Gaining Access To and Then Guiding Each Student’s Subjective Perception of Reality to Change the Here and Now

Let’s pretend for a moment that we are all in the same room mulling over why K-12 education is shutting down what works and expanding everything that has ever been controversial or even tragic. We could get out a White Board and pretend to be detective Kate Beckett on the TV show Castle and create columns of what concerns and mystifies us. Concrete, Down to Earth, Tangible Concerns. Then later as I am researching and footnote hopping, I read the title of a 1966 book called The Social Construction of Reality. I remember that White Board and how no one wants to allow Declarative Knowledge anymore (defined in previous post) that would accurately allow me to factually understand the Here and Now.

In fact, we have been noticing that everything to be required in the classroom now seems to be about guiding personal perception of what is actually going on in the here and now. Filtering how we conceive the who or what caused all the problems we are to now notice. We keep wondering why all the focus on emotions and showing your work instead of getting a right answer and making activities and experiences the point of classroom work. To quote again from The Parallel Curriculum book from two posts ago, when did we switch to reading a historical fiction book so that we can imagine how it must have felt to be alive during a time period like the Civil War? Is that history? How about if we use the book to “document the feelings, perspectives, and changes that occur for your characters over time.” That’s not factual knowledge. It’s simply priming the student to accept that a change in conditions could be a reason for personal change.

Psychological role-playing, in other words, seems to be all over classes that are supposed to be about science, literature, history, or civics. Even math. “How would you feel if… ” is psychological role-playing even if the description of your feelings, frustrations, and strategies for what to do next is going in your math journal so that “your teacher can read it and get to know you better.”

I keep bringing up the fact that the term ‘knowledge’ now is not about facts, but is rather concepts that are supposed to guide how we perceive all those activities and experiences. Why does that distinction matter so much? Well, the social psychologists have plenty of research they share among themselves that goes as follows:

“The notion of a concept is essential for understanding thought and behavior. If we want to understand, say, how a child learns through experience that stoves can burn, we assume that the child uses the concepts stove and burn; without this assumption, it is not clear why a child’s experience with one particular stove and one particular burn will be related to his or her experience with another stove and another possible burn. [In other words, if we want to get students or adults to analogize from one situation to another, we convince them that they involve comparable concepts. If we want to convince them about false connections, we train students repeatedly from a young age to believe that situations are connected or equivalent even if they are not.]

“It is only when we treat the objects and events of a situation as instances of concepts that we see what there is to learn. And just as it is hard to think about learning without concepts, it is hard to think about communication and reason without concepts. In short, concepts reflect the way we divide the world into classes, and much of what we learn, communicate, and reason involves relations among these classes.”

Providing the concepts to everyone then instead of each person building them up from facts is a tremendously fruitful means for psychological manipulation. Effective and largely invisible once created. What’s not to love if fundamentally transforming the here and now is the Goal, and undermining the historical Western sacrosanct treatment of the individual and the mind is the Means. Just target how that individual, while they are still young, learns to categorize their everyday experiences. Then make sure that any classroom work that previously bolstered the “ability of language to be an objective repository of vast accumulations of meaning and experiences, which it can then preserve in time and transmit to following generations” is either destroyed or seriously limited in duration and purpose.

We are back to our pretend Murder Board of what’s Being Discontinued and Expanded in Education and my reading nerdy books and then translating them so no one else has to. That is how I felt reading The Social Construction of Reality. It was like getting a Treasure Map to what would need to be stopped or emphasized if manipulation of how an individual saw reality was the Goal. Why? So that their future actions could be reliably planned from afar. How we order social experiences turns out to be a crucial fact to know if someone wants to predict and control other people’s behavior. It’s also something that adaptive software in a Digital Learning program or journals or showing your work in an open-ended question where there is no right answer all reveal. Rigorous assessments of the type required by the Common Core, a Higher Order Thinking Skills emphasis , or the ‘high-quality’ tests of 21st Century Learning all ferret it out too.

Coincidental? I think not as a TV detective would get to say. Keeping school work relevant to real life and everyday life situations makes the routine social stock of knowledge of the average student paramount. If school is no longer about facts, reading is Guided and not fluent, and visual presentations are considered on par with writing papers, then the typical person now exists in a place where “the reality of everyday life always appears as a zone of lucidity behind which there is a background of darkness.” Reading that passage from the 1966 book made me gasp because circumscribing personal knowledge in effect makes that zone of lucidity easy to manipulate. Later in the book, the importance of concepts and subjective categorization of experiences is mentioned as what makes us notice certain aspects of what happens and ignore others.

Now imagine that the Concepts and Principles provided are deliberately chosen to have just that very effect. The Goal? To make the student and the future ‘citizen’ they will become not just amenable to fundamental transformations in society, the economy, and political structures we now take for granted like the US Constitution. The student is to come to believe that radical changes are necessary and desirable. Hopefully the student will be ready to act on conditions and problems in the here and now to make fundamental transformations a reality sooner rather than later.

It turns out that a reverence for logic as in traditional math, chemistry, or physics and abstract proofs or grammar and old-fashioned vocabulary that can contain a sentence full of meaning in a single word are examples of how “language now constructs immense edifices of symbolic representations that appear to tower over the reality of everyday life like gigantic processes from another world.” Well, someone does still appreciate flowery language when they are driving home a point. Unfortunately, the point is how much preferable face-to-face interaction is, which would explain why the Common Core stresses listening and speaking and group dialogues and learning to reach that all important consensus within the classroom.

Once again the groundwork revealing the why in the classroom mysteries of the here and now was laid out back in the 60s attempt at fundamental transformations. We just had to peel back enough layers of the onion to locate this quote:

“In the face-to-face situation language possesses an inherent quality of reciprocity that distinguishes it from any other sign system. [In other words, we can see facial expressions and body movements and infer emotions from them.] The ongoing production of vocal signs in conversation can be sensitively synchronized with the ongoing subjective intentions of the conversants.”

A less convoluted way of making the same point is that conversation becomes the way to get everyone on the same page in how they describe their experiences and using the same concepts. Well, no wonder, we keep hearing hype for Blended Learning or the Flipped Classroom. Just let the computer or Kahn Academy provide what the last post called procedural knowledge and the 1966 book calls recipe knowledge–”that is, knowledge limited to pragmatic competence in routine performances.”

Does that sound like a Competency focus to anyone else?

So what’s your interpretation of why the actual planned classroom implementation under its variety of Orwellian names lines up so perfectly with how the known Social Construction of Reality by most people?

Could it be an organized attempt to manipulate their future behavior as long as accurate factual knowledge is kept to a minimum?

Is it politically useful to keep voters ignorant, aggrieved, and reliable in their likely reactions?

