Deep Diving to Internal Mental Models to Increase Leverage for Accomplishing the Great Transition

No, deep diving is not a Grab Your Attention Play on the ubiquity of the ambiguous term ‘deeper learning’ as a fundamental goal of 21st century education globally. The last fundamental transformation confession that was lurking in that IPCC definition of Adaptation we have been discussing in this Spheres of Desired Transformation Quartet was from a 2011 Conference in London where once again our invitation went missing. Sponsored primarily by the World Wildlife Fund-UK and called the Smart CSOs Conference, the report was called Effective Change Strategies for the Great Transition: Five Leverage Points for Civil Society Organizations. Troublingly and in disregard of my recollection of civics in the US, the document seeks to achieve invisible global change because “similar to governments, CSOs have a mandate to serve society’s interests, but they do not face the same constraints as governments.”

Oh, goody. Especially since the report notes in discussing the leverage points for the wholesale transformations intended by the Great Transition that “increased leverage can be found by diving to the deeper levels of the iceberg depicted [in the report but taken from Peter Senge's 1990 book The Fifth Discipline Handbook] and draw our attention to and shift system structures and mental models.” When people tell me they wish my book or this blog would simply stick to education, I keep repeating that I cannot. The constantly recurring end goal is always that education is a means for obtaining a new kind of consciousness and revised societal values for desired fundamental transformations “across every realm” at both a “broad and deep systemic” level. The report states that this “includes technologies, legislation, economic and governance institutions, social relations, culture and values.”

Education is deemed to be the key means of leveraging the transition because it is the “internal models of the world” that will allow the needed changes in behaviors going forward. All the explanations of mandated Constructivism and Curriculum Redesign and Gaming and systems thinking and digital learning all become clear when we read the complaints of how existing political, social, and economic structures are resisting the desired transformational changes. The key the report says is to “go even deeper and explore how real structures are shaped by our thinking. We create internal models of the world–mental models, which we use for making sense of the world and taking action.” The fact that these internal mental representations are the target gets hidden behind euphemisms like deep learning, brain-based learning, teaching students ‘how to think,’ and rigor and higher order thinking skills that will allow Transfer.

Unless, like me, you read the underlying cited psychological research the true definitions and aims remain obscured. In my world though, the intentions could not be more clear. As the CSO report recommended, systems thinking and conceptual ‘lenses’ generally “allows us to open these black boxes.” Numerous papers I have seen in just the last week make it clear this is exactly what the new assessments delivered via adaptive software and the computer are designed to produce data both looking at and changing what’s inside the ‘black box’ within a student’s mind. It is the aim of this recent Nellie Mae report    http://www2.nmefoundation.org/l/30762/2014-03-20/sbd9/30762/14238/Ready_For_College_FullReport.pdf as well as “Measuring Learning Success: Rethinking Assessment to Improve Student Outcomes” from the Center for Digital Education (that is actually a sub of media company erepublic that works with state and local governments on innovations based on Big Data). Can you say “No one will see this coming until it is too late?”

All of these intentions are laid out, including specifically “simulations and role playing games” that let students explore in cyberspace with visual images the “dynamic consequences of our assumptions” in our existing mental models. No one will be tipping off teachers or students that those consequences are simply what has been programmed into the simulation to guide beliefs and values in desired directions. If you are wondering if I am perhaps too cynical on the intentions here, the CSO report wants a new narrative so badly they italicized it that will “speak to the hearts and minds of a very large number of people and tell a creative and emotional story of who we are and who we need to be and tap into the creative worlds of mythmaking.” The narrative will appeal to people’s intrinsic values, which will of course have been cultivated by ed using contemplative education or positive psychology methods and the Positive School Climate/ Fostering Communities of Learners requirements.

Whatever method gets used to embed new communitarian oriented values via school and higher education, CSOs are exhorted to use the laid-out “understanding of values, frames and narratives in their policy and their communication.” Remember the desire of cybernetic theory to create an internal keel that could be used to steer people’s future behavior with? CSOs, the media, governments at all levels with help from companies like erepublic, are all planning to steer as a means of finally achieving this Great Transition. Did you know the report defines narratives as “frameworks for people to understand their lives. They are a way to make sense of life”? Those narratives are being consciously created to get at emotions. They are designed to utilize research from cognitive science obtained from real people via formative assessments, adaptive software, or data from MOOCs (hence all the interest from the Artificial Intelligence community. It is also a research method).

That cognitive science research so far says that to change values in people and ultimately institutions, education needs to target the “mental structures that allow human beings to understand reality.” Accessing these “deep frames–the cognitive structures found in long-term memory–are closely linked with cultural values. Deep frames are relatively stable, but are not unchangeable.” Let’s stop again to remember and discuss why these deep mental structures are being deliberately targeted for change. Politicians, public sector bureaucrats, foundation employees, CSOs, and apparently the entire UN apparatus that guarantees lifetime salaries for all vision-compliant former politicians once voters tire of their shenanigans, have all decided to fundamentally redesign all our civic institutions and economic and political structures in ways that benefit them and screw us. Since we would be crazy to go along if we were asked, we are not being asked.

Education again is the way in. It is why it has become a Weapon to Destroy the world we currently take for granted. It goes to accessing the deepest structures of our minds and the fundamental drivers within our personalities. To dictate that it is now to be “the will of humanity to invent an economic system that is guided by different parameters and that would work for human wellbeing and the planet.” That’s doubtful, but it’s such a nice slogan for the reality of personal greed coerced via the public sector. Schools and higher ed are now to ensure graduates have a “bigger sense of interconnectedness with nature and with others and an empathy with humanity as a whole (global empathy).” And no matter how much a student knows, without hitting that Universal Love stage of Global Citizenship, there will be no badge or diploma. The student will be regarded as Not Ready to Move On.

I want to end on one of the same notes that I drew attention to in my book, especially now that the same vision featured prominently in the recent book Imagine Living in a Socialist USA. The intended redesign of the global economy, especially in developed countries like the US, Canada, Australia, and Europe, is to “start with the question: What level and what type of consumption do people really need to live a good and fulfilling life?”

This is not a minor point. In fact the Ford Foundation funds Global Transformation research around this so-called Line of Plenty. The Thanksgiving 2077 conclusion to that Imagine book talks about how people probably would never have supported the Great Transition if they had realized it would mean meat consumption would be rare and that medical care would cease after a certain age. But those recognized realities are not in the Talking Points for the Great Transition being offered for public consumption. It’s not designed into the scenarios offered by virtual simulation either.

We have a great deal of intended aims and consequences laid out in the documents discussed in this IPCC Adaptation Quartet. Fundamental transformations in all areas without any intention of asking for consent from the so-called Governed. Only calling attention to these intentions and the fact that education is the way in can stop it.

I can and have tracked all this and more. Can you help me spread the word about these dangerous declared intentions?

Enshrining Mindfulness and Engaged Social Consciousness to Require Personal Transformation Via Education

Does that title seem to be an unexpected way to end this Trilogy of Adaptation=Personal Transformation to get to Planetary Transformation? Probably not if you think about it. Sounds like an excellent means in fact, especially if the tools and techniques get to hide behind language like classroom discourse and being reflective, and then sharing those thoughts with others or through open-ended collaborative real world problem solving. When you are like me and read constantly and have for years in an area, it becomes easy to see how one influential group’s “this is what we intend to require you to do” aligns with “this is what has to occur internally within a person for us to get the desired predictable result in future behavior.” Pity me for my used books and printing cartridge bills in recent years.

It pays off though as I recognized the significance of this 2007 article from a UN official cited in the biblio on how to achieve the required personal transformation we met in Trilogy Part 1 http://www.kosmosjournal.org/article/personal-to-planetary-transformation/ . I don’t know about you but I am tired of public officials telling me that there is a “new science of consciousness” that must be allowed to nonconsensually set about in classrooms and the media “revolutionizing our attitudes and worldviews.” Dr Sharma has another definition of Transformation that we should keep in mind as we examine what is really intended in our classrooms and on our campuses. “Transformation is the powerful unleashing of human potential to commit, care and effect change for a better life.”  All of this intended transformation is very much hand in hand with Eastern spirituality and mindfulness and contemplation practices that plan on “revealing our potential for deeper and higher states of consciousness that reveal our essential Oneness in an interdependent world.”

If only this blog came with sound effects I could respond with some creepy duh da duh da theme to provide a bit of comic relief. Again this is a paper cited via what the IPCC described as its intentions to preemptively force Adaptation on people via required personal transformations. Even more graphic though and this time with a K-12 Worldview Literacy curriculum ready to roll into a school near you, or maybe camp, was the also cited 2010 “Worldview Transformation and the Development of Social Consciousness.” Now long time readers should recognize that these desired transformations are already incorporated into the unappreciated true definition of Excellence in education today as well as all the pathways and terms that lead to Robert Kegan’s work. Congratulations on accurately perceiving this same intended end state of altered consciousness is coming in from virtually every direction now.

