Future Empowerment Paradigm or Educentric Tradition? Guess Which Began Its Reign 20 Years Ago?

Of all the snow jobs I have to hear on why education needs to change away from the transmission of knowledge and instruction of subject matter, the one that spikes my blood pressure the most has to be the sanctimonious–”What we have been doing is not working.” Trust me, the credentialling Colleges of Education declared war on content back in the 60s. It became a hot war in the 90s with honesty among themselves about “revolutionary, unprecedented” changes and “radical” transformations. When controversies erupted, the dishonest revolutionaries though wanted to keep their pensions and taxpayer paid health benefits and monopoly over the classroom. All we heard then was that there was a difference of opinion of how to teach reading or math.

No one publicly mentioned this Paradigm shift or that the Educrats had taken to wearing the mantle of being Social Change Agents at war with an economic and political system they likely did not really understand. That they had decided to push for a different future for Americans and Canadians. Indeed globally. That educators, especially a group selling their “expertise” to states and school districts for a Paradigm transformation they admit their was no public demand for. Nevertheless, the schemers like Bill Spady and Spence Rogers embarked on new lucrative careers pushing:

“a colossal process that involves redefining and reshaping entire institutions and the belief systems and cultures surrounding them.”

No hubris there. After all Spady holds humanities, education, and sociology degrees from the University of Chicago and had been involved in education his entire life. What better preparation for Wholesale Transformation? The fact that the culture and traditions being replaced grew spontaneously over time and had created the highest level of prosperity the world had ever seen should not matter, right? And Rogers had been a high school math teacher. That’s an excellent background for:

“fundamental and widespread shifts . . . in the perceptions, beliefs, values, and preferences of the countless people involved in and directly affected by the transformation.”

Is it now hard to comprehend why districts and states aggressive in this wholesale transformation have had such poor academic results? If not even worse tragedies. Spady’s description of his desired new paradigm was even written in 1997 after the controversies over OBE generally and Transformational OBE in particular. This is from his defend himself and the paradigm book. Transformational has the students being assessed on life role performances based on a presumptuous future Spheres of Living Template. That would be the areas of “Work & Productive Endeavors, Close & Significant Relationships, Meaningful & Fulfilling Pursuits, Physical & Cultural Environment, and Group & Community Memberships.” These will teach students the practical “Life & Resource Management” so that each student as an adult can achieve “Personal Potential & Wellness.”

And according to Spady the Aurora, Colorado school district just spontaneously came up with this Great Idea of Empowering Student Life Performance Outcomes as the future focus of school. And other school districts just adored the idea and wanted to transition their schools and communities as well to this vision of the new perfect planned future. Ooops. They left out the planned society part although that is clearly where this is all going. Even if Spady suggests setting up committees to develop proposed future conditions to get widespread ownership of this vision. Two things stand out now in 2012 and going forward. One is that Spady by 1997 is already misrepresenting the history of OBE, what happened in Aurora, and who was involved as we covered here  http://www.invisibleserfscollar.com/using-education-to/

At the time I wrote that post about Creating the Behavior Government Officials Want in Future Citizens, I was reacting to the implications of what Bela Banathy had written and ASCD’s Educational Leadership were pushing on schools. And I understood Transformational OBE and its life role performances around an imagined future. Never have thought much of it as you can imagine.

Looking back now though I think we need to look at all these OBE and Systems Thinking transformations as related tools to get K-12 education in the West generally but especially the US to the 1989 UNESCO blueprint vision I described here http://www.invisibleserfscollar.com/values-and-vocational-creating-citizen-drones-via-education-worldwide/. Moreover, now that I have seen the early 70s during the Cold War UNESCO vision for a planned society called the Learning Society that I described here http://www.invisibleserfscollar.com/coercing-teachers-to-be-social-and-political-saboteurs-what-can-be-done/ , all of these education programs are clearly just strategies to target the West economically and politically and achieve control over a great deal of what should be free human behavior through the K-12 schools as well as colleges and universities.

No wonder it does not really go away no matter the poor effects on students or declines in test scores or even school tragedies that seem to have common factors being left undiscussed. That 70s report was quite graphic about the concept of employing mentally and psychologically invasive means in order to get transformed individual mindsets and visions for the future. The idea commonly phrased now as “You can’t get an omelette without breaking eggs.” I once wrote that students are not trees. Neither are their brains and personalities eggs to be broken and scrambled using data and feedback to adjust beliefs and values and feelings and attitudes to go along with a collectivist vision for the future in the name of the Common Good. Imagine what the officials who brought us Oil for Food’s corruption partnering with Education Leadership degrees have in mind for the future. No wonder we are being prepped for a post-GDP, Quality of Life society.

I find it interesting that in his book Flow published in 1990 then U-Chicago psychologist, now Harvard, Mihaly Csikszentmihalyi, has a cover that advocates this ecstatic union of feelings, thoughts, and actions (discussed in the previous post) as a means to enhance the Quality of Life. Of course he also says that Flow is easier for other species of animals and preliterate primitive societies to achieve. That may have a lot to do with UNESCO push for Basic Skills for All and only basic skills that began about the same time. And, oh, that unappreciated change in the definition of Literacy.

Communitarian prof Amitai Etzioni whose work is implicated so in what will constitute the required Positive School Climate and the actual definition of College and Career Ready also wrote back in the 80s about the Quality of Life society. Of course he was also honest enough to admit that such a society would be at the expense of future economic growth and development. The Quality of Life/Personal Wellbeing Society is also the focus of those Belmont Challenge/ Future Earth Alliance documents I have written about. I know you are shocked, shocked, that UNESCO is also a partner of the Belmont Forum in the going operational in 2013 Future Earth Alliance as well. http://www.invisibleserfscollar.com/future-earth-alliance-where-education-climate-and-economic-planning-are-all-cores/

Now I think I see some patterns here. And reasons for the continued disregard for the reality of what these reforms cause. A second aspect from Spady’s descriptions has a bearing now to what is coming to a classroom near you soon if it has not happened already. First he outlines the use of what he calls the Learning Community concept to ensure compliance with his Transformational OBE vision among Teachers, other faculty, and students. That is still its function now and too many parents are still envisioning academic rap sessions among Sage Teachers and involved, interested students when the Principal excitedly announces a Learning Community. Think of it as no one having the freedom to reject these bad ideas and the consensus being created by those without the knowledge or acuity to recognize what can lead to tragedy.

Secondly, the Common Core measurements of what is being accomplished in the classroom are largely formative assessments. Based on what Spady called performance assessments of empowering outcomes. The mentions of tests are largely attempts to mislead the nature of the wholesale change. The forming involves the student in the largely affective ways I have outlined in other posts. But having read a lot of SBAC, PARCC, and Gates Foundation funded assessments as well as the OECD work creating the entire concept, Csik’s psychology transformation of Optimal Experience appears to me to be thoroughly embedded into what is to occur.

And Csik thinks Karl Marx’s work has been misunderstood and misapplied and had lovely things to say about Antonio Gramsci and his brand of “humane socialism.” He now wants to develop and remake man’s consciousness as he believes  “we now need to learn how to reunite ourselves with other entities.” It is the disciplines and academic knowledge, he believes, that “produced science, technology, and the unprecedented power of mankind to build up and to destroy its environment.” Gosh, darn, amazingly enough, another UN priority.

