Progressive Polyphonic Federalism Invisibly Binds People and Places to the Just Society Vision

That’s quite a title, isn’t it, but both alliterative adjectives matter. If you like doublechecking me, try one or the other with ‘federalism’ in your search. I joined them together because they actually work together and I hate synonyms designed to throw us off the real story, its depth, or its trail over decades. This will also remind us why the “state-led” description of the Common Core, as in not a federal initiative, is a Red Herring literally designed to throw off the scent so we look in the wrong places. Both WIOA and the ESEA Rewrite are grounded in both kinds of federalism and its No Child Left Behind predecessor is cited as the ultimate example of polyphonic federalism in this paper “Toward a Theory of Interactive Federalism” http://papers.ssrn.com/sol3/papers.cfm?abstract_id=734644 by the now Dean of Emory Law School. Notice that the 2006 date is the year after the famous (infamous?) Yale conference put on by the American Constitution Society proposing a new Constitution by 2020 that was followed up with a book in 2009.

Another one of those things that has not been on our radars, but needs to be, because it describes what is actually happening to all of us. Let’s go back in time to the mid-80s when (as my book lays out) so much is already shifting towards intentional social transformation via education. Recognizing that the goals of the ESEA Rewrite could only be met via James Comer’s (also at Yale) views of a social interaction, psychological focus of student achievement, I discovered he had written the Foreword for a 1985 book Choosing Equality: The Case for Democratic Schooling that sought to “qualitatively change the environmental context–the school culture–that conditions the learning process.” That certainly explains why every federal regulatory power since President Obama took office has been directed to achieving a Positive School Climate with a variety of rationales.

The vision of democratic schooling, then and now in the Common Core implementation and the ESEA Rewrite language, insists that “If education were structured around the social needs of children, families, communities, and a democratic society [in the Marxian, John Dewey, participatory sense laid out in the book], the priority would be to endow all children with the basic and higher-order skills [Remember the tethering from the last post] needed to fulfill personal and citizenship roles. The mission of schools would be individual and social empowerment, which itself would promote more equitable chances of survival in the labor market.” Schools, in other words, will increase student achievement for all students by focusing now on enhancing “all children’s capacities to think critically and to acquire social knowledge.”

That was from the “Building a New Agenda” ending, but before that was the “Governance and Funding: Toward Progressive Federalism” chapter. If the basic and social ‘needs’ of all people are to be met, either in the US or anywhere in the world, “new structural mechanisms that allow popular control over resources and priorities” are needed. The book proposed the remedy as the “concept of progressive federalism, expanding the social and fiscal responsibilities of government at all levels–federal, state, and local–and defining the role of each more appropriately to its function.” We can be sure that the UN’s Global CIFAL Network I wrote about on January 6 was created from an awareness of progressive federalism. http://www.nytimes.com/2009/01/30/us/politics/30federal.html says that President Obama’s Open Data Initiative (see tag), which we know was such a priority that it was his first action on his first day in office, was actually grounded in progressive federalism.

Progressive federalism sees “government action as the central instrument for achieving egalitarian goals and more effective practice in public education.” The book, which described the practices and policies my book and this blog have tracked to what the actual planned implementation looks like everywhere, sought to “develop the role of local and state governance, as well, to promote more comprehensive responses to educational needs and to engage all levels of government in the struggle for progressive reform.” The book complained that progressives were not appreciating the powers over people and places held at the state and local levels. It reiterated that the “concept of progressive federalism includes the necessity of multiple levels of authority, particularly state and federal regulatory functions that safeguard standards and rights.”

Choosing Equality pointed out the reasons for what is now so clearly being foisted on us: “The federal government is the only feasible agency for the redistribution of wealth on a nationwide basis, both in its tax policies and in its priorities for public spending. The federal government is also the primary agent for promoting geographic as well as individual equity.” Equity as in whatever must be done to achieve equality of results for various previously disadvantaged groups. That’s still the impetus behind the global push surrounding Excellence and Equity for All as this recent paper shows.

http://www.yrdsb.edu.on.ca/pdfs/w/innovation/quest/journals/QuestJournal_BenLevin-AvisGlaze.pdf made it quite clear that the required Equity is obtained in the manner described in the 1985 book although its lead author Ben Levin has now become too notorious to call as a Congressional or legislative witness. The co-author, Avis Glaze, wrote yesterday in an EdWeek post entitled “Achieving Excellence with Equity: A Mandate for All Schools” timed around the second day of ESEA Rewrite hearings. Student Learning tied to the tethering view of experiential education from the last post as well as the Rewrite’s Equity focus is a crucial point so many educators are lying to the public about all over the world.

This is from a 2008 UNESCO paper called “Inclusive Education–the Way of the Future.” It laid out the shifts in what is to constitute ‘learning’ to allow the push of equality in outcomes and success for all. It’s also embodied in what is “high-quality education” and Equity and what it takes to be a “high-achieving country” on the PISA assessments created by the OECD.

“So long as learning is understood as the acquisition of bodies of knowledge presented by the teacher, schools are likely to be locked into rigidly-organized curricula and teaching practices. Commonly, therefore, inclusive curricula are based on a view of learning as something that takes place when learners are actively involved in making sense of their experience. [hence the tethering metaphor in the last post] Learners, in other words, cannot simply be told. Rather, they have to discover and understand things for themselves.”

In whatever ways suit political power as governments at all levels coordinate around forcing people and places to accept. or even not notice, the progressive visions of a just society being pursued. As the book Remaking America recently concluded:

“States have the power, and often the will, to meet the needs of citizens in progressive ways…Progressive federalism seeks to harness this potential state contribution to our national democracy without retreating from civil rights and a national affirmative state…to update and give content to the metaphor as ‘laboratories for democracy’.”

Are those kinds of efforts then really ‘state-led’  It helps if we look at why Dean Schapiro chose the “Polyphonic Alternative” to describe the new conception of federalism being constructed. Both Eric Holder, the US Attorney General, and Cass Sunstein, the President’s first-term “Regulatory Czar” are involved with the American Constitution Society’s push here as is Janet Reno, Clinton’s Attorney General. Well-connected to federal regulatory power would be an understatement of epic proportions apart from the Soros funding, polyphony has the element of coinciding authority, working in harmony, a “stew” instead of the “adjoining” layered authority symbolized by a “marble cake.” Federalism that “can combine into new melodies, without losing its individual character.”

States and localities in such a mellifluous stew of Statist coordination may still retain their ‘character’. Thus preventing easy recognition of the nature of this crucial shift. They are entirely losing their function though as a barrier to governmental power over the individual as laid out in the still existing US Constitution. The progressive label was at least a tip-off that a shift in the fundamental governing philosophy had occurred, apparently to avoid the cacophony of free enterprise and individual abilities and choices. Looking through that Interactive Federalism paper, I cannot find any protection from overbearing governments at all levels committed to trying to achieve Equality of Outcomes.

As the last several posts combined have pointed out, the “brain is a sculpture carved by experience” as the OECD Neuroscience research has pointed out, and governments at all levels are now committing to sculpting the human brains of students at a neurobiological level. They are pushing the practices and policies thought to advance a society and economy grounded literally in transferring “from each according to his abilities, to each according to his needs.” Neither the UN or the OECD hides anymore their pursuit of what Marx called his Human Development Model of society. Neither do progressives, where ever they are. Historically, there has been a barrier–the language of the US Constitution, but not under these legal theories or conceptions of federalism.

Education, especially K-12, is the global vehicle, because as the OECD recognized with this quote from Wu Ting-Fang: “Education is like a double-edged sword. It may be turned to dangerous uses if it is not properly handled.”

Just like the law and the supposed checks and balances of federalism.

 

Bubonic Plague, Locust Swarms, Collective Values Transformation, or Futures Redesign?

If we were playing Compare and Contrast with that title we would notice that the commonality is clearly horrendously destructive acts or events. Yet the last two are clearly planned and likely to be invisible to most of the people affected by the designed shifts being imposed on them. The first two just happen periodically, but their presence and catastrophic effects are immediately visible. Which is preferable?  Most of the trauma from the last two could be prevented if enough people globally were aware of the declared intentions, the foreseeable likely consequences, and the networks forcing the changes.

That’s why I wrote the book Credentialed to Destroy and why I keep up this blog monitoring the current related shifts in real time. Welcome to Part Two of what I am calling the Treacherously Trying to Trap Us Trilogy. In the last post I laid out the existence of the Global CIFAL Network set up by the UN System starting in 2003 to get local officials on board with its agenda in education, the economy, and society generally. Today we are going to poke around a bit more into things designed to impact all of us, but beyond our line of sight. Since all my research has the effect of providing close to x-ray vision as I read and listen now, let’s pull some more plans into the sunlight while there is still time.

Let’s start with yet another troubling plan created by the well-connected, Palo Alto-based Institute for the Future whose vision for Recombinant Education and Future Work Skills 2020 here http://www.invisibleserfscollar.com/advances-in-neuroscience-redefine-notions-of-performance-and-cognition-allowing-social-justice-in-learning/ left some readers irate and others feeling like they had endured a stress test. IFTF in 2013 also created http://www.iftf.org/our-work/global-landscape/governance/governance-for-the-future-an-inventors-toolkit/ to “rethink the relationship between citizens and governance. Now is the time to explore the widest range of future possibilities and to reimagine society for an age of planetary challenges and human responsibility.”

Now before anyone says that stated purpose alone is no link to the UN System, let me remind us that the Center for Curriculum Redesign’s Charles Fadel touts IFTF’s work. But I can do better than that. On the last page, IFTF thanks “Dr. James Dator for providing the inspiration and methodological foundation for this toolkit.” Dator, a futurist professor in Hawaii, was Secretary General and then President for a decade of the World Futures Studies Federation, which IS part of the UN System and closely tied to UNESCO and its work in education and multimedia. So when the Kit urges people to “Re-Think: Examine your foundational assumptions about how the world works, how people behave, and what values you would like to see instilled in your society,” this is precisely the kind of Change Agent/social engineering work we also saw the CIFAL Network owning up to.

