has been the key to mass prosperity. So moving everyone to Common Levels of Adequate Skills guts that. As does the open declaration that we are moving back to a Government directed Economy of Protected Political Favorites. http://www.invisibleserfscollar.com/protected-producers-vs-paying-consumerstaxpayerswho-will-prevail-on-education-and-the-economy/

I have also noticed that in all the scheming I have been describing where education is an essential part of the No Growth, Post-GDP Future, when education is standing alone no one is being honest with the students and taxpayers on what’s really in store for the future. That the claims of Economic Development around education globally are really just a means to steer more money into that compliant sector for Social Control over the masses. As the always graphic Europeans described it, to obtain “a deep, structural shift in the basic premises of thoughts, feelings and actions.”

So before the bolts of the invisible serfs collars to hobble minds, manipulate hearts, and propel future individual actions have been welded shut, let me remind everyone one more time that historically personal economic freedom predicts a country’s prosperity “better than its mineral wealth, education system or infrastructure do.” That an all-powerful state means economic stagnation at best unless you are part of the politically connected few.

Now that I have sounded that warning one more time hoping to save our Prosperity Seed Corn from Official Arson, it turns out that CCSSI is part of a ploy to create a national equal citizenship guarantee. This highly creative theory of “social citizenship” has been created by controversial former Berkeley Law Professor, Goodwin Liu. You may recognize him from his failed nomination to the US 9th Circuit Court of Appeals or his subsequent installation on California’s Supreme Court. Where he has apparently been trying to show he would not be a radical jurist after all. Anyone believing that has not read his “Education, Equality, and National Citizenship” Manifesto from the Yale Law Journal. No, not when he was an impetuous law student. Published in 2006. Part of his adult philosophy of how to revamp the nature of the US Constitution through a highly imaginative reconstruction of the citizenship language of the 14th Amendment.

Liu asserts that the term “citizenship” should now be interpreted to have “social and economic dimensions” instead of just its civil and political meanings. To be a font of substantive guarantees to “secure full and equal citizenship.” Now if this is starting to sound a bit like an insistence on the Scandinavian welfare state as enshrined in the US Constitution when we were not looking, Liu does make quite the use of qualifying language. Well, kind of. See what you think.

This guarantee is not to be “a rigid requirement of national levelling” and “economic inequality is not inherently at odds with equal citizenship.” The “account of citizenship” offered by Liu “does not squarely challenge the competitive norms of  the marketplace and its competitive hierarchies.” Liu just wants to create a principle of “bounded inequality” that looks at what others have so social stratification will cease to be a problem. Right.

So basically creative Liu wants either SCOTUS or Congress to assume that the citizenship language means we are all members of a national community called the United States of America and that Membership has its privileges and duties that do not include an American Express card. Because you would have to pay that bill each month. No membership in the US community means everyone has positive rights to certain forms of government assistance to “secure full and equal national citizenship.” Basically social citizenship turns into a claim encompassing “the whole range from the right to a modicum of economic welfare and security to the right to share to the full in the social heritage and to live the life of a civilised being according to the standards prevailing in the society.”

Now here’s the fascinating concession to our already having found  the confession that the CCSSI sales pitch of national content standards  was a ruse http://www.invisibleserfscollar.com/didnt-the-president-just-admit-ccssi-was-a-ruse-to-change-classroom-interactions/. Liu sees the need for his federal guarantee of equal national citizenship to be created via:

“enlisting non-governmental organizations to develop national education standards and by incentivizing states to adopt them voluntarily.”

There could not be a more succinct description of CCSSI, the Common Core State Standards Initiative, than that. Which would also explain why the implementation of CCSSI I have chronicled looks nothing like the rhetoric. And why lawyers rightfully concerned with violations of the 10th Amendment or federal statutes are missing the true story. A sought profound rewriting  of the 14th Amendment to turn the nature of the US Constitution upside-down.  Starting with the need for national education standards. But why that exactly?

Beyond the levelling function we have chronicled, I think the answer lies in the odd definitions of College and Career Ready Standards we have noted along with the Positive School Climate mandate I have described. Plus what we talked about in the last post. There is a desire to create a view of national citizenship not as the source of evenhanded protection against an overbearing state but as the generator of citizenship obligations and duties and responsibilities. All of these words get used over and over again in reference to this new view of education for citizenship. There is to no longer be a right to be left alone. This is not only true in US but in the descriptions from all over the world. Education is being seen as the means for creating the Values and Attitudes, the real common core, that recognizes a personal and collective responsibility towards solidarity with others to achieve social justice, understanding and cooperation amongst peoples.”