If the vision of education, K-12 and higher ed, all over the world, under UN influence, is premised on this belief:

“Recognizing the limitations of human will, accepting a cooperative rather than a ruling role in the universe, we should feel the relief of the exile returning home. The problem of meaning will then be resolved as the individual’s purpose merges with the universal flow.”

We all have a right and need to know that. Now. Before the New Year. Before the Future Earth Alliance commences working with the education accreditation agencies and unions to impose this vision via education. Even further than it is now.

That’s a Vision of Submission if I ever read one. And it’s totalizing in its aspirations.

But luckily some of us still have the knowledge and acuity to recognize what we are dealing with. Be brave and forthright now with what we know. We are not naive Chamberlains hoping for the best in 1938.

Excellence Means Education Putting What We Feel, Wish For, and Think In Harmony

Is that what you think of when you hear a Super or Principal or Politician say they want excellence in education?  Can you appreciate how useful it would then be to create a false belief system about reality through curricula like Facing History or a UN report about catastrophic manmade global warming regardless of actual temperatures? Check on the feelings component. How about the utility of a rather limited store of facts coupled with a new value system driven by a perceived need for fairness and social justice? That sure would affect what was wished for. Top it all off with a mind that was never taught to read phonetically and uses context strategies to guess at unknown words. Couple that to a brain that was never taught logic through grammar or systemmatic, sequential coverage of math topics (abstractions are taboo, remember?), and you have precisely the classroom recipe we have been dealing with in some schools, districts, and states for about twenty years.

If our Colleges of Education aspire to create mushbrains and then have their graduates meddle in the students’ inner subjective emotions to create a new sense of self and personal identity, professors pushing such a dialogic vision for the engaged classroom should not turn around and write Editorial letters that school tragedies must be the result of guns. The Second Amendment.  Lots more has changed in education. Targeting that inner self is a big part of what changed in the last 25 years or so.

The economist Thomas Sowell writes presciently that:

“Civilization has been aptly called a ‘thin crust over a volcano.’ The annointed are constantly picking at that crust.”

Well, in our case the annointed are largely education professors or those with sociology or psych degrees who have decided they get to decide what kind of future there is going to be and they plan to use their monopolies over K-12 and higher education to get there. Even though they clearly do not understand economics or history. I am going to stop what is not a funny topic to tell a funny, telling, story I read this week on the Cafe Hayek blog about Amitai Etzioni.

As you may recall, he’s the Communitarian professor whose vision of the future is so much a part of the Positive School Climate mandate, the real definitions of College and Career Ready, and the C 3 civics push for a Common Good emphasis. Apparently he suggested that until we can get national gun control legislation, people should voluntarily get rid of their guns and then put a sign in front of their home announcing that fact to strangers as they go by. Now should someone who finds that to be an inspirational idea really be who we are listening to on their vision of the future?

I had a similar thought this week as I looked through Spence Rogers’ Teaching for Excellence Materials. The co-creator of Transformational Outcomes Based Education with Bill Spady recommended pushing psychology prof Mihaly Csikszentmihalyi’s book Flow for all teachers using his classroom template. Since I have children in a school and district using Rogers’ work and had already written about Csik  http://www.invisibleserfscollar.com/what-if-higher-order-thinkingdeliberate-confusion/  it was time to get his other books. I already had Csik and his co-authors saying their education reform work was about “trying to direct the course of the future” and maligning capitalism.

I am actually using Csik’s 1997 book Finding Flow: The Psychology of Engagement with Everyday Life for this post and the title. If you believe excellence is about using the classroom to train students to “curb the goals” arising from “their genetic or cultural inheritance” (Ripping the whole cover right off Sowell’s volcano) and your psychological theories are being widely implemented, tragic results simply cannot be treated as unexpected. Or inexplicable. Just because tragic results were not Csik’s or Rogers or Spady’s or the principal or super’s intentions.  We are explicitly targeting feelings via the classroom to supposedly “restore an inner subjective order” and develop new attitudes not shaped by “our peculiar capitalist heritage.” Csik’s vision is to use school to push the idea that as the Hindus believe “persons were not considered to be separate individuals as we think of them, but rather nodes in an extended social network.”

This excellence via flow vision of Csik’s that is now part of teacher professional development rejects the transmission of knowledge purpose of the school. The emphasis on student performance outcomes and goals are all reflected in IB and the Common Core and the Standards for Learning and Teaching. All insist that education must be about experiences. Not abstract ruminating. By golly, if you are thinking and comparing on an assignment you need to be able to cite the passage behind your thoughts. Gee, I remember when A work was making a point even the professor had not thought of. Students today supposedly need a consciousness “full of experiences” where “what we feel, what we wish, and what we think are in harmony.”

That’s a flow experience to Csik and that aspiration by the government into the full spectrum of a student’s personality to be monitored via data and feedback to measure “personal growth” should not really be considered intrusive. It’s in pursuit of a different future after all. And if you wonder why teachers or principals sometimes get a glazed zealot look in their eyes when describing their PEAK teacher training or Peter Senge’s systems thinking seminars or Camp Snowball, this is Csik’s description of a flow experience.

“The metaphor of “flow” is one that many people have used to describe the sense of effortless action they feel in moments that stand out as the best in their lives. Athletes refer to it as “being in the zone,” religious mystics as being in “ecstasy,” artists and musicians as aesthetic rapture.”

If you need more proof that education and pedagogy no longer accept any boundaries– personal, spiritual, social, or political– in the determination to transform the student from the inside-out. Changing where students find meaning itself, here’s an interview with Professor Kazanjian who headed up the 1998 Wellesley Education as Transformation project that expressly also mentions K-12.   http://www.ikedacenter.org/thinkers/kazanjian_int.htm

If you have never read this post on Bela Banthy’s totalizing vision of education he called Achieving Excellence to take us to a different future, I suggest reading it. Now. http://www.invisibleserfscollar.com/who-granted-permission-to-spearhead-societal-evolution-to-a-global-cooperative-consciousness/ Then ask yourself why Bill Spady, who had directed Banathy at the Far West ed lab in Oregon later misdescribes the 1991 creation of Transformational OBE in Aurora, Colorado after it became controversial. And never mentions Banathy’s more comprehensive version of the OBE vision at all.

I think it is because Banathy gives the rest of the story. The economic and political transformation that all these education reforms and psychologizing of the classroom are actually leading us to. The planned society. The planned economy.

The highly emotional, manipulated to be servile and give in to the herd mind. Led by too many adults who are now always seeking a continuation of what felt like a mystic experience. Who don’t see anything wrong with trying to create a new world via the classroom. Who lack the knowledge to put the pieces together and then recognize why this cannot end well.

I wish everyone reading this post and blog a very Merry holiday season. Please do not be sad about the gravity of what I have been writing about. I don’t know why I was put in the precise places I needed to be over the last few years to get this story. But I was and I have it.

And I genuinely believe that telling it will make all the difference in really altering the future. But in a good way. Certainly better than what is currently intended for most of us.