So out-of-sight but closely tied to what is planned for US K-12 education we have this Toolkit proclaiming that “Government has seen little structural change in 200 years. For example, the US Constitution was created in the 18th century, and while novel and in many cases admirable, it couldn’t have anticipated 21st century social, technological, and political realities. Societies must re-examine the principles upon which governments are based, and think carefully about the values, beliefs, and metrics  upon which to build governance for the future.” Can you say impose without notice or consent? How about jettisoning what is still valuable?

Can you imagine students with precious little knowledge of history being told as part of a high school long-term project that “Values provide a moral compass for the governing systems you will create. Do you want a society that manifests freedom, happiness, justice, harmony, equality, security, well being?” Plus donuts for all that will never compromise your waistline and free internet that will always be serviced promptly, where ever you live. Sarcasm off. Let’s get back to the Toolkit: “Some absolute values may conflict with others. For example, freedom often affects safety or equality. But to thrive, a society must understand and express a vision of its common goals. Your Task: Clearly state the values that will guide the way governing processes and institutions are created. Don’t try to solve the tensions between values at this point.”

Now that last passage vividly illustrates the problem running through all these intentions and declarations. Many are factually untrue. Many societies have thrived without such a vision of common goals. Having such a vision will NOT make a society ‘thrive.’ In fact, believing such nonsense and having little factual knowledge primes people to act based on illusions. That’s good for statists wanting transformational change, but not so good for those of us footing the bill and being told what we must or cannot do in the future. IFTF though is not the only connected entity now pushing transformations of values in order to give “rise to new conceptions of global responsibility and human rights.” It’s not just the Rockefeller-affiliated Club of Rome involved. http://www.clubofrome.org/cms/wp-content/uploads/2013/02/VALUESQUEST-The-search-for-values-that-will-make-a-world-of-difference.pdf

It’s not just the UN asking the Club of Rome and the ValuesQuest Initiative to “contribute to the creation of the post-2015 Sustainable Development Goals Programme.” Those are all bad enough for us. The real danger to all of us would be a failure to appreciate the intention to reconceptualize the nature of the purpose of “the law” globally to make these transformations binding. Because details matter when the stated transformational plans are so dangerous, when the Club of Rome or IFTF or anyone else cites a troubling document, I try to find it.   http://eruditio.worldacademy.org/files/Issue_1/reprints/Reprint-The-Global-Values-Discourse-W.Nagan-G.Jacobs.pdf When I notice that Nagan is a law professor at the University of Florida and believes the law can be a tool for “charting a better collective future for humanity based on universal values for sustaining a world order in the common interest,” I sit up and start taking meticulous notes.

When the law is viewed as a means to force “social evolution,” I remember what Julian Huxley and Theodore Brameld wanted UNESCO to do (described in detail in my book) and know precisely what is envisioned for the 21st Century. The law can be used as means if someone wishes to “require fundamental changes in the normative foundations of global society in the 21st century,” but ‘can’ does not mean the results will not be comparable to the plague or a swarm of locusts in what is being destroyed. When that article describes an approach that “targets the institutions that control and regulate the production and distribution of these values,” K-12 education, the higher ed colleges of education, and the powers given to accreditation all fit the bill as such ‘institutions’. That’s why concentrating all those areas in a single person as described in the last post fits the desired template that “No One Can Stop Us This Time” so well.

The fact that his business partner is tied to CIFAL and planned economic development at the state and local levels also fits perfectly in the vision “for providing the normative guidance for the future of political economy of the world community.” Now, I cannot tell you how unexcited I am to see K-12 education, state economic plans created under WIOA by governors, the law as a tool of forcing collective group decision-making and a redefinition of individuality for the 21st century, and all these other declared plans for “economic democracy” and new institutions that replace “faith in impersonal mechanism” with “institutions dedicated to the rights, dignity, welfare and well-being of all humanity.” France has been entranced by this vision for more than two centuries and look what happened there last week.

The law as a “driving force for social activism” and a “powerful instrument for social development” as “New Paradigm for Global Rule of Law” phrased it, coupled to the Mind Arson and Psychological Manipulation I have been chronicling in K-12 education truly is intended to Treacherously Trap Us All, from the inside-out and all around, to the UN vision first laid out by Uncle Karl so long ago. Can we imagine the law and education of malleable minds dedicated to locking in the “Confucian idea of rooting morals and ethics in human interaction and reciprocal relationships” and the “African principle of Ubuntu. In effect, people realize their moral value in relation to other people”? No wonder we keep running into a communitarianism mandate everywhere from what Career-Ready Practices really means to the Positive School Climate mandates.

I continuously warn how invisible these planned shifts are until we know what to look for, but how is this for a confession from the ValuesQuest document? “Values need to be so deeply embedded within a culture that no one recognizes that they are values.” Perhaps, we should add and “chosen by someone else for the purpose of subjugation to someone else’s choices about the future.” See why “values, attitudes, and beliefs,” and whether and at what rate they are changing, is precisely what is being “assessed” by the new measurements? That’s the real reason the radicals do not want to give up a requirement in any rewrite of No Child Left Behind of some kind of annual “testing.”

Given that Milton Rokeach created the word Competency to obscure the presence of values manipulation in the new focus of K-12 education, having that word be the new global goal while the UN system and the Club of Rome write “values are actually what we use to guide our way through the possibilities and problems of life” is a dangerous way to hide in plain sight. It’s no accident values are also the focus of that IFTF Toolkit or the OECD’s Key Competences that PISA measures students in.

ValuesQuest says that “it is our choice whether to have an unequal or equal society.” Factually that is not true, but we may all be sharing poverty as the consequences of these designs are imposed on all of us via education, the law, and the public sector generally.

None of the Change Agents imposing all of this intend to become equal with those they are coercing. They simply recognize there is money to be made and power to be gained from hyping that it is “our value choice which determines whether we live in a world of opportunities for all.”

This is simply a currently connected oligarchy wanting to empower themselves with no way out for most of us.

Knowledge though remains the way out. That’s why there is such a deliberate, coordinated, global  attempt to circumscribe it in the 21st Century.

 

Doubling Down on Deceit: Managing the Talent Pipeline Means Treating Students as Mere Chattel

This concludes our Vassals and Fiefdoms Quartet of posts with, perhaps, the most astounding level of active deceit yet on the extent to which people have become moldable chattel that exist for the benefit of politicians (at all levels and parties), public sector workers, and politically connected Big Business. http://www.uschamberfoundation.org/sites/default/files/Managing%20the%20Talent%20Pipeline.pdf is a report prepared by the US Chamber of Commerce for a November 19, 2014 national conference in DC to sell its “New Approach to Managing the Skills Gap.” The idea is to partner with “employers in regions and communities across the country to advance talent supply chain solutions.” Employers are now to be treated as the end-customer of the K-12 and higher education systems. That document calls on employers to take the initiative in “championing a new vision for employer engagement with education and workforce systems.”

Now I have written about the new federal legislation WIOA and its impact on all states and regions to plan their economies going forward. I have also explained admissions that the Common Core is really just a ruse to jettison the traditional role of high school and force the School to Work vision that was so controversial in the 90s. I have explained all the federal programs on integrating CTE into academics and forcing industry sector strategies and Career Pathways. None of those undisputed legal obligations that would be hugely controversial if they were being openly admitted is mentioned at all in the Chamber of Commerce’s vision. All the public-private partnerships that have been stealthily imposed as legal mandates are omitted so that when those partnerships either come into being or step out of the shadows over the next few months, they can be described deceitfully as a private initiative taken by employers to fix their skills gap.

Now doubling really isn’t enough to describe all the deceit going on, but I do like alliteration. Neither we or our children deserve to be treated as akin to things in an inapt Supply Chain Management metaphor for political power enacting a “workforce strategy for our time.” If I spend all this post just describing that document, the level of deceit and coordination will not be revealed. I do want to link to this story on each US state’s federally coerced longitudinal workforce data system  http://abcsofdumbdown.blogspot.com/2014/12/the-greatest-christmas-present-to.html?m=1 and point out that this is precisely the expanded data sharing called for on page 28.

If you are wondering how the last post on Character Education fits in beyond the collectivist molding aspirations, let me introduce this 21st Century Workforce post from Charles Fadel of the Curriculum Redesign Project http://www.huffingtonpost.com/charles-fadel/skilled-for-success-raisi_b_787394.html created back when he was better known for being the architect of the 21st Century Skills framework  (the one with the rainbow if you are unfamiliar with that P21 Global Graphic. Here’s the presentation he gave in 2012 to the Workforce Readiness Barometer Meeting  http://www.slideshare.net/CurriculumRedesign/tcb-assessments-charles-fadel Fadel, you see, globetrots selling the vision of “21st Century Knowledge, Skills, Character, Dispositions” blending workforce readiness, a skills focus, changing personality traits, touting mindfulness, and gutting subject-content as the purpose of K-12 education.

The last post’s Eleven Principles were just the US directed component of a global movement with the same vision of education and a planned economy in the 21st Century. Since we could not make it to Geneva, Switzerland back in October to attend “Character Education for a Challenging Century” that Fadel put together, here’s the program. http://www.ecolint-arts.ch/sites/default/files/documents/character-education-conference-agenda-public.pdf Fadel is clearly a busy man, but this quote from a 2012 presentation he gave in Peru citing Christian de Duve, a Nobel laureate in Medicine, gets at why social and emotional skills and personality manipulation are so important to the 21st Century Skills Framework Fadel sells. “We have evolved traits (such as group selfishness) that will lead to humanity’s extinction–so we must learn how to overcome them.”

