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.

 

Pivoting from the Joy of the US Bicentennial to the Planetary Bargain Dictate: Yet Another Lost Invite So Long Ago

One of the ways to cope with these very real assertions of wholesale, non-consensual authoritarian change led by people who really do quote Mao Tse-tung for inspiration is to go back in time. To appreciate the same institutions, people, and funding sources were pushing comparable ideas decades ago. Explicitly using education to get there. It’s a holiday week in the US when we celebrate our Declaration of Independence so I thought it was a good time to revisit what was clearly mischief in Philadelphia in 1976. Called the Interdependence Assemblies, we don’t have to speculate about the intentions. Harlan Cleveland, then the head of the same Aspen Institute for Humanistic Studies, pushing the Racial Equity Theory of Change now, digital learning, and a new kind of mindset and view of knowledge, wrote the report.

Before I explain what The Third Try at World Order: American Self-Renewal in an Interdependent World laid out, let’s see what helpful piece of advice Harlan wanted to impart from the mass-murdering Mao.  It was in the context of starting to “understand interdependence not by theorizing about it, but by getting on with it.” In a 21st century determined now to make education about activity instead of mental knowledge, it is always good to double check the actual sources of the vision. Here Mao is quoted as saying: “If you want to know the taste of the pear, you must change it by eating it yourself.”

I may never knowingly eat a pear again. Harlan followed that quote with his desire for “the emergence of a new American worldview” through “five parallel and simultaneous shifts in very basic assumptions and attitudes.” Isn’t it useful that 4 years later Jimmy Carter federalized US education with its own agency? So much easier to get this desired shift of perspectives via (1) the discovery of ecology, (2) the nature of power, (3) the double imperative of fairness, (4) doubts about the ‘Western Model’, and (5) a New Style of Leadership. The last one proclaimed by the way that a “collegial, consultative mode of behavior” would now be mandatory.

Before I talk further about this vision that we are seeing today in this omnipresent language about “participatory governance” and “deliberate democracy” and a Principle of Affected Interests that gives rights of decision-making to every supposedly affected group, I want to remind you of an old post that really does directly link that 1976 report to the actual Common Core implementation vision. Plus the remake of higher ed around  democracy. I first explained who Harry Boyte was here. http://www.invisibleserfscollar.com/viewing-education-as-the-prime-lever-for-international-social-change-community-organizing-everywhere/ Harry now has a tag because of his work for the Obama Administration involving remaking the nature of college, but here is also a link to his current plans for K-12 as well and the nature of citizenship generally. http://civicstudies.org/author/harry-boyte/

In the book I explain that Harlan Cleveland announced that in 1986 he began working to transition the US and the USSR to a successor economic system to both capitalism or communism. Details are in the book using Harlan’s own words and why it matters so much. In Boyte’s book described in that post above he mentioned working with Harlan at that same time while both were in Minnesota. Almost all these books I am reading with this new governance vision cite Harry Boyte and Benjamin Barber and his Strong Democracy  Civil Society vision.

That’s why it matters that Benjamin Barber now wants mayors and cities to be the centers of political power in 21st century America. It’s the place to force collectivism and economic justice invisibly. I am going to have more to say on that in the future, but there are in fact plenty of links between what is engulfing us today whether enough people recognize the commonalities or not, and what Harlan Cleveland, the Club of Rome, the Aspen Institute, and the Convocation of UN Leaders he wrote that report for wanted back in 1976.

Harlan saw the Declaration of Interdependence adopted in Philadelphia that most of us have never heard of as the “instrument” of a new planned adventure in “world order politics” that would be based on the primacy of human needs. It would supposedly become a means of “American self-renewal–that is, to get our tail ship back on a course that has history with it, not against it.” I think this vision was actually designed to hobble America, suck away its exceptionalism, destroy its prosperity, and to do much of this destructive work through education. I think outcomes-based education as I explain in the book was to fulfill this toxic vision of altering perspectives and attitudes and values in fundamental ways, and that the actual Common Core implementation is the end game of this same vision.

When you are watching fireworks this week, listening to a rousing Sousa march, chanting “USA. USA” to the US soccer team in World Cup action, or even putting on that tacky Red, White, and Blue swimsuit you only wear once a year, remember there is nothing accidental about the shifts of the last 40 years. The attacks have been cultural and stealthy and at the level of the human mind and personality, but they most definitely are not theoretical or fanciful or the product of an overactive imagination. Harlan pitched into his Mao quote by using the Webster’s dictionary definition of an attitude as a “state of readiness to act…that may be activated by an appropriate stimulus into significant or meaningful behavior.”