Continuing Our Conversation on the Planned Psychologizing of Each Student via the Classroom

Friday was a heartbreaking day. I obviously wrote the previous post before we got the tragic news of those lost precious young children and the Principal, School Psychologist, and Teachers who lost their lives trying to protect them. It is certainly a reminder that in all my writing about what has really been going on in education and what the actual intended goals are, well-intentioned, brave adults are being manipulated in all this to be Inadvertent Agents of Change. Many are unaware of what the actual goals are and any past history. Or they are Intentional Agents of Change but nothing in their background could possibly alert them to the gravity of what is being attempted via education.

I cannot let the topic of what is planned go. After all, for a history geek  the phrase “general objectives of a spiritual, philosophic and cultural nature reflecting a certain idea of mankind” coupled with taxpayer money and an unaccountable bureaucrat in charge of obtaining the sought transformation is akin to waving a red flag in front of a bull. He wants to charge and gore. I want to find a helpful anecdote to illustrate the consequences and write. But being graphic so soon after Friday’s tragedy about what I know about Connecticut education and how long Outcomes Based Education has been ramping up the transformational summit there and then comparing what I know from my other examinations of similar tragic events will wait for another day.

I have a strong insights and lots of hard evidence that we must consider in time. Before these schemes and policies and procedures are fully nationalized. But not today. I have gone back though and pulled two older posts that many of you may never have seen.  I would like for you just to contemplate the kind of mental and emotional manipulation that has been going on with political aims in mind.  http://www.invisibleserfscollar.com/real-change-will-require-new-values-and-new-ways-of-thinking-or-social-engineering-is-hard/ is based on a March 2012 aspirational article in Scientific American. I also would like you to appreciate that the five basic shifts in human thinking proposed and quoted in that post left the planning stages quite a long time ago in many school districts. Let that reality sink in.

Then I would like you to read http://www.invisibleserfscollar.com/priming-delicate-minds-for-a-desired-disruptive-revolution-what-is-the-real-damage/ from early August and begin to appreciate just how Orwellian and manipulative the term “Best Practice” actually is. One of the solutions already being raised for shooting rampages apart from gun control is better Moral and Character Education. Both those terms have been hijacked by political radicals to mean changing values, attitudes, and beliefs through the classroom to again gain a collectively-oriented political and economic Transformation. That post will help you have the proper skepticism that the proposed solution will likely create more of the problem. And appreciate how subtle and mostly out of sight Bill Ayers’ activities really are.

As I so often do, I sought this past weekend’s solace and insights in history and decided to tackle John V Fleming’s The Anti-Communist Manifestos: Four Books that Shaped the Cold War. I thought I was taking a break but it turned into a real lesson on the importance of the “psychological mechanism of belief” as a prominent topic in all the autobiographies of the former Communists. In choosing freedom they had to examine all of their prevailing beliefs. Instilled from an early age. They each recognized and wrote about how it is beliefs that drove their actions and beliefs are not opinions. That really caught my eye.

All those former Communists recognize that beliefs must be confronted if they are to live in freedom. And the schemers who want to use education to gain a more collectivist 21st century society not grounded in Individualism or Capitalism keep referring to “changing values, attitudes, and beliefs” as the Outcomes Based Education mantra phrased it.

(Brief aside to reiterate, that OBE goal is now safely tucked out of sight for the most part in the 2012 poorly understood definition of what constitutes Learning and Student Growth and Achievement. Seriously if I did not know this already, it would be almost impossible to find. That was the idea.)

So like Values but less limited in number, Beliefs drive behavior. Frequently at an unconscious level. Very useful to control of you want to change society. False beliefs and tragic values can still be highly influential. Here are a few of the false beliefs these Communists had been taught to passionately believe. It’s not too much different from what many K-12 and higher ed students are today being led to believe.

“They believed that capitalism was immoral, indeed criminal, in its ‘exploitation of man by man.’ From its very nature capitalism was the cause of conflict, slavery, oppression, and human misery of every kind. The remedy was for them as certain as was the nature of the pathology and its diagnosis. The remedy was ‘socialism’. Just as in the seventeenth century Isaac Newton had for the first time in human history understood and explained the laws of the physical world, so also for the first time in human history had Karl Marx understood and explained the laws of the social world. . . The believed the USSR was a shining beacon, and the harbinger of socialism in the world. They believed the Western democracies were rotten to the core. They believed that the Sovietization of Eastern Europe was the historical equivalent of proletarian revolution, and that it was bringing the blessings of socialism to millions. Imperialist forces, headed by the United States, were actively preparing to initiate a war against the Soviet Union.”

All that strikes us in the West, especially from the vantage point of the 21st century and not the late 1940s, as stunningly false. Unbelievable. And the part I left out about the US and Britain being Sluggish and unreliable World War 2 allies? hits us as ungrateful and ignorant. But beliefs filter reality and each event in the real world was perceived through these set of beliefs as well as the fostered values of Community first. Submission to the wisdom of the Leader. It took quite a long time to reassess such a belief system.

Still does. Which is why creating a useful belief system was the goal of the Catholic Church in the MIddle Ages and the Communists in the 20th. It is also apparently why Ralph Tyler originally created Learning Objectives, which his student and good friend turned into Outcomes Based Education. Which is now called Norman Webb’s Depth of Knowledge and has been incorporated into both the SBAC and PARCC Common Core assessments. Scheming ideas never go away. They simply get new masking names like Higher Order Thinking Skills.

My other weekend diversion of research did not go as planned either. The Teacher’s Workbook for the Facing History curriculum I wrote about in concern here http://www.invisibleserfscollar.com/changing-the-filtering-perception-the-way-we-see-the-world-is-key/ came. And I was right to be concerned. If ever a curriculum was designed to foster hate (by fostering false equivalence between 19th century blacks in the US and what happened to the Jews in Germany) and drive future political action and create a false and dangerous belief system it is Facing History.

But what is easy for me to see as a history devotee would be difficult for the typical student or teacher to accurately perceive. They will become, as intended, passionately aggrieved. Under the delusion that Fascism has to be about race and involves a dictator. Taught to believe that Propaganda was what the Germans did to the Hitler Youth, not false attribution of historical causes in order to incite their passions.

As I said in that previous post Totalitarianism is a dangerous thing to misapprehend. I did appreciate the quote though of Hannah Arendt, right before introducing the great evil of Adolph Hitler to the students for the first time. Arendt is quoted as saying:

“Of all the forms of political organization that do not permit freedom, only totalitarianism consciously seeks to crowd out the ability to think. Man cannot be silenced, he can only be crowded into not speaking. Under all other conditions, even within the racing noise of our time, thinking is possible.”

Well, everything about OBE under whatever name it goes by and the Facing History curriculum and what we have been chronicling on this blog seeks to “crowd out the ability to think” in the sense Arendt meant as Totalitarian. Yet by including that quote and constantly using the term “thinking” to mean merely expressing an opinion or emotional beliefs and all that reflecting in journals, we are priming students to believe they are free.

When they are not in the least. And that false Belief System and reworked values designed to prompt political action at an unconscious level is the Whole Idea of these Reforms.

We live in interesting times. We will have to continue to look at where this created false belief system and SEL student-centered classroom have been and are going.

We need to stop using the classroom to create an obedient mind to make gulags unnecessary and stealth control possible.

 

 

Coercing Teachers to be Social and Political Saboteurs–What Can Be Done?