Now we are not going extinct, but we are in the midst of a carefully choreographed global coup involving education, economies, and a push to collectivism. With all this manipulation and called-for combining of “head, heart and hand” so we will feel compelled to act for transformation as desired (or at least tolerate it happening). Back in 2009 Fadel and Bernie Trilling (of the Oracle Foundation and thus tied to yet another tech company) published a book called 21st Century Skills that laid out this entire vision and its ties to other troubling initiatives like Digital Promise, Competency Education, Next Generation Learning, and the League of Innovative Schools. We are familiar now with all those things between my book and this blog, but that 2009 book once again confirmed that all these education visions are about it being “time to give all our students the chance to learn how to build a better world.”

The book ends with a diagram called the Big E Glocal Problems. Education at noon on the circle, Equity at 2 o’clock, Environment at 5, Energy at 7, and Economy at 10. Global problems that students can get involved in locally in their communities. When the diagram creates a star among all those points, in the middle is Quality of Life as the need for societies now to push the UN and the OECD’s visions for Subjective Well-Being and Gross National Happiness not tied to economic growth. Yes, that is also known as Marx’s Human Development end-stage model.

Not a huge shock since the OECD, UNESCO, and the World Bank (remember its mental models recent confession?) are all named partners of Fadel’s in that CCR. The book also stated that Fadel and P21 area are advising the Asia-Pacific Economic Cooperative (APEC) on this vision, which explains why we keep running into it in countries without any Common Core. Australia, China, Canada, Russia among others are listed. Fadel and Trilling also write about developing a communications strategy to sell this vision. Precisely what hyping the need to “Close a skills gap so that America can be internationally competitive” deceitfully does.

I have pointed out before that CCR has lots of tech company partners, but one of Fadel’s slides mentioned a company called Sematech. I looked it up and it’s a tech research colluding consortium http://www.technologyreview.com/news/424786/lessons-from-sematech/ touted as the “model for how industry and government can work together to restore manufacturing industries–or help start new ones.” Corporatism is the polite term for this arrangement, but it has others. Needless to say it all fits in with the Chamber’s vision of public-private partnerships among governments at all levels, colleges and universities, and Big Business and collaboratives of small and medium-sized companies. Anyone remember the 1976 Turchenko vision from my book? We’re Here!

One of the co-authors of that Chamber Report is tied to the creation of labor market credentialing  and thus Qualifications Frameworks in the US just as I predicted in my book. www.ansi.org/news_publications/news_story.aspx?menuid=7&articleid=de4e4462-95f0-4bf2-ab7a-a545f8a8270d Yet another controversy no one is owning up to. Another is tied to this consulting group that went bankrupt. http://www.bostonglobe.com/opinion/2013/01/20/when-smartest-guys-room-bankrupt/lUYj7Nl8vAHhlL1iWVpSoK/story.html  We can understand how a planned economy benefitting the politically connected would seem far less messy. The third https://www.mapi.net/blog/2014/07/qa-jason-tyszko ties it to the Manufacturing Alliance’s vision of STEM Pathways developed in Illinois.

Anyone know any prominent US politician from that state? Yes, residing in the White House and thus in a position to see that federal agencies and Congress have been quietly implementing this “framework for a new education and workforce paradigm that we call talent pipeline management.”

Because that sounds so much better than the reality of vassals and fiefdoms and what Benito called Fascism. I have given lots of cites here because we are talking about grave matters and we deserve to recognize there is no dispute over what is being tried. But no one involved wanted this full vision to come out. This is a vision of the future that can only last as long as the Federal Reserve can still print money magically or the US can borrow it. None of the people involved at any level have an incentive to put all these pieces together or imagine the real consequences of the vision.

As usual, we ordinary people and taxpayers have no choice but to take a hard look at this reality. That’s the only way to start the vehement protests in time and know what to do to best protect our loved ones in the meantime.

Speaking of that, I hope all my readers are enjoying this special time of year. It’s about time for me to shift fully into Chief Elf and Cookie Maker Mode.

Merry Christmas Everyone!

 

Quietly Coercing a Vassals and Fiefdoms Future for All of Us While Hyping Economic Development

I actually am not nostalgic for the castles, moats, or medieval armor. For one thing I like to cook, but not without centralized plumbing or over an open hearth. No, I keep thinking of terms from the Middle Ages because public policies being quietly enacted in the United States as well as other countries via K-12 education remind me a great deal of the previously accepted relationships between ordinary people and political power that was the hallmark of those times. Political authorities dictated what we could be, know, and what we must do while promising to take care of us and to meet our basic needs. It’s always fascinating to me to listen to an elected politician, their advisors, or college professors laying out a ‘new’ view of 21st century ‘rights’ and responsibilities and never quite grasping this is all a reversion back to a much earlier view of citizenship and the entitled prerogatives of those who hold political and economic power.

Stated simply, throughout history, people with power will collude to keep it and expand it using the coercive power of the public sector over people, their behavior, and their property. They do it for their own personal benefit as well as the benefit of those who empowered them. Either by electing them, appointing them, or simply bankrolling them. I am actually not philosophizing here without a purpose. This was one of those rare weeks when I got a chance to ask the kind of legislators who get invited to Education Commission of the States meetings (see last post) if the Common Core was really about Workforce Readiness and didn’t various non-hyped state and federal initiatives tie K-12 as now about career preparation for all students in a politically-driven view of economic development in the future?

I got a yes answer from some rather shocked people who probably wish I had stayed home with my documents. I suspect each of you would get a similar answer if you get to quiz legislators, mayors, or representatives from the Governor’s office in your state. The difference is I had the chance, used it respectfully, but against the background of the kind of documentation of the openly-laid out vision I am going to lay out here today. Just in case any of us get a chance to buttonhole someone during the holiday parties or as legislatures or city councils reconvene after the New Year. Because I understand how all this fits into a dirigiste 21st Century economy (the French term for such political direction), I am paying attentions to sites and sources that are probably not on your radar. We are about to remedy that.

I explained that Congress had nationalized the K-12 education vision back in July 2014 and tied it tight to a Workforce vision for all students and states in this post http://www.invisibleserfscollar.com/priority-economic-citizenship-for-some-officially-sanctioned-status-as-prey-for-most-of-us/ . On November 20, 2014 a webinar on “Realizing Innovation and Opportunity in WIOA: A Playbook for Creating Effective State National Skills Coalition Plans” went over this detailed report. http://www.nationalskillscoalition.org/resources/publications/file/2014-11-NSC-WIOA-state-report.pdf WIOA remains news to most people because an announcement that Congress has laid out a detailed plan to “improve the nation’s workforce development system” would have poor PR value, especially with the open embrace and advocacy for cronyistic “sector partnerships” of industry and the related Career Pathways in a given state.

I have a lot more to lay out and we need to keep moving. This past week, CCSSO, one of the formal sponsors of the Common Core so it can tout itself as the more politically palatable “state-led initiative” released its Opportunities and Options: Making Career Preparation Work for Students. The Task Force made 3 recommendations in this detailed report. First, “Enlist the employer community as a lead partner in defining the pathways and skills most essential in today’s economy.” In my book, I explained the 1976 Turchenko vision of how to take control of Western economies while still appearing capitalistic and this CCSSO document fits right in. Secondly, “Set a higher bar for the quality of career preparation programs, enabling all students to earn a meaningful postsecondary degree or credential.”

I am the last person who thinks college is appropriate for all people, but politicians skip over the part of this vision that now sees a 6th grade level of math and literacy skills as all anyone will need in the 21st Century. The third recommendation is to “Make career readiness matter to schools and students by prioritizing it in accountability systems.” Accountability is much like accreditation. It is a largely invisible means to make something mandatory in the classroom without adequately disclosing the changed reality to students, parents, or taxpayers. Now in reading that report, there is no inkling that any of these ideas are anything other than state employees trying to meet industry needs and satisfy that much-hyped skills gap.

We know better though. We are not just aware of WIOA, but also all the federal programs at Labor and Education mandating this shift to a reenvisioned Career Technical Education for all students. I laid out all the federal mandates here.   http://www.invisibleserfscollar.com/banishing-any-distinction-between-academic-technical-and-lifeemployability-skills-active-deceit-everywhere/ Even more fascinating in all the calculated deceit going on to prevent a widespread accurate perception of the true nature of the shifts involved is a mention that the Southern Regional Education Board had a Commission on Career and Technical Education also pursuing this agenda. Now that got my attention since I have been following Gene Bottoms’ work since he first developed his K-12 vision of Techademics while working for the Georgia Department of Education in the 70s.