 

History as Psychological Reality-Transformation Tool Must Begin Well Before High School

We may never have thought of history as a means for altering our Identity–how we see ourselves and what guides how we are likely to behave in the future-but everyone with fundamental transformations on the mind seems to. The previous post’s steering through how all education pathways now seek to push communitarianism was a reminder that in the 21st century, the nation is no longer supposed to be “the community that defines history and political identity.” That quote was from the keynoter at the La Pietra Conference, Professor Prasenjit Duara. Thomas Bender in his Introductory essay to the 2002 Rethinking American History in a Global Age says that the “aim is to contextualize the nation” to avoid the “danger of complicity, conscious or not, in a triumphialism that justifies the current phase of capitalism.”

So if you ever wonder why I regularly see the need on this blog or in my book to discuss the economic transformation intentions, whose theories they are tied to, and why dramatically changing education to minimize anything that bolsters the continued validity of individualism, it is not because I am the One with the proverbial Bee in my Bonnet on this issue. Education may be the means to fundamental revolutionary transformations, hopefully without violence, but it is especially the purpose of subject-matter content that had to shift. Otherwise, traditional knowledge of any sort nurtures a reverence for the world as it is and provides hard factual info that prevents fully imagining a world as it might become. What reality supposedly should look like. When all coursework quietly turns into an examination of current social conditions, it becomes important to see the past in ways that justify and help ignite the passions to change today.

History not grounded to facts, but tied now to experiences, makes an important mechanism for student role-playing in alternative social worlds. Instead, of treating history and anthropology as separate subjects, that division is to be dissolved per Bender’s proposed new framework so that “peoples organized into nations, with literatures and archives” no longer have primacy over “all differently organized peoples.” There’s a good reason, in other words, why the NAACP and La Raza are so excited by the Common Core as a vehicle for transformative broader social change. Now let’s dive into elementary, middle, and high school classrooms to see precisely how classroom activities get reimagined to guide perceptions, nurture current grievances, heighten emotions, and shape Student Identity as if it were an overcoat to be taken on and off whenever cold winds shift.

These examples are all from a 2002 book called The Parallel Curriculum that caught my eye because I knew how involved one of the authors had been in developing the new Teacher and Classroom evaluations. See why factual knowledge is such a nuisance for those who view one of the “key goals of education itself–helping people understand the past in order to invent a future“? Again that would be a reenvisioned K-12 education that can create students with “a greater capacity to adapt to change.” Apparently having students with solid textbook knowledge who can tell a grasping mayor or legislator that “we fired King George for less overreaching than that” is in the way of our acceptance of being ‘governed’. So is any coursework that nurtures reverence for what social planners have long referred to derisively as the “distinctive organization of law in the United States” or the dreaded obstacle of the “practically cast-iron Constitution.”

In pursuit of not being the last Generation that Remembers, let’s delve into precisely what is planned. Think about how these activities and areas of emphasis play into the intention we are now aware of to inspire, or at least tolerate, fundamental transformations of current realities most of us take for granted. This is from a planned middle school history unit: “Throughout the year, three concepts are used to organize the curriculum: culture, continuity, and diversity. At the end of the second quarter all students will work with projects that ask them to use these concepts to compare their own culture with that of Russia. Many students will select or develop a family that is similar to theirs but that lives in Russia.”

Raise your hand if you think the unit will stress commonalities, not differences. One of my most frequent observations when reviewing planned activities is to recognize all the deliberate encouragement of inapt analogies. Here’s another example from 4th Grade Science: the class examines the weather ‘systems’ and “other systems (e.g. family systems, the school as a system and body systems.” Notice how natural systems that respond based on physical principles, that are not impacted at all by our intentions or understanding of how they work, are being married to social systems that supposedly involve the decisions of free individuals. This is a recurring theme and, in my opinion, why ‘systems thinking’ as a required component of Radical Ed Reform goes back decades and is now featured prominently in that July 2014 federal legislation, WIOA, defining workforce readiness for every student in every state in the US.

The 4th grade teacher is supposed to “help her students look at it through a conceptual lens, stressing the key concept, ‘system.’” What is ‘it’ referring to there, you ask? Why that would be the goal to have students “generate and test principles that would show the relationship between weather systems and ecosystems in general–and between weather systems and particular elements in ecosystems (animals, plants, rocks, and food chains.)  ” As we can see the ecosystem assignment does leave out at this point the most dominant participant in ecosystems–real people–but it does a nice job of completely muddling in the child’s mind physical systems with natural laws and social systems that some people now hope to socially engineer. What nice preparation from an early age to simply accept such plans with nary a second thought.

That’s the advantage when K-12 education becomes about creating behaviors through “guided experience.” Where the student is to “understand [in that phronetic sense of the last post] the nature of the discipline in a real world manner” and then “assume a role as a means of studying the discipline.” Common Core would certainly have a greater PR hurdle, wouldn’t it, if it owned up to its real purpose of role playing various future behaviors until “what it feels like” becomes a “habit of mind.” So history, for example, becomes a “means of looking and making sense of the world” so that students can begin “escaping the rut of certainty about knowledge.” There is more in the book involving this Curriculum of Practice that can be used for all coursework that still has a content-oriented name. It is all anything other than the Transmission of Knowledge.

How about an elementary social studies class that uses the topic of the American Revolution as a reason to scan newspapers and news magazines “for the purpose of identifying contemporary revolutions.” Anyone else think Inapt Analogies are supposed to become a practiced habit of mind? So the topic of the American Revolution becomes “a means of thinking about causes of, reactions to, and potential effects of a contemporary cultural change.”

How about the new planned use of the Civil War in a 5th grade classroom? Instead of the past emphasis on  “the events related to the Civil War…addressed in chronological fashion, moving from the causes…to the events and people involved in the battles and the war,” the teacher, “equipped with  new knowledge about the importance of big ideas and concept-based teaching,” will have students spend four weeks looking at the livelihoods and economies of various people and groups. The book bold faces those big ideas like nation and federation and especially the plan to have 5th grade students examine “various perspectives within the emerging nation [notice this not-so-subtle intention to time bound the concept of the nation. Forged by the Civil War really and thus expendable as conditions change in the 21st] about state and civil rights issues.”

Next thing the Civil War becomes a vehicle for discussing “perspectives, viewpoints, balance, conflicts, compromise, consensus, and resolution” generally, which is certainly going to be handy since we have already encountered numerous explicit intentions to push shared understanding as the new required norm. Remember the posts on the Rockefeller-funded Communication For Social Change, the participatory governance push of Structured Design Dialogue, or the Discourse Classroom Courtney Cazden envisioned while on a Cold War trip to the USSR? Now the concept of civil itself becomes a means for the students to practice being “thinkers and analyzers.”