One of the greatest falsehoods, OK I’ll say it, Outright Lie, about the Common Core has been the repeated insistence that no one would be telling the teachers How. To. Teach. It seems like virtually everyone is. That’s the Whole Purpose of these New Teacher Evals and weakening Tenure. That’s why the NEA goes along. Well, at least its leadership who know the real long-term game. The delegates and members? Not so much.

There’s a reason that the teacher evals to be used now track back to people like Charlotte Danielson, Ray Pecheone, and Robert Pianta who were involved in forcing the related Outcomes Based Education (OBE) on classrooms in previous decades. Same goals of changing the student at the values and attitudes level. Just different language and different enforcement mechanisms so this national and international effort at student and teacher subjugation can be touted as “state-led.” Or the New Super’s Idea of Excellence and Quality Learning which seem to be Benign terms, right? Long time readers know better.

CCSSO (the political interest group that represents the chief state ed officers in each state and is financially sponsored by all sorts of businesses with a vested interest in its policies in a first rate example of Cronyism to the core) came out with Model Teaching Standards in 2011 after most states were on board. http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf is a copy if you have never seen it that mandates student-led and new assessment driven (funded in that 2009 Stimulus Act to the tune of hundreds of millions).

By the way, both the SBAC and PARCC assessments to change classroom practice and what gets measured as the results of all that expensive K-12 schooling use the OBE-influenced Norman Webb Depth of Knowledge template we have already talked about. http://www.invisibleserfscollar.com/the-intentional-insurrection-in-texas-supers-override-governor-legislature-and-taxpayers/ explains why Texas classrooms look like the actual Common Core implementation in other states. All mandating student-led, Depth of Knowledge, and the also OBE-tied Understanding by Design as the means to measure the results of the classroom.

Two more housekeeping matters teachers and parents and then I can get to the juicy part of this story. What is being mandated for the Common Core classroom also is called Standards for Teaching and Learning. It was developed in Chicago and has ties to the Chicago Annenberg Challenge, Bill Ayers, and someone even more famous from back when he was less well-known. http://www.invisibleserfscollar.com/didnt-the-president-just-admit-ccssi-was-a-ruse-to-change-classroom-interactions/ Finally, President Obama’s 2008 Education Adviser, Linda Darling-Hammond, just came out with a report (with Ford and Sandler Foundations funding) classifying Effective Teaching and what evals should be measuring in light of the behaviors required by those Model Teaching Standards linked above.  http://edpolicy.stanford.edu/sites/default/files/publications/creating-comprehensive-system-evaluating-and-supporting-effective-teaching.pdf

Now that’s a lot of legwork to change classroom practices without it being apparent. Why? Would you believe it goes back to the height of the Cold War and the early 70s and the Soviet Union and China and a very tense world? Yep. And the UN and trying to get everyone in the world during that tense time to change their education practices. Knowing perfectly well that changing education practices would only matter in free societies. In dictatorships, not so much. Which is why this report and its recommendations are so troubling. Not only does it tie to everything going on and being recommended for K-12 and higher ed all over the world right now. But it is clearly education to make one fit to be a subject. Tolerant of being told what to do.

This so-called “right type of education” for the global future was to be a revolution in man’s “inner space also; a new union of science and spirituality.” Yes I was laying a path in those last several posts where we started with Alice Bailey’s From Intellect to Intuition and there is even a listed Ford Foundation adviser who was officially a member of the panel issuing this early 70s UNESCO report. Again, what are the odds?

But to get this “interior revolution” that will lead to a “subsequent social revolution” requires a rejection of traditional instruction and pedagogy to one focused “above all” on developing “personality and attitudes.” Doesn’t that sound just like OBE?

See if this quote sounds like what is being mandated in the classroom and imposed on teachers and students by the accreditation agencies and eval criteria and Cambridge Education’s Quality Reviews and models like Spence Rogers’ Teaching for Excellence?

“Democratizing education will only be possible if we succeed in shaking off the dogmas of conventional pedagogy, if free and permanent dialogue is set up within the educational process, if this enhances individual awareness of life, if learners are guided towards self-education [sounds like the learner-centred classroom to me] and, in short, change from objects to subjects. Education is all the more democratic when it takes the form of a free search, a conquest, a creative act; instead of being, as it so often is, something given or inculcated.”

That’s the type of education the Communists wanted the West to adopt at the height of the Cold War. There was even a Soviet delegate on the panel and he admitted the new desired pedagogy was based on what the Soviets called psychopedaegogy. Which would explain its bloody history upon transferral to free societies like the US. http://www.invisibleserfscollar.com/how-much-innocent-blood-will-it-take-to-stop-sel-manipulation-for-political-gain/

Sorry but Toxic Social Goals call for Graphic Language if we are to have any chance of halting a Massive Social Engineering Project to remake the national psyche through education. In other places this “non-directive pedagogy” is also referred to as providing “psychotherapeutic data ‘centred on the client.” Given how much of Common Core is about using gathering, and responding to, data on actual student learning. Which is (elsewhere) defined as Changing Student Values, Attitudes, Beliefs, Values, and Behaviors, the acknowledgment that this is psychological data and based on Carl Rogers’ and Kurt Lewin’s work should give everyone involved in education pause.

Teachers being told they can no longer be the “Sage on the Stage” can relate to this passage decreeing that (italics in original):

“the teacher’s duty is less and less to inculcate knowledge and more and more to encourage thinking; his formal functions apart, he will have to become more of an adviser, a partner to talk to; someone who helps seek out conflicting arguments rather than handing out ready-made truths. He will have to devote more time and energy to productive and creative activities: interaction, discussion, stimulation, understanding, encouragement.

Unless relations between teachers and learners evolve accordingly, there can be no authentic democracy in education.”

And authentic democracy in education in the West would help the early 70s Advocates of Evil prevail in the Cold War. Such a psychologizing of education amounts to unilateral intellectual disarmament. Why? To prevent people who can accurately piece together a plan even though no one ever told them what was going on and how it related. There was and is supposed to be no whistle blowing in time.

So the Cold War is officially over despite Putin’s recent sabre rattling and war gaming, why is this still being pushed in 2012? Well, I believe UN Climate Chief Christiana Figueres gave the answer at the end of this recent interview with Yale’s Environment 360. My italics this time.

“It is the most inspiring job in the world because what we are doing here is we are inspiring government, private sector, and civil society to [make] the <i>biggest transformation</i> that they have ever undertaken. The Industrial Revolution was also a transformation, but it wasn’t a <i>guided transformation from a centralized policy perspective</i>. This is a <i>centralized transformation that is taking place</i> because governments have decided that they need to listen to science. So it’s a very, very different transformation and one that is going to make the life of everyone on the planet very different.”

The Cold War may be over. Aspirations of politicians and bureaucrats from the international to the local level to plan society and dictate what individuals are to do (or not) and how economies will work while living at taxpayer expense. Not Over in the Least.

Now that greedy reality appears to be perpetual. It survived the Cold War and is alive and well in 2012. And trying to force teachers to be Agents of Change in a social revolution that will not turn out well or as planned.

This is a good time to talk about this. On the front-end.