It’s the constancy of the aim over decades that may not be on our horizon. Yet. If you look up that paper you will find it on the site of the Institute of Noetic Sciences (IONS). What I happened to already have when I came across that cited paper was Willis Harman’s 1988 book from the same Institute called Global Mind Change: The New Age Revolution in the Way We Think. As I did in writing my book, I get the most helpful insights from going back to before something became notorious. On the first page is the key to all these instructional shifts and obuchenie mindsets and systems thinking just for three starting fundamental examples: “By deliberately changing the internal image of reality, people can change the world.” Perhaps, but not necessarily for the better.

It is interesting and scary that the Worldview Transformation paper acknowledges graphically that what is targeted is a “reorganization of the relations both between features of a conceptual structure and between different conceptual structures.” If such intentional mindscrambling for a political purpose strikes us as incompatible with a free society, the writers took their comfort and justification in differentiating from “Nazi Germany, terrorist training camps, brainwashing strategies and cults” by pointing out that they:

“hypothesize that these kinds of restrictive shifts in worldview arise from a different process than processes that are life affirming and prosocial.”

Well, at least if we adopt the desired new worldviews and begin to act as desired. I want to point to that League of Innovative Schools meeting recently in Tucson we have already talked about.  http://www.digitalpromise.org/content/uploads/All-Summary-Document-4.9.pdf Not only does the summary cartoon acknowledge the desire to achieve second-order change in students http://www.invisibleserfscollar.com/second-order-change-why-reform-is-a-misnomer-for-the-real-common-core/ , but page 4 includes the graphic “Resistance to Change: Dealing with People who aren’t Believers.” That’s the mindset of the administrators seeking “innovation” in our schools today. The lack of a swastika or goose step marching in unison is only a superficial difference as the theory of dialectical change would put it. Both developed a fascination with subjective experience and denigrate reason and denigrate the individual vs the collective will. At the core there are hugely troubling consistencies.

Before anyone tries to invoke Godwin’s Law, I was not the one who interjected personal transformation, worldview alteration at a psychological level, or Nazi Germany into the conversation. We do after all get to respond to poor comparisons. Especially if we have a copy of Global Mind Change handy and can quote Harman as saying that a second Copernican revolution on the order of losing the geocentric view of the universe is the current understanding that consciousness can change reality, especially if it is unconscious beliefs that are targeted. Effective and invisible, just the vehicle for finally getting qualitative revolutionary change say so many of the cited sources in these papers. This is a little long but it could not be a more concise statement of what is being really targeted so here we go:

“This concept of unconscious beliefs and the extent to which they are capable of shaping and distorting our perceptions of everything around us–and within us–is so central to understanding the global mind change that we shall have to make a temporary digression to look into it more deeply.

Each of us holds some set of beliefs with which we conceptualize our experience–beliefs about history, beliefs about things, beliefs about the future, about what is to be valued, or about what one ought to do. What may be less obvious is that we have unconscious beliefs as well as conscious ones. (There are many ways in which people have attempted to talk about the processes and contents of the conscious and unconscious minds. In the following discussion we will use a way that is adequately powerful, yet as free as possible of psychological jargon. It employs the concept of the conscious and unconscious belief system as introduced by psychologist Milton Rokeach in The Open and Closed Mind [1960].)”

Hold that admission. I have that book and others by Rokeach and I have written about him. He came up with a term to obscure what he was seeking to change, while at the same time getting it in place in classrooms. It was called Competency. Just like what that Digital Promise link calls for and other entities we have discussed and state statutes. (Explained in detail in Chapter 4 of my book). What was targeted by Harman as Global Mind Change and Rokeach as Competency and what is to be required by UN entities as necessary Adaptation at a personal, noetic, level is quite simply a basic recognition that “in the innermost core of the belief system are basic unconscious assumptions about the nature of the self and its relationship to others, and about the nature of the universe.”

We can call this innermost area a personal common core for purposes of discussing it. A nice catchy phrase, and it is precisely what IONS began focusing on in earnest in 1997:

“The goal has been to understand the process by which people experience fundamental shifts in perception that alter how they view and interact with themselves and the world around them.”

It was pursuant to that goal and creating “expanded social consciousness” in students while their minds and personalities remained most malleable that caused IONS to create a “curriculum on worldview literacy for students K-12, designed to foster social consciousness in a standards-relevant experiential pedagogy. ”

That experience is of course perceived though the mostly unconscious belief system being targeted quietly under the banner of the Common Core to create a useful common core. That core would be characterized by “heart-brain synchronization” greatly enabled through “multi-media lesson plans, grounded in engaged conversation, experiential activities, explorations of positive role models, and collaborative learning projects. The programme is designed to offer adolescents, teens, and lifelong learners the ability to understand how their worldview affects their perception and behaviour, and by extension, how others’ worldviews affect their perception and behaviour.”

We keep running into that same area of interest because the 2010 IONS paper says “it is the capacity for self-reflexivity–the ability to step back and reflect upon our thought process–that stimulates worldview transformation.” It is seen by the paper, citing Kegan’s mentor Kohlberg [of Moral Development Theory fame, see tag], as a means of “educating people to become social activists” and “to see opportunities to apply conscious action with the intention of making a difference in some outwardly directed way.”

Once again we see education to become a change agent to alter the material world because students are being taught they have an obligation to improve the wellbeing of others and the world.” A “civic responsibility for the common good” is something we keep running into, most recently here. http://www.invisibleserfscollar.com/willingness-to-make-personal-sacrifice-for-the-good-of-the-whole-to-become-an-integral-component-of-student-identity/

None of this is coincidental, which is why it keeps showing up over the decades and now from every direction.

I promised a trilogy. How do you feel about a Quartet instead? No strings or music, but no references to quarterly tax payments either.

Just too much relevant current scheming going on.

Identifying Education Globally as the Crucial Lever for Nonconsensual Behavior and Societal Change

It is one thing to know that education is now a weapon, and another to discover there has been an expensive, calculated frenzy in the last few years to use social science theory, specifically cited as sociology, anthropology, psych, and even political science, to “drive individual processes of change, as well as changes in social practices.” What? Just because someone is a tenured professor or a one-time politician? That enables them to recommend “transformative actions toward equitable sustainability at the local, community level” so that others can examine “how to speed and scale those up into processes of transformative global thinking?” Whoa!!

Welcome to the May 2012 prescription for “Transformative Cornerstones of Social Science Research for Global Change” as our Adaptation Means Each of Us From the Inside-Out Trilogy continues. Any concerns we might have that all this clearly constitutes “processes of social engineering” in order to mandate nonconsensual shifts toward “achieving alternative visions of the future” are supposed to be calmed by uniting these visions with “participatory approaches” at reaching a consensus. Right. At some point after the participants have been manipulated via education and the media. After all, these are transformationalists who KNOW that it is “interpretation and subjective sense making” that actually “confronts the personal and collective values, beliefs, assumptions, interests, worldviews, hopes, needs and desires that underlie people’s experiences of and responses–or lack of responses–to processes of global change.”

A mouthful of aims, but we get what is targeted now. The transformational schemers do not necessarily have a T-shirt or banner and include the greedy, ambitious, or naive servants in the school district or principal’s or even the Governor’s office. Anyone who intends to get at people’s mental models and values, attitudes, and beliefs to drive political change–both at the individual and societal levels. When I wrote my book, I spent years researching what happened during the Cold War and immediately afterwards as I kept  encountering controversial US practices in education that had ties to Soviet psychology. The book explains the whys and recognizes that individual consciousness is always the ultimate target of anyone with aspirations of nonconsensual political control. After several days of wading through all the social science research surrounding Adaptation and how to use education to drive Global Change I have come to a definitive conclusion.

The desire for Planned Geoengineering survived the fall of the Berlin Wall and so did a  desire to control people, places, and things in even more ways than I had previously documented. New methods, new excuses, and more parts to hide the coordination among political levels and regions. Another example also tied into the Belmont Challenge and Future Earth Alliance I first wrote about in June 2012 is called the Global Environmental Change (GEC) Design Project. No, it’s not about what kind of drapes you want in the sunroom. It is, however, all about deliberate transformation using the perception of human-caused climate change as an excuse and asking the “social sciences to take the lead in developing a new integrated, transformative science of global change.” And applying itself through preschool, K-12, and higher ed, which all make good prolonged tools when the aim is:

“Transformation is understood as a process of altering the fundamental attributes of a system, including in this case structures and institutions, infrastructures, regulatory systems, financial regimes, as well as attitudes and practices, lifestyles, policies and power relations.”

Whew! Now you don’t really think that alarming confessional is all I have do you? I thought not. Looking at a few of the Stanford profs involved with the IPCC Report led me to a January 2011 document Called “Knowledge, Learning, and Societal Change: Finding Paths to a Sustainable Future.” This was the Science Plan [notice bolding above] “for a cross-cutting core project of the International Human Dimensions Programme on Global Environmental Change” or IHDP. Don’t get too excited but the social science schemers involved with IHDP see knowledge, learning, and societal change as being in a dialectical relationship where change to one affects and drives changes in the others. KLSC has since ensconced itself in Switzerland with its own website and probably lovely chocolates and fabulous vistas for all its employees, but in discussing it I will stick to the January 2011 declarations for education as well as a 2013 paper kindly laying out the history of IHDP.

