Sneaking Into the Cracks to Instill the Outlined Characteristics of the New Soviet Man While the Fatal Conceit Returns

Once again what may seem like just a graphic means for me to try to grab attention to the level of sought intrusion turns out to actually be a quote of declared intentions from someone who matters. In this case we are back to the Remake Learning Playbook, where the Executive Director of the Mozilla Foundation, Mark Surman, described how to reach “everyone’s hands and minds. And this means everyone.” Now Hands and Minds may seem like a clever phrase, and I have heard State Ed Commissioners gush about it so we know it gets hyped in the meetings we are not invited to, but what it is really getting at is Action (Hands) and what will compel someone to act in the future (Mind; Emotions). Surman in hyping the potential for innovative learning experiences to force Equity and “tackle systems change”, pointed out that “networks have the potential to slowly transform potential by sneaking through the cracks.”

Hands and Minds and Sneaking through the Cracks–this may be an effective way to use the schools for transformation, but it’s an invisible to most one. When Surman wrote about “young people have the skills and mindsets they need to thrive in today’s world,” his writing could be taken from the English language and 2015 and the American continent and taken back to the 30s and Eurasia and translated into Russian. Stalin too was anxious to turn his young people into purposeful change agents ready to act on and to bring change to their surroundings. To shift the emphasis from the world as it had been and what currently existed to what might be with enough collaborative effort and the right set of guiding ideas.

As usual I am not speculating, in 1950 the Russian Research Center funded by Carnegie at Harvard under an initial 5 year grant that began in 1948 published a book by Barrington Moore on the Role of Ideas in Social Change. He wrote about the role of planning to the Soviets and their use of it as a “technique of deliberately controlled social change…Socialist planners, he [Trotsky] said, should not have the attitudes toward their figures that an astronomer has toward the movement of the stars, which he can predict but cannot control. Socialist plans [should not be] products of passive prediction, but rather [conceived] as tools for action.”

Now if anyone has any doubts that today it is people, especially children, who have been selected to be both the targets of such intrusive change and the means for achieving it in broader realms like the workplace, society, and the economy, take a look at the All-Inclusive Criteria for Becoming A Brilliant Star: Striving for Excellence. http://www.edpsycinteractive.org/brilstar/brlstr10.pdf is just the latest in the determination to make Learning about combining thinking, feeling, and action. There’s also a new Taxonomy by Robert Marzano schools and districts are being urged to use to turn students into Self-Systems, where their the “attitudes, beliefs and feelings that determine an individual’s motivation to complete a task” are being tracked and manipulated. ftp://download.intel.com/education/common/in/resources/dep/skills/marzano.pdf

Now just ponder the significance of those aims being on a tech company-sponsored site and their participation in the 21st Century Skills global push, ATC21S and Charles Fadel’s Center for Curriculum Redesign. http://educacaosec21.org.br/wp-content/uploads/2013/08/Character-Education-Sao-Paulo-Charles-Fadel.pdf In the last post I mentioned Israel Scheffler, let’s see what he wrote back in 1960 in The Language of Education in proposing a “novel [hard to detect] use of the term ‘curriculum’” where the definition would be

“programmatic, that its point is precisely to apply the familiar term in a strange way, in order to rechannel the practice associated with it. In particular, the programmatic point is to extend the school’s responsibility, hitherto limited to a so-called formal course of study, in such a way as to embrace the individual social and psychological development of its pupils.”

Sounds like Whole Child to me or what ECAA called meeting the non-cognitive needs. No wonder the Rockefeller Foundation wanted Scheffler at Harvard in 1952 if in 1950 Moore wrote in the Section called “Today’s Dilemma” in the Chapter “Theory of Equality” that:

“In contrast with Western ideas, which begin with the individual and extend to the group and society as an instrument serving the needs of the individual, the Soviet concept of freedom stresses the role of society and the group. The Russians are fond of asserting that the full development of the individual’s capabilities and personality is possible only under the socialist organization of society.”

So what happens now when district administrators, statutes, and politicians at every level of both parties abbreviate that push as the “full development of the individual’s capabilities and personality” as the goal? Is that possible in a society where individuals still are empowered vs political institutions hyping Equity and necessary ‘governance’? What if those goals are set out in a Beta Credentials Framework created by Mozilla frequent Partner–the Lumina Foundation–http://connectingcredentials.org/wp-content/uploads/2015/05/ConnectingCredentials-4-29-30.pdf that is intended to bind while remaining unseen.

What if that Framework discloses not just desired ways of Thinking and Personal and Social Skills, but that in the US and internationally there is a Tuning Process to standardize and circumscribe knowledge in each of the disciplines. Also notice the admission of what I warned about in Chapter 4 of my book-the US is adopting Qualifications Frameworks that will bind employers into hiring quotas. There is a recurring theme through the Playbook, the Agency by Design “Maker-Centered Learning and the Determination of Self” mentioned in the last post, and that Lumina Credentials Framework. Young people are to be trained, primed, and credentialed to act with no body of knowledge available to be a barrier to a willingness to act.

When the purpose of all education becomes about how can “students come to see themselves as capable of effecting positive change in their own lives and in the community” and “muster the wherewithal to change things through making,” we are back in the aspirations Nobel-Prize economist Friedrich Hayek called The Fatal Conceit: The Errors of Socialism in his last book. When the declared aspirations are to turn these fostered dispositions and beliefs into “habits of mind” guiding from an unconscious level, we cannot afford to be waved off from a discussion of the likely consequences because we may not have ed degrees and those with them think this is all A-OK. After all, I have listened to Ed Doctorate admins brag about using notorious brainwashing techniques on reluctant teachers without any idea there is any notoriety attached to what they are suggesting.

We parents, in other words, and just average concerned citizens who know what made this country great and what has always doomed civilizations in the past have to be the Cavalry. Even the rare politician with an excellent mind seems to get bad advice from their staff or the ‘conservative’ think tanks on the issue of education and that’s apart from not bothering to read the binding language they are willing to enact or appreciating the presence of a Scheffler Programmatic Novel Definition.  This parent read all the references to designing and making new ways of being in the world and remembered something Harvard psychologist Jerome Bruner wrote in 1951 in the Foreword of the other Russian Research Center book we have covered.

“speak of the need for a psychology that may support democracy. For man’s image of the nature of man is not only a matter of objective inquiry; it is and has always been a prime instrument of social and political control. He who molds that image does so with enormous consequences for the society in which he lives.”

Now we have this exact aspiration of molding going on, but hiding behind terms like Whole Child, learning needs, student-centered or personalized learning, Maker Movement and others that obscure the nature and purpose of the true K-12 and higher ed shift. I can at least track all these shifts and recognize the fallacies involved and go looking for someone far more authoritative and experienced with the tragedies of these idea to cite. What did Hayek mean as the Fatal Conceit? He described it as the socialist or Planning belief that “man is able to shape the world around him according to his wishes.” Sound familiar from even a typical city council meeting these days or a faculty luncheon?

I cover this somewhat in my book Credentialed to Destroy: How and Why Education Became a Weapon, but with the Maker Movement and Agency by Design and engineered Competencies and Habits of Mind bringing all these aspirations once again to the forefront, let’s go back in history to recognize the likely consequences. Historically, economic prosperity arose in “those communities [where] individuals were allowed to make free use of their individual knowledge.” Now in the name of Equity we are limiting and prescribing what is to be known. That would be the Antithesis of what works and is entirely consistent with the norm noted by Hayek where “common local knowledge or that of a ruler determined the activities of all.” Make that rulers plural now between the mayors, legislators, governors, Congress, and the OECD and UN entities.