Want to guess what the exemplar of an ‘expert’ of the concept would be? Why that is described as the student belief that “People have civil wars when they can’t resolve their conflicts or achieve their rights peaceably.”  Peace is always the answer then. At least until we discover actual evidence in illegal tunnels leading to day care centers of plans to kidnap children during Jewish holidays or, more likely, the actual terrorist event like the World Trade Center occurs. The listed example of an expert acquisition of the desired Principles and Rules is that “Empathy, compromise, and consensus, can be used to resolve conflicts peacefully because they honor individual perspectives and values.”

That’s what Chamberlain naively thought in 1938 because he lacked Churchill’s deep grounding in actual history of events. Destined to repeat itself is a lousy way to face the future just because it is conducive to social planning and engineering by the politically-connected few against the many. To end with that Civil War quilt I mentioned, an individual interpretation of the scenes depicted on the quilt and whether their “conclusions are well supported in information they had studied” is simply an excuse for All Propaganda All the Time.

Now to all this, let’s add on being able to depict any scenario desired in the virtual reality brought in through the laptop or IPad.

Will the next generation know anything that is true?

Or will everything be guided by what is influential in building support for fundamental transformations?

Framing, then Refining Lasting Webs of Mutual Social Understanding to Fulfill Aspirations Grounded in Infamy

Since I do not want to be accused of a Godwin’s Law violation, I will not tell precisely who uttered this sentiment that still lurks behind all of the current rhetoric of priming students to act for the Common Good. True idealism is nothing but subjecting the individual’s interests and life to the community. I will note though that when Governors and Mayors are now being instructed by multiple federal agencies to make workforce preparation the goal of K-12 and teachers and principals plan to target the Whole Child for monitoring and manipulation, everyone is thinking like a collectivist even if no one involved is really familiar with the crucial distinctions anymore. Luckily for us though, I have a copy of E. Merrill Root’s 1955 book Collectivism on the Campus so we can revisit these vital concepts during a previous heyday when people still recognized what was at risk.

Root goes back to people like the famous 19th century poet Ralph Waldo Emerson and reminds us that this struggle with the coercive potential of the State has a long history:

“collectivism would reduce unique persons to efficient functions of a dominant mass; and individualism, that would exalt the status of the persons who freely constitute it… By nature, individualism sees society as the means and the individual as the end. Man does not exist to serve society, as among the bees and the ants; society exists to serve unique, individual persons…collectivism by its very nature and by its efficient practice regulates, prohibits, and compels.”

As we keep encountering the principle that democracy is suddenly to mean an ability by the majority in number to bind the minority to its wishes and perceived needs, which, I believe, is why this statistic has been getting so much recent hype  http://www.reviewjournal.com/news/education/white-students-aren-t-going-be-majority-schools, let’s look at all the swirling intentions of fundamental transformations in so many areas by remembering: “all collectivisms, no matter how they differ in mood or means, are united in the socialist principle of control by the people collectively, or the state.”

Now let’s come forward a bit, but not yet all the way to the present. One of the contributors to The Great Adventure book from the last several posts was a creator of the 1970 document The Predicament of Mankind that sought to lay the seeds for using the theories of the social sciences and the research from the behavioral sciences to begin designing social systems in the West. It was to be the foundation of the Club of Rome. Now the CoR chose then instead, as the UN does now, to mask that actual intention in physical science models that understandably never work very well. They are an excuse to alter reality and existing human behaviors, not a means of reliably modelling what exists and predict what probably will be.

So Alexander N. Christakis, who we will now shorthand as Christo, resigned from the CoR and took his Structured Dialogue Design Process with him. It never went away though and it came to my attention in Chapter 6 of the book: “Technology to Liberate Rather Than Imprison Consciousness.” Now if that catches your attention as more and more ‘coursework’ to get ‘degrees’ or ‘workplace credentials’ shifts to online methods, it should. First though let’s see what Christo actually said were his intentions. He opens with this quote from fellow systems thinker and GERG social engineer Bela Banathy [see his tag on blog. We have met him before]. Remember what Dialogue means from the last post:

“Dialogue facilitates the development of a common language and collective mental models. Thus, the ability to engage in dialogue becomes one of the most fundamental and most needed human capabilities. Dialogue becomes a central component of any model of evolutionary transformation.”

Communication For Social Change as the Rockefeller Foundation called it. As the FrameWorks Institute seeks to prepare common mental maps to reliably guide the perceptions of the masses, so too SDD “brings the lack of a commonly shared metanarrative into focus and encourages creative adaptations among participants.” Change within the person in other words just like the shift to student-centered learning. If this all seems a bit Egg-Heady to you and not a real threat to the way of life we all take for granted, http://obamavision.wikispaces.com/file/view/Figure_1-_Amended_Classification_of_59_Inhibitors_to_Bottom-up_Democracy.pdf/50379547/Figure_1-_Amended_Classification_of_59_Inhibitors_to_Bottom-up_Democracy.pdf makes it clear the Obama campaign in 2008 used SDD by name to gather input into the vision that fundamental transformation must be alluding to: “Obama’s vision for engaging stakeholders from all walks of life in a bottom-up democracy employing Internet technology.”

The National Center for Dialogue and Deliberation that we just keep encountering http://ncdd.org/806 announced the giveaway of the SDD software to help encourage the dissemination of the participatory democracy model. Remember the one that lies at the heart of how urban metro areas are to operate politically in the future? The Workforce Innovation and Opportunity Act and sector strategies and Career Pathways with Big Business are such drivers towards a reality of collectivism precisely because they intersect with these declared goals of Metropolitanism and the determination of so many mayors that they are the place for achieving Economic Justice.

Now added to that we get Christo declaring in a 2012 Training Workshop on Why and How We Ought to Reinvent Democracy that SDD is the means “for building capacity internationally for addressing highly complex problems using the science of dialogue.” We also see in this 2012 published paper the intentions to use online coursework delivered internationally to allow broad interaction to reach common understandings of what are called Continuous Critical Problems. Dialogue via the Internet and the virtual realities it can deliver to create common experiences become a means for “Striving for Sustainable Global Democracy Through A Group Decision-Making Process: A Critical Review of an Online Course to Model Transformative Praxis.” http://www.sociostudies.org/journal/files/jogs/2012_1/135-151.pdf

From now on every time we hear the word Sustainable, we need to remember that article’s lead-in quote that “Sustainability is not simply about changing practices but more centrally about agreeing to change practices together.” Think of it as creating a mass perception of consensual collectivism via dialogue and deliberation. SDD trains participants, including K-12 students where it is much more likely to be called Guided Dialogue or the Discourse Classroom (unless we are in Finland where as we saw the required practice over years is a component now of what Global Citizenship is to come to mean). Think of how handy the rejection of facts, logic, lectures, and textbooks will be, as  SDD uses ‘triggering questions’ (or what the related Understanding By Design or Backward Mapping call Essential Questions)  to supposedly examine the roots and ‘deep drivers’ of messy, real world situations.