Guess who intended to provide the appropriate stimulus? Still do. Harlan went on to say that “we might look for clues to future American behavior in attitudes that are already in transition.” Yes, indeed and to all those who agonize over what is being sought via education to create economic, social, and political change, just watch Americans celebrate on Friday. The way back is to acknowledge what is dear and that it has been under assault. Deliberate attacks through our institutions cannot survive well yet except in the shadows.

That’s why it’s up to each of us to drag these intentions into the sunlight of public scrutiny. If your child or grandchild or employee never learned why America is exceptional and has been the indispensable player in the world, teach them. If the community organizers insist on a different view of civics education and want to enshrine it into new federally mandated workforce training they provide, tell every politician you see this week at a parade or barbeque that it’s not OK. To actually read that 812 page Workforce Innovation and Opportunity Act.

The third try at world order was to be based on the same “growing awareness of the interdependence of peoples, problems, and policies” that is the focus today. If only Americans would adopt “changes in attitudes and institutions at home” and fashion “new cooperative attitudes” abroad, the world could supposedly become a “community.”

Wasn’t true in 1976 during the height of the Cold war when this was a highly dangerous prescription. It’s not true now when this same philosophy appears to be the new basis for the US foreign policy in a very dangerous world. We keep encountering a determination to use education to guide perception about the way the world and the future might be, instead of a factual recognition of reality.

Let this post be a clarion call to enjoy loved ones and friends this week, but do it while recognizing that the way of life we are celebrating and taking for granted has been under continuous assault. Those attacks are scheduled to reach a fever pitch in the next few years with the intention that no one would appreciate the linkages in time.

That isn’t going to happen anymore. Let’s celebrate that epiphany and start our way back.

Together. Collectivism is not always bad as long as it recognizes that renewal can only come from the individual. It can never simply be on his or her behalf.

Experimenting on People and Places via the Rockefeller Process of Communication for Social Change

In case anyone is concerned that the description ‘experimenting’ seems a bit harsh, the 2001 book Civic Innovation in America: Community Empowerment, Public Policy, and the Movement for Civic Renewal laid out what was sought by the charitable foundations and the White House in the 90s under initiative names like “Reinventing Public Citizenship.” Then it usefully admitted that all this dialoguing and deliberative democracy and new systems of governance are untried theories. Such mass mandates put in place by mayors or regional authorities or school districts thus qualify as mass experimentation. Aka Experimentation on the Masses since psychological processes aimed at behavior change through K-12 education are involved.

We do get to call a spade a spade when we are able to come up with statements about the use of BCC–Behavior Change Communication. Now I am not picking on the Rockefeller interests although I have been wondering for a while why I keep running into their aggressive support of so many troubling ideas that clearly pertain to desired transformational social change. To be undeniably fair I will quote the definition of social change their foundation used in laying out a desired model of Communication for Social Change in a June 2002 Working Paper:

“social change comprises the transformation of the organization of society, in institutions and in the distribution of power. Most social scientists agree that it entails structural change.”

Rather comprehensive wouldn’t you say? Not exactly what any of us think we are funding when we pay our property taxes to fund schools and local government. So why did I call it the Rockefeller Process? Because that’s what the World Bank called it and it would explain why we keep running into aggressive funding of these Metropolitanism, deliberative democracy, and participatory governance visions for the future. This is what a WB paper called Participatory Communication: A Practical Guide stated:

“Most recently participatory approaches to communication [one of the 4 Cs of 21st Century Skills in case anyone has forgotten] have reenforced the emphasis on structural and social change. A broad-based policy debate initiated by the Rockefeller Foundation in 1997 and pursued by the Communication for Social Change Consortium in subsequent years has focused on structural inequality and social transformation. The ‘Rockefeller process’ led to a definition of communication for social change as ‘a process of public and private dialogue through which people themselves define who they are, what they need and how to get what they need in order to improve their own lives. It utilizes dialogue that leads to collective problem identification, decision-making, and community-based implementation of solutions to development issues.’”