Talking about the fall of the Roman empire, Hayek noted that the decline and final collapse “came only after the central administration in Rome increasingly displaced free endeavour. This sequence has been repeated again and again: civilisation might spread, but is not likely to advance much further, under a government that takes over the direction of daily affairs from its citizens.”

That is precisely what is being attempted in the US and elsewhere all over the West in 2015 and education is the most formidable arrow in the Planning and Future Alteration Quiver. I do not bring back expressions like the New Soviet Man to hype, but as a reminder that the techniques are the same and so are the goals. The West, and especially the US, is supposedly the place with the technology and wealth to meet everyone’s needs globally. What Uncle Karl called little c communism and the Soviets never thought they were ready for.

The global entities and too many foundations and grievance interest groups think now is the time and we are the place to push for this peaceful shift via education, the ballot box, federal spending, and raw political power. It won’t work for the reasons Hayek cited, but we all have to be able to call a Spade a Spade and recognize what is being attempted, how, and why.

Stopped by powerful governments, parasitic officials, and obtuse politicians is not the epitaph any of us want with an upcoming 239th Anniversary of the Greatest Country in History looming.

 

 

Fodder for Political Exploitation: When ECAA Removes All Barriers and Adds Required Intrusions

Miss me? ECAA (Every Child Achieves Act of 2015) is the acronym for the latest update to federal K-12 legislation and it is scheduled to come to the Senate floor for debate any day now. Yesterday, as I was getting ready to start trumpeting the truth of the tsunami coming at us again, I read a quote from Georgia Senator Johnny Isakson, the Republican sponsor of last summer’s WIOA legislation that I am so horrified by,  http://www.invisibleserfscollar.com/priority-economic-citizenship-for-some-officially-sanctioned-status-as-prey-for-most-of-us/ . Politico quoted him as hoping for votes from ‘conservatives’ on ECAA because of the provisions allowing parents to Opt Out of testing requirements and also not requiring states to use the Common Core. Having read all 792 pages of that leviathan piece of legislation, a suggestion implying that those voting on it need only look at one or two provisions seemed to me like an excuse to ignore the reality of what the legislation shifts.

Now I have mentioned in previous posts that the practices mandated and theories used track back to Soviet psych research and their 1930s views of the type of citizens they wanted education to create. That’s troubling, but lets leave the S word and its close cousin the M word (as in Uncle Karl) out of today’s concerns. Isakson’s points reminded me that there was language in ECAA that appears to override that Opt Out language since the required ECAA annual assessments are to be “administered to all public elementary school and secondary school students in the state.” I am pretty sure that will be the provision waved in parents faces after the legislation is adopted. Plus the school district can fight parents with litigation expenses funded by the taxpayers. No warm and fuzzy comfort from that page 617 prohibition against federal mandates, direction, and control.

Again what good is that or referencing the Common Core when only certain types of ‘performance standards’ as in desired actions or conduct to be demonstrated by students can meet the criteria already mandated by ECAA under that already noted squirrelly definition of “Challenging State Academic Standards” language.  http://www.invisibleserfscollar.com/congressionally-mandating-dialectical-thinking-and-then-forcing-states-to-annually-measure-and-manipulate-it/ Now to elaborate on the true essence of what is being targeted by ECAA that ought to be Out of Bounds in a free society I am going to quote from a 2014 UN/ILO report book called Transforming Economies–Making Industrial Policy Work for Growth, Jobs and Development . That report talks about the US so we get to pay attention to what is sought since as the song goes “This is My Country, Land that I Love…”

The UN excitedly said that “Industrial Policies shape opportunities for economy-wide learning” not to mention lots of exploitation opportunities for Senators, legislators, mayors, and local council members. And what do future citizens need to learn for this future of the kind of Industrial Policy that WIOA just happens to have foisted on all 50 states? Probably making the UN Oh So Happy and definitely constituting a shift for the US to more of a CME–Coordinated Market Economy like the cited Japan and Germany? Well, we need generic skills, but more importantly what must be controlled are the Concepts that “allow individuals to categorize and structure information and data, to analyze and interpret empirically observed phenomena, to gain understanding and meaning and make choices.”

That target never varies and looking to make sure those desired Concepts are taking hold and are likely to prompt and guide future actions is PRECISELY what the ECAA required annual HOTS (Higher Order Thinking Skills) assessments that cannot be opted out of are looking for. Now we have come across other names for this focus on Concepts before and I have tagged some of them to this post. Showing just how crucial getting into and manipulating how each student’s mind works and how they are likely to behave in the future is to the global vision of K-12 education ‘reform’ that ECAA is a component of, the Next Generation Science Standards last month, in a draft of its “Primary Evaluation of Essential Criteria for Alignment” in the classroom assessments, created three new acronyms for us.

SEPs–Science and Engineering Practices to make sure the concepts are tied to ongoing actual student activities and behaviors and are not just the subject of a dreaded test of knowledge, or, Horrors!, Rote Learning. We also have DCIs, which can be used in any area and stand for Disciplinary Core Ideas. Then we also have our last new acronym–CCCs or Cross-Cutting Concepts to provoke some genuine interdisciplinary insights and perceptions that apply across all subject areas. Cool, huh? Just think of what Joe Stalin or Fidel Castro could have done with an education system that pushes everyone to have the same perceptual filters embedded unconsciously within the mind and integrated into practiced behaviors until they are reflexes.

Cannot linger because something else came out this past week–the Remake Learning Playbook that is expanding beyond Pittsburgh and working with the White House and Congressional initiative–Digital Promise and getting funding from the MacArthur Foundation. There is so much of the vision of where we are actually going in that Playbook, but relevant to today’s post in particular, was a mention of adhering to the Economic and Sector strategies created by a Harvard Business School prof by the name of Michael Porter. That got my attention since WIOA is full of Sector Strategies and the National Governors Association has cited it as a reason for needing the Common Core to reform the nature of American high school. (August 4 & 10, 2014 posts).

So that name Michael Porter rang a bell from some connections at Harvard from witnesses Lamar Alexander called to testify at the original hearings on the reauthorization. Ignoring his connection to the Monitor Consulting Group bankruptcy since that should have no bearing on the validity of public policy recommendations, I discover http://www.hbs.edu/faculty/Publication%20Files/Clusters_and_Economic_Policy_White_Paper_8e844243-aa23-449d-a7c1-5ef76c74236f.pdf that Clusters are to be the new form of approved American Industrial Policy. As a bonus it allows the federal government and its agencies to coordinate with states and localities, which sounds a great deal like progressive polyphonic federalism (Jan 28, 2015 post) to me. Also goes well again with WIOA and those soon to be filed required state plans. Truly, my bliss at the public sector exploitation potentials knows no bounds.

See why they need K-12 policy to line up with these planned manipulations? Now just imagine the potential for all the plans for metro areas to be the economic drivers and to force Equity in Outcomes from having Professor Porter be the founder of ICIC-the Initiative for a Competitive Inner City. ICIC, by the way, works with the same Brookings that is in charge of the Rockefeller-funded Metropolitanism initiative and the UNESCO/OECD Learning Metrics Task Force. If I had a white board and we were talking in person all these connections would seem to be a game of Whack-a-Mole, but apparently we are the ones about to get whacked.