We have speculated before on why what Edmund Gordon called “intellective competence” and that’s it, or what is being trumpeted as “equity and excellence” by those seeking economic justice for all, would be useful if you wanted political control, but the KLSC document removes all need to speculate on eliminating Axemaker Minds. Quite simply, we might not behave as desired and we might fail to act when wanted. To put it bluntly, the so-called “science of global change” and the education reforms pushed to accomplish it are all about “how to motivate and empower action by sufficient numbers of people with very different political and economic perspectives, ecological and physical conditions, and cultures.”

The answer is that the inner mental models and new values, attitudes, and beliefs will be carefully sculpted via “personalized learning” until students have different types of “knowledge and different core competencies.” That would be a “broad notion of knowledge that goes beyond a narrow notion of cognitive, science-based forms of knowing.” In fact, “knowledge can be conceptualized as any form of mental representation of the world,” whether true or not, as long as it either changes the student from the “inside-out” or causes him or her to take action.

KLSC is quite aware that “how issues are framed and the way they are communicated appears to influence people’s receptivity to the issues and possible responses” so of course we are in the midst of Curriculum Redesign with ties to IHDP to make students receptive as desired and responsive as wished. All those references to Enduring Understandings or Understandings by Design can be evaluated through this KLSC doctrine: “Knowledge is what empowers its possessors with the capacity for intellectual or physical action.” The KLSC view of the purpose of “education and pedagogies”? The aim is “the formal or informal intervention in an individual’s development to steer learning processes towards socially acceptable behavior.” Not just an intentionally created internal noetic keel then, but consciously aimed at behavior desired to drive transformation.

How do we get that kind of transformation? KLSC points to the “subconscious change of perceptions and [mental] terms of reference over time.” That would mean that the changes are designed to be not just nonconsensual, but at a level past the point of awareness. All the references we keep hearing to Positive School Climate or fostering Communities of Learners? Why “they help link individuals with a shared sense of purpose, so that individual changes are undertaken in the context of a wider social movement.” The KLSC project wishes to “promote research into understanding how to identify a tipping point in attitude and behaviors.” And all of this provides KSLC “with core approaches to understand the positioning of individuals in collectives.”

Oh, a firm knowledge of history gives me such a core understanding, but then I just write books and a blog instead of conducting “action research” on children and young adults for personal profit and professional advancement. KLSC admits that “by societal change, we mean large-scale behavioral change” by “individuals, groups and formal institutions.” And all the while plenty of people continue to believe this is just a good-faith discussion about the natural sciences and climate or how to best teach children for the 21st century.

Well, it is the latter, but only because the nature of life in the 21st century is being radically revised with little notice. I think that all this documentation makes it very clear that “humans” became embedded in “complex systems” according to the social scientists so that human behavior could be controlled and become subject to the “sphere of conscious political calculation.” It allows a shift in the very nature and purpose of governments all over the West without, once again, getting anyone’s consent. These “contemporary efforts to devise strategies for Earth System governance” truly do aim to place the individual chains invisibly within the mind.

The 2013 paper acknowledges that such “geoengineering remains a controversial stewardship ideal also in Earth System science circles.” Well, a touch of sanity at least. Since I am pretty sure I know which side of the debate will get the promotions, lucrative grants, and exotic invites, does anyone think this will remain controversial?

Well, at least before we went to the trouble of documenting Adaptation meant education and personal transformation. Let’s see if we can make this as controversial as it deserves to be.

Tackling the Dilemmas of Collective Action Requires a Shared Cognitive Base: the IPCC Adaptation Trilogy Begins

You know if we were radical political schemers or simply bureaucrats or politicians addicted to Other People’s Money, and the ordinary people we wanted to have behave as we wished were resisting our rationales and explanations, we might decide to jettison the top-down, visible, policy-making approach. Instead, we might take our control over all levels of education and develop a “cognitive climate change strategy.” We might turn to systems thinking or social and emotional learning as curricular pushes to establish that “shared cognitive base” and published articles in international journals such as “The Art of the Cognitive War to Save the Planet” that urge a “bottom up ‘social learning’ experimental approach.”

We could simply decide not to actually focus on physical reality as much anymore since it is rather hard to control. Instead, we could turn to education with its invisible ability to focus “on the belief systems with which individuals make sense of their interactions with the social and biophysical environment.”  Recognizing this “need to change values, beliefs, and worldviews as a response to [assumed] climate change,” but also that “forced” transformations are generally visible, controversial, and subject to being blocked, we could use “transformative education” as a means of altering consciousness. We could even come up with a catchy phrase about a Common Core that allows physical movement among states and  lets a student be internationally competitive in the fast-changing 21st century.

Earlier in the week the IPCC, the UN-affiliated Intergovernmental Panel on Climate Change, released its Working Group II Summary For Policy-Makers, http://ipcc-wg2.gov/AR5/images/uploads/IPCC_WG2AR5_SPM_Approved.pdf with its language on pages 22-23 about Effective Adaptation. Suddenly, the discussion was not about science in the physical sense. We were talking about education and new forms of governance and what is called systems science and no one was talking about waiting to see what happened in the physical world. I recognized the crucial importance of this language about adaptation and immediately put on my Deerstalker Hat and turned on my printer to collect more proof. That has turned the last few days into a whirlwind of in-motion plans, with cites to many of the same ed schemers we have been so horrified by–both in my book when I explained constructivism over the decades, or on this blog as we explored the cybernetic theory of control over human behavior.

Those of us that remember the Tyndall Centre in the UK for its participation in the email obfuscation of ClimateGate may see the need to obscure reality deviating from models when we look at how they are now pushing an Integrative Worldview Framework. Reminiscent of Ervin Laszlo’s Holos Consciousness that we have covered, it goes after the “Overarching systems of meaning and meaning-making that to a substantial extent inform how we interpret, enact, and co-create reality.” Can you say Intrusive? Authoritarian aspirations unsuitable for a free society? Me too.

Alarmed by the language in that Summary Report with Policymakers and how it fit with so much of what I had read as intentions in education or heard in terms of new forms of governance at that (co)lab summit last September, I went to the full report itself. Chapter 20 lays out the Climate-Resilient Pathways and no one is waiting for permission. Think of Common Core and 21st Century and Deep Learning globally as action research. Implement and see what happens to real students in real communities. The paper Chapter 20 actually cited was from a June 2013 conference in Oslo, Norway we were not invited to called “Proceedings of Transformation in a Changing Climate.” IPCC was one of the sponsors and it is clearly tired of waiting for the weather to coincide with its plans for “shared action to transform social structures and institutions,” while pretending it is necessary “in service of climate change adaptation.”

Climate-Resilient Pathways is all about  a priori, or in anticipation of, Transformational Change so supposedly the need to mitigate later will not be as catastrophic. Professors O’Brien and Sygna laid out “three interacting spheres or realms where transformational changes towards sustainability may be initiated.” The actual diagram had the Practical Sphere–Behaviors and Technical Responses–as the central core within a larger sphere of Political Systems and Structures. Are you still wondering why there is such a push to take decision-making power away from elected local officials while replacing with appointed regional bodies unaccountable to voters?

Finally we have the Outermost Sphere–the Personal Realm of “Beliefs, Values, Worldviews and Paradigms”. Let’s just say that altering that Personal Sphere is seen by O’Brien, Sygna, and the IPCC “can lead to different ‘action logics,’  or ways of understanding and interacting with the world.” We could call meddling in this area How to Create a Revolutionary Change Agent, or an army of them, with no one’s permission, but maybe I am being snarky from frustration at so much active and coordinated deceit. Think of all the parents who know something is fundamentally wrong at school, but have no idea there is such an active push for transformative education altering this personal sphere. Why? Because say O’Brien and Sygna:

“Discourses and paradigms emerge from the personal sphere, and influence the framing of issues, the questions that are asked or not asked, and the solutions that are prioritized in the political and practical spheres. Changes in the personal sphere often result in ‘seeing’ systems and structures in new ways…place attention on actions that benefit all humans and species…[and] influence the type of actions and strategies considered possible in the practical sphere.”

In part 2 of this Trilogy of Planned Adaptation and Unconsented to Change, I will lay out a new official definition of Knowledge. Mental representations that lead to predictable action. No need in the 21st century apparently to be true, only influential. Theories and models are fine as long as they can be used to alter behavior in the future. Returning now to that 2010 article by Miklos Antal and Janne I Hukkinen that was cited by O’Brien and Sygna, the IPCC’s current methods are “counterproductive” because of “equating the policy mode of operation with the science mode of operation.” That “in fact keeps opening up potential points of attack for the climate skeptics and gives new grounds for psychological defense strategies.” So reports can discuss science issues as if it really mattered as an obfuscation tactic, but the real battlefield will be at the level of the human mind and a student’s personality.