I am sure you have heard of Robert’s Rules on Process. Well, Robin’s Research Rules say that if the World Bank states on the record that this is called the Rockefeller Process, we can call it that too. Those Rules also get to note that the Rockefeller Process as a practical matter increases the power of the public sector since it looks to the political process to give these groups what they want. Think of it as increasing the Cartel Power of governments at all levels. Connected people just love cartels.

The Mind Arson and psychological manipulation and social and emotional learning emphasis both my book Credentialed to Destroy: How and Why Education Became a Weapon and now this blog just keep encountering also have the effect of increasing the power of the public sector and anyone with ties to political power. It all seems to seek to extinguish the ability and capacity of individuals to decide what they need and get it for themselves.

Now I told you in the last post that I wanted to talk about the recent Aspen Institute (you can search for yourself to find out if there are ties to certain great wealth that grew from cartel practices in the past) report Learner at the Center of a Networked World. That report called for ‘new kinds of skills and learning’. Let’s quote again because the crucial point I want to make is that this recent Aspen vision for digital learning and the K-12 classroom is the same as what is being described as Communication for Social Change. It is also the same as what The Deliberative Democracy Handbook said is required for fulfilling its vision. Even more alarmingly the vision fits with what the Club of Rome (search for that connection too if you are bored or wondering if conspiracies around power can be true) called for as ‘innovative learning’ in its Learning Project report issued in 1979. It is now finding its way into regional planning authority mandates on Economic Development and what school districts must be doing.

First let’s look at what No Limits to Learning: Bridging the Human Gap said about the necessary ‘critical judgment’ it would need to bridge to the desired transformative change. The capacity of Critical judgment [now called critical thinking and a 21st century 4C] is not developed by the “transmission of off-the-shelf knowledge, a method characteristic of most schools.” Well there’s incentive to deplore textbooks and lectures as unsuitable for the 21st century. Let’s see how the Club of Rome defined ‘innovative learning’ in the same report:

“Innovative learning is problem formulating and clustering. Its main attributes are integration, synthesis, and the broadening of horizons. It operates in open situations or open systems. Its meaning derives from dissonance among contexts [now known as Rigor]. it leads to critical questioning of conventional assumptions behind traditional thoughts and actions, focusing on necessary changes. Its values are not constant, but rather shifting. Innovative learning advances our thinking by reconstructing wholes, not by fragmenting reality.”

Seems to fit in well then with aspirations of fundamental social change, huh? How’s this for more incentive to force this on the classroom as practice for desired mandatory participatory processes in governance? “Thus a key aim of innovative learning is to enlarge the range of options within sufficient time for sound decision-making processes.” At the political level of course or maybe by fiat by appointed regulators. If you want to know why Radical Ed Reform suddenly is pushing that students exhibit a Growth Mindset instead of Fixed Mindsets and an anti-Content Knowledge fixation, let’s quote the needed preference from The Deliberative Democracy Handbook:

“From the vantage point of deliberative democracy, it is erroneous to suppose that individuals already possess a clear, enlightened, and coherent understanding of their preferences or opinions on complex social and political issues…an essential virtue of deliberation is that it deemphasizes the aggregation of (or bargaining among) pre-established preferences and individual interests. [We can see why Axemaker Minds are obstacles then.]  Instead, deliberation seeks the formation of a consensus view of shared interests and common goods. Such an understanding cannot come about if individuals are unwilling to set aside narrow self-interests or if political practices do not offer the necessary institutional settings and motivations to make this possible.”

Classrooms that require Collaboration (the 3rd of the 4Cs) and new political structures too. No wonder there is to be a Metropolitan Revolution. No wonder we get this constant emphasis on the Community as a whole with an obligation to “improve the health and welfare of all its members.” Boosting the cartel power of the public sector while telling individuals they are not even entitled to hold on to their own personal preferences.

Now let’s look at what last week’s Aspen Report on digital learning called for:

“Rather than systematically accumulating static ‘stocks’ of knowledge, students now need to learn how to actively participate in ‘flows’ of knowledge by engaging with others in the construction of new knowledge. This kind of knowledge is often put to use at the same time it is learned. [Like in an experiment of a theory?] It is most effectively acquired through solving problems with others in an environment that offers an abundance of challenges and unlimited opportunities. [Real world? Authentic?] In this new world, curiosity and creativity becomes critical skills.”

There’s Creativity, that 4th C of 21st Century Skills. Everyone assembled and reporting for duty but in pursuit of Deliberative Democracy and Participatory Governance, not being internationally competitive.