Now, not to pat myself on the back or anything, but after a book and 3 years of this blog, I really know this area so reading a 1960 book yesterday by a Harvard philosophy prof, Israel Scheffler, brought there in 1952 by the Rockefeller Foundation, I recognized that he, too, was describing the kind of behavior guided by conceptual understanding that has given us the above three new acronyms. Well, a few searches later of people who ought to be involved if my suspicions were correct pulled up a “Teaching for Understanding” initiative from Harvard in the early 90s that was originally funded by the Spencer Foundation, but later by MacArthur.  http://www.exploratorium.edu/ifi/resources/workshops/teachingforunderstanding.html That would be the same MacArthur Foundation now funding the national expansion via the Remake Learning Playbook mentioned above.

That paper explains all about ‘understanding performances’ and how true understanding needs to be demonstrated by behavior and action. Just like what we now know is required under ECAA’s definition of HOTS and what will qualify as the requisite Challenging State Academic Standards. Fascinating, huh? Remember all the references in ECAA to ‘needs’ and ‘personalized learning’? Well, the Playbook talks about that as well and recommends Project-Based Learning and the Maker Movement. How active! Maybe get to practice with all three new acronyms some more and join the “global conversation about learning innovation” while staying “responsive to the real needs and priorities of local communities.” Global and local-what a nice slogan. Probably why the various UN entities keep hyping it.

I will get back to that Playbook in the next post since this one is devoted to all the initiatives ECAA pulls in that we were not supposed to know about. Some of us already know that the White House and various companies have really been hyping the Maker Movement and maker Faires. It’s not just that Playbook. Hint: it also dovetails nicely with Sector Strategy plans for us. When I was updating that Teaching for Understanding work by Harvard’s Project Zero, it pulled up a January 2015 White Paper from them called “Maker-Centered Learning and the Development of Self: Preliminary Findings of the Agency By Design Project” that builds on this desire to redesign our students from the inside-out and then let them practice until the shifts take hold at a neurological level.

I’m afraid that is where the title came from. No boundaries anymore to what the White House, Congress, ed researchers, tax-free ‘philanthropies’ and others apparently plan to do to our students unless we are supposed to be cheered that no one is trying to get authority for sexual exploitation. They want to interfere with, redesign, and then monitor annually each student with mounds of data at the very level of the Self-their Identity.

Mercy me. I think Mao Tse-Tung himself would have lusted after such authority over China’s citizens. Especially if hardly anyone would know of the level of interference and manipulation.

Why, Congress, why?

 

Shaped and Sculpted Young People Ready to be Governable Participants in a New Future

Remember that catchy Peter Paul and Mary song “Leaving on a Jet Plane”? Well, I am practically humming it in my head this afternoon. After reading revelations in the last few months that have me feeling like I have been staring at a supernova without my comrade-approved conceptual goggles, I am taking a little break. Because things have been breaking so fast and furiously just in the last week though, I want to talk first about what is happening and also to bring back a group of posts that bears directly on interpreting the intentions of the Every Child Achieves Act of 2015.

Now I am known for liking a good Grab the Attention metaphor in my titles, but this one is an actual quote of the intentions involving students, education, data, and experimenting to create new kinds of people and societies via public policy. First, we get a declaration of giving the public bogus reasons on why children need to learn to code as a basic new educational skill. Meanwhile admitting that the required practices will reorient students into the new ways of thinking “required to participate in the digital governance of the state” [and thus them, whether our 'new thinkers' ever grasp that real goal]. Later, ‘digital making’ activities are acknowledged as “a way of seeking to shape citizen subjectivities and capacities”, which certainly fits with my insistence that K-12 education globally is now intent on molding future likely behaviors and the student’s personality at a biological level.

http://www.tandfonline.com/doi/full/10.1080/00220620.2015.1038693 will take you to the journal to download this Mother of all Confessions. The title actually comes from this doozy on page 267 where we are told “learning to code is itself a form of digital policy instrumentation–a technical means of operationalizing a particular set of policy ideas and exercising specific effects in terms of the governance and control of the population. It is a channel through which young people are to be shaped and sculpted with both the civic capacities and expertise to become governable participants in emerging strategies, techniques, and methods of digital governance.”

Elsewhere that report announces that these well-connected public and social innovation labs show the “spread of experimentalism as an ideology for how we shape the future.” In case that’s not graphic enough and showing why I had to get one more post up before my Great Adventure, we have adaptive learning, data science in education, and these psi labs generally declared to be seen “unambiguously as part of an ideological project of designing the future.” Now pay attention also because the Next Generation Science Standards put out an advisory on assessment this week that fits with the following as a desirable Practice to be Measured: “based on the assumption that design can envision desirable realities and develop ways to make those futures realities.”

I will deal with NGSS when I return so wish me a safe trip. In the meantime we also have philanthropies and governments at all levels admitting their coordinated efforts with each other to redesign society around place-based initiatives.  https://socialinnovation.usc.edu/files/2014/12/Prioritizing-Place-Moving-to-Higher-Ground.pdf Of course that report further confesses all the particular federal programs we are funding with all this deficit spending and the ties to fed Ed and then the need to transform the broader social and economic systems. We are told excitedly that this is not an ‘Either/Or” situation, but calls for an Integrated Framework that they intend to keep practicing on us with.

Maybe I should find a cave somewhere and just hide in the wilderness. If I did that though, who else would look at a paper like https://drive.google.com/file/d/0B__OTXR_u3RbYkRQX3dKWjNtalE/view “Driving the skills agenda: Preparing students for the future” from Google [who is really psyched about this data emphasis by the way] and notice all the undisclosed connections. Instead of reading it as major employer speaks about what all employers need, I remembered our recent post http://www.invisibleserfscollar.com/windows-on-the-mind-to-confiscate-and-control-our-very-essence/ where Google called for changes in public policy to redesign society. Maybe Google is once again speaking as someone with a Stake in this Game of Experimentalism with Data and less as an Employer.

I noticed Google hired the Economist Intelligence Unit to prepare the report, but no one ever mentioned that Pearson, with its global Ed Unit headed by Sir Michael Barber of ISC tag fame himself, owns The Economist. Many of the experts involved with the report are also involved with ATC21S, the global 21st century skills initiative backed by Microsoft, Cisco, and Intel, but that is omitted from the paper as well. Since I covered ATC21S in my book Credentialed to Destroy, I got to call on that knowledge in reading the report. It also allowed me to notice that the very skills “employers need” are the same skills being touted as necessary to be a 21st Century ATC21S Learner. Now since Pearson is officially part of ATC21S and so are UNESCO, the OECD, and the World Bank we are getting what will satisfy the desires of the transformative Learning Metrics Task Force now being pitched as necessary to satisfy what employers need.

I can practically see every county, state, or country bidding to be the next recipient of a jobs-creating data center for Google being presented with that very document. Then the eager-to-please and plan ‘business development’ mayor, council members, governors, legislators, and Congress critters will cry in unison that “this is what our schools must do or there will be no jobs.” That’s how what is openly acknowledged to be Experimentalism and social theories looking for implementation to produce data to see if they work makes it all the way to your local school to start that Shaped and Sculpted Process.