I knew from my research of the background for Everyday Math that the Soviet Union had adopted the same general idea for its typical student at the same time in the 70s. (The story and cite are in Chapter 3 of my book in the interview with Isaak Wirszup). Now we have a CCSSO document wanting to “align education and the economy” in precisely the treatment of people as “human capital” that governments have the power to dictate to and manipulate as what the USSR envisioned. Needless to say, the phrase “gotta find that” aptly described my thought process. Sure enough, I found “Career Pathways Connecting High School, Work-Based Learning and Postsecondary Education.” Here’s a link, complete with a futile command “Do Not Disseminate.” I can see why given who is listed as involved. http://publications.sreb.org/2014/FINAL_CTEReportExecSumSREBBd061914.pdf

Why, there’s Texas, confirming it did not need the Common Core. June Atkinson from North Carolina is also on board, which would rather explain why she chose to protect the College Board this week over APUSH. That makes more sense if you have a document connecting the revised AP courses to this CTE vision. http://www.careertech.org/sites/default/files/CTE-AP_FINAL.pdf From my state of Georgia, there is the head of the State Board of Education, which is fascinating since a legislative committee after months of hearings decided recently that K-12 curriculum supervision should be the jurisdiction of that Board, not the elected legislature. No effective recourse for rebellion is one way to put it. Also, two-time Broad Foundation winning school district Super, Alvin Wilbanks, who was the first to tell us that the Common Core was really about remaking the nature of the traditional high school. http://www.invisibleserfscollar.com/listening-in-on-the-confessional-drumbeat-of-the-common-cores-true-purpose-jettisoning-traditional-high-school/

If you live in a southern state from Texas to Virginia, including Oklahoma, you will want to check that list for the officials listed. I want to make sure though that the presence as consultants of people like Marc Tucker, who headed the controversial national standards/ School to Work attempt in the 90s and Anthony Carnevale, who were both with the Carnegie-created National Center on Education and the Economy to align the US to the Soviet vision of education, are not missed. Before his current perch at Georgetown, Carnevale has been pursuing this vision for decades as I laid out here. http://www.invisibleserfscollar.com/anesthetizing-any-ability-to-blow-up-or-contaminate-a-chosen-politically-useful-narrative/ The listed David Stern is a subsequent director of the same center polytech visionary Robert Beck (Chapter 4 in the book) previously led.

We have also met Aneesh Chopra before in his previous capacity as this country’s first Chief Technology Officer. Remember I explained his alarming new book Innovative State: How New Technologies Can Transform Government? http://www.invisibleserfscollar.com/journey-to-the-center-of-the-core-yields-the-yoke-of-citizen-centric-governance-to-force-a-shared-vision/ All of this hyping of STEM learning and using computers as an essential component of classwork makes more sense once we appreciate that STEM is simply a more politically palatable description to obscure the shift away from subject content to CTE embedded in group academic tasks for all. http://www.careertech.org/sites/default/files/CTEYourSTEMStrategy-FINAL.pdf is the federally sanctioned revelation from a year ago.

In case someone really wants one more smoking gun firmly linking the Common Core to this CTE vision, here’s a 2 page solid confession for us. http://www.careertech.org/sites/default/files/IntegratingCTE-CCSS-Mar2012.pdf

This was a link heavy post because all of this is quite documentable. Most of the people involved in all these reforms have no incentive to connect these dots. We parents and taxpayers though have no choice if we want to escape a future of us and our children functioning as vassals living in a dirigiste fiefdom. All planned around an illusory utopian vision of changing people’s personalities and mental models to voluntarily accept a far more collectivist vision where we each exist to meet other people’s needs.

The extent to which all of this comes together with a Bespoke Fit makes much more sense once we are aware that the global name for this type of K-12 education for this kind of directed economy and society has a name. Productive Learning.

Next time we will exercise our still existing privilege to deny any obligation to accept this vision with fealty, bowing, or general homage.

No wonder there is such an intense desire to limit the capacity to read fluently.

Curriculum Now Needs to Become an Itinerary of Transformative Experiences of Participation

Mulling over the Transdisciplinary, Intrapsychological themes we have been looking at beginning with the October 28 “Opting Out” post, I decided to hit my bookshelves to find some guidance to put these declared initiatives for our children and all of our futures into context. In my book Credentialed to Destroy, I cited Harvard Historian Richard Pipes’ Survival is Not Enough to share insights from behind the Iron Curtain on why collectivists always target consciousness. Today I want to go back to a different point he made about the need to control language and communication. Remember please that communication is one of the 4Cs of 21st Century Learning and is now being used as a euphemism to insist that students need to negotiate and come to a ‘shared understanding.’  http://www.invisibleserfscollar.com/experimenting-on-people-and-places-via-the-rockefeller-process-of-communication-for-social-change/ is just one example of the latter use.

“Just as the private initiative of ordinary people, with its ‘second economy’ [the Black Market], has broken the state’s hold on the production and distribution of goods, so the courage of its intellectuals has given Russia a ‘second reality.’ This restoration to language of its proper function as a means of communication instead of domination is an act of revolutionary significance. In the words of Alain Besancon:

The Communist regime was, in effect, inaugurated by the public (state’s) appropriation of the means not of production but of communication. Well before the factories and fields were seized, it had been the newspapers, the printing establishments, the media…Much more directly fatal than the restoration of the market is the restoration of the human word, the privatization of the organs of speech, individual ownership of the throat…The writer breaks the compact of lies on which the entire equilibrium of ideological power rests. He gives words their meaning. He redresses the ideological inversion of language. He restores reality in its capacity as the unique reality and vaporizes surreality.”

Professor Pipes follows that Besancon quote from 1980 with this recognition: “Once the spell has been broken, the regime may never again be able to reassert its control over human perceptions and means of communication, a control that in some respects constitutes the irreducible essence of Communist power.” I think the Transdisciplinary agenda UNESCO is pushing and the rest of the education agenda centered on constructivism in reading and math it and so many other global entities are pushing in a coordinated manner are simply another way to get back that control. “We’ve found another way!” could be the theme of that Cooperation Agreement with Microsoft that Bill Gates signed.

I want to go back to the 1998 book cited in the Appendix of that Agreement because that’s where the title quote came from. Communities of Practice: Learning, Meaning, and Identity ‘s last chapter is on Education. This is the lead-in on its new purpose: “Education, in its deepest sense and at whatever age it takes place, concerns the opening of identities–exploring new ways of being that lie beyond our current state.” Now when governments, and their allies in foundations or accreditation, decree that the negotiation of Identity is the purpose of K-12 education and they intend to prescribe, guide, and then assess for what that Identity can be, we are back beyond the scope of domination and control that Pipes and Besancon wrote about.

When education is now required to be “a mutual developmental process between communities and individuals, one that goes beyond mere socialization. It is an investment of a community in its own future, not as a reproduction of the past through cultural transmission, but as the formation of new identities that can take it history of learning forward,” we actually are back to a little c vision of the future of the kind Uncle Karl wrote about. This time though it is far more surreptitious. It definitely has a better PR campaign and a more alluring set of names.

I have stated repeatedly that Common Core is not about the transmission of knowledge and subject content in the traditional sense, no matter how much certain people now hype their reviews of textbooks and other instructional materials. Why? Because under the Transdisciplinary vision of education that is coming (even to Texas), “delivery of codified knowledge takes place away from actual practice, with a focus on instructional structure and pedagogical authority that discourages negotiation.” Negotiation–remember that obligation to come to a shared understanding I mentioned above? How many times have you heard that under the Common Core learning must be relevant and involve real world applications? Here’s the next line: “As a form of educational design, the reification of knowledge is thus not itself a guarantee that relevant or applicable learning will take place.”

That would be coursework that makes a student feel compelled to act to change the world. Remember we have encountered what Transdisciplinary means before and its explicit links to Agenda 21. http://www.invisibleserfscollar.com/inventing-the-education-of-the-future-by-insuring-planet-wide-activity-to-produce-unified-outlooks/
I have tried repeatedly to explain what the new assessments are really aiming to do, but let’s look to what UNESCO, Etienne Wenger, and, we must assume Mr Gates with all his sponsorship of new forms of assessment, have in mind.

“Students with a literal relation to a subject matter [like a traditional Algebra textbook, Geometry proofs, or that famous Catherine the Great World History lecture] can reproduce reified knowledge [or not and accept that C-] without attempting to gain some ownership of its meaning [in the sense of how it can impact their daily lives]. An evaluation process will become more informative regarding the learning that has actually taken place to the extent that its structure does not parallel that of instruction too closely, but instead conforms to the structure of engagement in actual practice and the forms of competence inherent in it.”

Oooh, I know. I know. Let’s call those latter types of evaluations High Quality Assessments or formative assessments. Then we can tell relieved parents there will be no more high stakes testing, just embedded learning tasks. We can all be certain the parents will not be told that school is now to be a place for “experiments of identity that students can engage in while there.” Keep that in mind though next time you hear of an assignment that basically amounts to role-playing. I want to close with Six Transdisciplinary Primary School Curriculum Themes so that students, parents, and teachers can better recognize when they have actually embarked on a UNESCO/Microsoft approved transformational educational experience. http://inquiryblog.files.wordpress.com/2012/11/td-themes.png is the source.

Six Sided Figure Going Clockwise from the Top

Who we are: An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families,

Where we are in space and time: An exploration of our orientation in space and time; of our personal histories; the discoveries, explorations and migrations of humankind.

How we express ourselves: An exploration of the way which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

How we organise ourselves: An exploration of human systems and communities; the structure and function of organisations; societal decision making; economic activities and their impact.

How the world works: An exploration of the physical and material world; of natural and human-made phenomena; of the world of science and technology.

Sharing the planet: An exploration of rights and responsibilities in the struggle to share finite resources with other people; access to equal opportunities, peace and conflict resolution.

Yes, I too would classify that last one as Social Justice at 10 o’clock. The ultimate tragedy is that if we are in fact looking at a future of ‘finite resources,’ the ultimate cause is this officially endorsed Mind Arson view of Education to create Transformative Change Agents. This push to circumscribe the human mind to lock in the kind of control over individuals and their likely behaviors that the Soviets could only dream of.

The late Julian Simon knew that “The essence of wealth is the capacity to control the forces of nature, and the extent of wealth depends upon the level of technology and the ability to create new knowledge.” All over the world that open-ended source of future wealth is being extinguished via K-12 education precisely, and almost solely, to once again gain the kind of control over the sources of production and communication that the Soviets lost and the Chinese wish to preserve and now extend. Globally.

Using the help of politically connected friends and corporations. There’s nothing unprecedented about what is being sought. The Internet and digital learning are just new means of communication. Plus the research the behavioral scientists documented in the 20th century has them itching for some real-time research across the globe.

So instead of being glum this holiday season that what is being attempted is so ugly, let’s be thankful for All We Now Know and Our Increasing Recognition of How Very Much this all matters.