Maybe that’s because all these education and policy visions view Planned State Capitalism and its Cartel Power over Everyone Else as the desired 21st Century vision of society and an economy.

Just pointing all these connections out while there is still time in this global experiment to say: “Stop It. Leave us alone.”

Cartels do hate individual power.

 

 

 

Silently and Seismically Shifting Sovereignty Away from the Individual

Unconstitutional earthquakes no one would willingly submit to can be hard to prove. Words like governance or mandatory collective decision-making or public goods get thrown about where the implication of a seismic shift is there, but that is rarely good enough to lay out convincingly on a blog that we are at great, demonstrable risk. If all of the actual Common Core implementation, and the digital learning essential component that runs in tandem with it, are actually designed to “give birth to the new systems and structures through which ordinary people are taking responsibility for their own and their community’s futures,” we have every right to have that included in the upfront public explanation of what is really going on. Especially in a world where Human Rights are now quietly touted as involving Economic Justice based on Racial Equity Outcomes.

That makes who has authority to seize, plan, and redirect people and property of vital importance going forward. As we discussed in the last post, crucial to these shifts is a new theory being pushed by the White House and charitable foundations called Deliberative Democracy. Like Sherlock Holmes fixating on a dog that did not bark, the lawyer and historian in me could just smell the fundamental shift in quotes like this one from the 2005 Deliberate Democracy Handbook (my bolding):

“By stipulating fair procedures of public reasoning that are, in principle, open to everyone, the outcomes of a deliberative procedure will be seen as legitimate because they are the result of a process that is inclusive, voluntary, reasoned, and equal…Deliberative democracy takes seriously the idea that the exercise of collective political authority must be capable of being justified to all those who will be bound by it. To fail to accept this idea is to fail to take the freedom and equality of persons equally.”

Do tell. So like Fulton County’s Conversion School District Charter, the idea is to use contractual language or laws or regulations to invisibly and nonconsensually bind anyone who might complain or resist once they become aware of this seismic shift in where sovereignty over the citizen and student lies in the 21st century. This turns out to be a global pursuit, but the US has a federal Constitution intended to prevent just this sort of public sector power grab. That would explain the desire to bring this in invisibly via education and regional governance compacts and mission statements and vision reports about metro areas.

In case anyone believes that I have an overactive imagination or am reading intentions into perfectly innocent and well-intentioned statements cooperation, here are three links to get your attention that this is a real problem that we were never to recognize in time. The first is The Deliberate Democracy in the Classroom Toolkit created to be compliant with the Common Core classroom and a new vision for what citizenship involves in 21st century America, including new kinds of dispositions. http://cdd.stanford.edu/toolkit/cdd-complete-toolkit.pdf The Toolkit has an interesting view of the relevant facts and obligations and once again PBS has prepared a curriculum called By the People, much as it did for that related transformational curriculum for the Common Core involving Facing History and Ourselves we covered in our recent Human Rights Trilogy.

Now just think about how handy that Toolkit and mandates about a Discourse Classroom involving considering respectfully the perspectives of all others as equally valid and schools Fostering Communities of Learners who come to agreement on a shared understanding will be to this goal:

“[learning democracy] centers share a common goal of lifting the voices and mobilizing the creative energies of diverse community members to improve the quality of life across all sectors and in all its dimensions.”

To those of you who have read the book John Dewey’s concept of ‘participatory democracy’ as the means to force economic justice is indeed alive and well and so is his favorite tool of forcing the seismic shift nonconsensually through the schools. The second point also aligns with the book’s disclosures and what the 1966 Yearbook described as intended for metro regions and urban areas and then what Turchenko described in 1976 in that Soviet report that was so quickly translated into English. Bruce Katz, who we first met here  http://www.invisibleserfscollar.com/protected-producers-vs-paying-consumerstaxpayerswho-will-prevail-on-education-and-the-economy/ wrote a 2013 book called The Metropolitan Revolution: How Cities and Metros Are Fixing Our Broken Politics and Fragile Economy.

The book was published under the “auspices of the Brookings-Rockefeller Project on State and Metropolitan Innovation.” That matters because the Rockefeller charities are clearly pushing the Deliberative Democracy concept hard according to searches I did over the weekend. That’s actually what turned up the Toolkit since By the People was created with funding from the Rockefeller Brothers Fund as it repeatedly states. Someone is pleased with their efforts and is insistent on saying so.