Beyond those links that should probably be read with an adult beverage or your blood pressure medicine nearby, I am providing the links to a series of posts I wrote originally in January 2014. I called it the Obuchenie Trilogy, but there were four of them as it turned out. Obuchenie is a Russian word that does not translate smoothly into English, but understanding it as a goal is crucial for translating the Every Child Achieves Act’s aspirations for our children into the actual goals. In order here are the posts so we can get ready to deal with ECAA when I get back.

http://www.invisibleserfscollar.com/obscuring-the-reinvention-of-all-education-around-envisaging-new-ways-of-being-in-the-world/

http://www.invisibleserfscollar.com/unveiling-the-true-focus-of-the-common-core-obuchenie-within-students-to-gain-desired-future-behaviors/

http://www.invisibleserfscollar.com/supposedly-creating-a-generation-of-solutionaries-by-using-education-to-create-futures-oriented-change-agents/

Finally, we have this  http://www.invisibleserfscollar.com/finale-of-the-dangerous-mindset-trilogy-spreading-the-contagion-to-fundamentally-alter-how-we-think-and-live/

Reading the language of the new form of ECAA, 1177, made me think of what Benjamin Bloom really intended Mastery Learning to become because that seemed to be a driver behind the 1177 language’s clear intent to fundamentally change our children. When I went back to the early 70s, I found Bloom writing alarmingly about changing the nature of the task in order to change the student in order to get at Cognitive Behaviors and Affective Characteristics. Well, that’s clearly not just another way to teach math or reading so it becomes accessible to all. There was something else noticeable though in the 1974 book schools, society, and mastery learning that wrote up presentations from an AERA annual conference.

Remember what the typeface created by the old typewriters looked like and how much trouble it would be to hyphenate ‘teaching-learning process’ just like that for more than 100 pages of typing. Sometimes it appears several times on a single page. Someone wanted that hyphenation because it helped stipulate the meaning of the phrase. In my mind, that much trouble consistently gone to in the early 70s means we are right about the phrase being a translated Russian word for a psychological and pedagogical practice created over there. Being brought over here and in 2015 it’s about to make it into a federal law when accurately understood.

Don’t expect a thank you from me for THAT importation into our classrooms.

Russian psych research, federal law, and Experimentalism via data as an ideological project of designing the future.

Leaving everyone with lots of relevant reading so no one needs to Miss Me While I’m Gone.

Now humming “Sure Gonna Miss Me While I’m Gone” as I pack. See ya.

Personalized Learning as a Molding Mechanism and Prime Instrument for Social and Political Control

We have discussed some of the implications of the personalized learning language in the Every Child Achieves Act rewrite of the K-12 federal education legislation, but most of what will guide the classroom practices and data being accumulated (“a data warehouse for every student”) lies in documents other than ECAA. Scouring those, as I am prone to do in my research, in turn sent me scurrying back to a Carnegie-funded book from 1952 called The New Man in Soviet Psychology. Similar language, comparable visions, and the same recommended changes to education generally means the same real goals whether that is being acknowledged up front or not. I want to go back to something Stalin told Party members in 1933, since we are highly unlikely to get a comparable confession from members of Congress in 2015, on the need to solve the ‘human problems’ if the desired transformations were to truly take hold in the USSR. “Even though the industrial and social base of the old society had been largely destroyed, the ‘remnants of capitalism’ still lingered in the minds of men.” Quoting Uncle Joe himself:

“You as Marxists should know that in its development the mentality of man lags behind his actual condition. In status the members of collective farms are no longer individual farmers, but collectivists, but their mentality is still the old one–that of the owner of private property.”

Stalin and the Soviets made no bones about their intention to “bring all possible facilities of society to bear on the problem of training and controlling its individual citizens.” They were especially fond of using the law in such a binding manner. Methinks they would have liked the language of ECAA and its close sibling, the Workforce Innovation and Opportunities Act (WIOA) from last summer, a great deal. What these measures share in common is a desire to create an organized society. Now obviously that was not news to any Soviet in the 1930s, but it is news to many Americans in the 21st Century, which is why so much of what is intended to bind and quietly alter the minds of men is hidden and not being discussed openly.

What is an organized society anyway? It’s the idea that a society can be consciously organized and directed. In the case of the US in the 21st century, the organization is around the concept of Equity and an obligation to meet people’s needs, whoever they are and however they came to the US. In pushing this vision of social justice, or as UN Secretary General Ban Ki-Moon calls it–Dignity for All by 2030–the organized society shifts from a place where people make their own choices to a “society in which–insofar as possible–all the parts are coordinated to the service of the whole by the deliberate decisions of persons who are in a position to implement that decision.” Hard to get politicians or public sector employees at any level to back off that kind of decision-making power once they get a whiff of the possibilities.

And the number one “theoretical tool for the coordination of society” in the Soviet Union of the 30s or America in 2015 is education. What the Soviets decided in the 30s and what people pushing all these reforms now know is that if they can train and guide people’s purposeful action, they can control future behaviors reliably without that being apparent. I am pretty sure Carnegie did not fund that book above just because it just loves to spend old Andrew’s steel fortune. It found its vision compatible with where it hoped the US would go as well. That likelihood becomes even more apparent when we look at the Foreword of the book and find Harvard prof and cognitive scientist, Jerome Bruner, wrote it. Bruner, citing John Dewey as having a comparable vision, wrote about:

“the need for a psychology that may support democracy. For man’s image of the nature of man is not only a matter of objective inquiry, it is and has always been a prime instrument of social and political control. He who molds that image does so with enormous consequences for the society in which he lives.”

Words to remember as we delve into personalized learning and so many of the practices and theories we have imported from the Soviet Union. What Bruner knew and what Carnegie knows since it funded the research, we are dealing with a comparable vision of using psychology to mold a consciousness and personality that becomes an activist in remaking the world that exists. Would you like to hazard a guess at the number 1 aspect or trait the Soviets knew they needed to control and mold? Motivation. Would anyone like to hazard a guess as to what the number one feature of ‘personalizing learning’ is in 2015 in the US? That’s right. It’s determining and then accessing student’s at the level of their intrinsic motivation.

I have tracked the meaning of personalizing instruction and learning through a lot of reports, but the most graphic is probably in the January 2015 National Initiative from the School Mental Health Project at UCLA. Given all the references in ECAA to the needs of the students and the communities and ‘learning supports’ it appears to me that the entire 204 page document is intended to be implemented via ECAA without anyone in Congress giving a Heads Up. The report is called “Transforming Student and Learning Supports: Developing a Unified, Comprehensive, and Equitable System” and it tells us upfront it has been created as part of that theme I am asserting is being used to turn us quietly into an organized society. “Equity of opportunity is fundamental to securing civil rights; transforming student and learning supports is fundamental to enabling equity of opportunity.”

Law school was decades ago but there is a trigger threshold in con law once something is deemed a ‘fundamental right’ and that seems to be precisely what this plan wants to trigger. Awfully crucial not to be in the open, isn’t it? Well, it is now so let’s quote what it says about personalization in education:

“personalizing instruction means ensuring conditions for learning are perceived by the learner as good ways to attain goals s/he wants to reach. Thus, a basic intervention concern is eliciting learners’ perceptions of how well what is offered matches both their interests and abilities. This has fundamental implications for all efforts to assess students and manage behavior.”

Manage behavior? Goal-seeking, purposeful actor? Doesn’t this sound precisely like the 30s Soviet shift on how to get at the minds of men to mold a new mentality? Should we be concerned that this 2015 National Initiative says that “From our perspective, the aim of personalizing learning is to enhance stable, positive, intrinsic attitudes that mobilize and maintain engagement in learning.” So all the language about “(a) ensure motivational readiness, (b) enhance motivation during learning, and (c) increase intrinsic motivation as an outcome” seems a bit heavy-handed, but it’s only one document, right? Well, there’s also the ISTE 2014 “Personalized Learning: A Guide for Engaging Students with Technology” that will likely guide what the language of ECAA really means for our students and ultimately all of us.