This allows the question to “frame the context of the dialogue” where “participants articulate their ideas in their own words to the full attention of the other participants.” Now one can see why a new affirmative Student Code of Conduct would be necessary as the clarifying and dialogue is to “authenticate each person irrespective of his or her education level or position of power.” No more ability to engage in that former educational pasttime at all levels of rolling eyes or otherwise indicating when something is clearly ignorant or absurd. It’s a perspective and disrespect, even if deserved to puncture the continued survival of patently BAD Ideas, would interfere with the desire to “build a sense of shared competence within the group.”

The better to build a sense of entitlement to collective decision-making and the use of something like that POWER Model Anthony Carnevale considered a New Workplace Basic 2 posts ago. Whether dealing with captive students in the classroom or adults on retreat or showing up for community input meetings, the idea consistently is to get “participants to rank the clusters of gathered observations according to their relative importance. This step brings into sharp relief the different priorities and values within the group. In the ensuing discussion, parties come to understand where their coparticipants are coming from, which leads to a respectful working relationship, based on defined mutual interest.”

Now common sense and a knowledge of history would reveal this method for “greatly enhanced decision-making and action-planning” is a global prescription for disaster. That would be why this reality of the ultimate goals is so shrouded in deceit and the need to make common sense and actual knowledge of history uncommon indeed. Since I am nothing if not a Deceit Shroud Buster and just drowning in what used to be called Horse Sense, lets end with what Christo said was intended. As you know, the purposes of the creators run with their techniques, theories, and practices, even when all those things are unknown to whomever is actually using or requiring their use.

SDD under its variety of names is a “method for gaining shared meaning, unified goals, and the systemic wisdom needed for effective conscious evolution…We mimic the webs of interdependence that exist in lively, livable communities and the buoyant activity these webs foster. We catalyze and nurture the qualities of Mutualism (or egalitarian give and take), Integration, Distributed Intelligence, Emotional Ties that Bind, Values and Wisdom (or the knowledge web).”

It seems silly, doesn’t it when the actual intentions are spelled out that way? That would be why such declarations are in books and reports we masses are not supposed to see. Discussed in conferences we may fund, but are not invited to.

Instead we get explanations for changes that may be plausible on their face, but never fit the facts. We get euphemisms like Quality Learning that are factually true but never accurately understood.

It is past time to remedy that. Maybe a shared understanding is a good thing when it is about the reality and methods for transformational cultural change.

 

Ballad of the Long Sought Shift to Being Educable, Not Educated: Adaptation Via Dissolving the Logical Mind

Do you ever wonder where these titles come from? The second part comes from descriptions in the 2004 book The Great Adventure: Toward a Fully Human Theory of Evolution that I will end this post with. First it described eliminating the “bricks and mortar” of the tradition-oriented logical mind. Later, the same book, having laid out its plans on using K-12 education to get a more “flexible,” intuitive, mind, then proceeded to describe how to lock those changes firmly and invisibly in place. Long term readers can probably guess that those changes will be hidden in the real definitions of Student ‘Growth’ and ‘achievement’ and whether the student is showing progress to being Workplace or College and Career Ready. The techniques used to dissolve that logical mind and practice new behaviors come in using strategies created in the classroom via activities billed to parents as ‘rigorous’ and involving ‘Higher Order Thinking Skills.”

It all links together. Let’s go back to the 1960s first to a professor, Philip H. Coombs, who also served in the Kennedy administration before bolting for Paris to help UNESCO (the UN entity created in 1948 for the express purpose of using education globally to gradual shift culture away from the West’s historic focus on the individual as my book explains) set up its International Institute for Educational Planning. In 1967 President Johnson, a former elementary teacher with a life-long reverence for John Dewey (the reason that matters is also in the book), initiated an International Conference on the World Crisis in Education in Williamsburg, Virginia. The resulting book The World Educational Crisis pointed out that K-12 needed to “expand and democratize itself and that keeping “the old logistics, curriculum, and hallowed monolithic standards” would be:

“as if a specialized gift shop for the well-to-do was summoned to convert itself into a massive department store for consumers of every description, including a thrift basement for those in straitened circumstances.”

Now, of course, all students are being asked to accept to offerings of the thrift basement. Elaborate name changes and unknown initiatives as we saw in the last post simply obscure the dramatic shift. Interestingly, it all still fits with what LBJ, Coombs, and UNESCO all wanted back in 1968 (italics in original text; bolding from me):

“Educational systems must undergo a shift of emphasis. The new stress must be not so much on producing an educated person as on producing an educable person who can learn and adapt himself efficiently all through his life to an environment that is ceaselessly changing.”

That’s the new goal of K-12 education in the West, which is why the academic results have been deteriorating ever since. Those insiders who know the real reason cannot remain empowered to bring about the change desired via the schools if they admit to what is going on. People like me now, who know and can prove the reality, always run up against parents who cannot bear to know. The problem is these sought changes are psychological and the Common Core in the US and 21st century skills everywhere mask that reality.

Continued ignorance means that techniques that really are grounded in acknowledged brainwashing techniques are being imposed on teachers and students in our classrooms. Let’s continue our journey to examine how crucial this ability to have an adaptable mind and personality is to those who really want wholesale political, social, and economic change. Always seeking ambitious administrators willing to impose this on classrooms.

Around 1986, just after the 1985 agreement on education among the US, USSR, and the Carnegie Corporation (the same one Richard Riley is now a Vice Chair of that is now pushing Competency-Based Next Generation Learning to guide the real global shift) was signed (www.americandeception.com is a good source for the actual document), a study began under the banner of the US Department of Labor. It produced in 1990 a series of Workplace Basics, Training for a Changing Workforce, manuals that provide the actual Blueprint still being followed in today’s K-12 education reforms.  The longest and most graphic of the books on The Essential Skills Employers Want lays out the need for students and employees to “transcend logical and sequential thinking and make the leap to innovation.”

Where have we heard that hostility to the Axemaker Mind before? Paul Ehrlich’s 1989 pitch for Newmindedness. What a timely coincidence. Now tell me if this quote from the 1990 manual does not sound like today’s sales pitch for a Growth Mindset, instead of a Fixed Mindset? “Each adult brings a different personal data base of experience and learning to the workplace. This base cannot remain static because our lives are a caldron of experiments responding to the need to adapt to changing circumstances.” Students in school are to be targeted for change for the same reason. Analytical, rule-based thinking like traditional algebra, geometry proofs, or grammar all impede this desired adaptability. It is fascinating to me that the professor, Lauren Resnick, who created the terms ‘rigor’ and Higher Order Thinking Skills back in the 80s is quoted by name in the book making this point:

“School should focus its efforts on preparing people to be good adaptive learners, so they can perform effectively [aka be competent or proficient] when situations are unpredictable and task demands change.”