And I am retorting that this so-called “model of partnership” created via education with government employees acting as enforcers is unlikely to work out as envisioned. And I think all of this rewriting of the 14th Amendment and UNESCO Education for All and Systems Thinking and Transformational OBE and Career Pathways and OECD Competences are all examples of a return to the Predator State. With a global Nomenklatura this time. No more genuine personal autonomy or economic freedom. By the time anyone could have figured this all out it would have been too late. I think no one intended for a history geek who once aced Con Law to be tracking education policy by its economic function and political results.

And because perceptions can trump reality, if you teach students this altered definition of Citizenship and obligation for the Common Good and demerits for acts of individuality, and then gather data to enforce this Image of the Perfect Collectivist Citizen Drone for the 21st Century, you can create her. Regardless of the language and historical intent of the Constitution. I have seen the College Board’s revisions of their AP history courses. No one is likely to be learning the truth about the Constitution in an American classroom for very much longer.

History shows that self-interest always exists and only free markets channel it in beneficial ways. A government employee with the ability to enforce an education edict that insists that “community means working collectively and collaboratively with others toward a shared vision” still has a self-interest they will try to maximize. That will likely involve pushing this sought mandate to get a raise or promotion no matter how bad the results for students and taxpayers.

Everything that has been a barrier in the past to the Overbearing State is being dismantled. At the exact same time the countries that have social democracy/welfare state for all have found it to be unsustainable. All those realities are being ignored though by politicians and Connected Businesses wanting to preserve power and economically unsophisticated voters and students wanting free stuff at someone else’s expense.

I am not going to tell you we need to stop this before it goes airborne. That really happened in the 90s as Outcomes Based Education. I am just hoping to create enough alarm before we get to the May Not Turn Around part of the Trip.

I mean did anyone even pack a life raft for when we go down? I can hear that left engine sputtering badly and we cannot all fly on only one engine.

 

 

Values and Vocational: Creating Citizen Drones Via Education Worldwide

Citizen Drones may seem harsh. Honestly though there are a limited number of times you can insist that the desired education reforms are in “preparation for responsible citizenship” while describing a political and economic coup as part of the program and not trigger an image of Student as a Drone. Future Adult as a Drone. Waiting to be told via communication software where it is to go and what it is to do and what it should care about. And what it should be concerned about.

Especially when the Responsible Citizenship as a Comrade, I mean Citizen, with the Right to Vote in its Desired Representative Government, is in the context of shifting to a Government Led Reorganized Economy. A No Growth Economy in a Post-GDP world. Where the Citizenship and Education Plan writers also mention that they do not intend to Fully Prescribe Individual Behavior. That they See a Government Public Sector that Nudges but does not Shove.

How Enlightened of the Government Apparatus. I am quite sure that Government Officials and Employees all over the world who have been told that the State is rightfully in charge of “human agency and social exchange” will undoubtably show that the 21st Century is in fact a time of miraculous change in Human Nature. That with THAT mandate it is perfectly reasonable to expect an “equal partnership between the public and the public sector.” Unicorns will prance in Fields of Gold and official decrees will go out “putting an end to ‘them and us’.” Sunshine, Lollipops, and Rainbows will be available to all at no cost and with a minimum of work so that this “Equal Partnership” can “co-produce well-being for all.”

Now if you sometimes find my posts painful to read, remember I just provide illustrating anecdotes to make my point. I actually read these documents and books. ALL of them. Those quotes above in a recent new economics foundation (nef) report called The Great Transition came from rereading that report while mulling this Laptops for All, Tablets for All Push, that I first described here http://www.invisibleserfscollar.com/mind-thieves-everyday-examples-that-add-up-to-a-cultural-and-political-tsunami/ . That post has really been on my mind since I discovered that Mooresville, NC super has been featured on the Amplify website and asked to speak on a panel at the Foundation for Excellence in Education conference in DC. So what we might see as a Problem and a Bug, others view as a Change to be Openly Touted.