It helpfully lets us know that “personalized learning is not the digitization of traditional learning” since after all, it is the student’s mind and personality that are the real focus of this digital menu. Showing that unfortunately subject content areas are merely the means to get the desired changes in the students we are told to set goals and then try to achieve those established goals. How purposive! A goal-seeking actor just like Stalin wanted the emphasis to be on. “Progress through subject area content is measured by the demonstration of proficiency in identified skills and understanding.” Those would be the skills and understanding needed not for the world we now have, but that desired future which needs a new kind of citizen and worker.

Now I can say repeatedly that this is not the model of coursework we are all used to and insist how much manipulation is going on, but a vision of “courses built around concepts and learning outcomes” just speaks volumes about how socially engineered this “self-directed learning” will actually be. Let’s look somewhere else since this 2014 Summit on Personalized Learning of the White House-sponsored Digital Promise and League of Innovative Schools was uploaded to the internet about the time this new version of ECAA–1177–became available. http://www.fi.ncsu.edu/wp-content/uploads/2014/02/TEPLS_report-FINAL-051415.pdf Let’s go to page 18 since it is describing a federal grant to “revolutionize instruction”.

Now how ‘personalized’ does learning in the ordinary dictionary meaning of the term seem if we specify what all students need to know and then want to assess “How will we know they’ve learned it? and “What will we do if they haven’t learned it?” How a student chooses to show their learning is flexible and the activities they engage in to practice the desired learning has lots of options, but what is to be learned does not. Whether the student gets it or not, there’s actually a great deal mandatory to this personalized vision. That’s just not supposed to be apparent to either the students or us, lest we object to the clear coercion at the levels of mind, values, attitudes, and feeling.

This was true in every recent personalized learning paper I found. Here’s another http://www.siia.net/Portals/0/pdf/Education/PerLearnPaper.pdf The quiet mandatory nature makes perfect sense if this is all intended to be a molding mechanism in pursuit of an organized society where Equity is the lode star for decision-making.

If we go back to that 1952 book it will tell us that “The Bolshevik controls man by training his motives and shaping his ideology.” As someone who has read all these reports and ECAA, I am now asserting that personalizing instruction and “personalized rigorous learning experiences” are intended to train student’s motives for future action as well.

And the requirements about annual assessing of “higher order thinking and understanding” are monitoring whether the minds are being suitably molded and trained in “ideological thinking.” Because at its core, that’s where there is no flexibility.

Is the student using the desired concepts? Is she demonstrating desired values and appropriate attitudes?

Will he be motivated to act when and in the way desired? At least Uncle Joe was transparent in his aims, unlike Congress and most legislatures, governors, and city councils.

Eager to benefit from such social and political control over us.

 

 

Windows on the Mind to Confiscate and Control Our Very Essence

Building on the last post’s emphasis on the public sector’s plans for us that are rarely acknowledged to our face and which have always quietly persisted whatever the popular outcry, I want to cover quite a few specific acknowledgments of the End Game that have occurred in just the last week. We may get nothing but deceit from those we elected or whose salaries we pay, but in meetings we are not invited to and reports we are unlikely to see, the coordinated juggernaut is open, explicit, and being pushed at a frenzied pace. Well, that’s not quite true, Needs to Get a Real Life here at ISC did manage to get an invite and does pay attention to all the elements of the web my research has previously indicated I should monitor. Let’s take a look and start with this true confession from UNESCO:

“One of the biggest challenges is how the Framework for Action will link education with the broader sustainable development agenda. Here we believe that more can be done – we must go deeper in exploring the connections and must reposition education at the heart of the post-2015 agenda. We have yet to make a compelling enough case that education is not just one of 17 SDGs but rather a key facilitator for achievement of all the goals. We are pleased to see that this is an issue to be addressed in the Report out next year by the EFA GMR team. Fundamental changes are needed in the world and this requires a new generation of active global citizens with new knowledge, attitudes and behaviours – for which education is the essential catalyst.”

For those of us being asked to turn over our children for years at a time to education and whose taxes pay the costs, maybe we should recognize that statement as the Declaration of War against our culture and the political structures we take for granted that it actually is. Taken from here https://efareport.wordpress.com/2015/05/15/civil-society-priorities-at-the-world-education-forum/ , these nonconsensual shifts that supposedly must occur are in preparation for the UN and the OECD’s Post-2015 plans for both people in the developed and developing countries of the world. Instead of Ripley’s “Believe It or Not” Exhibition, perhaps we need an ISC equivalent exhibition of all the confessions called “Desired or Not, Consensual or Not.”

Here’s another from the well-connected Columbia prof Jeffrey Sachs, who also managed to jet to Rome recently to lobby for a papal encyclical on Climate Change, head up the UN’s World Happiness Reports (started in 2012) pushing measures of subjective well-being as the proper concerns of governments, and be on the Broadband Commission pushing the Internet as a human right. Here’s that confession on the need for ‘data’ to force the new global economic vision  https://www.project-syndicate.org/commentary/sustainable-development-data-by-jeffrey-d-sachs-2015-05 and if you go to page 23 of the underlying report he talks about, you will find the call for an essential component in every country called an emis. Education Management Information System that will track all students to ensure that all schools have “quality learning” in the UNESCO vision (see above for where it leads) and practices that create Equity for all.

Now for those of you who have already located that 2008 “Seeing the Future: A Planning Guide for High Schools” document or soon will, just remember this global call for an emis that will allow education to be the invisible catalyst for the UN’s post-2015 plans while being implemented at local levels to gain control and hopefully avoid detection. Ooops on that one. Sometimes sarcasm is the most potent relief, but seriously that document is just rife with calls for data as are digital learning initiatives generally and adaptive and personalized learning specifically. Carving out protections under Student Privacy Acts (as Georgia just did in legislation touted as a model) for those types of uses means that there really is no privacy from governmental officials and their cronies to manipulate that data that offers a Window on the Mind.

That was an italicized term used to describe what ‘understand’ is to mean under all these new visions for K-12 education we covered in this post. http://www.invisibleserfscollar.com/harnessing-the-meaning-making-capacities-of-the-human-mind-and-then-assessing-for-the-tightness-of-the-fit/ When I decided to crosscheck this week what one of the co-authors Joseph D. Novak was doing now, it led me troublingly to the Florida Institute for Human and Machine Cognition. He works there now and I had run into that entity before when I was tracking another troubling theorist who is also there. I remember noting at that time that the composition of its Board of Directors http://www.ihmc.us/board_directors.php reminded me of a group of people whose personal livelihoods would certainly incline them to push a political power should control the economy, mercantilist view of how the future could be shaped. However fine and nice they are as individuals, there is a clear trend to that board membership.

Think of how handy connections like that are when WIOA is mandating State Plans and calling for the states (in the Playbook linked in last post) just to go ahead and describe all their plans for education and how it will be incorporated in every locality into economic development. Then we have the new vision of high schools (2008 report) insisting that all high schools “build and sustain relationships with local employers, community and government agencies, industry associations, labor unions, and post-secondary institutions.” Well, won’t that marry well with the WIOA obligations, especially given the call to “set defined goals and a clear vision for meeting the needs of community youth”?

That old meeting the needs vision of Uncle Karl’s that was also reenforced this week by Google’s (wave hi! to our Internet monitors) UK subsidiary https://www.thersa.org/discover/publications-and-articles/reports/the-new-digital-learning-age/ which takes all the education, links to the workplace, digital learning, etc changes we are encountering and calls for explicit changes in public policy to redesign society “to develop and democratise the Power to Create.” Well, maybe that can be a category of Quality Learning and Equity those emis systems are gathering data to force and then monitor.