The now-ubiquitous goal that Students should Learn How to Learn is also in the 1990 manual of new Workplace Basics. It goes back to citing notorious Humanist psychologist Carl Rogers and his 1969 book Freedom to Learn to illustrate the concept of Learning to Learn: “The only man who is educated is the man who has learned how to learn…how to adapt and change.”

I had a reader recently who also teaches ask me how the omnipresent concept of ‘problem-solving’ under the Common Core differed from the classic (if painful) classic math word problems. Let’s use the still relevant definition from the 1990 manual: “Problem solving is the process of bridging a perceived gap between what is and what ought to be.” A very useful skill indeed along with adaptability if fundamental transformations are the real goal and education and people have become mere conduits or tools to effect the sought changes. Here’s another useful tool: the POWER Model of Problem Solving.

Project a vision of how the situation should be different

Observe the discrepancy between what exists and what should be

Work out, after considering choices, an action plan and implement it

Evaluate/monitor progress and achievement

Revise plans as indicated by evaluation findings

As someone who has read many of the blueprints involved over the decades with these sought transformations, that POWER model is precisely what Big Data and supercomputers and governments at all levels think is the new way to plan societies and economies. Education at all levels simply needs to produce the people with mindsets and worldviews to either tolerate the wholesale shifts or to embrace them. Both involve dissolving the logical mind of the Enlightenment and believe me, the advocates just keep saying that.

Interestingly too, here is the new definition of leadership. Notice how useful this will be to bringing about wholesale change, especially when it becomes the entire basis for graduate degrees, as in education or public policy doctorates.

“The most successful leader of all is one who sees another picture not yet actualized. He sees the things which belong in his present picture but which are not yet there.”

Now imagine if a willingness to ‘problem solve’ using the POWER Model or be a leader as described above gets you lucrative jobs or grants from massively rich charitable foundations or public sector jobs where promotions are tied to how aggressively you push this transformational vision to make students ‘adaptable’ and ‘trainable.’ You would get precisely what is going on now as this Next Generation Learning graphic across all sectors and institutions from Ford makes clear.   https://fordngl.com/sites/fordpas.org/files/ford_ngl_three_strands_graphic_0.pdf

On July 17 and 19, 2000 there was a meeting of so many of the long time advocates for transformation social and political change using education in Toronto, Canada. They laid out their plans to use a “teacher-student-driven, globally active alliance between evolutionary systems science and humanistic, transpersonal, and positive psychology to kick-start what is needed.”

What was needed, of course, is that very same adaptability and malleable mind and personality we just keep encountering as the new goal of education. To be educable, not educated. Learning how to Learn and Growth sound so much better than the real goals of a “radical expansion of brain, mind, and consciousness” that will allow step-by-step achievement of “personal, cultural, social, political, economic, educational, and technological evolution.” The term revolution probably better describes what is sought, but since these fundamental changes are all supposed to be bloodless, evolution sounds better. Plus it fits the invisible shifts involved over time until the dramatic changes over time can be locked into place.

How? Through a moral and spiritual transformation in what enough people to be the majority electorate value and believe about how the world works, what they are owed by others, and what the world should be.

David Loye in that The Great Adventure book laid out “how to actually build it.” Next time we will trace that blueprint against the real implementation. It started last week where I live.

Unless you want the next generation to remain psychological adaptation guinea pigs, this is something all parents and taxpayers need to know. This is no time for rose-colored glasses.

Banishing Any Distinction Between Academic, Technical, and Life/Employability Skills: Active Deceit Everywhere

Think of me today as holding a microphone breathlessly informing everyone that I am reporting live from investigating a pot of water that is already at a simmer and it’s big enough to hold each of us. The pot has been designed to slowly come to a full rolling boil gradually so we will not notice what is happening in time. More likely, we will notice what is happening and misattribute what is causing it. Calling for more of the poison that is actually already destroying us from within while advocates holler “it’s political fragmentation and income inequality. More planning. More government programs. Integrate them all now” just as this April 4, 2012 letter from HHS, Education, and the federal Department of Labor called for. http://www2.ed.gov/about/offices/list/ovae/ten-attachment.pdf

But  we are neither frogs nor lobsters and we get to use our still existing Axemaker Minds to cut through the stories we have been deceitfully, or erroneously, fed and get out of that pot. I thought I knew so much about where Common Core was really going because of accurately discerning the essence of how performance standards [they are behavioral criteria] really worked and that Career Pathways would require a politically directed economy. I was right, but Georgia was piloting something else that is central to this story of our intended future. Then in 2006, the National Governors Association formally climbed aboard as well. It’s why it needed a vehicle like the Common Core to remake academic standards and why high school had to be reformed.

“Workforce intermediaries” (grounded in a 2003 conference in NYC funded by the Casey, Rockefeller, and Ford Foundations) and “sector strategies” are the search terms you will need to pull up the plans for your own state or locality. I have downloaded many of them in the last several days. Enough to recognize what terrible jeopardy we were all in even before the WIOA, the Workforce Innovation and Opportunity Act, locked this all thoroughly into place about a month ago. There are lots of NGA documents on this, but http://www.capitalareawdb.com/wp-content/uploads/2013/01/State-Sector-Strategies-Coming-of-Age-Implications-for-State-Workforce-Policymakers.pdf is the most helpful since it shows high schools on the cover as an integral part of this redo.

Sector strategies involve politicians, public employees, community organizing groups in many cases allied formally with Saul Alinsky’s IAF, colleges and universities, working with established businesses and hopefully getting all involved in comparable areas (like restaurants or construction) to work together to create pathways to good jobs for low income, formerly in prison, non-English speakers, etc. Everyone is bound in other words, but some of us merely finance, while K-12 extinguishes our children’s actual knowledge. Others are the intended beneficiaries of a track to a ‘good job.’ As this recent ACT report on building a National Workforce Skills Credentialing system put it    http://www.act.org/research/policymakers/pdf/BreakingNewGround.pdf , most private businesses, even small ones, will become subject to even more regulation as this belief that the private sector exists primarily to provide good jobs and training and tax revenue becomes pervasive.

The recent Aspen Institute book Connecting People to Work highlights SkillWorks as the long time Boston workforce intermediary. What that book did not point out, but I am, is that the Massachusetts DoED in 2013 redefined College and Career Readiness to get Massachusetts school districts on board with this Sector Strategies economic development planning that is now geared around Workplace Readiness. The BESA wanted to make sure the Connecting Activities would be used in the state’s academic and comprehensive high schools although parents probably will not get an accurate description for the shift. Academic proficiency is officially no longer enough in Massachusetts. http://www.doe.mass.edu/ccr/news/2014/0107Integration.pdf is the official powerpoint.