I am going to resist the temptation to explain to Bruce Katz that economies cannot be built based on federal grants to create manufacturing institutes around clean energy or voters in LA and Denver voting massive sales tax increases around transit projects. Those are transfers involving bureaucrats spending OPM-Other People’s Money. Zero sum is the best case scenario.

Economic illiteracy, like the results of mind arson to get citizens compliant with Deliberate Democracy, matters though to the consequences of public spending. It is very easy to get lots of debt and unmeetable expectations for the future in the public sector-led reimaginings of the way the world should work going forward. That’s why it is so dangerous for Katz to be calling for “another historic shift in federalism.” He wants the “dual sovereigns” of the states and the federal government to be forced to share power with “their subjects, cities and metropolitan areas.”

Sometimes only a $100 word will do. That Usurpation by Fiat of sovereignty away from the individual in the US system, and then insisting sovereignty that is not supposed to exist in fact now be shared with nebulous regional authorities coordinating around Vision Statements, is absolutely Stealth Authoritarianism. It is the politically connected coercing everyone else to go along. How’s this for an open declaration of radical reshaping? This economic vision will amount to waste, but the hoped-for shift to governance of the individual is intended to survive apparently.

“We are trying to advance a theory of federalism that asks how federal and state sovereigns, and other partners and networks in governance, should interact to coproduce the economy. The metropolitan revolution is, at its core, an economic revolution…”

I’ll say. The next page says that “private and public sectors will coproduce the public good.” That’s highly doubtful, but it sure makes a good rationale for an unconstitutional usurpation of authority over people and property. I guess we can now think of what we know, own, or can do as merely in our temporary custody. Subject to seizure by the public sector and its cronies in an economic power grab that’s not that different from the serf forced to work land because it benefits the noble landholder.

Point 3 relates to that Open Data initiative that was President Obama’s first act on taking office in 2009. We have already seen it used as part of the FuturICT Big Data vision that was troublingly outlined here. http://www.invisibleserfscollar.com/science-fiction-made-real-were-we-ever-to-know-in-time/ When I located this Core Principles for Public Engagement report from 2009 http://ncdd.org/rc/wp-content/uploads/2010/08/PEPfinal-expanded.pdf it made it clear that what I had seen as about data was actually part of an organized redirection of the public and private sectors to begin to collaborate over governance.

http://www.whitehouse.gov/sites/default/files/omb/assets/memoranda_fy2009/m09-12.pdf is the actual memo. Hard to believe that the Administration that has supposedly lost incriminating IRS e-mails after they were subpoenaed actually meant to become Transparent, but that National Center for Dialogue & Deliberation makes it quite clear that this vision of public participation and collaboration is very crucial to that openly declared intention of fundamental transformation.

The better to bind us by and invisibly shift sovereignty going forward apparently. This is a good breaking point before I launch into explaining how the mindset perfectly suited for Deliberative Democracy per that Handbook is also the precise Mindset and malleable Worldview that the Common Core and digital learning state that they want to create.

Plus I do not think it’s coincidental that the name of the new Aspen Center report on digital learning and the new kind of mindset needed–”Learner at the Center of a Networked World” uses one of Bruce Katz’s favorite expressions for his desired metro-led economy of the 21st century–the ‘networked world’.

We are so far beyond having to infer any more from a Dog that Did Not Bark in our investigations of what is really going on in education.

And what is intended for most of us. Stealth Usurpation. What a phrase.

Constantly Casting Aside Those Things that Become Useless in this Caravan of Civilization: Who Decides?

No wonder a well-stocked individual mind is becoming forbidden. I had hardly finished the previous post before an insight as I read that day’s materials sent me after the global human rights/human behavioral curriculum clearly intended to come into the US as the Common Core and elsewhere as 21st Century Learning. Every day now seems like a game of Bingo as the real implementation rolls forward in education to finally put into place what HG Wells actually called The Open Conspiracy back in 1928 in a work that was intended to be a blueprint, not the fiction that earned him fame. Then again he and Julian Huxley were old friends and actually wrote a book together–The Science of Life. I guess we shouldn’t be surprised then that so much of the focus is on using education for social experimentation to gain political transformations. So many of the people we run across over time had similar ideas because they all seem to have known each other.