Instead of “individual safety” being “strongly linked to individual performance” as is presently common, people need to be convinced of the “vulnerabilities of the current economic system.” Then they can be convinced of the need to “restructure it by prioritizing system level stability over individual level gain.” Likewise, Antal/Hukkinen wanted to create ” a viable mental representation of the contradiction in people’s minds.” They suggested using “simple, unambiguous, and credible” language and visuals to establish a direct connection between individual safety and system survival” within each person’s belief and value system. They noted that many people will respond to such a simple “We have to save our civilization” statement. I would note that jettisoning textbooks, lectures, fluent reading, and all the other elements we have talked about keeps pesky facts from interfering with this desired worldview and belief system.

Just head straight to the “cognitive underpinnings” they recommend. This “opens up an inspiring perspective” as “the spirit of including individuals in collective efforts for the planet has the potential of enriching personal and collective social identities.”

Glad something is enriched at least in theory. The real world consequences of such transformative education are likely to be anything but for everyone not pushing these visions for hire.

Even they are consuming seed corn without knowing it or apparently caring much.

Surreptitious Vision: Ed Reforms as Designing an Internal Keel to Control People and Manage Society

No I am not a sailor although I did once have a very fun weekend on a sailboat in the Chesapeake as a hapless, but supportive, passenger. I am afraid this metaphor of a keel that allows steering regardless of the direction of the wind has been invoked as the official analogy of those who wish to use education in the 21st century globally to change human behavior and ” design a new, organic, socio-cybernetic system for the management of society.” Please do take a deep breath before we continue. At least now we know why the virtual reality science simulations planned under Common Core Next Generation Standards have been focusing on illustrating force and motion in addition to all the ‘supposed’ threats to the environment. These days any content allowed through virtually always has a purpose in creating a transformational mindset.

Today’s discussion is largely from a 2011 paper by Scotland’s John Raven called “Competence, Education, Professional Development, Psychology, and Socio-Cybernetics.” It has global aspirations and fits perfectly with UNESCO’s use of the term “Cybernetics of Global Change” as part of its MOST-Management of Social Transformations-official program. Apparently, we, the hoped-for victims and funders of these transformation plans, are the only ones NOT familiar with just how often the planners have begun to think in terms of how to invisibly gain control of human behavior to manage society.

That control lever can occur, according to Raven, through a socio-cybernetic, competence, focus in education plus new political rules. Since stating this out loud would create a popular outcry that might interfere with plans for subjugation, the same developmental push gets sold globally now under the blissful, but misleading, term–focus on Excellence. The other necessary component involves changing the political governance arrangements, which is of course exactly what the UN’s Agenda 21 seeks to do. Majority rule, judicial overreach or neglect, regulations, and power to appointed boards instead of elected ones all work quite nicely too.

Today’s focus though is on education since both UNESCO and Raven declare this is the Yellow Brick Road to Social Control. Just as adding a keel to a sailing boat is cited by Raven as “key to getting the boat to sail into the wind” so an education that rejects the primacy of individual “technico-rational competence” and content knowledge in favor of “helping people to develop and get recognition for, the diverse, often idiosyncratic, talents they possess” is key to the radical vision of social transformation. If that seems a bit odd, how about the admission that the key to “changing the way we run society,” (don’t you just want to ask “who is we, Kemosabe?” as if this were a Tonto-Lone Ranger skit), is rejecting the traditional focus of school since it “reinforces a social order which offers major benefits to ‘able’ people.”

Poor dear, all of civilization that these writers and planners take for granted is thankfully due to the herd-defying curiosity and mischief of just a few ‘able’ people. We will rue the day when their minds came to be molded into whatever was necessary to tolerate transformations.  Instead, we are to get education designed to change “people’s beliefs about society, how it works, and their place in it” even if none of those beliefs are grounded in reality. In fact in acknowledging and laying out the intent that project-based learning will no longer be a way to discover content, Raven begins to disclose the radically different goals of what is also euphemistically called ‘student-centered learning.’ As he states explicitly (and he is the one who loves italics), the purpose of the letters or pictures or slogans or poems “was not to depict what was seen accurately, but to represent it in such a way as to evoke emotions that would lead to action.”

Remember in the last post when I kept reminding that curriculum grounded in virtual reality likely would be whatever simulation created politically useful beliefs and values and that Holos Consciousness? That statement was based on having hung out with more than one software developer in my life and career. Turns out though the 1995 book Cybersociety: Computer-Mediated Communication and Community warned several times about the very same thing. The whole purpose of stressing computer simulations in the classroom is the computer’s “capacity to represent action in which humans could participate.” Perfect way to prime the pump for revolution we might say. In fact science fiction writer Jerry Pournelle, then a Byte columnist, was quoted as fearing that “technology masks the constructedness of any simulation.” Here are his exact words and they remain hugely relevant to the mental keel being created within the student by digital learning and assessments of 21st century competencies:

“The simulation is pretty convincing–and that’s the problem because…it’s a simulation of the designer’s theories, not of reality…The fact is, though, the computer doesn’t say anything at all. It merely tells you what the programmers want it to tell you.”

And the programmers, such as ISTE keynoter Jane McGonnigal, have been quite graphic that these games are being designed to create a mindset that believes in the need for social transformation. Sim City creator, Will Wright, was quoted as saying his games are adapted from Jay Forester’s World Dynamics work, which once again takes us back to the Club of Rome, the 1970s, and the desire to push systems thinking in education, economic planning, and the now-proverbial means of managing society. Cybersociety recognized that “representing flux and change is exactly what a simulation can do”, making it a far more effective tool for altering the nature of human experience and illustrating the possible causes of social change.

A very powerful, highly visual, weapon we are mandating for classrooms and ‘assessments’ without giving a second thought to its use as a driver of how the student’s mind will perceive the need for social change. Computer games have become so ubiquitous that remembering that they were once recognized as “where we go to play with the future” gets overlooked. So does the fact that the future is not the least bit bound to follow the variables set up in a software virtual simulation. Just ask Putin. Fostering a belief in things that are not true, and collectivist values that leave you unprotected against either foreign invaders or domestic predator politicians, is no way to become an adult.

Making computer gaming the focus of the classroom because it is engaging and increases graduation rates still omits a crucial fact all the programming world still remembers. The gamer unconsciously and intuitively “internalizes the logic of the program.” Just the thing in other words for those who want social transformation and people who can be steered like the keel of a boat. Precisely the metaphor Raven chose to both use and illustrate with drawings of a boat. Marry those manipulative visuals to an express declaration for a “dramatic reorganisation of most peoples’ thoughtways” via schools and universities and we indeed have a problem. All being implemented into a classroom near you without a By Your Leave under banners like the Common Core or Positive School Climate or a 1:1 Laptop Initiative.

Left out will be the acknowledgment that now ‘intelligence’ is to be understood as an emergent property of a group rather than an individual characteristic. Furthermore, this intelligence depends on releasing and harnessing a huge variety of individual talents that are scarcely related to intelligence as conventionally understood. Thus conventional ways of thinking are unethical–destructive of both individuals and society.”

The attempts to manage society and achieve new forms of governance will not be successful. Only the extent of wealth lost and prosperity trashed is in dispute. The intended damage to be delivered via education to the psyche, false beliefs, and pernicious or naive values is unstoppable unless enough people realize there is no dispute at what is being sought or why.

Intentionally created financial conflicts of interest seem to be the norm to coerce adults into either complying with, or actively advocating for, this vision of education. In the US I see it being pushed under federal civil rights laws as necessary to have Equity and Excellence. The very title of the global ed summit that commenced today in New Zealand-”Excellence, Equity, and Inclusiveness: High Quality Teaching For All” tells me this developmental, obuchenie, new view of ‘intelligence’ grounded in group interactions is a deliberate global phenomena.

If only someone could create a computer simulation for politicians and school administrators showing the true social effects of such widespread mind arson.

 

 

 

Facing the Implications of Education that Rejects Reality and Truth as Political Impediments

As we continue to ponder the reality that education has embarked globally on an enormous social experiment designed to change what students believe, value, and care about, without regard to likely consequences or the world as it actually exists, two more publications came my way this week. Each really hammered hard that it is change in personal development and a hoped for transformation in political, social, and economic institutions that is the point of education reform.

Misportraying reality is just an acceptable means to political goals. This can be quite hard for us to read or even contemplate. I always feel like the English fighting what they saw as overreach by the Stuart kings or how the American colonists saw King George and Parliament’s actions. I am not asserting a desire to finally be free. Will future students and the adults they will become though ever have that same sense that “service before self” is not a good slogan to live life by? Will they grasp that schools and universities forcing acceptance of such a belief are dramatically changing what it will now mean to be educated?