The ultimate goal in each domain is ‘competency attainment,’ that would be in the Flyv social science sense of intuitive, non-analytical behavior we have been tracking for several posts. As we can see, personal/social development is as important as academic and academic is no longer about book knowledge. Now I am going to pivot to the other huge watershed event we are being lied to about that affects how the Common Core should be seen.  I happen to know that Massachusetts, Colorado, Kansas, Minnesota, and Oregon were picked by the feds to pilot the integration of CTE-Career and Technical Education into State and Local Career Pathways systems. Needless to say, this will blend nicely with Sector Strategies for economic development. No one seems to be dwelling on what will happen when the federal spigot of grants runs out and everyone has become a dependent and hardly anyone knows anything accurate or marketable, but here we are. By the way, CCSSO, the other formal sponsor of the Common Core is also involved with this integration.

It turns out you see, that apart from the Common Core we keep hearing about, there is another ‘state-led initiative created with business and industry representatives’ effort on a similar time frame to create a Common Career Technical Core that will govern ALL programs of secondary study. ALL means all and this parallel effort involves far  more than we might suspect. You know how we keep hearing mentions of ‘rigorous’ academics, well it is what is left after CCTC governs all programs of study under its Ten Components. This is why states formally rejecting CCSS nevertheless retain performance standards to keep the money from Perkins in DoED and the Department of Labor.  http://cte.dpi.wi.gov/files/cte/pdf/tencomponents.pdf shows the framework from Wisconsin, a state with a long history with Industry Partnerships and Sector Strategies.

So the feds, whatever state legislative committees may decide by majority vote or consensus to the contrary, have decreed that states are to have Career Pathways and combine “both academic/basic education content and CTE/skills training.” The combo of CCSS and CCTC makes this marriage easier to accomplish and easier to hide. In May 2014 the federal DoED rolled out its Employability Skills Framework that puts personal qualities, once again, front and center of future education in communities [hence all the hyping of local] and the states. All of the related ingredients I have been describing will of course be omitted lest we climb out of the simmering pot in time.

We are nowhere close to covering all I have read on these topics in the last week. I am merely building an outline to allow each of us to know what is intended and how the so-called Common Core fits into the deceit. It explains why the Chambers of Commerce, radical groups intent on political and social transformation, and legislators and governors of both parties are so tied to these ideas of national standards whatever the uproar. When I wrote my book, I explained that Competency never goes away because it fits the polytech vision of John Dewey. Now we know it fits with the new Workforce Readiness for all purpose of all K-12 education.

Another aspect that never goes away in the actual implementation materials is 21st Century Skills. I explained that with illustrations that remain 100% right on the money of intentions because they fit with the CTE focus on experiential and real world applications. It’s why those phrases keep recurring now through the relevance command. There are two P21 papers I did not have when I wrote the book that really lock in this marriage of CTE for All Students and how it comes full force to the unsuspecting suburbs. The first is from 2006 and has the long revealing title: ” Are They Really Ready to Work?   Employers Perspectives on the Basic Knowledge and Applied Skills of the New Entrants to the 21st Century Workforce.”

That well-connected report tells us that “the education and business communities must agree that applied skills integrated with core academic subjects are the ‘design specs’ for creating an education system that will prepare our high school and college graduates to succeed in the modern workplace and community life.” P21 did leave out the part about that workplace being reimagined via Sector Strategies and the community life being grounded in required consensus and shared understandings, but that would be how all these actual pieces fit together. “Business leaders must take an active role in outlining the kinds of skills we need from our employees” and the “business community must speak with one voice.” Lots of authoritarianism as we can see sprinkled consistently through this vision of our future.

What is hugely important about that report beyond the tells of attitude for anyone not with the collectivist program is the cite of New Tech High School in California and its project-based learning as an example of the kind of skills incorporated into academics desired. New Tech is now a network of high schools operating in many states and its flagship, High Tech High, is the poster child of both the federally-sponsored League of Innovative Schools and the Hewlett Foundation-sponsored Deeper Learning frameworks. Project-based learning and problem-based learning is how the CTE model comes quietly into the suburbs.

The second report from P21 is the 2010 “Up to the Challenge: The Role of Career and Technical Education and 21st Century Skills in College and Career Readiness.” It does not just call for breaking “down silos among academic, CTE and 21st century initiatives, programs, and teachers” as we now know the feds are pursuing in earnest. The creator of P21, Ken Kay, has since moved on to form EdLeader 21 (has its own tag as I have followed for a while) . EdLeader 21 is a consortium of large suburban school districts in or around metro areas, especially in the South. All of the district supers I have ever looked into involved with this group are what I classify as Gypsy Supers. Each school district they get an administrative job in transitions to ever more radicalized versions of John Dewey’s vision for education.

That’s how CTE comes to Atlanta, Charlotte, Greenville, Raleigh, the DC area, and other districts who have joined. Since no one employed by state or federal agencies or advising school districts shows any inclination of explaining all these vital, demonstrable facts to any of us in time to escape from the pot,

I just have.

**As usual, where I have given dates and titles of reports here and other specific references but no links, I am trying to ensure that particularly dramatic revelations do not get taken down before most of you get a chance to read this post. There is sufficient info provided to make searching easy for anyone who just loves to doublecheck me.

Listening in On the Confessional Drumbeat of the Common Core’s True Purpose: Jettisoning Traditional High School

Remember the classic expression to explain when something is really done of “three strikes and you’re out?” How about a new version that three insider confessions of the same real purpose constitutes an indisputable revelation that we are being lied to. Let’s face it, a PR campaign for so-called academic standards, new types of assessments, and overarching K-12 mission repurposing promoted as an effort to remake the nature of high school for all students would have led to a lot more questions and scrutiny and open public rebellion. So that has not been the pitch, but it is the real purpose. Let me tell you how I was able to ferret this out. Then we will talk about the real purpose for limiting what students know and this attempt to reliably guide future behavior without the consent or awareness of these soon-to-be adults and voters.

In last Wednesday’s hearing at the Georgia State Capitol the well-connected, long-time Super of the largest school system in the state and one of the largest in the country, Alvin Wilbanks, made a rather startling point in his attempt to minimize the federal role in education and highlight the state-led initiatives that led to the creation of the Common Core. He stated that CCSS grew out of the 2005 National Governors Association decision to remake the nature of high school. Now, in some ways this was not news to me since I was familiar from writing my book of the central role polytechism was supposed to play in the 90s version of Radical Ed Reform, but I had never heard anyone who was always at the table and behind the relevant closed doors saying high school transformation was the foundation for the Common Core.