Now It’s Head, Heart, and Hands to Get Us to Environmental, Social and Economic Justice

No, we have not had a Dr Faustus moment since the last post where the human soul went missing. Just a matter of tact when you want widespread changes to pedagogy and classroom practices and teaching beliefs. Diplomacy and a desire for successful adoption without a brouhaha over what’s being pushed suggests tucking those intentions to alter values and help the students search for meaning and purpose in their lives into the generic Heart designation. Or in Student Engagement as a Goal. Just some feelings after all coming into the classroom to help the students deal with their experiences. Those existential issues that lead to a sense of crisis and adaptation but otherwise nothing to worry about. The questing for answers is just a part of growing up. It’s not like they have a solid base of history or characters from classical literature to help them frame their lives.

If you are still not sure why we have to talk about spirituality apart from its omnipresence in the intentions for K-12 and higher ed, it goes to quietly gaining widespread acceptance of the planned transformative social, economic, and political change. Not just in the US but all over the West. Because the literature leaves no doubt over what is sought. The only real question takes us back to how much economic redistribution–strict Equality of Results or Bounded Inequality? What level of personal freedom will be left? Are fossil fuels still allowed in a Low Carbon future? What if that means no reliable efficient energy? If these admissions seem startling and you are just reading this blog wondering what Common Core will look like in the classroom or why the UN and the US EPA keep pushing to regulate carbon dioxide, four simple words for you.

Means. To. An. End. Several in fact. Not really about content or temperatures. We are in fact about to have a rerun of the State vs Individual and desire to control the economy that is very similar to what happened about 100 years ago. Igniting a conflagration in 1914 that was supposed to be a lark and over by Christmas. I personally am hoping for better results this time which is why I write. But I have no delusions about what the stakes are. And if all these mentions of values and meaning-making and Authenticity and College and Career Ready actually having a Communitarian emphasis make no sense, maybe this passage based on insights from previous attempts at such equality will help (my bolding):

“a political-economic framework that can execute the redistribution standard requires a cultural context in which social actors are guided by a shared view of themselves a embodying a ‘community of attitudes’ or ‘collective conscience’ . . . The harmony and stability of the collectivist society envisioned by Rousseau and Durkheim depend on people viewing the constraints of society and sovereign will of the state [how Washington DC seems to see itself] as the natural order of things. They must also transfer to civil society the commitment they had traditionally held for the sacred, and schools must teach children the importance of the political community’s claim to their loyalty and of their commitment to the morality of the collective.” Anne Wortham, http://mises.org/daily/6288/Obamas-World-of-Social-Justice under The Cultural Context

Professor Wortham nailed the why. Let’s look at just how broad the definition of Spirituality becomes as the target of education now and the source of Education as Transformation. This is from an essay called “Spiritually Engaged Pedagogy:The Possibilities of Spiritual Development Through Social Justice Education” and is intended to be a warning on how easy all these Values, Attitudes, and Belief altering plans are to now get into the classroom. All classrooms. Holistic spirituality is what it aspires to be. Also looks like the IB Learner Profile for some of you. This is also why we have to have a Student-Centered focus.

*Spirituality is a lifelong development of a sense of the authentic self.

*Spirituality places us in relationships with others through care and outreach.

*Spirituality involves ongoing construction of meaning and knowledge.

*Spirituality and spiritual experiences can be symbolic, unexpected, and present in learning environments.

* Spirituality emphasizes interconnectedness and wholeness.

Long-term readers of this blog may have just spilt their morning coffee on what may now be a sticky keyboard. But those intentions pick up Peter Senge’s Systems Thinking and Bronfenbrenner Ecological Systems Theory and powell’s insistence we are not Unitary Selves anymore. It’s also the New 3 R’s-Rigor, Relevance, and Relationship. It’s  Vygotsky and the Sociocultural Theory that got adopted as part of Education for Life and Work. This broad concept of Spirituality completely saturates the actual Common Core implementation we have been documenting. And for good reason.

Transformative change, to have any chance of success (I imagine you and I have a different definition of success than the bureaucrats) has to start with the individual. Changing him or her from the inside-out, while they are young enough to be malleable. Some revolutions have the best chance for success as a fait accompli. That could be the operating motto for Transformative education for a radically transformed society. And planet when you add in the Environmental intent to no longer exploit nature. Different advocates take that goal anywhere from a little backwards to a Leap as if you can moderate the rejection of reason and the “free play of intelligence.”

I have protested before that my caution in advocating for 21st Century Utopias does not make me a Scrooge.  I have read through all the Henriot & Holland Pastoral Cycles Linking Faith,  Action, and Social Issues many religious faiths are putting out as they advocate for social justice and cannot find much more to the analysis than “It’s not fair” and “I wish it were different.” Feelings that the world could be more just may lead us to ignore what works that we are not seeing in favor of the remnants that could be better. But blindly jettisoning what works. Asking K-12 or college students to be aware of their positions of privilege and to name and understand injustice, while “providing opportunities for students to consider their own vision and participation in a more just world” strikes me as dangerous. Would you let an art major design a load-bearing bridge? Of course not. Why would we push people who do not know what got civilization to this point of progress and what failed in the past to decide what would be better?

“Social justice is a set of principles and a process that governs humans’ behavior to one another and the natural world. Social justice is based on the premises that society is characterized by inequalities in resources and influence, and that individual and collective actions can and will transform society. Social justice promotes awareness of inequalities, action to redress inequalities, and ongoing habits of mind and actions that continue to address inequalities.”

Does that strike anyone else as a dangerously naive mantra to be learning to habituate? No one defends inequalities or differences in influence as good in themselves. They are just the natural by products of a focus on the individual and freedom to trade and develop ideas that benefit more than the people involved in the trades. The inequality from economic freedom is tolerated because our choices are (a) to have inequality of incomes but at a higher average income for all. Or (b) to have a relatively equal distribution but at lower average levels for everyone. That’s the choice. Is anyone explaining that fundamental fact to the students learning about social justice? Would that reality affect how they feel about social justice? No, you know why no one wants to frame it honestly. It would influence the advocacy for redistribution.

And the desired sense for community. That will make today’s students so easy to exploit emotionally as adults. And politically. I mean grow up. There are individuals involved in these various Justice movements with good intentions. But this in the aggregate is not a well-intentioned initiative, not at the UN-level or the national or locally. It’s a power play by politicians and bureaucrats and their Cronies. There will be no parades or trenches or poison gas to tell you that your future, your wallet, your children, and the legitimacy of Individualism and self-interest are under organized attack. Hoping for a lasting victory.

I call these types of pedagogies and political theories unilateral intellectual disarmament. Everything that brought progress and prosperity is being jettisoned so that Government officials and their Cronies can direct the economy, control natural resources, and dictate permissible personal behavior. Social Justice education at its core cultivates a self that will go along. Preferably without recognizing what is to be lost.

No wonder Bill Ayers advocates it as far superior to bombs.

 

Truly Effective Teaching Involves the Awakening of All Three: Heart, Mind and the Soul

The graphic levels of personal, psychological, manipulation laid out in the Chapter on “Whole Systems Thinking in Education and Learning” (from the same source as the Change the Filtering Mindset from the last post) sent me scurrying for a way to put what was going on into perspective. It fits too well with what was being pushed in the name of Transformational Outcomes Based Education in the 90s for me to pretend “Oh No, they do not really mean that.” It fits with the actual PBIS/Social and Emotional/Deep Learning Emphasis of the CCSSI classroom implementation I have been profiling for months.