We have been the ones without the knowledge of all these connections and revealing resources. So getting ready to go down the Human Rights road, I read this quote this morning while I steeled myself to write (my bolding):

“At Philadelphia’s Science Leadership Academy, history teacher Matt Baird called his high school’s 1-to-1 program ‘radically democratic.’ Information ‘doesn’t necessarily flow from the teacher to the student in the form of a test. Information is something that can be gathered, used and utilized by students in the way it is in the real world,’ he explained, adding, ‘It’s not an awful lot of people who take standardized tests for a living. We don’t really want school to be a proxy for real life. We want school to look like real life as much as possible.”

The education historian in me immediately recognized that real life focus and the way Baird so obnoxiously preaches its superiority to an academic knowledge focus as what was called Life Adjustment back in the 40s and 50s. Nothing indeed new under the sun of Radical Ed Reform once you have the template I laid out in my book. Life Adjustment had been on my mind this week as well as it fits so well with what are now being called “Authentic Learning Opportunities” in connection to the Common Core. When I went off to find my notes on Life Adjustment, guess what came out that aligns perfectly with the NEA’s 2011 CARE Guide we have looked at in the last 2 posts?

It was the NEA that pushed what was then called Life Adjustment as the new purpose for ed in its 1947 Organizing the Elementary School for Living and Learning. In anticipation of today’s New 3 Rs of Rigor, Relevance, and Relationships the NEA wanted schools to put “human relationships first.” Now that declaration is why the human rights post got bumped behind this one since Why explanations should always precede the How. Does this sound familiar in the current era of Whole Child Codes of Conduct and Positive School Mandates? In 1947, apparently in recognition that an America rich enough to provide one side’s armaments and rebuild Europe afterwards, was rich enough to transition to a Human Needs focused Development Society, suddenly there must be education with “a school environment where the satisfactory adjustment of all pupils is a primary consideration…This ‘R’ is of even greater importance than the 3 ‘Rs’ yet it has received little time or attention in the school’s organization.”

Do Colleges of Education or the accreditation agencies today get to decide the answer to the question the NEA asked back in 1947 as part of its post-war, Let’s Transform the US intentions and make the impending Cold War a moot point, philosophy? “Is it more important for Dick to excel everyone in his class and bring home a report card of all A’s or learn how to live with all the other boys and girls in his neighborhood?” Today’s Collaboration mandate is Educators and Business Interests declaring that they get to decide the answer to that question and none of us are to have any ability to veto that transformation of the historic purpose of education.

Me? I went back to the words that John Keats wrote so well back in 1958 in his Schools Without Scholars that was also a tirade against a Life Adjustment focus. He noted that the difference between making the child’s interests the focus [today's Relevance and Engagement] and making a body of knowledge the focus is about more than just “the nature of learning” and “the nature of things learned” although I will note that today’s Common Core rhetoric tries to ignore that both of those are being turned upside down. If we knew we might refuse to defer to the professional educators’ insistence they now get to decide. No, most importantly, as Keats also recognized, Life Adjustment under whatever name it uses in a particular decade is about “the true role of the individual in society.”

Now it seems with all the requisite communitarian focus and the “Universe of Obligation” required inquiry I will explain in the next post, Keats could not have been more prescient to our current dilemma being imposed via education. Are we going to allow schools to shift to required practices so that a teacher must now “conduct her class from the point of view that the individual has only a functional significance in society?” That is after all the view of the Career Pathways for All that the federal Departments of Ed, Labor, and HHS are now soliciting proposals for as School to Work is back. http://www.jff.org/news-media/long-sought-compromise-unites-parties-improve-us-workforce-development-system

I would be what Keats called a traditionalist: “dedicated to the proposition that society is merely a function of individuals.” As I put it in my book, do not use the word society as a noun unless we are talking about Mrs Astor’s Ballroom size. The title quote also comes from the 1947 NEA push and the same question still applies. What if the taxpayers paying the bill KNOW what is still useful much better than politicians or cronies or educators who live as parasites off the bounty produced by others? What right does a District Administrator or Principal dedicated to Mind Arson, the political transformation of the US, and active deceit to parents have to decide what is useful for the future and what is to be cast aside? Should a union like the NEA have the right to decide that either? Accreditors? Every one of these people or entities survives off of taxpayer funds and most of the adults leading these entities have no clue what actually produced the financial bounty they take for granted. And they have the veto power over what is needed for the future?