Julian Simon knew that “minds matter economically as much as, or more than, hands or mouths.” Now, we do too. No more accepting the declared PR pitches at face value.

 

Structuring Minds and Hearts to Quietly Gain Power to Act Directly on the Individual Citizen

You may have noticed that first I figure out what is really planned for K-12 classrooms and then I figure out why. It helps when I discover that certain foundations, like Rockefeller or Carnegie, have been financing specific education visions for decades. Hard not to intuit “So you believe this fits in with your other work and gets to the same ends as initiatives that now go by different names?” It’s almost like a Treasure Hunt except what drives me is a recognition that if this continues there will cease to be much treasure outside of political connections or a tax-free endowment. Being a dedicated researcher though I was recently reading Michael Cole’s  1989 The Construction Zone: Working for Cognitive Change in School laying out how to use classroom activity, especially via computer interactions, to create the desired ‘intrapsychological’ changes that would guide perception and likely behavior going forward. That precise word kept being used.

Now before you exclaim that I am not going to be in the running for How to Have Fun on a Weekend, let me say in my defense I knew I was going to be stuck somewhere for several hours and wanted a few options on what to focus on. So I was also reading Martin Erdman’s Building the Kingdom of God on Earth as suggested by a blog reader. Maybe that simultaneous pondering first of how, made the proclaimed why jump out at me. Back when the Protestant churches were far more influential than they are today, there was a pre-World War II global vision that they could be the institutions that to create the “state of mind which must precede any genuine progress toward world order.” That quote was by future Secretary of State John Foster Dulles in 1944 to the graduating class of the Princeton Theological Seminary.

It is precisely the same view of changing hearts and minds we now see in the schools, especially K-12 education. Education became the social vehicle for transformations in prevailing beliefs in a collectivist direction. Beyond this constant theme over the last 100 years that the way to change the nature of the real world, politically and socially going forward, “consists no longer in physical obstacles but only in the minds of men. The difficulty of so changing the minds of men, even in commonwealths so advanced, is hard to exaggerate…The work of effecting that change is essentially work for the churches; but they cannot begin it till political thinkers have clearly said what the change should be.”

Now substitute the word ‘schools’ there for ‘churches’ as the far more effective long term influence now. Also recognize from the last post that Uncle Karl is absolutely one of those political thinkers and that the principals and administrators dictating required classroom practices, and psychologists creating the measuring assessments, are all now actually looking to force and then monitor precisely just those sought changes in students’ minds and hearts. Now one more quote is crucial to what I really think is now intended under euphemistically phrased practices and policies like Competency-Based Education, digital learning, formative assessment or assessment for learning (notice next time you see that phrase that for is italicized just like that for emphasis).

In England before World War I, a politically influential group called the Round Table laid out its 20th Century international vision. It had ties to both the famous Rhodes Trust and to what is now the well-known Council on Foreign Relations. Deep pockets, influential, in a position to maneuver any agreed upon plans into place over time is a succinct way to describe any of these types of groups. What I care about, because I believe it was the goal that led these people to want to use both the churches then and the schools now, was a desired “power to act directly on the individual citizen.” That’s not the view of the role of governments in common law countries like the UK, the US, Canada, or Australia. Being upfront about these intentions and goals is a great way to prevent their ever happening.

Remember that 2004 Cooperation Agreement between UNESCO and Microsoft that global ed reform advocate and financier Bill Gates signed personally (November 6 post)? It explicitly mentioned Etienne Wenger and his concept of Communities of Practice: Learning, Meaning and Identity. Needless to say, I got a copy of that 1998 book so we know that to Gates, Microsoft, and the UN entities:

“knowing is not just a matter of information. In practice, understanding is always straddling the known and the unknown in a subtle dance of the self. It is a delicate balance. Whoever we are, understanding in practice is the art of choosing what to know and what to ignore in order to proceed with our lives.”

Except all this insider talk of intrapsychological structuring, mental maps, and cognitive change is actually about someone else designating in advance what is likely to be noticed and ignored. All those references to ‘lenses’ with no optometrist in sight. How’s THAT for the ultimate power to act directly? On the importance of guiding available vocabulary, limiting the genuine ability to read fluently, and moving away from a personal store of factual knowledge, here’s Wenger again:

“An adequate vocabulary is important because the concepts we use to make sense of the world direct both our perception and our actions. We pay attention to what we expect to see, we hear what we can place in our understanding, and we act according to our worldviews.”

That’s why we have a quiet but coordinated global effort per Wenger to mandate a shift in K-12 education so that the “focus [is] not on knowledge as an accumulated commodity–as the ability to repeat the past–but on learning as a social system productive of new meanings.”

Now we can infer that John Foster and friends and the Round Table would be pleased if they were still around, but we can in fact know what UNESCO, the Gates Foundation, and Microsoft have in store for us via this 2012 Video (23 minutes and well worth it) on the New Classroom Experience. https://www.youtube.com/watch?v=EG6PVCMb3tE Now this Learning Without Frontiers vision is linked by UNESCO http://www.unesco.org/education/lwf/ to the same troubling transdisciplinary vision of changing the student we examined in detail here http://www.invisibleserfscollar.com/opting-out-as-the-remedy-may-mean-accidentally-accelerating-nonconsensual-transformations/

Maybe Queenstown was picked to be the global Transdisciplinary pilot because it’s just so much fun to travel to the Barrier Reef in Australia at someone else’s expense. Let’s not let that non-updated website fool us since Learning Without Frontiers global conferences ran annually from 2005 to that one in 2012. Now those same aims are lurking in Charles Fadel’s Curriculum Redesign Project, GELP, ATC21S (17:42 mark in that video), and especially in KnowledgeWorks’ High Tech High and the work now of the League of Innovative Schools.

Since we have already examined all those entities previously on this blog, let’s briefly look at what confessions Anthony Salcito made in that video. Consistent with Wenger’s vision, Salcito is annoyed that “what we’re learning hasn’t changed.” He, and his employer we may presume, want to “fundamentally change what we are teaching and assessing” and “get ready for the workplace.” There’s that controversial School to Work vision again coming in by stealth this time. He is excited that it will be a different kind of workplace. I suppose that’s because Microsoft says so.  In what may be my favorite confession of the social engineering intent behind all these sought ‘immersive experiences’ that combine ‘visual representations and emotional connections,’ Salcito explains the “technology advances the emotional response.”

Not your desired emotional response, silly. The emotional response at an intrapsychological level that Planners have decided students need to have to prime that perception and those future actions. Beyond that confession, listen at 18:02 to hear that History is no longer about content, but rather a means to “learn leadership.” Algebra is now a means to learn holistic abstract thinking. Apparently the Planners would like to specify all those internal structures of mental interconnections, instead of having whiz kids develop their own. Neither controlled or equitable I guess. We might be troubled by what Institute for the Future’s Jane MacGonnigal declared as the intentions for Game Based Learning, but Salcito embraces it (19:26).  http://www.invisibleserfscollar.com/when-gaming-intends-to-shape-and-distort-our-perceptions-of-everything-around-us-viva-la-revolution/

Notice Salcito admits a desire to use Game-based Theory to “reenforce positive behavior.” Their definition of it, not ours. Likewise, he recommends Service Based Learning as a way to get students “fully away from content” in order to apply this theory of learning. This experimental theory of transformative political change created at the intrapsychological level in the minds and hearts of unsuspecting students.

There’s a much shorter Learning Without Frontiers video, also from 2012,  http://vimeo.com/50438579 that says that “if we get it wrong, we will jeopardize an entire generation” of students.

I am asserting that if this vision of learning goes as intended and planned, we will lose more than a generation of students. Education for transformation at an intrapsychological level is a superb way to generate economic famine for virtually everyone.

Real economic wealth lies in the human mind. And too many are currently determined to extinguish that believing falsely that this mind arson creates willing subjects and more for others.

You can see why I have so little patience for Opt Out as the final parental remedy and solution for what is being changed in the K-12 classroom.

With all these trackable declarations, it may turn out to be a “Look Squirrel!” misdirection while the intrapsychological structural changes are rolling along.

 

Locking in Marx’s Dream: Psychophysiological Means Precisely What We Fear as the Real Goal of Education

I always feel odd writing down that infamous name, but as I learned when I was researching my book, Uncle Karl is never very far away from the theories behind the actual classroom implementation. Sometimes the link is too direct and too huge in its implications for me to use a cute euphemism either. Especially when Marx is cited directly as the support that leads to all the current hyping of Neuroscience and Brain-based instruction. How direct? Well, Etienne Wenger from our last post wrote a book Communities of Practice: Learning, Meaning, and Identity that I found deeply troubling. Diving into the relevant footnotes pulled up a book I had never heard of that turned out to be $800 used on Amazon when I looked.

Not wanting to eat PB& J sandwiches for the next 6 months to secure a copy of The Concept of Activity in Soviet Psychology, I decided to go internet surfing to see what cited Soviet psychologist AN Leontiev actually wrote about “The problem of activity in psychology.” In case you haven’t noticed, the requirement of active learning and a shift away from print, lectures, and textbooks is what I would call omnipresent in the real Common Core implementation. Knowing how crucial learning tasks are I thought I would gain some more useful insights. What I was not anticipating was for Leontiev to lay out aims and practices I recognized from all my research and then cite repeatedly to pages from Marx and Engels or from some of Marx’s other works.