This is the reality, folks, and the prevailing belief is that no one in the US or elsewhere in the West can stop Transformative Noetic Change now–both within individual students and culturally for entire societies. If this were a science fiction movie, this would be the point where the female heroine whispered to the sound of thundering hoofs and gathering clouds of dust that “They are coming.”

Who is they? Why a modern day class of what the Soviets called the Nomenklatura, politicians, bureaucrats, hangers-on, and Crony Businesses all wanting to either live at taxpayer expense or have access to the privileges and protections of an aggressive regulatory state. People, this is the historic norm. The norm of a lack of individual personal freedom that parts of the world for a few hundred years in human history managed to put behind them. Until the uniqueness of this way of living became taken for granted like a Legacy Trust Fund that had always provided and every one ceased to learn the habits of mind that had made it possible in the first place.

That we are looking at a massive act of Global Social Engineering is not news to me http://www.invisibleserfscollar.com/real-change-will-require-new-values-and-new-ways-of-thinking-or-social-engineering-is-hard/ but it may be news to you. My scurrying for history though this time took me to 1942 and Anthropologist Margaret Mead and the Conference on Science, Philosophy and Religion.  There I got an open acknowledgement, decades old, of an intention to use the Social Sciences, what she calls the “recipes of science” and her concern, sort of, over the implications:

“to manipulate people, we shall arrive at a totalitarian rather than a democratic system of life.”

See I am not being hyperboliic in imagining these Aspirations as the essence of what traditionally merited the phrase Totalitarian. Margaret Mead herself said the “plans for altering our present culture” by using the social sciences as “experimental material” commits us “to the manipulation of persons, and therefore to the negation of democracy.”

If it negated it in the perilous times of 1942 when the essence of Totalitarianism was well-known and a daily reality, it still does in 2012. By the way, Mead’s answer was not to reject the manipulation via Social Sciences, like Pedagogy, but rather to stress the Values of  the Means Used rather than the Ends sought in some desired Blueprint of Change. So instead of emphasizing the known Fair Shares Society of Goodwin Liu and Social Citizenship or the Future Earth Alliance as the End, we get the Value of educating every student equally, a Means. No less Manipulation. Still Social Engineering. What we call a Distinction without a Real Difference. Mags, this Means-End distinction given the Totality of the intended Social, Political, and Economic Transformation may have made you feel better in 1942. But we are still dealing with what you recognized  as the “negation of the moral autonomy of the human spirit.”

I am now back in the 90s and the 21st Century with a quote on how to gain Transformative Individual Change in Students in order to drive “the shift in society as a whole” via education. This is a long quote with my snark in brackets to remind you we are already dealing with all these described dimensions. Italics in original quote.

“Learning should involve ‘three awakenings of the mind, the heart and the soul (if) truly effective teaching’ is to take place . . .learning can involve the cognitive dimension (which is traditionally seen as the core of teaching) which involves the intellect; the affective dimension, when intellectual knowing moves to a personal and connected [Relevant as in Willard Daggett's Relevance makes Rigor Possible] knowing involving the emotions [which is why we hear the term "engaging the student" over and over again now and why Spence Rogers' PEAK teacher training materials keep mentioning targeting the feelings of the students]; an existential dimension where students are faced with questioning their values and ways of living and with the challenge of the reconstruction of their own sense of self [this is what is meant by the euphemisms of Challenging and Rigorous and Higher-Order Thinking that make parents of Gifted Students falsely believe their Child will get the Academic Knowledge that is fast becoming Forbidden as bolstering the Independent Axemaker logical Mind]; an empowerment dimension, which, if the existential crisis is resolved, involves a sense of responsibility, commitment and direction [College and Career Ready's Real Definition bound up in Amitai Etzioni's Communitarianism?]; and an action dimension, [Isn't that John Dewey's definition of the religious achieved through education?], which, if the questions raised by the first four dimensions have been resolved, involves the development of informed choices at personal, social, and political levels.”

Programmed via Peter Senge’s Systems Thinking and holistic intervention via the classroom on how to handle yourself politically? An Inculcated Mandate for Altruism and the Common Good with little ability to discern whether the assigned definition really makes Long-Term Sense? I really did go look up brainwashing in two different dictionaries after reading these plans. And the only thing good about having a child in a high school and district seeking to be a leader in this Transformational Educational Change template in the US is I personally recognize hearing the plans for every last one of those dimensions. I am not in the faces of the Gypsy Principal and Super only because I have bigger plans for this information. To tell you, concerned parents and taxpayers (and quite a few teachers who still want to teach real content) all over the world, what is coming and why.

Before I finish with the rest of the quoted plans, the blogosphere started noticing the real Common Core implementation this week in this story http://www.powerlineblog.com/archives/2012/12/obamacore-the-substitution-of-propaganda-for-great-literatiure-in-our-schools.php. Good. They are rightfully concerned with the federal government dictating to schools that a certain percentage of high school reading has to be Nonfiction. The story accurately recognizes that this mandate will lend itself to political propaganda in the classroom. Yes, absolutely, and that’s the whole idea. Especially readings that engage Heart and Soul in a compelling manner so that the instilled Beliefs substitute for Rational, fact-based Thought.

Imagine if the concerned parents and taxpayers outraged over the nonfiction mandate fully appreciated the story we have been uncovering? Or the intention in the next paragraph after the five dimensions I just described to use Joanna Macy’s despair work on students. Now won’t a federal Nonfiction mandate come in handy when you already intend to have students “engage with their feelings and pain for the world in order to reconnect with it“? The official recognition by the Credentialed Transformational Schemers that “a true sense of empowerment must come from both the head and heart.”

Well, they left out the Soul that time in the quote but not because there has been any reconsideration of what we saw in previous posts. Wait until I explain in the next post how the government would just like to have a monopoly on Values and sees the promotion of Religious Pluralism, officially sanctioned now of course, as the best way to get to get there.

If I were a fiction writer with a soaring Imagination, I could never come up with a story that rivals merely reporting the Facts on what is really going on via Education. Well-hidden facts to be sure but Verifiable nevertheless.

Changing the Filtering Perception, the Way We See the World, is Key

Key to shifting the dominant Social World-view away from the fruits of the Enlightenment. Apparently modern-day Schemers who prefer to do our planning for us in the name of a theoretical Ecological Cultural Worldview they have been writing about, and speaking at conferences about, now want to jettison the:

“dominant techno-scientific worldview which influences us all, is essentially positivist, objectivist and reductionist, and based upon the root metaphor of mechanism.”

In plain English, mechanism means Cause and Effect which seems to be a dangerous thing to try to jettison. Bet it really won’t leave. Reality is always out there whatever our manufactured, perhaps false, perceptions or ignorance of it.

My scheming prof from the UK whose Systems Thinking dissertation was widely cited in the run-up to last March’s Planet under Pressure confab in London says we need a new way of thinking. Sounds much like Paul Ehrlich, doesn’t he? Or “reperception.” Whatever is necessary to “allow us to transcend the limits of thinking that appear to have led to the current global predicament.” I am tempted to ask what global predicament and what really caused it.  I can also smell Hayek’s “the fatal conceit” coming where professors or bureaucrats are redesigning complex social systems that were never intentionally designed in the first place.