Which has really been bothering me since last Thursday when I went to hear a Deputy Super speak in the Large Suburban Atlanta School District with the Duplicitous Charter. I went because I wanted to ask about the Tablets to Gain New Minds Presentation that I wrote about here http://www.invisibleserfscollar.com/ridiculing-the-1860s-mind-as-unsuitable-for-the-21st-century-cui-bono/ . And I did, flustering the Deputy Super who kept insisting that the Amplify/ AT&T contract was not yet in the RFP stage. What a relief! Then he went on to say that Fulton’s Plan was to top what Forsyth County was doing with technology. Well, fully digitized seems hard to top. Anyway, my whole point was supposed to be concern that we would emulate Forsyth.

Making school about using a Tool is making school Vocational. And a computer is a Tool. Even Steve Jobs would recognize that. And nonintellectual if it holds the knowledge to be tapped. That is my concern with the mandated integration of the computer. Apart from the repeated declaration that it hobbles the mind. And intentionally so.

In preparation for writing up my concerns I went back and reread the pertinent UNESCO and  nef reports to doublecheck my recollection that they were mandating technology for All precisely because they desired a vocational direction as the primary education experience to be mandated for all. No more Gifted. No more Special Ed. No more English as a Second Language Classroom. Immersive for All with a Vocational Orientation using the Tool of the Computer. Which is precisely what I found but in the Exact Same Documents is this Altered Economy and Society and Political Structure with No Use for the Independent Individual.

That’s a problemmatic Vision to be implementing via education. Especially in the US which still does technically have a Constitution that makes the Individual the Primary Rights holder instead of a Subject looking for the Government’s Permission on what she can do and be. The Thursday meeting actually became more troubling as parents noted that the ESPLOST vote the previous year had been premised on school improvements and rebuilding on a certain schedule because of overcrowding. All of a sudden the plans involving a suburban, affluent,  just outside the city limits line of Atlanta Public Schools, elementary and high school were being postponed despite serious overcrowding. All of the desired technology though was still coming. No changes. Despite a decline in estimated taxes to be received.

No, I have not had the heart to tell anyone else at that meeting that all the School Integration and Resegregation Theories have a big Bullseye painted on that Suburb as a Prime Candidate for Interdistrict Transfers. What Idealogues have been craving in Atlanta and other metro areas for decades. Facts aligning so well with Theories are rarely Coincidental. The point was that there was no give on the Tablets and Technology. Verifying what I had long suspected. The Computer Technology and the resulting shift to a vocational orientation was the whole point of the ESPLOST. Hard to get a property tax increase for such a fungible good.  Visual and Vocational and new Values was always the Primary Goal.

UNESCO’s vision for fully integrating technology into the classroom, which would be the step beyond Forsyth, would be technology as a tool to foster “student engagement and participation.” Which is certainly not what the taxpayers in that high achieving county had in mind when they were sold on the benefits of becoming a charter system. Unfortunately, the language of that Charter dovetails perfectly with the UNESCO Global Education For All vision that decrees:

“an integral part of everyone’s basic education is the form of initiation to technology, the world of work, and human values and standards for responsible citizenship.” Ugh, that phrase again. By the way, this Vocational/Technical Education for All as both the Floor and the Ceiling for All Students expressly includes the

“harmonious development of personality and character, and foster spiritual and human values, the capacity for understanding, judgement, critical thinking and self-expression.”

But that UNESCO vision of Education for All is also tied to a planned “national and, if possible, regional social and economic requirements of the present and future.” That presumed Citizen as Subject Vision again. Finally, I found a rather succinct version of this education to change “human culture, politics, and values” as part of a New Economics based on moving away from fossil fuels and a No Growth Future based on a new Sense of Well-being. Just what we have outlined in previous posts. Not a shock, the description can be found on the website of nef’s US affliate,  New Economics Institute. http://neweconomicsinstitute.org/content/new-economics-21st-century

Written by a Board member, Neva Goodwin, there are already textbooks ready for college students to learn this Economics in Context. A big clue to the hole this fills that was left by Uncle Karl’s bad press and poor results is hinted at by the language translations already-Russian, Vietnamese, and Italian. They don’t call it Red Bologna for nothing.

So if this technology push and Education for All with a vocational orientation and new Values, Communitarian Values, is based on a centrally planned economy with the premise that “we must accept the end of economic growth as we know it,” shouldn’t that be part of the conversation with the future Citizens/Comrades/ Taxpayers?