Or what is ‘useful?. This 1947 quote mirrors the School districts touting now that they no longer have a ‘deficit’ focus. Teachers are to “cease thinking of marking children and will start thinking how much the child is growing day after day, week after week, how much progress he’s making toward the kind of boy or girl which our town, our America, and our world finds useful.”

Useful for what? Useful to whom? If that decision is no longer in the realm of the individual student or parents, but has been outsourced to others who benefit from Mind Arson, what kind of society are we becoming?

Instead of town, today’s language is community. What functions does the community want each individual to have? Ask yourself who benefits from making the focus of the school the use of a device like a computer coupled to Non-Cognitive factors. Now that I have refreshed my recollection and augmented yours on Life Adjustment, we can contemplate what that focus has always intended to do. We can now examine the implications of what Columbia prof, Jacques Barzun, wrote in 1961 was an inversion of the entire purpose of education as students are all assumed to have “the supremely gifted mind, which must not be tampered with, and the defective personality which the school must remodel.”

That’s today’s assumption as well. What shall we do about these current unabashed intentions? Most of the barriers that have delayed this desire for wholesale transformation for so long in the purpose of education have fallen or died.

It’s up to us now to become those barriers again. Protect the children. Protect ourselves most of all. There are few things as dangerous as a parasite that has no idea where it actually gets its sustenance.

 

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Center of the Storm: Requiring Data Collection on Continuous Improvement to a Student’s Full Personality

I started Chapter 3 of my book with a quote that has been haunting me ever since we first confronted the DiaMat theory dead on two posts ago. Professor Jeremy Kilpatrick was speaking at a 1987 Psychology of Mathematics Education international conference. In the book, I was illustrating that there were other intentions involved with what became known as the math, science, and reading wars. What Jeremy said then was:

“We need to determine the moral, social, and political order we believe to be desirable, then set out our educational purposes, and in light of those purposes choose curriculum content and objectives.”

It haunts me because I now realize that quote is a fairly concise definition of DiaMat and how its advocates see education as a means of deliberately changing the culture and altering prevailing perspectives. All this manipulation is to create Mindsets that perceive the world in politically useful ways. Well, useful if you belong to the class that plans to be among the manipulators. For individuals, such mind arson cannot work out well. In the last post, the book I mentioned Imagine Living in a Socialist USA ends with a scifi type essay called “Thanksgiving 2077: A Short Story.” In it, the character Les comments that he doubts that “many folks would have gone for socialism if they had known it meant downsizing.” Ahh, the pertinent parts of the story being left out of the sales pitch.

If conscious evolution along a designed pathway seems a bit scifi to us, it is nevertheless behind the designed to be influential ecosystem STEM metaphor of where all these education reforms are actually going. http://www.noycefdn.org/documents/STEM_ECOSYSTEMS_REPORT_140128.pdf is another report from a few days ago. That’s education to create a new reality, not education to appreciate the world as it currently exists or what great minds have pieced together about how it works. That STEM Ecosystem vision is driven by the DiaMat vision, but it gets to hide under language about Equity and Success for All.

Both the UN and the OECD have detailed their Future Earth and Great Transition and post-2015 plans and I have covered them in various posts. I have also detailed Gar Alperowitz’s vision of the Good Society and Harry Boyte’s for the cooperative commonwealth as other examples of future visions of transformation. So the moral, social, and political order desired by the public sector and their cronies globally or its links to what is called the Common Core now in the US are clear and no longer in doubt. Now Jeremy’s quote is the truth, but not a good PR strategy for a politician or School Super to sell to a community. Well, at least not one who has not had education, K-12 or higher ed, already nurturing for years at a time both a sense of grievance and an attitude of ignorance despite adequate coursework and degrees.

What’s the way in then? How do we get to what the book describes as the goal of accessing a student’s full personality so it can be monitored and manipulated to fit the believed needs of the people with political power? You do it obviously with euphemisms like making “continuous improvement in student learning for all students” the new federal goal. Then you take the work of a Professor like John Bransford and write books and hold conferences where the term “learning” encompasses what became the notorious aim of outcomes based education in the 90s: changing values, attitudes, beliefs, feelings, and behaviors.