First note to Social Engineers–”Remember, Piecemeal is Your Friend!!” But no one invited me to participate in the Caviar and Champagne confab so I will have to tell you my thoughts instead. Then track this through to the All Important How. We deviated to discuss Spirituality as a Target and a desire to manipulate the human desire for inspiring motivational beliefs for a reason.

My scheming Ecology Prof says Perception is “informed by the inspirational, the affective, the imaginal, and the experiential domains.” I think we can now agree that radicals with plans for fundamental transformation via education are targeting all those areas. That’s what the last 3 posts especially have been about plus everything all summer on social and emotional learning. Check Box 1.  Moreover, the perceptual filter each of us has, whether we are aware of it or not, is “colored by:

1)Our spiritual grounding and awareness;

2) Our Belief System;

3) Our creative imagination; and

4) Our experiential histories.

So education targeting any of those goes after Perception. This is especially critical to reforms like Outcomes Based Education and Systems Thinking that are really targeting all of the above. Why? Want a refresher?

Before murderer Che Guevara became venerated as a pop art icon suitable for mass apparel, he wrote a book called Man and Socialism in Cuba. In it he wrote that (my bold):

“The vanguard group is ideologically more advanced than the mass; the latter is   acquainted with the new values but insufficiently.”

If you want a revolution or a paradigm change or a rejection of the dominant world-view, especially one that did bring unprecedented levels of global prosperity to the masses, you need New Values. It’s apparently part of the Overthrow 101 Syllabus. And that is consistent with what we are seeing throughout the real Common Core implementation and what we are seeing all over the world.

Now for the how. On November 30 Ed Week had a small story called “Multiple Perspectives in an International Classroom.” This paragraph jumped out at me. The Multiple Perspectives Instructional Design:

“compels students to analyze the past not through a textbook, but through various primary-source documents. The aim is to integrate the stories of conquered groups with the opinions of the conquerors, thereby enriching the classroom discussion. By incorporating these new perspectives, students develop a clearer understanding of how historical events have shaped society today.”

Misunderstandings building on emotion and ignorance and perhaps valid frustrations is far more likely. Then there is the alarming passage that “teaching with student perspectives refines students’ identities and beliefs.” Well, how fragile those must be then. I wasn’t quite hyperventilating yet but this is a painful strategy to read about. Especially when something called a four-corners discussion got thrown into the Bubbling Cauldron of Emotion. This technique pushed by the cited group “Facing History” is meant to “illustrate how political statements draw upon personal experience to articulate a viewpoint.”

The question asked was–”Those who make more money should be taxed more money.” Students go to corners based on Strongly Agree, Agree, Disagree, and Strongly Disagree. Then they try to persuade each other to switch corners. Two points come to Mind. First, this is not History whatever the name of the class and it is only Social Studies in the Deweyan sense of Social Engagement and Interaction as the purpose of the classroom. Secondly, what a tremendous exercise in priming students to yield to the herd instinct. To the primacy of the Group. All alone in your corner? What do you think you know that we don’t? Or what selfish interest are you trying to protect?

I am also tempted to tell you what I think of seeing former colonies as about having been conquered when it was the only time some ever had a rule of law and some protection against predation by the Ruler over the Ruled. And yes there should be a special ring in Hell for what the Belgian King did to the Congo. This is a curriculum that builds on Ignorance and plays to Stereotypes and then lards on Grievances and then Builds up Personal Identities from that Bubbling Brew? I had enough false lenses in that new C3–College, Career, and Civic Life Framework.

To make sure I was fair though I went to the “Facing History” website to take a further look at what was being pushed. I knew it had famous patrons now living in DC but I had never systematically looked at it. My analysis so far from looking at the website and reading both “Margot’s Journey” about founder Margot Stern Strom and her “A Work in Progress” is this is not a history course in any traditional sense of the term. In fact, it appears to be a fair amount of Bad History. Why? It is a combo of creating New Moral Values and a Sense of Identity from the “lessons” and a Personal Behavior Intervention program. All to create a Mindset for Social Justice.

And not to be elitist about History but Totalitarianism and its causes is a dangerous thing to misapprehend. Pushing emotional false beliefs for political gain is playing with fire. Especially when using the Holocaust and talking about a regime that itself rejected reason in favor of cultivated emotional beliefs. What gave rise to the Nazis was not individual hate so much as using education in the 19th century to create a widespread unconscious motivating belief that the Group and the Race and the Country had Primacy. There was no room for the individual in that Belief System. It was not a place where individuals and their personal choices were the prevailing drivers.

So I am worried that horrific events are being used to create false Beliefs and erroneous but Useful (to a Political Schemer intent on Transformation) Values. We seem to be back to a curriculum similar to the one Robert Hutchins laid out in 1968 without being honest that is what is being pushed.  http://www.invisibleserfscollar.com/using-education-to-shut-down-free-choices-and-then-redefining-as-personal-autonomy-orwell-lives/ I picked that post for a reason. Carol Gilligan and Kohlberg a la Stages of Moral Development are both involved with “Facing History.” So is esr, Educators for Social Responsibility, with its PBIS/ Social and Emotional Curriculum for Middle and High Schoolers, that we saw in our Responsive Classroom post. http://www.invisibleserfscollar.com/locusts-of-the-mind-boring-gaping-holes-altering-wiring-and-living-on-our-dime/ And honestly too many other people we have encountered in this blog. All pushing changing values and mindsets and morals to change society. Selling the Vision that 21st Century Utopias could be a Reality.

I think it is dangerous to teach students, especially those whose misperceptions are unlikely to be corrected at home that “history is largely manmade.” History is a lot of accidents and unintended consequences. Intentions are not the viable reality. Going on to tell students that “what civilization is and what it may become is directly related to each one of us” is misguided and downright dangerous. It’s woefully not true and leaves students unguided by accurate lessons from the past. It leaves them prone to jettisoning what is flawed but fixable in favor of a Dream that is unworkable.

So how do you get to a new Paradigm or Prevailing World-view? In the name of history you teach false but Transformative Values, Attitudes, and Beliefs utilizing the power of the Group and encourage each student to use them “in our lives, take it in, and make it a part of our identity, individually or as a community” as the recommended way of “dealing with ourselves.”

Then you make the definitions of Growth or Student Achievement measuring each Student’s developing Competencies about what a curriculum like “Facing History” is pushing. How is it changing the student? With that Change being defined as Learning.

Orwellian redefinition being another part of the Overthrow 101 Syllabus.

 

 

Producing Docile Instruments and Captive Souls–Putty at the Hands of the Predator State

Biddable was the term that came to mind for the Desired Heart and Mind from Alice Bailey’s New Education in the last post. The one with the support of UNESCO and its global cultural tentacles. No, I don’t visualize everyone in the classroom holding hands, wearing white robes, and chanting. That would be obvious and the point is clearly not to convert but to minimize everything historically that fostered that sense of individuality. What john a powell deplored fairly recently as the Unitary Self that needed to be destroyed. All this jockeying about the nature of  education, then and now, is really about creating the World-view or Mindset that will interpret the experiences of life it encounters. How Reality is Perceived. Permanently.

In fact that recent CCSSO C3 Social Framework I wrote about is stunningly graphic in its language about the “lenses” students are to practice using over years of classroom experiences. Probably one of the most explicit descriptions of “Creating a False Consciousness for Dummies”  you will ever read.