If we need New Minds to be willing to tolerate a future of Subjugation by the Political Class, can’t we talk about it in advance? Or do we just pay our property taxes and shut up? Deferring to every Edudoctor turned out by a College of Education.

Right now we seem to have a Revolution going on Globally in the Name of Education that will Compromise Tomorrow’s Possibilities for All of us Forever. And all we are getting is Deceit on what is Really Going On. From people whose salaries we pay.

Can we please discuss all this before these Huge Technology Expenditures? In school districts all over the World?

 

 

Building a Compelling Future Political Coalition Around Advocacy for Keeping the Axemaker Mind

Former slave Frederick Douglass once said that “education . . . means emancipation. It means light and liberty. It means the uplifting of the soul of man into the glorious light of truth, the light by which men can only be made free.” Perhaps Joel Klein would also like to sneer that Douglass also had just an 1860s mind unsuitable for the 21st Century? No, I didn’t think so. THAT would play poorly in urban and suburban districts where Amplify and At&T hope to sell those new Tablets to be a visual replacement for emancipatory type knowledge within a students own mind. Such a lousy investment for taxpayers to be funding the known, intended, destruction of the Axemaker Mind.

http://www.invisibleserfscollar.com/blending-sustainability-and-education-to-gain-arational-nonlinear-minds-and-new-behaviors/ is where I originally explained the significance of destroying the Axemaker Mind and where the now beloved metaphor actually comes from.

The point is that the transformative education being mandated for both K-12 and higher ed under obscuring but appealing names like College and Career Ready, 21st Century Skills, Lumina Diploma Qualifications Profile, the Common Core, Deep Learning for Understanding, Quality Learning, etc are none of them a Frederick Douglass type of emancipatory education. That would be too individualistic and might nurture a desire to pursue self-interest instead of communitarian values. Right because the only people entitled in 21st Century America or anywhere else in the West should be politicians and their cronies enjoying the coercive powers of government to take OPM, Other People’s Money, and reward it to their allies. Here’s the problem. You only get that one time confiscation of wealth to fuel the allies. Stalin got to use Collectivization to fuel Industrialization in the USSR but at the cost of the Soviet Union never having a viable agricultural sector again. From food exporter of grain to importer to avoid starvation.

He destroyed incentives and necessary knowledge and skills in addition to all those lives. It takes real individual knowledge in the Frederick Douglass sense and genuine personal skills of marketable value in the Julian Simon sense http://www.invisibleserfscollar.com/learning-to-learn-or-how-to-replace-old-minds-with-sustainable-new-ones/ plus hard work and a willingness to take risk to create wealth in a society. New products or services that people want to buy. A job is not wealth if the money to finance it was confiscated from someone actually trying to create Wealth. The kind of Prosperity that raises all living standards.

The Economic Pie is not stable and fixed and available for redistribution to political allies without affecting its size. In the Lumina world of Equity in Credentials by stressing group learning and social and emotional learning and interpersonal skills, we are creating expectations at great expense without any real means of cashing them in. Contrary to the political slogans, a living wage in return for being human and drawing a breath is not a promise any government can keep long term. They can get to power that way (see Argentina) but when the wealth and knowledge are gone and incentives are destroyed, countries and civilizations can and do go into death spirals. Then most are dependent with a vacuous Newmindedness and there will not be enough Axemaker Minds to get the economy back on track.

Looking at the faces in the crowd on Tuesday night, America’s Election Night, and spending part of yesterday eyeing the makeup of the electoral coalitions, I can tell you there are a huge number of Americans who voted for both Presidential candidates who are not OK with destroying the Axemaker Mind and manipulating values away from what made America great. They are also not OK with the Corporatist/Dirigiste vision of the economy where political insiders and their cronies benefit and no one else.

In reality the rest of us are to get the kind of servitude and assigned roles that Frederick Douglass thought the US Civil War was fought to stop once and for all. Blacks, Whites, Hispanics, Immigrants, Middle Westerners, Suburbs. Our next generation of voters is under organized attack through education. To literally have their “hearts and minds” captured in the classroom over the years of imposed attendance to accept John Dewey’s idea of democracy. When he wrote that vision in 1916, no one fully appreciated the costs. But now we do know, but every reformer keeps coming back to Dewey anyway out of a desire to control individual behavior and have a politically directed economy.