Suddenly euphemisms won’t do, not with stated aims like using education and carefully crafted classroom or digital virtual activities to literally “lead to a reconstruction of the ensemble of brain psychophysiological functions.” If the aim becomes analyzing which kinds of student activities produce what types of physical changes in their brains, it sure would explain all the interest now in functional MRI, adaptive software, and longitudinal data. When I read those words and others being attributed by Leontiev to what Marx and Engels really desired that are as provocative as stating:

“This convenient formula [of separating psychology and physiology] leads into a greater sin, the sin of isolating the psyche from the work of the brain”

Waiting until the next book could be published simply will not do. Just last week, independent of this research, someone asked me if I was familiar with the White House’s new Fattah Neuoroscience Initiative. The answer was no, but it did not take much insight to guess that it would be linked to John Holdren, which turned out to be quite correct. http://docs.house.gov/meetings/AP/AP19/20140227/101775/HHRG-113-AP19-Wstate-HoldrenJ-20140227.PDF is some recent testimony from him on all that federal activity involving the physical structure of the human brain. Notice though that Holdren leaves out that Digital Promise and the League of Innovative Schools also report to him and they happen to be carrying out precisely the kind of education activity that Leontiev wrote about.

Holdren also leaves out his long time ties to Paul Ehrlich and his stated desire for Newmindedness no longer grounded in a logical, rational mind. Just think of the implications of all this Neuroscience and Grit, Perseverence research for Ehrlich’s current global research project–MAHB–the Millennium Assessment of Human Behavior. Now that I have reminded everyone of the real current links to where K-12 in the US and globally is going, let me add one more thing. I found this graphic Leontiev book on servers at the Laboratory for Comparative Human Cognition at UC-San Diego. The place where Michael Cole and Yrjo Engestrom [see tags] have created the global base for Cultural Historical Activity Theory in the years since the Berlin Wall fell.

Happy 25th anniversary for that Happy Event by the way. Let’s commemorate that Death of Tyranny by continuing to expose that so much of the ideology we thought we were leaving behind in 1989 came on into the West invisibly through a new kind of psychology and a new vision for K-12 education. To bury such destructive required collectivism once and for all we have to know it is there. If you have not yet read my book Credentialed to Destroy: How and Why Education Became a Weapon, get it.

The findings on this blog are not a substitute for it. They are the icing, cherries, and birthday candles. It simply keeps getting more pertinent with time. Given Leontiev’s disclosures though, we simply cannot escape the fact that everything now envisioned for the K-12 classroom globally in the 21st century is based on  a decision “at the beginning of the 1920s” in the Soviet Union to “consciously structure psychology on the basis of Marxism.”

Specific cites and everything. That psychology is sensory in its base, not mental as we have historically assumed, which really does explain all the links in the previous post. It is a view of psychology and education that “in the modern world psychology fulfills an ideological function.” Yes, which is why Leontiev keeps mentioning its use to create a consciousness in people suitable for a “socialistic, communistic society.” All three words, just like that. Apparently all our encounters with communitarianism and the references to meeting needs are part of this vision linked now directly to Uncle Karl. There’s that softening euphemism again. I guess I just cannot quite adjust to open proclamations of intent of the sort Leontiev uses:

“It must not be said that psychology has exhausted the treasure chest of Marxist-Leninist ideas. For this reason we turn again and again to the works of Karl Marx, which resolve even the most profound and complex theoretical problems of psychological science.”

What do we do when the actual and only support for what a charter or Principal or District Office or foundation grant are mandating for a K-12 classroom turns out to be Karl Marx’s social theories for how to gain the kind of brain and personality that would fit his vision for the future? Here again is what Leontiev wrote, the old view of psychology and education:

“isolated cognition from sensory activity, from the living practical ties of man with the world that surrounded him…Introducing the concept of activity into the theory of cognition, Marx gave it a strictly materialistic sense: For Marx, activity in its primary and basic form was sensory, practical activity in which people enter into a practical contact with objects of the surrounding world, test their resistance, and act on them, acknowledging their objective properties.”

What happens when doing all that as a physical, sensory activity involving group participation becomes the very assessment of student ‘achievement’ or Growth?

What happens when the purpose of digital learning is to access a student’s internal “picture of the world” so that learning tasks, virtual reality gaming, and adaptive software can provide virtual and physical experiences to alter that picture in desired ways? Ways that are chosen by others for their intended effects on the student at a physical level.

What happens when, having cited to Marx and Engels on the effect of vocabulary and words generally on consciousness and perception, educators then do everything they can to limit vocabulary, manipulate the words and concepts that are supplied, and minimize the historic role of print on the mind?

What if K-12 education seeks to circumscribe human thought in the 21st century so that it is “nothing else but a derivative of practical activity”? With the stated goal being a “true solution to this problem of the origin and essence of human thought.” And why is human thought problematic?

Because independent rational human thought with access to a store of facts does not submit to Overlordship easily. All these required practices hiding now as pedagogy and Effective Teaching are all actually about subjugation of the mind.

And personality too. Leontiev’s Chapter 5 has with a lead-in header of “Personality as a Subject of Psychological Investigation.” How’s that for aspirational? Do free societies do that nonconsensually using deceit? That analysis, by the way, has to get to the relationship of “motives and needs” just like innovative education seeks to do.

Let’s end with an aspiration that does explain all the intended use of social and emotional learning and an emphasis on the Whole Child. It fits with all the current UN hype of the post-2015 Sustainable World that will meet the needs of all. It fits with the goals we have encountered that we become a “Spirit Society”. This is how Leontiev ended his vision of a new kind of education arising from a scientific, materialistic psychology grounded, he declared, in Marxism:

“Lost from view here is the fact that it is necessary also to go through a transformation of material consumption, that the possibility for everyone to satisfy these needs does away with the intrinsic value of things that satisfy them and eliminates that unnatural function that they fulfill in private ownership society…”

Lost no more and just in time. Historian Richard Pipes in the book mentioned in the two previous posts pointed out that even animals show repeatedly that acquisitivesness is innate. Trying to dislodge what is innate via K-12 Whole Child education premised on practical activity and social participation is simply not going to end well.

Now would be a great time to start recognizing the ancestry of all these required changes in the nature of education.

No more euphemisms. Not with the stakes this high or the aims so personally intrusive.

Tyranny Over the Mind: Constraining the Egocentric ‘I the Knower’ Approach in Favor of Participation

Let’s go back and look at the priceless historical value of what is being quietly taken away. Then I will show more of the ways this stealth robbery is occurring through K-12 education. How it both hides under legal mandates most are unaware of and in known initiatives that have unappreciated aspects. You know how I explain in my book and on this blog that Radical Ed Reform is like a giant jigsaw puzzle where the pieces fit so the gears can then engage as designed? Turns out that aspect has a name no one bothered to tell us about. “Plug-and-Play” is the new phrase I stumbled across. We may be the players on the proverbial chessboard of this game we are funding, but no one intends to let us plan our own moves anymore.

The book Property and Freedom: The Story of How Through the Centuries Private Ownership has Promoted Liberty and the Rule of Law reminds us that when governments at all levels decide to “seek not just freedom but opportunity…not just equality as a right and a theory but equality as a fact and as a result,” those aims of social equality require actual coercion. Lack of consent is not an option. Professor Pipes, after quoting President Johnson, points out that “once the elimination of poverty becomes a state objective, the state is bound to treat property not as a fundamental right, which it is its supreme obligation to protect, but [my emphasis] as an obstacle to social justice.”

What I want to add is if that is true of physical things, property in the form of personal knowledge, values, attributes, and beliefs is even more at risk as an obstacle. Those personal characteristics of each of us, so targeted now through a Whole Child social and emotional learning emphasis, are precisely what can recognize the loss of what is being taken away. Those are the qualities that allow an individual to stand before a stampeding herd and try to turn it in time. Those are also forms of personal property in the sense recognized by Pipes when he wrote:

“The right to property in and of itself does not guarantee civil rights and liberties. But historically speaking, it has been the single most effective device for ensuring both, because it creates an autonomous sphere, in which by mutual consent, neither the state or society can encroach; by drawing a line between the public and the private, it makes the owner co-sovereign, as it were.”

Since I am neither “oblivious to the consequences” of what these reforms in K-12 education are actually intended to transform, nor as yet unable to “even speak my mind” on the effects of “subordinating individual rights to group rights,” here are some specifics that abrogate any inkling of that personal sovereignty. If you took your solace from the vision of the last post  from a belief that that particular view of the future would not happen, I am guessing KnowledgeWorks failed to send you a copy of the blueprint it created for remaking the traditional high school. Let me fix that omission. http://www.knowledgeworks.org/sites/default/files/High%20School%20Race%20to%20the%20Top.pdf

Does anyone have a personally autonomous sphere when governments decide to partner with the “local workforce system” to prescribe what students are now to know and be able to do? All students are to achieve the stipulated “competencies and learning objectives.” If that sounds innocent enough, with only some overtones of social engineering, how about a requirement that the “knowledge and skills” be suitable for being “applied to complex situations regardless of content area.” That’s sounding quite preprogrammed isn’t it? How about learning objectives that “provide the specific tasks a student must complete to demonstrate proficiency.” Should governments be dictating that the “days of direct instruction are numbered,” while stipulating a requirement for “engaged learning that ignites students’ intrinsic motivation”?

That will require a great deal of personal probing, won’t it? Hard to respect the integrity of the person though in a blueprint that actually has an Element 3 calling for “public-private partnerships” with community organizations and businesses. Whose needs will be met in creating “customized learning pathways for all students”? Pathways for those of us who avoid the woods at all costs and hate looking at maps basically decide where we may tread without being arrested or maybe stepping on a snake. Whose interests are determining these Pathways and how do students get to move beyond the stipulated “essential skills such as collaboration, initiative, global awareness, creativity, critical thinking, and perseverance”?