That’s what ‘learning’ actually means in 2014 to an education ‘professional’ who is on the lucrative insider track and that’s the information to be gathered by the schools through assessments. Most people hear ‘assessments’ and think examinations of knowledge and hear ‘learning’ and think of the acquisition of knowledge and useful skills. Most people would be wrong, but sticking to duplicitous terms means most people will never know what is going so wrong in education. I have been around school board members who have been led to believe that the phrase ‘continuous improvement’ is also about ever increasing knowledge. Instead, it comes out of the PBIS, Positive Behavior psychology work, and also seeks to cause and then monitor changes in the now-proverbial values, attitudes, beliefs, feelings, and behaviors.

That’s what makes Monday’s release by the well connected iNACOL and CompetencyWorks of “A K-12 Federal Policy Framework for Competency Education: Building Capacity for Systems Change” so fascinating. If you are troubled by revelations about the level of personal monitoring being conducted by the NAS according the Edward Snowden’s leaks, how should we feel about schools and school districts becoming primarily personal data collection devices that go to our innermost thoughts and feelings and motivations? About schools using that information and providing it to states and the federal government to chart whether the desired changes in values, attitudes, beliefs, and feelings are occurring? That the idea of protecting privacy becomes a matter of not detailing who is being changed, but requiring and monitoring and guiding wholesale, full personality change nevertheless. And determining what practices and curriculum best foster such change and what type of students they work particularly well on? That’s customized leaning. That’s what personalized education actually means.

The phrase the document keeps using is student-centered accountability, not compliance accountability. Here’s the big idea that all K-12 is now to evolve around. Highly useful remember with DiaMat as the goal, teacher classroom behavior being seriously circumscribed (last post), and that obuchenie mindset being the goal of ‘teaching and learning.’

BIG IDEA: Student-centered data systems should collect, report, and provide transparent information on where every student is along a learning trajectory based on demonstrating high levels of competency [http://www.invisibleserfscollar.com/targeting-student-values-attitudes-and-beliefs-to-control-future-behavior/  explains what competency really means and how Milton Rokeach created it as an obscuring term for its actual purpose], to help educators customize learning experiences to ensure that every student can master standards and aligned competencies. Data should provide useful information for improving teaching and learning, as well as for accountability and quality purposes.”

Quality as we know does not mean academics. It means desired personal qualities and an outlook on the world and ties back to John Dewey’s vision. Notice though that competencies and standards are NOT being used here as synonyms. In the paper standards refers to standards for college and career readiness. Since we have tracked the standards for college readiness first to a David Conley 2007 paper for the Gates Foundation and discovered generic adult non-cognitive skills and then on back to Maslow and Rogers humanist psychology work that benchmark doesn’t exactly merit peals of joy. We can see though why ALL students can get there with time though and how much time this standard leaves for all that personality manipulation.

Career ready we actually have tracked back to attitudes and values embracing communitarianism. http://www.invisibleserfscollar.com/birth-to-career-finally-and-quietly-creating-the-soviet-mindset-but-here-in-the-usa/ Again highly useful if transforming the moral, social, and political order has become the actual point of K-12 and higher ed. Especially if information on precisely where all students are at any given point in the process of desired consciousness transformation is being monitored constantly through data collection.

Ready to reach for something to relieve heart burn and nausea at this point in the post? Here’s the problem with avoidance of these troubling intentions. Then nothing can stop them except perhaps an investigation after all this personality manipulation leads to a tragedy. I think that has already happened and this expansion will only make it even more likely in the future.

We have to focus on what is really being monitored and changed. Next time we will talk about how all the previous safety valves in the education system are being turned off so that there is no one really to complain to about what is intended. I also want to talk about that report’s determination to put some type of deceitful zone of privacy over Georgia’s actions in this area of pushing competency as the new focus of education. The report has it classified as having “No Policies in Competency education.” That’s not true as I know from repeated personal experiences in plenty of meetings with public officials or their advisors. I made Chapter 4 of the book about Competencies as the ultimate end game and the ugly history. I used a troubling Georgia statute nobody seemed to want to acknowledge passing.

Why the deceit and cover up? It’s not because there are no connections between Knowledge Works and what has been going on in Georgia. How many other states have similar deceit going on with so many people in the know having unexplored conflicts of interest that guide their behavior? Talking to people elsewhere it does not seem unique, but the obfuscation here does appear deliberate. Knowing why I believe it is deliberate should be helpful to all of us looking at inexplicable actions in our states and communities.

Maybe I should call the next post Tracking Techniques 102 or “How to tell when someone is lying to you about public policy.”