I spent part of yesterday mulling over the fact that nothing now could stop the vision I have been profiling. And how few would support it if its long term consequences were actually understood. So I dug back into the school resegregation treatises which is where Regionalism and the 1990s ed reform attempt went to regroup after Al Gore lost the Presidency. Apparently there was a 2002 Chapel Hill conference. In the book that resulted laying out the blueprint for the future, john a powell, who was a featured speaker at President Obama’s Building One America conference in 2011 that I wrote about here  http://www.invisibleserfscollar.com/distributive-justice-is-not-enough-we-must-break-the-illusion-of-the-unitary-self/ lays out his vision for true integration. It basically marries communitarianism with Regionalism. It envisions more than breaking the unitary self. Trashing of the entirety of Western culture up to now is more the ambition of this very influential man with access to political levers and coffers at the highest levels.

“[T]rue integration requires community-wide efforts to dismantle that culture and to create a more inclusive educational system and a more inclusive society in which all individuals and groups have real, equal opportunities to build and participate in the democratic process.

True integration in our schools, then, is transformative rather than assimilative. That is, while desegregation assimilates minorities into the mainstream, true integration transforms the mainstream. . . it recognizes that cultures are not static but are constantly evolving and that all students benefit from a truly equal and just system of education.

To achieve this result, true integration addresses the issues of achievement, opportunity, community, and relevancy at a systemic level. In this process, institutions, communities, and individuals are fundamentally changed . . .Mandatory, interdistrict desegregation or consolidation is just an initial and temporary step in this structural transformation. We must then link housing, school, economic, political, and cultural opportunities and spread accountability throughout entire metropolitan areas via regional planning.”

Accountability in that quote has the same purpose we have seen with its use in accreditation. Compliance with this political vision. A very communitarian agenda. Now you know once again why ICLEI and Agenda 21 are never far away from what is now called Metropolitanism.  http://www.invisibleserfscollar.com/protected-producers-vs-paying-consumerstaxpayerswho-will-prevail-on-education-and-the-economy/ is the current vision as of a few weeks ago featured at a breakfast to promote Regionalism worldwide. No wonder you had such high turnout Tuesday in urban areas. What an opportunity for power at our expense!

In this world people rarely get a crystal ball that actually is reliably prophetic. I am afraid blueprints of intended political actions once power is achieved are as close as we humans can get to seeing the future. We have that. If we couple those  blueprints with a knowledge of history and economics, we actually can foresee the impending tragedy. And  it is incumbent on all of us to spread that knowledge and build up a real multiracial and multiethnic coalition  around our genuine common interest in averting the disaster that will accompany using education to “reconfigure our collective understanding and political will” around either John Dewey’s political vision or john a powell’s.

We did find out in time what the Second Term is putting in place. There will be a Second Term now so let’s begin to build a more widespread appreciation for what this entails. And how unacceptable it effects are likely to be for most of us not living at taxpayer expense.

Get up everyone! Throw off your funk or illusions. Whichever is apt. Time to Avert an Impending Catastrophe. Before the Collapse if Possible.

Hiding Education’s Theft of Individual Freedom Behind the Positive School Climate Mandate

Sometimes, like today, I am so stunned by the gap between the provided story of what is going on in education and the actual unknown, likely to be tragic, reality that I have to stop after gathering together the facts and take a history detour. “Who can I turn to with experience in such official folly?” “What can I use to illustrate the enormous likely consequences?” I found this quote Nobel Prize-winning Economist Friedrich Hayek used to explain The Value of Freedom in his book The Constitution of Liberty to be a great start in our quest to avert tyranny via education.

“In an advancing society, any restriction on liberty reduces the number of things tried and so reduces the rate of progress. In such a society freedom of action is granted to the individual, not because it gives him greater satisfaction but because if allowed to go his own way he will on average serve the rest of us better than any orders we know how to give.”

Or any Collective Vision we force others to adhere to would be a good update to the practical importance of individual liberty. That seems to be the 21st Century Means of Giving such Orders.

The Positive School Climate Mandate the feds are now forcing on all schools in all states is being interpreted as requiring “graduates who are other oriented and see their lives as having a larger purpose than advancing their own self-interest.” Students are no longer to see their education as being “all about me.” Instead, they need to learn to moderate their performance goals to “honor the interests of others” and reflect “a shared commitment to bringing out the best in each other.”