Sure enough a bit of research now that I had the tip-off led to the role of the new 3 R’s of rigor, relevance and relationships and the new type of ‘engaging’ career-oriented high school for all to Jeb Bush’s ed reforms in Florida in 2006  http://www.floridatrend.com/article/10686/splendor-in-the-class and the same confession in Illinois by Willard Daggett in 2007. http://archives.iasb.com/journal/j050607_02.htm Daggett has been providing a great deal of the very expensive professional development training for school districts getting ready to implement the Common Core. His professional background before catching a ride on the taxpayer-funded Midas consulting express was as a Vocational Ed specialist in New York State.

Now I located that additional proof AFTER I found confirming clue number 2 in a presentation I read as I was following up on Innovative Lab Network states piloting competency-based learning as the post-CCSS vision for K-12. Remember that stealth ILN initiative that lines up with the global vision being advocated for by the Global Education Leaders Program? GELP was two posts ago, but it has its own tag now. So I was not really looking for a high school reform confession, but I found one anyway and the GELP ties mean this is part of the international template for the countries in the Anglosphere especially. The places that have historically reverenced the individual and put personal liberty ahead of government druthers of coercion.

One more link to previous posts, the #2 confessor, a Paul Leathers from New Hampshire, was also a speaker at the Rethinking Accountability conference this title came from and covered. www.invisibleserfscollar.com/not-going-to-let-the-us-constitution-stop-us-from-using-schools-to-enshrine-global-social-justice-and-human-rights/

Leather, in a 2012 Colorado Summit on Blended Learning in a presentation titled “The New Hampshire Story,” laid out that all the cutting-edge reforms now being advanced under the banner of Competency to be a beacon for other states and districts, stemmed from the desire to ‘revitalize’ New Hampshire high schools. He revealed that these efforts went back tellingly to 1995 and that “focus groups showed students and educators want schooling to be more relevant and more rigorous.” As a side note, many of the participants must have since moved to the Atlanta area because that is the precise same sales pitch Fulton County is using to sell its current remake of high school around technology and ‘problem-based learning.’”

Even more confirmation that this same vision being sold as ‘locally-inspired’ is actually a global vision is the name of New Hampshire’s 2007 Vision for Redesign–Moving from High Schools to Learning Communities . Precisely the term that ties to what is planned now for Fulton and your community as well in the near future. Crystal Ball Alert! In this redesign, the “primary acquisition of knowledge and skills” will occur “outside the traditional classroom” or using a different, non-traditional means of instruction. Explanation for the  shift? To eliminate high school dropouts by 2012 per the NH Governor’s Top Priority. Most places now are selling this as a means to increase the graduation rate.

Third confirmation was at a 2013 Grantmakers in Education conference telling the big donors that “what was really driving Common Core and the Competency agenda is the determination to change the nature of high school.” The report fascinatingly also cited to Fordham’s Chester Finn as saying in 2012 that this effort had been going on a long time, and everyone was surprised with the resilience of the traditional high school model. Funny how Fordham has left that part of the story out of its exuberant advocacy work for the Common Core.

Now I could stop this post now and we would have lots of useful facts to now drill public officials with, but as regular readers know, I like to give insights into the why. This is from a 1980 book by physicist David Bohm, a man whose views of education and what was needed were greatly influenced by his desire for radical political transformations. Bohm recognized that traditional education prevented students from having a mindset or worldview that would “seriously think of mankind as the basic reality, whose claims come first.” Here Bohm laid out the rationale that still guides so much education reform today when we chase down the real reason for the shifts. No it really is NOT about reducing dropouts. That’s merely the excuse that sounds good and just.

“man’s general way of thinking of the totality, i.e, his general world view, is crucial for overall order of the human mind itself. If he thinks of the totality as constituted of independent fragments, then that is how his mind will tend to operate, but if he can include everything coherently and harmoniously in an overall whole that is undivided, unbroken, and without a border (for every border is a division or break) then his mind will tend to move in a similar way, and from this will flow an orderly action within the whole.”

‘Rigorous’ curriculum, ‘Higher Order Thinking Skills,’ ‘high-quality’ assessments, and the definition now of College and Career Ready used by the National PTA  ALL tie back to looking for indications of that kind of holistic world view from grades 6 to 12. Charming, huh? Let’s just say I have really deep learning in this area in the traditional sense of both of those words. To give one more illustration of the same basic point and why ‘performance standards’ in the sense of actual physical activity and behavior are so essential to this vision of how to use education and the social sciences generally to reprogram the human brain to act at an unconscious level, let’s return to Professor Flyv from the last post. This is what competent or proficient behavior in the future is supposed to be patterned on.

“Logically based action is replaced by experientially based action.” Behavior becomes “intuitive, holistic, and synchronic, understood in the way that a given situation releases a picture of problem, goal, plan, decision, and action in one instant and with no division. This is the level of true human expertise. Experts are characterized by a flowing, effortless performance, unhindered by analytical deliberations.”

Not capable of them either under this new definition of ‘expert’ or competent performance to be practiced at for years in K-12 education. Now I told you precisely where Bohm’s vision was hiding today in the real Common Core implementation. The one that turns out to be all about high school and middle school transformation to get the needed Worldview that at least tolerates collectivism. Perhaps it will not even notice the difference.

Where’s Flyv’s vision lurking? That would be in the actual definition of the ubiquitous term Excellence. As In Equity and Excellence, supposedly a federal mandate under a rather grasping interpretation of the civil rights laws. But what school or district can afford to run the chance of being sued?

So this is how very radical visions of the personal world view needed for fundamental transformations make it all the way to our children’s classrooms and so-called ‘tests’ while we are still being told it is all about making Algebra the same state to state in case families want to move.

Common Core: grounded in deceit from the get-go because otherwise who would submit to the very real desire of our political class to insist that we are to now be Governed?

Hopefully the numbed mind will be trained not to recognize that crucial fact and fundamental shift in the State vs Individual dynamics of the 21st Century.

Anyone else want to join me in the Not Going Quietly into Submission Brigade? We do not have a lot of time to get the word out.

Police Power to Compel Adult Beliefs; Meanwhile Values Manipulation Captures Young Minds Forever

Armed guards at a public hearing supposedly to look into, via committee, the federal role in education in Georgia. Ready to escort out and maybe arrest anyone who tried to interject accurate facts into a scripted effort to decree what the accepted beliefs could be. Interested citizens who recognized the misstatements, irrelevancies, material omissions, and conceded facts with behavioral programming implications, in what they were hearing and thus felt compelled to stand up and yell “Liars, Liars, Pants on Fire” would be met with all the power of the coercive state. Ready to dictate what its citizens must now accept as their knowledge and beliefs. Now, I was too busy taking voluminous notes to feel the need to comment. I was there after all because I wanted to know what particular falsehoods citizens were going to be urged to believe.