The first paper came from the National Education Policy Center and it touted the ability of the Common Core framework to promote a “race-conscious and progressive agenda” focused on equity. http://nepc.colorado.edu/publication/seeing-past-the-colorblind-myth Yep, we can only wish I was exaggerating a smidgen, but no–”We see the Common Core as a powerful opportunity to build diversity into instruction and encourage powerful dialogue.” Not the least bit of interest in looking at the created dysfunction in urban schools from earlier piloting of Vygotsky’s sociocultural psychology in those classrooms or the deliberate destruction of Inner Cities by political machines. Those would not be politically useful facts on our way to forcing enactment of King’s Beloved Community vision to properly commemorate the man.

The 2nd paper dated November 2013 from the Asia Society and the Rand Corporation once again confirmed that the word Competencies is the global euphemism obscuring the actual developmental focus of these required shifts in education. Common Core is merely the means to get the US on board and to eliminate tests that focus on content and facts. In the 21st century content can be used to practice essential skills. The rest of its use though is to change what the student believes, how she behaves, when she feels compelled to act and how, and what she cares for and how she will show it. The paper “Measuring 21st Century Competencies: Guidance for Educators” gave examples of the kind of Assessments that would be used in the 21st Century. One, a Mission Skills Assessment, developed by ETS for use in private independent schools, gets incorporated into classwork to affirmatively shift student’s values and beliefs.

Another, the PISA Collaborative Problem Solving assessment intends to use a computer generated avatar to interact with the student in virtual reality simulations. In the give-and-take with the computer, it will be the actual student who will be changing as a result of the programmed interaction. The SimScientists are cited as another curriculum with embedded assessments that rely on a designed virtual reality to replace the old textbook focus on facts and proven theories. Most people though will believe what they have experienced even if the experiences were carefully created to instill influential false beliefs. In fact, by breaking the competencies into the categories of cognitive, interpersonal, and intrapersonal, that report replicated the very same explicitly proclaimed developmental focus that the Obama Administration http://www.invisibleserfscollar.com/college-ready-as-a-goal-of-k-12-is-not-helpful-if-first-you-gut-the-historic-purpose-of-college/   wants to require from colleges and universities now. The one grounded in Robert Kegan’s work that the OECD is also stressing.

The report revealed that the Asia Society has joined with SCALE at Stanford to create a Graduation Performance System (GPS) Framework to look for whether a student has developed the desired values and beliefs, including empathy for others, to be deemed globally competent. Perhaps if I had not been simultaneously focusing on Vygotsky and what a developmental focus for the classroom would really mean I might not have read the report and recognized that all these assessments were designed to change the student’s values, attitudes, and beliefs and then monitor that they remained altered until adulthood. But I was and when I got to the Jaan Valsiner’s discussion of the Double Stimulation experimental method created by Vygotsky where [replace subject with student and think adaptive software on a computer while you read]:

“The experimenter sets up the situation of the task, together with other possible means that can result in a solution if the subject uses them… The structure of the task constitutes the subject’s experimental setting. The subject, put into such a situation, is expected to act constructively in devising a way to reach a solution to the problem… The original aspect of double stimulation is introduced when the emphasis of the observations becomes the child’s construction of new means that can help solve the problem and then restructure the whole task situation once invented.”

Remember how many times we have confronted the command that tasks or assessments be “untaught material” or “ambiguous situations with no fixed solution”? Valsineer went on to say expressly that this emphasis on the active role of the student who changes himself through his use of cultural tools and collaboration with others was grounded in the “dialectical philosophy (that was widely propagated in the Soviet Union in the 1920s.)” Well, at least they had a formal bloody revolution and a new flag and the Bolshevik creed to tip the average person that there was a political transformation going on at the level of the psychological characteristics of the individual. How about us?

I read that description of the experimental method and immediately recognized it fit with many of the computer scenarios I was reading about and gaming and the learning tasks funded by the Gates Foundation and especially what are being called formative assessments. A fairly simple search pulled up articles all over the world that had made that very same connection between Vygotsky’s experimental double stimulation method to change the person, and what is being planned for the classroom under the banner of the Common Core or Competencies or becoming a High Performing country on internationally benchmarked ‘tests.’

Valsineer tells us that “In cultural-historical thinking, historical implies the connection between past, present, and future.” By limiting access to what has been created by humans in the past, especially fluent use of symbol systems like reading and math that promote abstract thought, in today’s classrooms, CHAT seeks to change the nature of the future in predictable ways. It was created for a totalitarian regime. Transported to a free society like the US or Canada or Australia, this developmental focus is intended to change those cultures in collectivist directions. Remember the intentions of the creators travel with education and psychological theories even if they are left unstated in the present implementation. As we have discovered though the communitarian focus is actually stated in the real definition of career ready as well as in Character Education and Positive School Climate materials.

As I so often do when I am presented with an unpleasant but inescapable conclusion of what the actual education reforms are intended to do, I once again dug into some history. I went back to political scientist Kenneth Minogue’s 1963 book The Liberal Mind. He recognized the importance of subverting facts and the truth every time there is an aspiration to utopian thinking. Anytime we are looking at visions that “aim at nothing less than the transformation of human life,” we will find that “so ambitious a project necessarily takes a great interest in education, for like all movements, it is eager to recruit the young.” Amen to that. Minogue also foresaw that once change in the student is viewed as “a means to something else” that “outside manipulation is not far away.” Amen again and hiding as a Whole Child emphasis or in mindfulness practices tucked into definitions of physical fitness or Positive School Climate practices to supposedly combat bullying.

Truth is always such a target when transformation is the aim because “the moral character of truth-seeking is one which did not always play a prominent part in the world’s affairs, and could return to obscurity. Whenever men have, in recent history, attempted to snatch at political salvation, it is truth that has always been the first casualty, since, of all the causes of human turmoil, facts are the most obvious, and therefore the first to be suppressed. The more we dream of utopia, the less we can bear to face our imperfections.”

History also tells us that these utopian ends are never achieved and that horrible damage comes from this official instrumental focus on people as simply a means to desired  political ends. Especially when, as now, the desired ends are being duplicitously withheld as the true justification for the education reforms.

Or fraudulently sold as 21st century personalized learning that requires that tablets replace textbooks and group projects need to substitute for lectures.

Is the typical Principal or District Super these days to be an intentional social revolutionary or just an inadvertent one?

 

 

Explaining the Sudden Ubiquity of Psycho-Development Theory: Changing Students Now to Alter the Future

Macroshift and Megachange. Holos Consciousness. Ambitious changes to society, political structures, or targeting human behavior itself need theories and models. Not to reflect reality as it currently exists, but to alter reality in the future. It is that vision of the future that then refers back to what kinds of activities and experiences students are now to have. It’s not that lectures and textbooks are not a good way for students to obtain useful and correct information. That method of transmission though leaves the nature of the current culture as a given and the nature of the future not just unpredictable, but grounded on the foundations currently in place. As Professor Jaan Valsiner stated in his 1989 metatheoretical textbook, Human Development and Culture: The Social Nature of Personality and Its Study:

“the collective culture undergoes change and development as a result of the economic and educational changes in society, political events, and the collectively coordinated effects of individuals’ personal cultures.”

Radical Ed Reform (defined in my book as well as the history of previous attempts) is always about collective coordination to obtain a radically altered future. Actual proclaimed collusion. It is also always accomplished by altering students’ personal cultures–their perspectives, beliefs, feelings, visual mental images, associations, attitudes. That has always been the goal whenever education reforms are tied to political purposes. Even if that vision is left unstated, or is tucked away in poorly unknown documents that clearly show the collusion and collective coordination going on. Computers, adaptive software, a gaming emphasis, formative assessments (also explained in book), and all the data being thrown off simply make it easier to know what an individual’s inner mental representations are like. These also reveal what it will take to change them and thus the student.

The February 2014 Pearson report Impacts of the Digital Ocean on Education (ht/ Mercedes Schneider’s Edublog yesterday) makes that quite clear and just in time for the rollout of Pearson’s All Digital Common Core Curriculum. That report admits that “Teaching and learning is a specific social process designed to change behaviour within the learning setting.” Something to remember as you wave good-bye to that school bus in the morning. Later, in describing the kind of data being generated by the game Nephrotex, as students role play engineering firm interns assigned the design task of creating a dialysis machine filter (science? biology?), Pearson reveals:

“Researchers have developed methods of analyzing chat logs not only to measure knowledge, skills, values and identity, but also to illuminate the connections between these factors. These very interactions, which are not captured in the digital desert, allow us to make more detailed inferences about learners. [Computer can actually know us better than we know ourselves and is in a position to change that Identity and those values]. In addition, playing the game appears to increase not just learning [Remember that behavior change is the above definition], but also motivation in groups underrepresented among engineering majors.”