I guess that encountering what could best be described as the Collective Communitarian Classroom should not be a big shock given our careful deconstruction of what College and Career Ready actually means. But is a long way from the stated goals of consistent criteria of knowledge that will no longer vary from state to state to run so consistently into no knowledge, New Kinds of Minds, Manipulated Personalities, Revised Values, and now Mandated Altruism as some sort of First Directive. All enforceable via the Data Being Collected and Archived to monitor all this about each student. Collected under poorly understood definitions of “Growth” and “Achievement.” And accompanied by repeated snide remarks about “even students who do strive for excellence and achieve it honestly may be doing so in a very individualistic way.

Now hardly anyone seems to know about the Positive School Climate Mandate, much less the related social and emotional learning focus we have been chronicling. Add to that ignorance a counterintuitive definition that insists that the students and faculty must create and then adhere to  “shared expectations, values, and patterns of behavior that define who we are” and we have a vehicle for enforced personality coercion via our schools. All being promoted as Moral Education. Character Education. Performance Values. Supers are now bringing in Cambridge Education to tell teachers that they can no longer lecture or systematically teach content from a textbook. Then the Supers and Principals plan to turn around and tell that same teacher that she and her students “must work hard in order to create and sustain a caring school environment” and “build caring relationships.” Riane Eisler must be so pleased.

Hayek defined coercion as being when a person is “forced to act not according to a coherent plan of his own but to serve the ends of another.” I could go on for pages describing what is planned as part of that Positive School Climate Mandate but at its essence it is an initiative sponsored by our federal government to force American citizens, our young students, to be led to believe from an early age that such coercion is not only justified but actually a positive, laudable, permissable role of government. To mold students who will selflessly

“contribute to the lives of others, . . . make a positive difference in the world, take initiative to right a wrong or be of service to others; we persevere to overcome problems and mend relationships; we work selflessly on behalf of others or for a noble cause, often without recognition or reward.”

Government officials and employees have decided that it is to their benefit to use K-12 education to squelch out anything that fosters reason or individuality. They believe no one can stop them. I think Ayn Rand had it precisely right when she said “collectivist slogans serve as a rationalization for those who intend, not to follow the people, but to rule it.” The mediocre or naive or greedy insist that no one may be exceptional and would also like good benefits and an inflation adjusted retirement while they enforce such an education for servitude. Despite having lied to us repeatedly about what they are up to. Education to create citizens who are willing and need to be ruled is precisely the Bag of Goods we have been sold under such names as the Common Core and UNESCO’s Education for All.

Perhaps the best way to dramatize just how intrusive this political vision intends to be can be illustrated by describing the Flock of Geese classroom activity to teach Collective Responsibility to every person in the classroom. Excerpts from Page 55 of the Pathway to Excellence & Ethics Resource Manual. The idea is for children to start seeing the classroom as one flock. Is this what a free society teaches its children when not selling them on the joys of cooperative learning via group projects? (Bold face is from story)

“It has been learned that as each bird flaps its wings, it creates uplift for the bird immediately following. By flying in a “V” formation, the whole flock adds at least 71% greater flying range than if each bird flew on its own. As each goose flaps its wings, it creates an up-lift for others behind it.

Quite similar to people who are part of a team and share a common direction get where they are going quicker and easier, because they are traveling on the trust of one another and lift each other along the way.

If we have as much sense as a goose, we will stay in formation and share information with those who are headed the same way we are going.

When one of us is down, it’s up to the others to stand by us in our time of trouble.

If we have the sense of a goose, we will stand by each other when things get rough.

We will stay in formation with those headed where we want to go.

The next time you see a formation of geese, remember their message that “IT IS INDEED A REWARD, A CHALLENGE, AND A PRIVILEGE TO BE A CONTRIBUTING MEMBER OF A TEAM.”

Words almost fail me. That’s what the cultivation of an emotional herd instinct looks like. The Germans did that in the 19th Century and there were too few to stop a widely held Bad Idea. We had Two World Wars as a result. Friedrich Hayek, an Austrian, saw both of them and never forgot the dangers of state power that systematically sought to squelch and devalue human freedom. Once again, let’s listen to his wisdom born of tragic experience.

Coercion is a person “unable to use his own intelligence or knowledge or to follow his own aims and beliefs. . . coercion is evil precisely because it thus eliminates the individual as a thinking and valuing person and makes him a bare tool in the achievement of the ends of another.”