Anyone else think Google might have a business stake in this vision of the future? Just like a board composed of real estate developers, bankers, and Chamber of Commerce types might have a stake in a vision of learning as internalized psychological change at a neurological level that makes people highly unlikely as adults to forego the pathway that has been laid out for them. Even less likely to defy the herd. One more example from just this week was the first ever Gigabit Cities conference where everyone seemed to want to push broadband as a human right, especially this speaker http://www.govtech.com/local/Seattles-New-CTO-Focuses-on-People-Infrastructure-Broadband-Access-for-All.html . The hyping of the common good and communitarianism was so constant before I felt sickened and left that I felt tempted to stand up and affirm that historic American vision of people as something other than an instrument of government ambitions.

Seriously, how can people do slides showing the Berlin Wall coming down and mentioning the recognition that “centralized planning does not work” while less than a minute later call for an economy created by the coordination of “governments, universities, civil institutions, and tech companies.” At least no one will be making decisions on our behalf that has any kind of financial conflict for taking the positions they are taking on where K-12 education must go or why Broadband must be a human right or how a requirement of Equity in a naturally unequal world means that intrusive governments will be constantly necessary.

All those financial conflicts of interest in the public, non-profit, AND crony private sector are precisely the impetus for these ed reforms that seek to Confiscate and Control Our Very Essence without notice, or consent, or even knowledgeable consideration of the likely consequences. Is all this intended localized planning somehow going to work because it will be based on real-time data and not be centralized in DC or Brussels? I don’t think so, but these very real, widely-expressed intentions, once we know where to look, are precisely the impetus for these high school reforms and the Common Core.

We must shift to high schools everywhere designed around “rigorous project-based learning experiences in the school, workplace, and communities” (to quote the 1998 NUHS abstract) for the political and social transformation purposes Michael Cole and Yrjo Engestrom usefully described in the last post. Plus the economic cronyism and UN Power-Grabbing laid out in this one.

Clearly I am going to have to make this part 2 of a Trilogy because we still have not chronicled the essence of the manipulation. We should all have a superb handle on the whys behind this manipulation now. We now know that the ubiquitous references to “high standards for all students” designed to reassure us that all these changes are good and necessary actually means the abolition of any distinction between a “college prep” curriculum and a “vocational” one. Add that revelation to our ISC Glossary of Terms.

Let’s close this part of our wading through the muck by quoting something from the 1998 document from a header called “Stories of Change.” It’s a reminder of why everything must be changed and locked in as a mandate for the broader social, economic, and political transformations everyone keeps pointing to to have any chance of occurring.

“High schools are not closed systems: their work and their structure are influenced profoundly by post-secondary entrance requirements, teacher training practices, district policies [hence all the current hyping of charter systems] and assessment practices [why progs love to start Opt Out movements], and community pressures.”

Now of course we know many of the community pressures are deliberately created by the public sector and that the public is being systematically lied to at a level that meets the high thresholds associated with fraud.

We also understand why these calls for a new kind of citizen are rampant at all levels and from every direction.

Next we will close our trilogy with the cited specifics and then link it to the Turchenko vision laid out in my book Credentialed to Destroy as well as the Robert Beck polytech rationale we covered in it as well. That book remains the lens for seeing the rest of the story. This blog cannot do it alone.

 

 

Fraud of the Century Via Our Public Sector: the Real Common Core Purpose for Education

Is fraud too strong a word for organized deceit that seeks to override constitutional rights and evade public outcry every time School to Work has reared its unpopular head in the past? Do we have massive, actual, repeated deceit? Check. Are we giving up something of value? Yes, our children’s minds, our tax dollars, plus the foreseeable carnage of all this economic and social planning. Now how many of us upon hearing the now ubiquitous phrase “high standards for all students” understand that this phrase is intended to quietly prescribe project-based learning for all high school students? To marry vocational with academic for all students? To insist that schools be linked with the “adult world of work and learning” and that it is that mandated nexus that constitutes “high standards”?

Before I talk further about the federally-financed, 1998 New Urban High School Project that spun out the High Tech High that is now held up as the exemplar of world-class learning http://zhaolearning.com/wp-content/uploads/2012/11/WorldClass.pdf or its 2008 Update called “Seeing the Future: A Planning Guide for High Schools” that made it clear that this vision would be applicable to all high schools and every student in each and every community, I want to go back to explaining what is wrong with such a Project-based Learning mandate in the first place. Imagine that we were invited to visit the lovely island of Tortola in the BVI as part of the Social Science Research Council meeting held there in 1989 with so many of the education professors interested in using education for transformational change of the West and its institutions at what was known to be a pivotal time in the world.

Well, we weren’t invited, were we? We will simply have to rely on the book created by participants in that meeting (many of whom already had tags on this blog because of their promotion of Vygotsky and Cultural-Historical Activity Theory) called Distributed cognitions: Psychological and educational considerations. When I was preparing to write this post I discovered an article by an Alex Kozulin called “The Concept of Activity in Soviet Psychology: Vygotsky versus His Disciples” which revealed just how active the deceit has been about the real purpose for pushing these instructional changes. Kozulin tells us that when the first major work of Vygotsky, Thought and Language, was translated into English it eliminated virtually all of the references to Marx, Engels, or Hegel and the philosophical and methodological discussions.

In other words, we in the English speaking world were to get the practices without a heads-up on the purposes. That, of course, would be known to anyone who spoke Russian and many of the behavioral scientists pushing the work. American taxpayers and parents though, if they were even aware of Vygotsky, got referred to the cleansed and much-shrunken (318 pages in Russian to 153 in English with fewer words on each page). Since this blog does not do sound effects I cannot say “we wuz robbed” in an irksome, high-pitched voice, but we were being lied to systematically from the get-go about what was sought for education just like with the “critical thinking” and outcomes-based education we have been covering.

Two of our Tortola-invited profs well-known to ISC readers, Michael Cole and Yrjo Engestrom, were kind enough to tell us what cultural-historical activity theory and its better-known sibling in our curriculum now–project-based learning–was intended to disrupt. They quoted an anthropologist from 1942, Leslie White, describing the capacity that makes human special animals and it is the capacity that transformational education or what I call Radical Ed Reform in my book MUST disrupt, impede, erect an insuperable barrier in front of, etc.:

“man differs from the apes, and indeed all other living creatures so far as we know, in that he is capable of symbolic behavior. With words man creates a new world, a world of ideas and philosophies. In this world man lives just as truly as in the physical world of his senses…This world comes to have a continuity and a permanence that the external world of the senses can never have. It is not made up of the present only but of a past and future as well. Temporally, it is not a succession of disconnected episodes, but a continuum extending to infinity in both directions, from eternity to eternity.”

That capacity reenforces building up from the world as it currently exists in light of what has worked well or poorly in the past. In other words, that capacity is in the way of political power whenever and where ever it seeks to usurp decision-making power away from the individual and bestow it to public officials at the local, state, federal, or UN/OECD global level. As my book made clear those goals had begun in earnest by 1989 in the West, especially the United States. As this blog has repeatedly made clear with cite after cite, similar goals of social, economic, and political transformation are occurring now.

The public sector at every level wants to be in charge of us and what we can become. Rather than be honest with us that they now insist on Overlord Status with no ability to escape, they are using a reimagined type of K-12 education especially to invisibly create the desired barriers. At its core that is what Project-based learning, cooperative learning, required Critical Thinking, mandated assessment of Higher Order Thinking, mental health assessments, social and emotional learning apps for students  http://about.att.com/content/csr/home/blog/2015/05/momentous_institute.html , and constructivism generally are all about: creating minds and personalities amenable to subjugation by the public sector.