The first chapter in Bailey’s 1932 book is called “The Purpose of Education.” She does see it as private meditation about how to change the World. Without nuisances like a store of facts getting in the way of the Sought Vision of What Might Be. This quote is a little long but, I believe, this is the passage that gives rise to the mysterious “Sense-Making” Goals of Education now all over the world. Likewise, I maintain this is the source of what CCSSI means by “Understand” throughout the Standards. It also appears to be the driver behind the “Deep Learning” mandates we have covered. Page 32 if you choose to get a copy of From Intellect to Intuition. Emphasis in original.

“All education in the East is purely directed towards Sense-understanding, which . . . is the only way that can be shown as leading to a raising of the level of essential Being . . .The essential thing is not information, but understanding, and understanding can be attained only by personal creative application [now you know why Creativity is one of the 4 C's of 21st Century Skills and why the CCSSI assessments are to be about applications with no fixed answer about real world problems]. . .Sense-perception always means giving a thing a meaning; [not assigned by a textbook or transmitted by a teacher in a lecture] the dimension of Significance lies in the direction from within  to the outside . . . Information is gained from without to the inside; understanding is a creative process in the opposite direction.”

And that emotionally-driven sense-making of experience not grounded in Facts is what Bailey says develops the “capacity to function in the larger consciousness.” which would be highly useful to Schemers wanting to break the Western tradition of Individualism. It certainly sounds like the kind of web of interconnectedness the Systems Thinkers and Deep Ecologists desire. And in 1932 if Education was to be the global vehicle for this Change in Personal Mindsets, John Dewey must be the Prophet of Change. No one else had his influence. So my epiphany in the Car Pool Line as I read Bailey’s Goals was “What’s the connection between John Dewey and Buddhism?” Ding. Ding. Ding. We have a winner.

Bailey herself said that the purpose for what she called the New Education was the “training and development of the individual for social ends, that is, for the largest service to man. . .” We exist to be instruments in other words. Sounds like Dewey too.  Now it turned out that linking Dewey and Buddhism produced an avalanche of links. I am going to give the essence of what is pushed and links for anyone’s further investigation.  And this really matters. It turns out to be inextricably bound up in the UN’s Vision of Education for All and its Sustainability initiatives as well the definitions of Global Citizenship we keep hearing vague references to.   http://www.daisakuikeda.org/sub/resources/works/lect/lect-08.html&pid=print is the seminal lecture from Columbia Teachers College on June 13, 1996 by Daisaku Ikeda, Buddhist philosopher, peacebuilder and educator called “Thoughts on Education for Global Citizenship.” It lays out the similarities between Dewey and Makiguchi, the Japanese inspiration for SGI, Soka Gakkai International (check its partner list if you want to check its active participation among the Who’s who of Global NGOs).

Since everyone reading pays their taxes wanting education to be about:

“true happiness is to be found in a life of value-creation. Put simply, value-creation is the capacity to find meaning, to enhance one’s own existence and contribute to the well-being of others, under any circumstance.”

You do realize that “well-being” obligation and definition of Student Growth is straight out of the Belmont Challenge we chronicled as the Blueprint for Redevelopment of the Global Society, politically and economically going forward by 2020, don’t you? With UNESCO involvement. Read on. This cannot be coincidental.  Ikeda desires education to be about the “all-encompassing interrelatedness that forms the core of the Buddhist worldview.”

Now I have an idea. To get around those sticky concerns about the separation of Church and State, especially in the US, let’s call the interrelatedness a System or Web and require students learn about it. Maybe in the new C3 or Science Frameworks. Then it appears Secular and Perfectly Permissible. In fact, we can take the phrase “Buddhism seeks to cultivate wisdom grounded in this kind of empathetic resonance with all forms of life” and call it Ecology and Sustainability and Systems Thinking. Then it gets to come into the classroom to alter the Student’s Permanent World-view. In a religious way. Without saying so.

In fact Ikeda sees the Concept of a Global Citizen to be grounded in the Buddhist concept of the Bodhisattva–”one who strives without cease for the happiness of others.” Americans get to secularize that Buddhist concept as College and Career Ready as we have seen. Here’s also a 2002 Speech at the Ikeda Center for Peace, Learning, and Dialogue at Harvard called “Democracy and Global Citizenship: Creating Value by Educating for Social Reform” by the Director of the Center for Dewey Studies commemorating the 50th Anniversary of Dewey’s Death. http://www.ikedacenter.org/thinkers/hickman_lecture.htm Hint: Hickman’s Vision for finally enacting fully Dewey’s work looks a lot like the CCSSI and global education reform implementations we have been chronicling.

I want to pivot though to a March 2009 lecture called “Daisaku Ikeda and John Dewey: A Religious Dialogue” http://www.iop.or.jp/0919/garrison.pdf which chronicles the similarities to Buddhism but calls Dewey’s vision for education and the schools “religious humanism.” Here’s a taste:

“The primary difference between ‘religion’ and ‘the religious’ for Dewey is that religion confines itself to a special domain of human experience usually associated with the supernatural and, therefore, does not intervene to alter the affairs of daily living.”

Dewey wanted to change the nature of the world, politically, economically, and socially. His education vision starts with classroom activity that “moves forward to restore the wholeness of the self through right relationships of dependent origination in the world.” Not just the new 3 R’s again but the impetus for all the Group Projects and Mandates of Collaboration. What Ikeda and Dewey want is education that is a “religious” experience as in students who “feel the desire to engage the world to transform it and make things better while experiencing a sense of being sustained by the larger whole that they serve.”

But no one, except me, is being forthcoming with the public around the world that these are the visions and ends being mandated for 21st Century Classrooms. All we get are vague “the process is more important than the content” or “must now be a student-centered classroom.” No one mentions Alice Bailey’s troubling one-world vision from the Cold War Era that is no friend of traditional Western culture. Or Ikeda’s vision that is admittedly grounded in attaining Buddahood in this life. We now seem to be calling that Service Learning and insist that it is Suitable for All Students because it is Engaging. Or Dewey’s Political Vision for Social Reconstruction Education grounded in his admitted Atheism.

Did you know John Dewey was one of the founders of the ACLU? None of this would be news to the ACLU so determined to take Judeo-Christian influences out of the public schools. So much for claims Secularism is the Goal. A different Kind of Spirituality is a More Accurate Description. One Useful to Those who Seek a Stronger Economic Role for the State that does Not Want to Worry about Pesky Individuals Impeding Progress Towards a Sure to be Great Collectivist Future. Yes, the post title is based on something written about Stalinism  in 1954 on what the State there needed in Citizens. Seemed apt.

All the great historic civilizations of the past recognize that it is spiritual values or ends that influence individual behavior or social culture. When Madalyn Murray O’Hare and the ACLU took the prayer case to the US Supreme Court, they were really trying to take out the traditions that impeded a different Vision for where the US should go. SCOTUS was in no position to know the reality of Sought Influence I have laid in this post.

These prevailing Values and Ends are what Ikeda and John Dewey and Milton Rokeach and Peter Senge and Spence Rogers and William Spady and Outcomes Based Education and Systems Thinking and Competency all want to change.

They are the key to how individuals interpret reality and their concepts of moral order. And right now only the Communitarians and Collectivists are at the table to influence the Values and Ends allowed into the Classroom.

Now what are we going to do about That going forward?