I reject the idea that in the United States that politicians can authorize supers and principals and accreditors to enact what is clearly intended to be an unprecedented level of personal coercion. And via our taxpayer funded schools no less. This is ultimately the core of the so-called Common Core. And it was designed to be undetectable.

We had components of this already but it was actually laid out in the November ASCD Whole Child Newsletter. Then I followed up on the references. There is no question this is intended to be a key component of the Fundamental Transformation of the United States promised just before our current President won office the first time. The November timing makes it clear this is to be carried into effect largely out of sight whoever wins the Presidential Election on Tuesday.

The fundamental Transformation is apparently on Autopilot at this point. Let’s think about what Ayn Rand learned from her experience with the Bolsheviks.

“In real life, there is no such thing as a gradual descent from civilization to savagery. There is a crash. There is no such thing as retrogressing ‘a little.’ There is no such thing as a ‘restrained progress.’”

We are looking at a certain crash in the US unless we turn away soon. Can one indeed be elected or credentialed to abrogate human freedom now with impunity?

 

 

 

Political Primer 101: What is the Marxist Theory of the Mind and Why Does It Matter in 2012?

The Berlin Wall is down. Mao is dead. The Soviet Union is no more although I believe their national anthem is back. Why mention Marx at all? Isn’t it offputting in our 21st century to be bringing back previous hobgoblins that are now irrelevant?

But is isn’t irrelevant. That’s the dangerous myth that makes a stealth assault through taxpayer funded and supported institutions possible. The misunderstanding of our adversaries, or even that we have any, acting through something like education that is supposed to be a Public Good. You may have noticed I will usually make references to Uncle Karl to make the point on what is involved without running the risk that readers will step back. The Bridge Too Far.

I think honestly the misappreciation of what Marxism is and the vital importance of education as a primary cultural weapon has been deliberate. If we had rightly understood that consciousness and mindsets were under attack we would have caught on to what was actually going on in the Reading and Math Wars much sooner. We would be paying attention to the actual implementation documents on federalizing education that impact what must, and what Now Cannot, go on in classrooms.

So let me step back now and frame what is under attack and why. At this point because this theory is so ubiquitous and poorly understood it is all the more dangerous. I think we will need the shorthand-”Oh, that’s just another scheme to impose the Marxist Theory of the Mind without us recognizing it” if we are to be able to successfully combat this Evil. I just went back and capitalized Evil because it cost too many human lives in the 20th century not to deserve a Capital “E” for emphasis.

Plus let’s face it the related Bronfenbrenner Ecological Systems Theory and Vygotsky’s Sociocultural Theory of Learning are just a mouthful. And really created to obscure the political derivations while obtaining the desired political effects. Squelch individualism. Stomp the rational mind. Hobble the incredible human capacity to create private mental scenarios to weigh possible consequences of various possibilities and then choose to act or not accordingly. In other words, to crash that Axemakers Mind anywhere it might arise before it can happen.

So Marxist Theory of the Mind is accurate and pithy compared to our alternatives. Which would also include John Dewey’s work. But what is it? Well, actually I just told you and have been all summer. I just avoided calling a spade a spade for as long as possible. The Marxist Theory of the Mind is a political subjugation theory. And I am not using the word Subjugation to show off Robin’s Large Vocabulary and Stock of $5 Words. I mean Subjugation in its sense of deliberate permanent altering of the Human Mind and Personality in order to have lasting Control and Unconscious Influence. See? A great vocabulary word actually does take numerous words to really capture its singular meaning.

And that’s why the Marxist Theory of the Mind remains relevant in the 21st Century. We still have politicians and bureaucrats and Crony Businesses seeking economic and political power over the Individual. And Marx may have been a moocher from his parents and friend Engels who never had a real job in his life. And he may have thoroughly misunderstood capitalism and industrialization and who was benefitting and what was unstable. But his Idea that Your thoughts were not your own and merely reflected the Class you were born into painted a Bullseye on Mental Consciousness as a Target for State Manipulation.

He blew that too by the way. Our thoughts are not merely a reflection of our social interactions and our environment. But think of the power if the nature of school and education could be changed to try and make this part of Karl’s dream a reality. That’s the dream that drove John Dewey and Ralph Tyler of the 8 Year Study (I have an interview he gave just before his death) and so many others. It has become the poorly understood essence of the modern education degrees. It is what drives the accreditation agencies worldwide. We are in Deep Peril if we do not understand this.