Some way to gain equity. Continuing on, let’s shift to another psychologist who also pushed the developmental approach in education, while he too is being honest about its purpose as a means to “shape a new reality.” In his 1986 book Actual Minds, Possible Worlds published by Harvard, Professor Jerome Bruner ended with this acknowledgment of purpose:

“When and if we pass through the unbroken despair in which we are now living, when we feel we are again able to control the race to destruction, a new breed of development theory is likely to arise. It will be motivated by the question of how to create a new generation that can prevent the world from dissolving into chaos and destroying itself. I think its central technical concern will be how to create in the young an appreciation of the fact that many worlds are possible, that meaning and reality are created and not discovered, that negotiation is the art of constructing new meanings by which individuals can regulate their relations with each other.”

I am going to pause in the middle of this quote to point out this kind of misunderstanding of reality and power and relations may be precisely why current UN ambassador, and former Harvard prof Samantha Powers, ended up being literally laughed at by the Russians this week at the UN. It is even caught by photograph. Was she taught such nonsense when she was young? I get wanting the world to be different, but we are intentionally creating dangerous misconceptions and beliefs. Let’s continue, Bruner is still spinning:

“It will not, I think, be an image of human development that locates all of the sources of change inside the individual, the solo child. For if we have learned anything from the dark passage of history through which we are now moving it is that man, surely, is not ‘an island, entire of itself,’ but a part of the culture that he inherits and then recreates. The power to recreate reality, to reinvent culture, we will come to recognize, is where a theory of development must begin its discussion of mind.”

That supposed recreation of reality and reinvention of culture is hidden today behind the ubiquitous explanations for 21st century education reform about the need for ‘creativity’ and ‘problem solving skills.’ I learned this week that in 2009 the Georgia School Boards Association and the Georgia School Superintendents Association began colluding (and not disclosing it, at least in the training session I attended in 2012) to transform public education in Georgia around development theory. The 2010 document, A Vision for Public Education in Georgia: Equity and Excellence, went so far as to hire the ed lab known for advocating Second Order Change via Education, McREL in Aurora, Colorado. See  http://www.invisibleserfscollar.com/second-order-change-why-reform-is-a-misnomer-for-the-real-common-core/ These two trade groups who both live off taxpayers even openly proclaimed that this troubling 2008 Texas Coup by Certain Supers was their inspiration. http://www.invisibleserfscollar.com/the-intentional-insurrection-in-texas-supers-override-governor-legislature-and-taxpayers/

There’s a great deal to be horrified by in that 2010 document, as the supposed watchdogs join hands with the supposedly overseen, but for the moment I want to use its acknowledgment that this planned transformation was based on the idea that these two trade groups could “develop a theory [to predict the future and] to make sense of the real world and test it against that real world over time.” Practicing on children’s minds and personalities at taxpayer expense. The hubris and arrogance continues:

“We believe that the leadership of public education [those anointed trade groups again] has an obligation to develop a theory–a vision–for the future of public education in a rapidly changing and unpredictable world. We can then work diligently to ensure that the future we envision is realized.”

Only the genuinely uneducated, no matter how many degrees they have, or someone addicted to munching from the public trough of taxpayer funds could write or embrace such  a ridiculous statement. Yet this “single, shared vision” of experiential education using technology and emphasizing collaboration and projects is now supposed to be binding across the state. I wonder how many more states have comparable documents? I know every state I look at now is using comparable developmental language, usually starting with what is meant by ‘student-centered learning.’ All experimental. All social engineering with a tsunami of expected personal behavioral and motivational data.

I am going to come back to these theoretical models of using education to try to alter human development and thereby the future in the next post. I wanted to end by reminding everyone that knowledge is not going away completely in this vision, even if it is being reimagined and given a new ‘constructed meaning.’ No, the Georgia document reminds us that the new curriculum should be relevant to real-life, real world problems that need to be solved. The activities should also be centered around ‘overarching concepts’ and ‘themes.’ The report suggests ‘conflict’ or ‘transition’ or ‘revolution’ as useful concepts and the ‘environment’ as a theme.

Somebody, certainly the McREL ed lab, seems to appreciate that there is a Great Transition planned around trying to prevent supposed global environmental crises; that the changes sought will be radical; and that conflicts involving race and ethnicity and gender and wealth and income inequality will be nurtured to fuel the desired political change.

Now do you see how the Macroshift and Megachange and the creation of a Holos Consciousness and research involving a cybernetic theory of human behavior control can be found hiding behind the Common Core banner? With no one the wiser unless tracking the real implementation is a full-time research effort?

Megachange & Macroshift: Daily School Experience to Fuel a Revolution in Consciousness

Megachange is a term used to celebrate how classroom computers can “‘break down the barriers that traditionally separate the preletterate from the letterate [yes, that is the spelling. Literate is reserved now to mean the hoped for change in ways of thinking], the concrete from the abstract, the bodily from the disembodied. ” It puts the focus on the visual and how things are used. It dislodges the “privileged position of text” and allows “dynamic media” to guide perception of the world. It no longer sees ‘learning as facts and skills to be acquired.” Instead, via the data captured by adaptive software, digital learning will allow room for what was supposedly rejected by traditional, instructional oriented education, which “had no explicit concern for feelings or for personality or for development of the individual on a level that was not reducible to such specific atoms of learning.”

That discussion of megachange was from an MIT Professor, Seymour Papert, in his 1993 book Children’s Machine: Rethinking School in the Age of the Computer. Papert’s work is seen by the well-funded Edutopia site as relevant to how digital learning should be implemented under the Common Core. That means that Papert’s theories of Constructionism [seeming to update Piotr Galperin's theories via the computer] come in as do his desire to create a new view of knowledge grounded in experience. He wants to see a shift in organizations, communities, and in our view of knowledge–from hierarchy to hetarchy. Nothing is to be treated as inherently superior and hetarchy creates a “system in which each element is equally ruled by all others.”

Of course, element is used here not as a modular component of a computer program, but as a substitute for actual people. Hetarchy is a communitarian concept where the will of the majority binds all. Democratic, but tyranny for the minority. It fits right in with a cooperative commonwealth or King’s Beloved Community concept of the future, but is definitely not grounded in our current political structures and institutions. That of course is where the Holos Consciousness comes in. Papert thanks Nicholas Negroponte by name and mentions his founding of the MIT Media Lab in the book. Why did I start with megachange in education instead of going straight into the nature of the Macroshift? Because this is how the Ervin Laszlo defined the Breakthrough Scenario to get to a Holos Consciousness in a critical mass of people:

“A new vision of self, others, and nature surfaces on the Internet, on television, and in the communication networks of enterprises, communities, and ethnic groups…Global news and entertainment media explore fresh perspectives and emerging social and cultural innovations. The public’s goals and ambitions become reoriented–toward ‘the good life’ conceived not as amassing the greatest possible amount of money and material goods but as finding meaningful personal relationships and caring for others and for nature…”

Yes, I do get how much of that is going on now, including last Friday’s announcement the US is turning over control of the Internet to the same UN-affiliated entity, ITU, that is pushing the Information Society vision so hard now (including the recent Sakhalin Declaration on IML-Information and Media Literacy). Does this part sound familiar as well? “Funds and capital are channeled from military and defense applications and the demands of an affluent minority to the needs of the people who make up the bulk of the society. Measures are implemented to safeguard the environment, create an effective system of food and resource distribution, and develop and put to work sustainable energy, transport, and agricultural technologies…More and more people enter the Internet and other communication systems  as active dialogue partners. Their communication reinforces solidarity and uncovers further areas of mutual interest.”

That’s the vision of a World shifting towards a Holos Consciousness. It follows that quote with a blurb from Gandhi that “our world has enough to provide for people’s need, but not enough to provide for their greed.” Of course we have all noticed that the people pushing this so-called planetary ethic of altruism from school district offices to the universities to charitable foundations are exceptionally well-paid from taxpayer funds or tuition or untaxed endowments or trusts. Like Al Gore’s jetting about, the point is not how the creators intend to live, but how the rest of us should. My observation in my book and this blog on where education reform always ends up sure does make more sense when we understand that “a macroshift is a transformation of civilization in which the technology [ICT in case that is not obvious] is the driver and the values and consciousness of a critical mass of people the decider.”

And how do we guide consciousness to what is desired? By altering “values, worldviews, and ethics.” People need to change “their preferences, priorities, values and beliefs,” which is of course much easier if they are convinced that the planet is in environmental crisis from human behavior and the current nature of the economy. Let’s put last week’s Climate Depot story of junior high students unable to sleep because of concern over global warming catastrophes in light of this aim. The emphasis in the 90s on what was then called outcomes based education and what is pushed as social and emotional learning, Whole Child, and soft skills now makes so much more sense with the admission it is:

“the values, beliefs, and ethics that can bring our macroshift to a humane and sustainable conclusion. These ‘soft’ factors in the life of society are the new imperatives of our time–they are even more essential to success than the traditional ‘hard’ factors of economic, political, and business engineering and reengineering.” If the duration of this same intent and targeting of consciousness over decades surprises you and seems a bit conspiratorial, the Preface to the Macroshift book actually contains a shout-out to the creators of the 1970s World Order Models Project, by name, although WOMP itself is not mentioned. Many people have told me the WOMP post is the most alarming wake-up call they have ever read on this blog.

http://www.invisibleserfscollar.com/reorienting-world-order-values-via-the-intervention-of-activist-education-and-progressive-politics/ The described organic reorientation of K-12 education fits perfectly with Papert’s goals for computer learning and the recently announced global curriculum redesign project with many of the same players involved with the Macroshift to a Holos Consciousness. It also ties the transition to the goals of “socialism with a human face’ described in that post. Yes, quoting Gandhi about needs is so much better from a PR standpoint than attributing the desired planetary ethic to Marx. However, the desired slogan of “Live in a way that enables others to live as well” is unquestionably a simple restatement of Uncle Karl’s small c vision–his human development theory. It was also tied to society getting to a certain stage of technological development that would supposedly allow everyone’s needs to be met without beggaring everyone.