The federal government’s partner in many of these workforce readiness visions for K-12 education is an entity called Jobs for the Future. They have created an initiative that is also probably off your radar called Students at the Center. It guides the actual classroom implementation while staying hidden to the typical parent, school board member, or taxpayer. An excellent strategy for getting your way without messy controversy. Tracking through those footnotes though pulled up this vision of education in 2020 where education globally now expects less disabling curricula than the historic emphasis on print. http://aim.cast.org/w/resources/indira/text/2020LearningLandscape.pdf;jsessionid=2418E9C0A6ADC89C46B5764CE1F45E0D

Yes, you did read that right since apparently we belong to the last generation that need worry about reading instead of “multimedia experiences” we are immersed in. A print emphasis in school is to be seen as a matter of injustice. Since I covered why print is so liberating to the human mind in Chapter 2: “The Danger of the Fluent Reader”, I will simply refer blog readers there. Please also note that this vision where by 2020, “the basic platform for education is no longer print media” is being pushed by the same group that forced the pernicious Universal Design For Learning into the Common Core in the first place (see Chapter 7 on that). The repeated insistence now in education globally to proclaim the Death of the Gutenberg Era is nothing more than an attempt to constrain the independence of the human mind when it can access books and other information without restraint.

Has anyone noticed an accelerating push around IB programs? Did you know that when people like Linda Darling-Hammond describe their dream type of assessment for the future IB is the one they point to? Did you know IB has revised its required Theory of Knowledge course for its Diploma Programme? It has already been rolled out with the first schedules assessment in 2015.The IBO Guidelines added religion as a New Area of Knowledge since Religious Knowledge Systems have “a major impact on how they understand the world, permeating their thinking and influencing their understanding of other AOKs ..for many, religion provides a backdrop to all the other knowledge they have.”

I do believe that new found reverence for religious belief only extends to certain beliefs since the New TOK officially wants to cross out the following:

* Unsustainable absolutist conception of knowledge

*Black and white thinking: no perspectives (objectivism) or just perspectives (subjectivism)

*Egocentric, “I the knower” approach

* Naked, monolithic, quantitative Ways of Knowing

That last one certainly explains all the fascination for non-linear problem-solving based on instinct instead of logic or known algorithms. As I explained in Chapter 4 of my book “The Danger of the Analytical Thinker”, none of these ‘reforms’ is really about a better way to teach a subject. It’s always a means to change the student at a psychological level. It also tries to train the student in a reverence for the collective and shared knowledge instead of personal knowledge.

Speaking of cronyistic public-private partnerships and a shared knowledge push, others have pointed out that on November 17, 2004 Bill Gates personally signed a Cooperation Agreement between UNESCO and Microsoft. My chief concern was laid out in Appendix 3 on creating “communities of practice” and students becoming merely “a participant of a community,” instead of the autonomous individuals they have historically been in the Western tradition of the always related individualism, property, and freedom. Requiring “shared practice” in education and the classroom is not free. Neither is having UNESCO or Microsoft or Mr Gates developing a required “perspective on knowing and learning that informs efforts to create learning systems in various sectors and at various levels of scale, from local communities, to single organizations, partnerships, cities, regions, and the entire world.”

Well, that’s an ambitious vision of shared knowledge. Rather authoritarian too. Will you or your children adapt well to a sense of ‘empowerment’ no longer coming from what you can do on your own or who you choose to work with? Instead, CoPs “facilitate ‘empowerment’ through their members’ ability to participate in a community and allow the participants to drive the community.” There’s apparently no scheduled Opt Out if we simply want to escape being a required participant in the community or a ‘mere’ member of society.

Come on Robin, you say, quit sounding like you’d prefer the option of being a hermit. Well, OK, let’s look quickly at what the cited creator of these CoPs has in mind in education. No need to speculate    http://wenger-trayner.com/wp-content/uploads/2012/01/09-10-27-CoPs-and-systems-v2.01.pdf Wenger wants to see the student as a “social participant, as a meaning-making entity for whom the social world is a resource for constituting an identity.”

Oh. Good. Grief. First Prescribed Pathways and now Preformed Molds for fostering a Desired Identity in order to “organize our participation.”

And people keep wondering why the actual focus is so psychological.

See where requiring Equity is taking us?

 

Opting Out as the Remedy May Mean Accidentally Accelerating Nonconsensual Transformations

Did you notice that transformations is plural? That added ‘s’ is  not a case of early morning hyper typing. As I have mentioned numerous times with substantial evidence in my book Credentialed to Destroy and this blog, we cannot separate out the end goals in our real world from the intention of using education to change what “type of person” students will become as adults. That inextricable reality of global K-12 education reform that the Common Core is tied to was brought painfully home this week when I came across this new report from KnowledgeWorks.  http://www.knowledgeworks.org/sites/default/files/Improving-Student-Outcomes-Through-Collective-Impact.pdf

In case you are not familiar with KnowledgeWorks, it is a well-connected nonprofit that has Clinton’s Education Secretary and Carnegie Vice Chair Richard Riley on its Board. It gets financing from the Gates, Carnegie, and Hewlett Foundations and pushes the Education reforms that were controversial in the 90s. This time though “There will be no Notice so There can be no Choice” could be the motto. So when KW creates a Policy Guide for Federal Policymakers (aka DC bureaucrats) that says that only those communities pushing a shared vision grounded in Uncle Karl’s vision of “from each according to his abilities, to each according to his needs” will be getting “federal place-based education grants,” we are about to have a problem. Especially if the local mayor or city council or school board wants to tout the disguised communitarian mandate as a ‘local’ idea.

Committing to transforming workplaces, the built environment, economies, and all the things governments will now do for all citizens is rather a large transformation. Everywhere in the world that is pushing this, which unfortunately amounts to everywhere ordinary people have ever been free to make their own choices, sees education as the means for forcing this change, like it or not. Here is as succinct a description of the end game person to be carved out by all these reforms as I can find. It is as if people now are to be treated as a block of ice to be produced into a form ready for a tony reception centerpiece on demand. Apt snark in brackets.

“Individuals who: (1) are constantly authenticating or reconstructing their beliefs through experience and reflection [Dweck's Growth Mindset]; (2) are capable of critically analysing and transcending given texts, contexts, systems and structures [ready to jettison the world as it is for a world that might be and may work even worse]; (3) are able to prosper in changeable social, cultural and economic environments [all those other transformations to be pursued above as collective impact partnerships to get federal funds like the WIOA I despise]; (4) have recognised and developed passions, talents, and capacities which they willingly contribute to productive and cooperative purposes [that would explain why putting others first ended up as a requirement of the Career Ready Standards and all the references to collaboration]; (5) have a strong sense of identity, autonomy and self-efficacy [precisely what Facing History and the Anti-bias Standards are determined to create]; and (6) have a genuine respect for themselves and others [remember the Affirmative Code of Student Conduct now mischievously required in all classrooms?]”

The Australians call that the Key Abilities Model created by Global Change Agent Michael Fullan’s New Theory of Education and we simply cannot get there via a fact-based, lecture curriculum that is about content knowledge in the traditional sense. I mentioned Opt-Out because that is the remedy I kept hearing about while I was out in California. If the model of Next Generation Learning and Competency-based is to get rid of traditional tests altogether, opting out may be the proverbial jump from the frying skillet into the fire itself. Let’s quote an April 2013 Next Generation Learning Challenges (NGLC) document called “The Pathway to Possibility” on the new type of “measures of learning” desired. Please remember that KnowledgeWorks is closely tied to NGLC.

“Different approaches to learning and revised definitions of success require new metrics that accurately reflect both the process [of personal change] and the product [the changes in the student] of learning and attainment. Such a shift would mean enormous changes in measurement design by itself, but that level of change is compounded by new thinking about the role of assessment in learning, both in the United States and internationally. Rather than being used primarily (often solely) for summative purposes–e.g., an on-demand final exam–assessment is increasingly understood to be an essential, ongoing, highly integrated component of the learning process.”

Embedded then in classwork like gaming or the online software increasingly ubiquitous in classrooms, this change the student capability goes by the names “assessing for learning” and “formative assessment.” If parents are unaware that changing how the student perceives the world from the inside out is the new purpose of curricula and what happens in the classroom, they may miss that the Opt Out hype aids this always intended transition. I personally believe that the pain of constant testing has been deliberately heightened precisely so that frustrated parents will proclaim no more objective measuring of what is happening in the classroom. It’s too frustrating for the kids. Then the real extent of the psychological shifts and the lack of real factual knowledge will be easy to miss. At least until the transformation is irreversible.

That’s the hope anyway. Let’s go back to Australia then to once again appreciate that the student’s basic assumptions about the nature of reality are what these reforms are really targeting. http://www.aare.edu.au/data/publications/2004/sea04954.pdf lays out the New Global Educational Paradigm. It’s just a matter of social science theory and our children and society itself are the intended guinea pigs for real-world testing. Wish we could opt out of this. Maybe we can if enough people are aware in time. These are the 15 Constructs of the desired changes in identity, dispositions and orientations to the world K-12 education is to be creating in students. These are the “transformational outcomes” desired.

Construct 1 is “Reality is not discovered, but constructed“. The world is what a person perceives and believes and there is no objective reality. That would certainly explain the disdain for lectures, textbooks, and phonetic reading to allow a dialogue with the past.

Construct 2 is “Human life transcends the appearance of duality.” That stunner insists we are not in fact separate from the world we inhabit and this historic duality gets bridged by making action and experience the classroom focus.

Construct 3 is “Human life is purposeful.” How a person interprets “objects, concepts, ideas, speech, events, actions and contexts depends on the individual’s purposes or perceptions of a problem.” So facts gets minimised and values and beliefs get all the attention so that purposes and perceptions can be usefully manipulated.

Constructive 4 is “Human Consciousness is evolutionary.” Not in a way that has anything to do with apes. Here the brain must be constantly willing to adapt how it interprets that real world. This theory calls for deliberately introducing conflict [aka rigor] so that the frustrating inconsistency will force a revision of our “internal schemes or internal reference standards (the experiential goals which drive our behavior)”. That would be the authoritarian goals I mentioned in the previous post that are supposed to be superior to mere rote learning of facts.