So how does it manifest itself almost everyday now in what I am reading? It is embedded deeply in the Digital Literacy Initiative from the last post. There was also Tuesday’s Bridging Differences column claiming that the global economic crisis was due to the “insatiable consumption of our natural resources and control of the world’s wealth by the 1 percent.” Here’s a hint. Most of that One Percent live at the intersection of Politically Directed Capital and Politically Connected Individuals. It’s Al Gore and the Green Business Grants directed by the 2009 Stimulus Act to his investments. It’s the leaders of China and other countries. The imposition of the Marxist Theory of the Mind will simply make this state appropriation and direction worse as there will be no one to fight it. The One Percent should not be the Focus. State Crony Capitalism should be.

It is manifested in the insistence that the transmission of knowledge in urban schools  amounts to the imposition of “white middle-class values on their children” to “mold them so that they are compliant and obedient to authority figures.” That’s pretty brazen given the desire to change everyone’s values to a more Communitarian ethos and Mold Everyone through the collection of data about values, attitudes, and beliefs. That was also yesterday. A thoroughly troubling document called “Teaching Adolescents to Become Learners” which turned out to describe manipulation via the classroom of what are being called “Non-cognitive Skills” or Soft Skills. It claims that:

“racial/ethnic and gender differences in school performance can be reduced by focusing on students’ attitudes and behaviors.”

Delightful details on when these remain malleable and subject to interventions. Lots of mentions of creating desired Mindsets and references to Carol Dweck’s psychology work without bothering to mention she is a noted Lev Vygotsky scholar. Little details. It’s not like that report did not have lots of research to back up what it was mandating. Oh wait, actually it admitted there was little proof for the theories but, hey, what’s the use of a government monopoly over children’s minds if you cannot do widespread research on the Theories after they have been forced into classrooms.

What else just this week? There was Tuesday’s release of a report seeking an official rejection of capitalism in the Advanced Computing businesses and the adoption of an Industrial Policy to have the Government pick the winners and losers and blur the line between public and private when it comes to computer hardware and the semiconductor business. Called “The New Global Ecosystem in Advanced Computing: Implications for US Competitiveness and National Security,” it is a detailed plea for collusion among certain of the tech companies, higher ed, and government regulatory power and tax money.

It is also sought by many of the same businesses pushing the Digital Literacy Initiative and the 21st Century Skills global push. The same businesses that push P-Tech Career Pathways for All in high schools. The same businesses insisting that students only need the 4 C’s and Soft Skills in the 21st Century. Creativity (with little subject knowledge), Critical Thinking (to recognize need for Transformation), Communication (Dewey’s theory that minimizes the cognitive element), and finally Collaboration. Because we know Individualism is so 19th Century.

That’s awfully coincidental and self-serving don’t you think? Industrial Policy, Rejection of non-State Directed Capitalism, and Heavy Involvement in the Radical Restructuring of Education Globally? All essentially at the same time? Think there’s a connection? Let’s not even get started on how much of the actual Common Core curriculum and “Measuring” Assessments the Gates Foundation is also simultaneously funding. Which I have seen by the way. Now I appreciate the omnipresence of Environmental Projects. It really is all connected.

As I wrote about here http://www.invisibleserfscollar.com/oh-good-grief-now-i-need-to-know-what-a-noetic-system-is-because-it-is-under-attack/, change the noetic system and the economic and political systems must change too. Marx knew that and so do many educators. And apparently tech companies now. It’s the American people and ordinary citizens all over the World in the dark about what is happening right now.

I am going to close with what UNESCO wants, and through its allies in politics, business, education, and accreditation, is well on its way to achieving. Just in case you need reminding of how totalitarian these aspirations are. And global. And happening in Reality. This is from a January 11, 2011 Address in London by Irina Bokova that explicitly addressed Two of the “We Should All Emulate Finland” Crowd, Professors Michael Barber (UK) and Michael Fullan (CA). I reread it this week as I was mulling over the UN’s Digital Technology pushes in light of Joel Klein’s remarks about Amplify. I had previously missed these 3 objectives that typify the subjugation going on all over the world and all the sought manipulation in the classroom.

“Responding to climate change also starts in the classroom. Education is the way to shape new ways of thinking and forge new, sustainable behaviour.  These objectives guide UNESCO in leading the United Nations Decade of Education for Sustainable Development (2005-2014).

Fundamentally, education is about values.”

It sure is now. But Whose?