And no, subjugation is not too strong a word. I am not sure slavery is either, except this time the chains are to be imposed via formative assessments and classroom activities at a neurobiological level. Cole and Engestrom tell us that the unification of the social and physical sciences like that by changing culture and then locking those changes into place at a neural level was what both John Dewey and the Soviet psychologists always wanted. Why what a wonderful reason to lock those instructional practices into place for all students in every state and then hide those mandates. Cole and Engestrom admit one more time in their own words what must be disrupted if transformational schemes of a different sort of future are to be realized. (my bolding for emphasis)

“only a culture-using human being can ‘reach into’ the cultural past, project it into the future, and then ‘carry’ that (purely conceptual) future ‘back’ into the present in the shape of beliefs that then constrain and organize the present sociocultural environment  ..

The public sector, politicians of both parties at every level, think tanks of every label along the spectrum, foundations, business cronies, self-confessed radicals are all desirous now of using K-12 education to sever that “assumption that the cultural future will be more or less like the cultural past.” Rather than saying so to our faces and dealing with our ire, we get lied to repeatedly. I believe that is why the New Standards Project simply rolled forward in 1998 in many states and six urban districts. That’s why this New Urban High School Project began at the same time and then became updated in 2008 ready to have its covert influence on all US secondary schools without anyone bothering to confess what was up.

I think this is why no one wants to talk about WIOA and its clear determination to force a planned economy in every state.  This playbook released recently http://www.nationalskillscoalition.org/resources/publications/file/2015-04-22-WIOA-playbook_updated-4.pdf makes it quite clear that plans for the entire state’s economy and all the K-12 system should be rolled into  each state’s strategies going forward.

All the active deceit involving the NCLB Rewrite and misportraying its actual language and the clear purposes has the same ultimate goal. Public sector power without confessing as much. This post is running too long to cover all of the stated purposes of the New Urban High School Project. Let’s just call attention for now to the admission that “the great power of School-to-Work is that it situates students in the adult world of work and learning, confronting them with unpredictable situations, new perspectives that cut across subject matters, and invaluable lessons in dealing with people in the world.”

School-to-Work as it is envisioned as part of this Project-based learning remake of US secondary schools severs that historic constraint that linked the cultural future with the cultural past because that cultural past ceases to be the classroom focus. There goes the constraint and no one need be the wiser. Just lots of hype about engagement and the Whole Child and how “exemplary School-to-Work practice puts students—their observations, their actions, their reflections—at the center of learning.” The hype continues without anyone admitting how well the barrier to the cultural past is being created at the level of each student’s mind. Instead we get this salesmanship, “inclusive and democratic [STW] invites students to participate in the creation of new designs for learning.”

The fascinating part for me is that both the 1998 and 2008 reports talk about each student being able to meet their district or school’s “common core goals” such as listed Habits of Mind, Student Learning Objectives, or the skills laid out in the notorious SCANS report of 1991. All of these are examples of listed “common core goals.” That means that the list of desired generic personality traits and skills your school or district is mailing out or creating as a poster on school walls is the real ‘common core’, whatever your state decides to rename its poorly appreciated state ‘standards’.

Anyone else feeling lied to and the object of social engineering to create a new kind of citizen for the future?

See why what is going on in K-12 matters to everyone even if they have no children?

Asserting Political Will to Transform the Nature Of Education to Create a New Kind of Electorate

That title might describe the natural implications of the language in the Every Child Achieves Act or the Common Core sponsor CCSSO announcing in February 2014 that the purpose of the Common Core was to create desired ‘Dispositions’ in ‘Citizens,’ but unfortunately that quote comes from the purpose of the dialectical thinking we met in the last post. It’s also the purpose of what the Common Core calls Deeper Learning, ECCA calls ‘higher order thinking,’ and what 21st Century Skills calls Critical Thinking. Can we all say “thoroughly permeates the actual implementation” together in unison? Let’s go back to what Richard Paul wrote back in 1993 in the Introduction to his Critical Thinking book:

“Harnessing social and economic forces to serve the public good and the good of the biosphere…requires mass publics around the world skilled in cooperative, fairminded, critical discourse…it is essential that we foster a new conception of self-identity, both individually and collectively…[we must reconceptualize the nature of teaching and learning so that people learn] something quite new to us: to identify not with the content of our beliefs, but with the integrity of the process by which we arrived at them.”

All those references we keep encountering on having a Growth Mindset instead of a Fixed One make far more sense if education now insists that “we must come to define ourselves, and actually respond in everyday contexts, as people who reason their way into, and can be reasoned out of, beliefs.” Must be a malleable citizen in other words and not like those Bakers in Oregon who think they can decide who to bake a wedding cake for. Governments now get to decide what are unacceptable beliefs and practices. At least they are adults being told what they can and cannot do and believe and are being told openly. How much worse is it when the unacceptable beliefs involve our children and what they brought from our homes? How much more hidden is it when the unacceptable beliefs and values get taken out via formative assessment that a parent never sees or has anyone explain accurately?

Paul was quite honest (and fond of emphasizing with italics) that the required Critical Thinking involves an obligation for students to “have to empathize with and reason within points of view toward which we are hostile. To achieve this end, we must persevere [with Grit?] over an extended period of time, for it takes time and significant effort to learn how to empathically enter a point of view against which we are biased…We must recognize an intellectual responsibility to be fair to views we oppose. We must feel obliged to hear them in their strongest form to ensure that we do not condemn them out of ignorance or bias.”

In case anyone fails to appreciate why it is so revolutionary for the federal government to require all schools in every state to assess all students at least annually for (page 36 of ECAA) “higher-order thinking skills and understanding,” they are looking for whether the student has learned to think as Paul laid out. Is the student fixed in how they view or interpret the world or open to change? What concepts, strategies or ideas do they use in untaught situations where there is no single correct answer? Every group pushing for radical social change wants student assessments to be tied to HOTS because they, and with this post we do too, know that “the character of our mind is one with our moral character. How we think determines how we behave and how we behave determines who we are and who we will become.” [Paul again]

Who we are becoming is the whole point now of K-12 education as reenvisioned because as Paul explained (quoting in turn economist Robert Heilbroner):  “…the problems of capitalist disorder–too many to recite, too complex in their origins to take up one at a time…arise from the workings of the system….The problems must be addressed by the assertion of political will…the undesired dynamics of the economic sphere must be contained, redressed, or redirected by the only agency capable of asserting a counter-force to that of the economic sphere. It is the government.” Paul went on to describe “How are we to cultivate the new kind of electorate?” That cultivation became the focus of the Critical Thinking book.

Now the very same groups like The Leadership Conference head quoted here in describing the actual new purpose of a new kind of accountability in education http://www.invisibleserfscollar.com/not-going-to-let-the-us-constitution-stop-us-from-using-schools-to-enshrine-global-social-justice-and-human-rights/ are enthusiastic about the language of ECAA because it forces annual testing of HOTS. Wade Henderson also participated this week in the rollout of this plan http://www.goodjobsforall.org/wp-content/uploads/2015/05/PFA-GJFA-Launch-Report.pdf calling for Government to massively intervene in the economy to ensure a reduction in inequality and Good, living wage jobs for all. Basically Heilbroner’s vision and Uncle Karl’s updated to 2015. The report also blames current wage stagnation and the weak economy on too little government intervention in the economy.