I have written up some of my insights and the implications for my book and this blog in two long comments to the previous post. Readers should take a look at those to fully grasp  what was inadvertently conceded as the speakers desperately tried to obscure the feds bullying behavior with states back in 2009. I want to deal with the need for police power and this determined need to create false beliefs in adult citizens if they are paying attention and in virtually all students now as they move through what is now called the P-20 process. Education from preschool to graduate school is all now to be about being “more of a ‘value producing agency’ than an information-dispensing institution.”

What I grasped on Wednesday was that the state and local school administrators, with the help of certain of their elected political buddies, intended to implement Competency as Milton Rokeach first theorized about, and the WIOA and the GELP-Global Education Leaders Program (last post)’s Next Generation Learning, are now quietly pursuing. Searches since then have made it clear that while the excitement in the US is over the Common Core, Next Generation Learning is pursuing the actual behavioral programming intentions globally on parallel tracks mostly hidden from US taxpayers.

Now my kids will confirm that my tombstone should probably read “Never Lie to Her. She Always Immediately Knew and Went Looking for the Why.” The good news is that GELP and the US-centered CCSSO Innovative Learning Network (last post) have all confirmed literally that the actual description from documents I described in my book is still the intended trajectory. Unfortunately, they also confirm it is for the wholesale political, social, and economic transformations I also disturbingly lay out. With a touch of humor and irony as possible.  Hooray for timely prescience!

What I want to do today is talk about the whys of the need for behavioral programming of students and coercing adults in their own beliefs. Why is competency-based learning so alarming to me? Before I get to what Milton Rokeach laid out in his federally-sponsored research in the 60s and 70s as the use of the term-Competency-to obscure what was to be values clarification, I want to remind everyone that the theorists for this Equity for All, Just Freedom, Human Rights as Economic Justice view of the future all concede that their vision will entail a coercive state. The armed enforcers the other day are simply a sign that public officials have decided to impose on us without consent or discussion what is known as the Flyvbjerg (no, I cannot pronounce it either but I have his book) Social Science Debate in Scandinavian countries.

The debate concerns the role of the social sciences in Western societies in the future. Since we Americans or Canadians or English or Australians might object to the planned shifts in society and the use of education to consummate the shift just as the Fabians imagined, we get lied to. If we recognize something is amiss and want to point it out in the prescribed public forum, we may be subject to arrest. We are not supposed to recognize the behavioral programming. Honestly, read this recent vision of the transformational purposes coming to a classroom and tell me its not about changing the child. http://www.edutopia.org/pdfs/blogs/edutopia-finley-9ways-plan-transformational-lessons.pdf

Flyvbjerg, who I will just call Flyv from now on (his advocacy though has now gained him an Oxford professorship), pointed out that “rationality may endanger sensitivity to context, experience, and intuition.” Keep that in mind when even the advocating district supers admit consistently the new classroom focus is to be on student ‘engagement’ and group activities. Neither of those builds up the rational mind in the sense the West, its prosperity, and the historic concept of the individual are all built around. Flyv wanted to make education in the West about discussing values, interests, and who has power. Remembering again that Charter District Fulton has announced remaking its high schools around ‘problem-based learning,’ Flyv viewed this power, interests, values emphasis as necessary if education is to produce adults ready “to think about what can be done to the problems and risks of our time.”

Since you probably do not have a copy of Making Social Science Matter, I will enlighten you that Flyv and the Competency advocates really are talking about education that now enshrines that “personal experience via trial-and-error is more important than context-independent, explicit, verbally formulated facts and rules.” That’s the real reason textbooks and lectures are going away and terms like assessment, ‘productive struggle’ and ‘rigor’ get substituted deceitfully to obscure this shift. Now Flyv conceded that this “experience-based behavior” substitution that gets hidden also now under terms like Excellence and Quality Learning instead of the historic “rule-based, rational mode of conceiving human activity” has so much destructive potential that the following exchange was proudly cited:

“Jurgen Habermas (a noted radical prof and modern Dewey advocate), after hearing Hubert Dreyfus present the model to him at Frankfurt University [exclaimed]: ‘you are talking about skills like hammering and chess, but what you really want to do is undermine Western society.’ To which Dreyfus replied, ‘you are right, that’s exactly what it comes to.”

Undermining Western society is a good reason to rely on a police presence to control what can be said, deceit by administrators well-paid for being willing to push this vision no matter what, and Orwellian definitions of terms. Now I first wrote about Rokeach here  http://www.invisibleserfscollar.com/targeting-student-values-attitudes-and-beliefs-to-control-future-behavior/ . Competency IS a dangerous concept, as Rokeach used it, and our modern day global transformationalists are now using it. I went back to my copy of his 1979 Understanding Human Values: Individual and Social where he readily acknowledged that creating a “state of self-dissatisfaction”  via “value confrontation” is the “basic psychological mechanism that generates such a sequence of enduring change.” The purpose of Competency in education now, whatever it means to the layman, has to do with “man’s power to alter experimentally another person’s basic values and control the direction of the change.”

Highly useful if the intentions of the 21st Century are to once again put political power thoroughly in charge of people and economies, which is precisely what open declarations of influential people admit is going on. I am going to end this post with another Rokeach quote that I believe tells us why the Finns developed what I am calling the Finnish Ladder Towards Consensus Collectivism and why US administrators are bringing it in as required systems thinking, Fostering Communities of Learners, Competency-based education, Discourse Classroom, or an affirmative Student Code of Conduct.

“I believe that a value education program will turn out to be illusory or self-deceptive if the sole focus is on the students’ own values…A more genuine self-awareness will, I believe, be achieved as a result of stimulating a comparison process, in which what we find out about ourselves is compared with what we find out about significant others. Experimental evidence…suggests that, in the process of making such comparisons between self and others, we will often become dissatisfied with what we have found out about ourselves, because it violates our conceptions of ourselves as competent and moral human beings. Such states of self-dissatisfaction are empirically found to lead to long-term change and, as a consequence, to long-term changes in related values, attitudes, and behavior.”

Just the view of education needed then for personal transformation as an unconscious reflex to foster broader fundamental social transformations. I am going to continue in the next post talking about the consistency in what is being sought.

We can now see why politicians, public employees, and private sector cronies all personally prospering from this unappreciated Statist vision would want a police presence to prevent someone like me from explaining with facts and documents what is really going on.

So I write. Aren’t you glad books and blogs remain an available avenue for a factual discussion?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Everywhere that has ever had a successful economy.

Especially anywhere that ever valued the individual.

Global.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Bound without notice. Prey without consent.

Welcome to US official public policy in 2014.

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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