Construct 5 is “Human individuals are autonomous agents.” This translates into a person will fight external demands or limits imposed by arbitrary authority. So of course the answer is to make the control invisible and internal via education. Construct 6 is that “Human beings need to be familiar with the world around them.” That one bluntly boils down to how people organize their experience impacts their willingness to act to transform the world. Construct 7 is that “Human beings are vulnerable to conditioning.” Exploiting that has become the entire basis for graduate education degrees.

Construct 8 is “Particular forms of experience alienate human beings from our selves and the world.” Book knowledge gets in the way of transforming current reality is the concern. Construct 9 is “Authentic human beings can help others to become authentic.” Authentic means transcending current definitions and given systems and changing everything that currently exists. No, there’s nothing about collective impact but it fits. Construct 10 is “Intelligence is adaptive action.” Beginning to see a pattern? A person should be willing to change how they see the world to fit with their aims. Yes, this is a construct only a tenured prof would come up with, not someone spending their own money.

Construct 11 is “Life is change.” So is drowning, but that’s no reason to actively pursue it. Construct 12 is “Particular forms of experience create a disposition to intelligent action.” Of course those types of experiences must become the virtual reality of gaming or apprenticeships in the new design of high schools. Construct 13 is “A human being’s identity can transcend definitions.” That is particularly easy if the education paradigm proclaims the Death of the Gutenberg Era in order to deemphasize the magical effects on the mind of print.

Construct 14 is “Every human being is a conscious and autonomous process of becoming.” That is almost precisely what the NEA, Abraham Maslow, and Carl Rogers wanted to make the new focus of K-12 education back in 1962. Everything old is new again for the 21st Century as Next Generation Learning. Sounds better than Humanist Psychology, doesn’t it?

Finally, Construct 15 is “Human beings change ourselves and our world.” Education here seeks to create an “awareness that texts, contexts, systems, and structures are not unalterable givens, but things that challenge us.”

That sounds precisely like the goal of that Collective Impact report we started with.

What’s the correct word to describe the intentions of these 15 constructs?

What happens when all these sought changes are involuntary and undisclosed to the people being changed and the taxpayers funding it all?

Authoritarian FantasyLand: A Place With Required Habits of Mind but Disdain for Facts

Back from my jaunt this week to Orange County, California to talk about all the things coming into K-12 classrooms under the cloaking banner of the Common Core. Since I was taking notes on Monday night and the pro-CC side zealously conceded a great deal in their prepared presentations, I thought we would talk about what was admitted upfront and what the implications are for all of us. It is safe to say that California is further along than many states so this will fit with what is or will soon be going on everywhere. If authoritarian seems awfully strong, it is partly a reaction to the number of speakers who insisted that the Common Core was now “the law” and there was thus no reason for further discussion. Now no one actually uttered the phrase “resistance is futile” or “submission is mandatory,” but that was the drift of the arguments.

Gone is any concept that the United States is a country conceived on a premise that the individual is ultimately so sacrosanct that even a king needs to ask permission to cross his threshold. No, if a school board, legislature, or city or regional council adopts a law or enacts a regulation, apparently obedience is now mandatory without further discussion. That crucial shift is one reason the authoritarian description seems apt. The other is the number of times I heard speakers, especially one who was a former California 4th District PTA President and a current Huntington Beach school board member utter phrases in support of the Common Core like “its purpose is to create habits of mind” and dictate “concepts to be absorbed” by the student. Another speaker spoke of “internalizing” knowledge.

All of those references, whether the speakers know this or not, are to what Soviet psychologist Piotr Galperin called theoretical instruction to guide future behavior. We covered it here http://www.invisibleserfscollar.com/transcending-the-individual-mind-as-the-analytical-unit-of-learning-while-still-guiding-how-we-will-act/ . My dictionary defines authoritarian as “unquestioning obedience to authority rather than individual freedom of judgment and action.” Now let’s face it, if concepts have been implanted in student’s psyche at an unconscious level, which all these speakers are admitting and I have been warning about, there’s not even any opportunity to question. Is there anybody out there that denies our definition is being more than met with these openly declared intentions?

One of the Board members read two passages from my book. One is that we are looking at the “Marxist theory of education.” I suppose he was trying to paint me as some kind of 21st Century McCarthy threatening to name names. As the book lays out in detail, Uncle Karl wanted education to be all about controlling consciousness. Let’s face it, the pro-CC speakers themselves admitted that aim several times. If educational theorists and professors use the M word among themselves for what they advocate, we get to use the term as well. That’s me–factual, not raving. The 2nd quote had to do with the assertion in the book that Common Core actually wants to limit knowledge. I explained quickly about how a concept-based education worked, but I have a better example to actually quote now that I am home with access to all my materials.

The term “rigor” and “cognitively demanding” both got used a lot as reasons for the shift to the Common Core. No one mentioned though that the purpose of this kind of classroom work was to foster a “tolerance for ambiguity” in the student. More psyche in the classroom crosshairs then. I mentioned in my testimony that to work the problem MUST be ambiguous, be previously untaught, or have no single correct answer.  http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Rigor-Redefined.aspx is a 2008 article by Harvard prof Tony Wagner elaborating just that–”a complex, multi-step problem that is different from any they’ve seen in the past.”

The pro-side did not care for my pointing out that when they stated that CC were “learning standards” they were saying it was about “social and emotional changes in the student” and “goals” for changing a student’s values, attitudes, beliefs, or behaviors.  That came out on rebuttal even though our former PTA President and Board member had cited “engaging experiences” as one of her reasons to support the CC transformation of the classroom. What precisely does she believe the “experiences” are getting at? Plus, I now have access to the standard definition of ‘rigor’ which is “the goal of helping all students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.” I took that from an SREB powerpoint, but plenty of school districts use that quoted definition verbatim too.

Another reason cited in support of CC was it “promotes Equity.” As we say in the South “Yeehaw.” Dissimilar treatment of students in order to get them to the same outcomes is not likely to be a popular selling point, at least until we get a generation trained with those Anti-bias Standards from the last post. So we get Equity imposed invisibly by Supers and Civil Rights edicts and local city councils. Alarmingly, Brookings’ Metropolitanism guru, Bruce Katz (see tags)  announced this week http://www.brookings.edu/research/papers/2014/10/22-metro-growth-uk-us-katz  that  “it’s time we rewrote our own federalist contract [that would be the US Constitution] and realign power and responsibility for the modern era in which cities and metropolitan areas, rather than nations and states, drive economies and progress.”

Right into a ditch in all likelihood, but this is the political vision all these education reforms embodied in the full CC implementation are relying on as the future they are preparing our students for. In that link, you will find a link to a UK report that makes it clear that geography is being used to disguise the shift to the needs-based, economic justice vision that Uncle Karl lusted about achieving at some point in the future. As the report said “the scale of metros means they are best placed to drive the strategic integration of public services and economic development.”

That’s the vision for Manchester in the UK and the greater LA area, my neck of the woods in Georgia, and everywhere else as well. Everything I have read suggests a Folly of monumental proportions is planned, but it will be quite lucrative for a while to those connected vendors who form public-private partnerships to receive taxpayer money for meeting ‘needs’ like housing, education, or healthcare.

I want to close this discussion with a Keynote Address noted Change Agent Shirley McCune gave back in 1981 called “The Future of Educational Equity.” She saw “struggles for equity” as the “whole rationale for the formation of the United States” which tells us what can happen when we let graduate degrees in social work dictate how we educate our kids. What I found fascinating since I had always seen the Reagan Block Grants to state and local governments as a ‘conservative’ shift was how A-OK she was with this plan. So someone who wanted to see comparable economic and social outcomes among groups and “groups of people represented throughout society in proportion to their representation in the population” viewed state and local governments as the place to achieve that.

Something to think about as commentators assume that the Common Core is an acceptable dictate if a local school board requires it. That the only problem with the Common Core is the federal fingerprints all over it from Arne Duncan’s actions. Really? Authoritarianism that goes so far as to dictate personality traits at an unconscious level to drive future behavior is not a problem now as long as it is not federal authorities mandating it? McCune believed that the “only way that persons would be willing to ‘buy equity concerns’ is if it is demonstrated that it is an innate part of quality education.” That of course is precisely what embedding Racial Equity Outcomes in coursework or those Anti-Bias Framework do.

It’s McCune and others view of how to use a misleading term like quality education for “building a new consensus on equity.” She also viewed quality education for equity as about equipping students with the “highest level basic verbal and mathematical skills consistent with their individual ability.” The only way to read that language is that slower students will get a variety of ways to show their skills, but able students still cannot go beyond basic. They can just go faster through the basics.

Just as we are seeing with all the current emphasis on Career Pathways, where California is one of the lead pilots http://www.clasp.org/resources-and-publications/files/aqcp-framework-version-1-0/AQCP-Framework.pdf McCune’s plan for equity relied on ALL students now receiving a combined academic and vocational education where everyone would obtain “the skills and attitudes necessary for working cooperatively with both the same sex and opposite sex in the paid workforce and in the home.”

Finally McCune’s version of quality education “would equip students with the flexibility and self-confidence that would enable them to cope with the rapidly changing society through continuing adult learning and growth.” Doesn’t that sound just like what the Common Core is touting as having a Growth Mindset? Everything old is new again apparently until total transformation is finally achieved.

Apparently the products of a “quality education” grounded in ‘rigor’ will not object to the fundamental rewrite of our “federalist contract” and in the mean time, governments at all levels seem to be pursuing this Equity vision without any genuine disclosure or consent. Leaving it to the lady who reads too much and has for a very long time to lay it all out.

Hopefully Just In Time as the slogan goes.