In ancient times all roads led to Rome. In the 21st century all education and other radical reforms of institutions and political structures seem to always wind back to that chronically unemployed 19th century moocher with a toxic vision. Which is why we keep the vision without attributing it back to the notorious name where it really started. Marx WAS right that consciousness was the essential component of getting a desired revolution in the real world. He was wrong though to believe it would be a natural by-product of social class. Holos Consciousness or insisting that learning be about concrete experiences that are relevant to real world problems are both just the latest attempts to alter consciousness in ways advantageous to anyone with hopes for radical transformation. Computers again are just a tool that lets those experiences be programmed as desired.

It is in light of these transformational goals that the push for mindful, contemplative experiences should be seen. It is how students get the announced goal of a new kind of rationality. One that, as Papert noted above, does not privilege print. It is no accident that  Macroshift uses the Greek term for the written word-Logos-to describe the kind of rationality it wants schools and the media and entertainment to squelch. It claims “Logos-inspired evolution was materialistic and conquest-and-consumption-oriented. The alternative to it is evolution centered on human development and development of human communities.”

By admission this Holos Consciousness is rooted in deep spiritual practices. It is a “collective evolution” with nothing but disdain for the individual. It is all about “adjusting our values, aspirations, and behaviors.” The latter of course is accomplished via the collection of data on students using poorly understood definitions of Competency, Student Growth, and Student Achievement.

At no time are parents ever likely to hear the phrases–Marxist Humanism, Holos Consciousness, or the planetary ethic. Yet compliance with all these visions, which are in fact euphemisms for each other, will be actively guided, measured, and cultivated.

From the reading selections to learning tasks to classroom topics and vocabulary to the nature of the open-ended problems on assessments and projects and digital curricula and online games.

Evolution to a Holos Consciousness Is Certainly Not My Idea of Education Reform. Is It Yours?

Take a deep breath and hold on to your hat if you have one on. The amount of evidence I have on the story I am about to tell is overwhelming, but in a blog format I cannot really cite all of it. Those with my book will want to pull it out and reread the parts about Theodore Brameld’s intentions for education globally and Gorbachev, Harlan Cleveland, the noosphere, and the Club of Rome. The phrase Holos Consciousness is the desire of the related Club of Budapest and was laid out in Ervin Laszlo’s 2001 book, Macroshift: Navigating the Transformation to a Sustainable World.

I ordered it after his son, Christopher, was cited as the main force behind the October 2014 Global Forum on Business as an Agent of World Benefit, and when I recognized how many of the important pushers of a radical K-12 education vision had been involved with Ervin’s pursuit of conscious evolution during the Cold War–the General Evolution Research Group or GERG. Two names really jumped out from the list of Honorary Budapest Members, Professor Nicholas Negroponte, a founder of the MIT Media Lab that we just keep encountering, and Robert Muller (whose World Core Curriculum from the 90s is the nightmare many have worried is where the phrase Common Core was designed to quietly lead.)

Now I am going to pivot for a moment to the report RSA issued earlier in the week that I assumed would tie into the already announced communitarian agenda of the future using Big Data. http://www.invisibleserfscollar.com/science-fiction-made-real-were-we-ever-to-know-in-time/ I knew it was on character education and social and emotional learning as the new K-12 emphasis. The actual report though had this provocative title: Schools with Soul: A new approach to Spiritual, Moral, Social and Cultural Education. RSA promptly created the acronym SMSC education so we will too. SMSC “requires a robust, co-constructed and shared understanding of each of its components” in the literal sense of insisting we are now to have approved, and accepted by all, beliefs fostered via school (and media as well). Everything else I suppose is to be illicit. Foremost on the list of what must be jettisoned as SMSC comes to the forefront of the view of what education is to be in the 21st century are the “overt values of capitalism and individuality.”

That true aim of global education reform, which you may remember we just keep encountering in the small print describing definitions and planned practices, becomes even more apparent if you know anything about the two individuals chosen for intro quotes in that RSA report. Professor Unger’s is mild, almost fortune cookie material: “The commanding objective must be the achievement of a larger life for ordinary men and women.” Only a hint of his radical beliefs now told from his perch as a Harvard professor. We met Unger here http://www.invisibleserfscollar.com/multiple-recent-proclamations-laying-out-commitment-to-revolutionary-transformation-of-our-entire-society/ where I quoted his intentions laid out in a 2007 book. Here’s a sample from that post that fits in perfectly with the Helos Consciousness and the Education 3.0 we have been discussing in comments:

“Education, beginning in childhood and continuing throughout the working life, must nourish a core of generic conceptual and practical capacities to make the new out of the old. It must also equip the mind with the means with which to resist the present. For this very reason, the school should not remain under the control of the community of local families, who tell the child, become like us.”

Now Schools with Soul says that “more than any other dimension of SMSC, spiritual development needs a ‘stipulative’ definition that spells out how pupils’ spirituality will be developed at school…three categories…could usefully inform schools’ approaches: experiences, practices, and perspectives.” Long time readers will remember that many New Age practitioners attach all sorts of names to their pushes and then show up at schools or doing teacher development where it gets referred to as promoting Positive School Climate or anti-bullying or mental first-aid. Same practices and experiences being promoted. Same end-game transformed perspectives being sought.

In fact the second lead-in quote is far more overt than Unger’s. Stephen R. Covey is cited for stating that “We are not human beings are on a spiritual journey. We are spiritual beings on a human journey.” OK, you say, Covey is entitled to his beliefs. But how many readers would recognize that Covey’s books such as The 7 Habits of Highly Effective People or his book just for teens are cited by charter schools and in ed reform presentations as embodying what schools now push to promote success for all? What they take into consideration in calculating whether a student is ‘achieving’ or has ‘Growth.’ The presentation I heard of Covey’s work was sponsored by AT&T and the local Chamber of Commerce as what the essence of the legislatively mandated “soft skills” would mean.

My point is that these fundamental shifts in the essence of what is felt and valued and believed are taking place now. It’s in the digital curricula and  MIT Media Lab produced games to create empathy or social and emotional learning practices that are not even on a parent’s radar screen. RSA may be located in the UK, but that’s a report with global aspirations citing Michael Barber and his work for Pearson and many of the reports we have discussed on this blog. The shift is occurring now. It is about altering worldviews and mindsets, and we are not even being given a chance to consent, or a By Your Leave, or even a reference to the shift in an electoral platform. I am seeing conversion charters that use euphemisms to take away that very veto power from parents or local school boards that Unger aspired to obtain, and School Governance Councils created to do the same. It could be farce if children’s minds and personalities were not the actual target.

Oh, and Western civilization when we read the intended shifts involved with that Holos Consciousness sought by the Club of Budapest. And we get there by having schools that quietly implement a spirituality focus without calling it that in letters home or robocalls to parents interpreting the school’s new vision and mission. Instead, the classrooms simply “initiate important conversations about what life is for, instilling a better felt sense for the myriad of human experiences, and some practical know-how on meaning-making for ourselves and others through rituals and practices.” You can do a search and check out how often now Mindfulness exercises are being pushed in the classroom, even on preschoolers and elementary kids. None of this is accidental and all of it is precisely in line with what the Club of Budapest regards as necessary for its agenda of planetary change.

Here’s the RSA definition of spiritual experiences, practices, and perspectives. Before I give it I will remind all of us that this fits with Mihalyi Csiksentmihalyi’s definition of the flow experiences schools should create in order to foster what he defines as excellence. Also that Csik is involved with Ervin Laszlo’s work on conscious evolution. Yes, Houston, we do have a problem, and indeed, the worst we could contemplate is really already here.  http://www.invisibleserfscollar.com/excellence-means-education-putting-what-we-feel-wish-for-and-think-in-harmony/

“Spiritual experiences are moments of aliveness, rapture and homecoming that make the world feel viscerally meaningful. Spiritual practices are the disciplined and creative activities that support human development–things we do to strengthen our inner lives. Spiritual perspectives are the value-rich visions of what it means to be here, to be human, our worldviews that contextualize our experiences and practices.”

In other words, these look a great deal like a student-centered classroom having media rich activities and a rich, relevant dialogue that focuses on the 4Cs of 21st century skills: communication, creativity, collaboration, and critical thinking. Parents will never notice the shift. If they do, Common Core is ever ready to be the excuse for the change in attitudes and dispositions in the student. I want to close this post about how such a fundamental desired shift can and is occurring almost invisibly with a point Zaid Hassan made in his book we discussed in the last post. He talks about the importance of a koan to obtaining personal transformation in Buddhism. As a serious nerd and scholar of what is really going on in education, I noticed the resemblance to John Dewey’s Indeterminate Situation and much of the planned assessment under the Common Core.

As I always say, same function, same purpose, whether admitted or not, so let’s look at what Hassan said was the purpose of a koan.

“In Zen practice, a koan is a particular kind of question that, on the face of it, seems not to make any sense. It’s used with students to provoke great doubt and gauge their progress in Zen. For example, ‘two hands clap and there is a sound. What is the sound of one hand?’…the value of a koan is not in answering the question, for there is no answer. It’s that the Zen student, in struggling with the question, arrives at a new way of being, valuing, if you like, the very nature of the struggle. The struggle generates value, producing new insights and change.”

Such productive struggle, as educators call it of untaught or ambiguous problems, has a similar effect in non-Zen students. Some of them do not appreciate such deliberate social engineering while they are legally captives in a K-12 classroom in the least.

Now that we have seen how the Holos Consciousness can be grasped on a massive scale without anyone really noticing the shift while it is happening, we will go into the nature of the Macroshift next.

Imposing Cybernetics Control Theory on Students While Pretending the Impetus is Equity for All

The term cybernetics to me was always just a vague concept that had something to do with computers. I was following up on the Soviet psychologist Piotr Galperin and his behavior-orienting systemic-theoretical instruction by reading a 1975 book (translated into English in 1980, except curiously the footnotes) by one of his students, Nina Talyzina. Called The Psychology of Learning it kept referring to cybernetics, but there were no computers. Instead, cybernetics is described as a theory of control over processes. One of the processes that the Soviets and certain American educators wanted to control was human behavior.

Before anyone thinks this is just a haunting history lesson with me pouncing on disturbing intentions from the past, let me remind everyone that the US Common Core are designed as performance standards. They are about what students are to be doing. Competency is the same globally as is 21st Century Skills. Performance assessments are about action.  The shift from a mental focus to an activity focus (because that is what Marxist-Leninist theory required as Talyzina laid out) has already taken place. The significance of that deliberate shift is simply not well enough appreciated. Cybernetics, as applied to education, seeks to optimize “control of the learning process.”

That learning process is no longer to be “through the development of capacities that already exist at birth,” like mental ability, but is rather “a process of assimilation of various types of human activities by students and hence of the set of actions that bring this about.” What is going on with the learning tasks created for Common Core (described in Chapter 7 of the book), as well as the digital curricula being unveiled by Pearson (with Microsoft as partner) and Amplify (rolled out for middle school this week) among others, and the Connected Learning agenda being pushed by the MacArthur Foundation http://dmlhub.net/sites/default/files/Connected_Learning_report.pdf , are all examples of designing the teaching-learning [obuchenie] process in accordance with the requirements of a general theory of control.

When I recognized the full implications of what the Consortium of school districts from the last post sought (hence the hunger for Student data and continuous mentions of feedback in personalized instruction) and the gaming in classrooms (with its ability to control the visual images associated with any chosen concept and force the virtual world to conform to desired models of either reality or the future) to the cybernetic theory of how to control human behavior without that being apparent, I did some searches to see what was happening now.  One of those pulled up an essay that had been in the 2002 UNESCO Encyclopedia by the radical constructivist Ernst von Glasersfeld who I had talked about in Chapter 3 of the book. I gulped since I had not been looking for UNESCO or Glasersfeld. The essay is called “Cybernetics and the Theory of Knowledge” http://www.vonglasersfeld.com/255 and it lays out how crucial the theory of constructivism in education is to the goal of behavioral control via cybernetic principles.

More gulps. The word cybernetics is derived from the Greek word “Kybernetes” which referred to a steersman of  ship. It is the etymological root of the English word “governor” as in the lead elected state officials who seem so determined these days to combine economic development with education as workforce development. The word also retains its same control function in its use as a governor on an engine, regulating possible uses. Maybe we didn’t really appreciate the significance of the term cybernetics or its applicability to education, but radicals interested in political and social transformation at the level of individual consciousness certainly do. Everything to be required, or condemned, in a Common Core classroom is now driven by turning to Vygotsky and especially Galperin (image, associations, concepts) as the necessary psychological theories (instead of Skinner’s behaviorism). Galperin’s theory especially, backed up by decades of research, laid out a means and rationale for specifying the desired activity in the real world that would then produce the hoped for mental concepts.

Those mental conceptions, because they are created by actual activity in either the real world or a virtual immersion world (of the sort pushed by MIT’s Media Lab or Amplify’s Zombie Apocalypse game), are thus controllable in a way conceptions built up by facts delivered from lectures and textbooks are not. Then we have the new assessments and now to be a new SAT to monitor the extent to which the desired concepts (in the hermeneutic-dialogical sense we met in the previous post) are connected to associated  relational qualities (also supplied) and then tied to real world problems or phenomena. Understanding here is like a web and assessments are looking to see what strategies the student’s web of understanding reaches to apply when there is no fixed or correct answer. That tells a great deal about how the student will behave as an adult when they are on their own.

Now the Cold War implications of this psychology of learning and Galperin and cybernetics as a feature of education in a supposedly free country, especially since Talyzina mentioned a UNESCO symposium in 1976 on the psychological bases of programmed instruction, are obvious. Despite what is going on now in the Ukraine and the Crimea and the current Russian role in the UN’s digital learning and Information Society initiatives I have written about, our problem in 2014 are not the big C threat of decades ago. Subjugation of the individual and control over consciousness though clearly remain a primary government goal though. That Connected Learning report above makes it painfully clear that the digital and media agenda now in education is tied to a social and economic transformation to a shareable, collaborative consumption economy.   The new motto is to be “sharing reinvented through technology.”

If you go to the writings of the professors cited to show the economy is changing, we find the sociologist Juliet Schor (see her tag) who wrote Plenitude: The New Economics of True Wealth. That pulls in her commonwealth vision of the future and the agenda of Gar Alperowitz and the Democracy Collaborative. Another cite turns out to be Harvard Labor Economist Richard Freeman. Finally, there is a cite to a 2008 paper by Bowles and Gintis. Uncited is their book from 1976 Schooling in Capitalist America that predicted a socialist transformation of the US that might need to become violent. I mentioned that book in this post http://www.invisibleserfscollar.com/promoting-alternative-thinking-strategies-is-this-really-mental-health-first-aid/ . Its central point that education is so crucial to social change because “socialism is not an event. The consciousness developed in struggle is the same consciousness which, for better or worse, will guide the process of socialist development itself” is even more relevant when cybernetics is in use.

Making the cognitive activities, such as learning tasks or computer games, and the internal mental states created, the focus of instruction is certainly a fine way to develop and manipulate such a consciousness. It’s not like we are not drowning in evidence at this point of such broader transformative intentions from every direction. Foundations, local districts, states, federal DoEd (they openly work with MacArthur on Reimagining Education), and internationally via the UN and the OECD. Page 91 of that Connected Learning report even links to ITU’s 2011 Measuring the Information Society report. It is what led me to the UNESCO Sakhalin Declaration I wrote about already.

I can find the M-L roots of what is being pushed now. Talyzina was quite graphic about them. The public sales pitch now though for the same theories and practices is that the shift to digital and networked media (that makes cybernetics so much easier via adaptive software and the visual emphasis) is necessary to protect the life opportunities of “non-dominant youth.” To force “an environment in which opportunity and outcomes are widely shared across the citizenry” as if productive wealth is not in the minds of talented people, but in some pot ready to be rearranged. The constant drumbeat that these shifts are necessary “begins with questions of equity” and “centers on an equity agenda.” If you got a quarter for every time that report mentioned “privileged” youth or families or the “elite”, you could go out for a fine lunch.

That report once again quotes John Dewey making me very glad I laid out in the book why his vision remains so relevant to what is sought today. If we go down this road of cybernetic control over the development of a student’s adult personality (what college and career ready actually tracks back to) and adopt the vision “as progressives have argued for generations, the functions of schooling should be to prepare young people for contributing and participating in social life, which includes economic activity but also civil society, family, and community” where will we be as a nation or world in five or ten years?

Will it make the world a peaceful place? No, we will simply not see the aggression coming until it is too late. Will the public sector workers lying to us now on their intentions and lining their pockets with tax money decide to suddenly act altruistically in the name of the common good and genuine social justice? No again.

Equity and equal opportunity for all strike me as a means to federalize issues of education practice so that change can be required without consent or notice. Through civil rights law edicts. Secondly, it forces a surrender of individual primacy and sovereignty. It takes a citizen as subject to be molded at will approach.

No wonder we just keep running into all these Soviet techniques and theories. They were free to do the preliminary research on cybernetics in education. Guess where it will be continuing now?