That kind of economy run by political will calls for a new kind of mind, values, and behaviors, which is precisely what the real implementation is designed to deliver. In my book I cover the first attempt to deliver this desired new mindset via K-12 education in the 60s. One of the things I have learned since the book came out is the widespread anger, especially among intellectuals, that existed in the 1950s and 60s over the American economy and society many of us grew up cherishing. Paul’s vision of Critical Thinking and a new philosophy of education that would deliver the new kind of needed citizen frequently cited a Professor Israel Scheffler. His essay on the New Activism presented in 1970 revealed that a didactic, traditional subject matter, transmission of knowledge approach to education was and still is viewed as immoral and amounted to “Fiddling while Rome burns.”

Transmission of subject-knowledge via lecture or textbook, for example, is held to reenforce the world as it currently exists. Perhaps the student feels no need to explore alternative viewpoints he knows he abhors because he is aware with facts of precisely why. No, K-12 education and ‘Critical’ or ‘Philosophical’ Thinking is designed to create mindsets ready to accept and adopt the “imperative task of altering an utterly evil status quo.” Education as traditionally envisioned and then practiced was “compliant with evil–an obstacle to the revolutionary transformation of society.” School “must transform itself into an agency of radical social change.” Moreover, education must develop people who are aware and feel responsibility for “the suffering of other human beings whose pain he might, through his efforts, alleviate.”

In a follow-up 1971 essay called “Philosophy and the Curriculum” Scheffler insisted that traditional subjects treat education as if it were about “fixed points.” Well, that obviously would be in the way of radical social change. In a passage that sure does presage all the transdisciplinary, Whole Child, conceptual lenses, and Charles Fadel’s Redesign of Curriculum work for the OECD and UNESCO, Scheffler noted:

“The educator needs to consider the possibility of new classifications and interrelations among the subjects not only for educational but also for general intellectual purposes. He must, further, devote his attention to aspects of human development that are too elusive or too central to be encompassed within the framework of subjects; for example, the growth of character [Fadel] and the refinement of the emotions [no wonder ECAA included PBIS, mental health and well-being and "non-academic skills essential for school readiness and academic success".] He ought, moreover, to reflect on schooling as an institution, its organization within society, and its consequences for the career of values.”

ECAA in the form being considered by Congress certainly fits in every respect the functions of K-12 education and Critical Thinking called for by both Richard Paul and Israel Scheffler. That means their expressed goals for these shifts away from didactic transmission of knowledge come with the mandated changes in practice and assessments.

Does Congress understand the nature of what it is actually about to mandate? Do politicians from the federal level to the state and local care?

Or is cultivation of a new kind of electorate the whole point with few willing to openly admit they know this is the entire purpose of these reforms?

Is 21st Century Learning really all about creating that electorate that will tolerate an economy and society premised on political will?

Is the onset of the wage stagnation and economic weakness bemoaned in that report above as the result of too little government intervention actually a result of this announced shift by 1970 to make education an instrument of radical social change?

If so, what will happen now that we are essentially doubling down on that strategy?

Behind the Backs of Individuals: Creating the Well-Trained Consciousness

Fasten those seatbelts because here we go again. In turns out that back in the 1950s, in Rockefeller Foundation financed research carried out at the Russian Institute at Columbia University, Professor Herbert Marcuse laid out the vision of what kind of changed individual consciousness would be necessary for a “society where the realm of necessity is brought under rational control.” I shorthand that vision using Uncle Karl’s term–the Human Development Society–and this blog has been systematically covering all the various announcements of it recently from the Next System Project from the last post or the Larry Summers-led Commission on Inclusive Prosperity from January 2015. Since this power grab is clearly a current quest, even if it is not being widely covered away from this blog, let’s go back to see what Marcuse laid out, especially as it fits well with the announced goals of the new federal education legislation in hearings this week.

This post should have everyone looking at the announced title of the ECAA–Every Child Achieves Act–and wanting to call Congress to protest calling psychological manipulation–student achievement. First let’s go back in time to look at where that title came from. Marcuse was pointing out that in the USSR “individual behavior and values” are “automatically directed by the political agencies” so that there is no such thing as the distinct individual making his own way apart from what is determined to be in the needs of the remainder of society. Marcuse really hated the Western tradition that views the individual as a ‘private person’ instead of merely a ‘member of society’. He called for “the passing of the bourgeois individual…as the autonomous ‘subject’ which, as ego cogitans and agent, was to be the beginning and the end of Western culture.”

All of the emphasis on the Whole Child and social and emotional learning and as I will show today–the “integration of education and mental health” into a single vision of what effective schooling is now to be–makes far more sense if we are aware of Marcuse laying out the preconditions for achieving the kind of social and economic visions we keep encountering. Think of the 21st Century required skill of collaboration as we read the call for “the shrinking of the ego.” Won’t all the data being gathered come in handy in the next Marcuse call for “the administrative regulation of his material and intellectual needs”? What could be done openly in the USSR in the 50s and 60s (my copy of the 1958 Soviet Marxism book is the 4th printing from 1969) was described by Marcuse as “the coordination between public and private existence, which, at the postliberal stage of Western society, takes place largely unconsciously and behind the backs of the individuals.”

Can we just all join together in unison and yell “No More”? Just because all these visions of transformations need the ‘passing of the individual’ as a ‘private person’ to make it so, and even though, the education reforms are quietly trying to arrange the necessary “internalization” that will otherwise “impair the social cohesion and depth of morality,” does not mean any of us have to accede to this vision, for either ourselves or our children. The political theory involved, being implemented quietly, then and even more so now as federally mandated and financed education policy, insists on redefining freedom. Marcuse even italicized redefine to emphasize this crucial point: “it no longer means being the self-responsible architect of one’s life, of one’s own potentialities and their realization…the standards of freedom are shifted from the autonomous individual to the laws governing the society which governs the individual.” (my bolding)

Well, that quote certainly explains why my tracking Radical Ed Reform via its accompanying legal mandates has always proven so prophetic of actual long term intent. Since the needed shifts must occur, per Marcuse, at the level of ‘inner being’ and we know that is precisely the area that the new kinds of Common Core assessments emphasize, let’s come back to the present. First though a wave to Marcuse for being so usefully graphic. It certainly puts the Common Core’s emphasis on creating and measuring desired Habits of Mind into perspective http://www.tascorp.org/sites/default/files/TASC_SELResourceGuide_FINAL.pdf or “normed measures of social and emotional well-being.” A parent concerned about the increasingly widespread use of the PAX Good Behavior Game can add Marcuse’s confessed purposes to PAX’s admission that it:

“is teaching students to self-regulate, reduce impulsive or emotional reactions, delay gratification, and work together for a higher purpose. This is not achieved by lessons on the brain or behavior or some formal curriculum on social-emotional learning. [All of those would be, of course, somewhat visible rather than behind our backs]. Rather, this is achieved in the context of ordinary life at school that mimics the conditions of human evolution.”

Huh? http://www.promoteprevent.org/sites/www.promoteprevent.org/files/resources/2013%20Purrfect%20PAX%20Rubric2_Text_only.pdf That fascinating remark makes no sense in any biological sense, but it does begin to make sense for anyone who has read my coverage of using education to drive cultural evolution as laid out in my book Credentialed To Destroy. Marcuse also clearly had something similar in mind with his descriptions of targeting ‘internalization’ and an individual’s ‘inner being’. All of these things also become much clearer once we are aware of a desire to Integrate Education and Mental Health in Schools. http://peabody.vanderbilt.edu/docs/pdf/camhs_special_issue/3_Toward_the_integration_of_ED_and_MH.pdf is from the 2009 conference and http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2874625/ shows the actual 2010 publication and Health and Human Services’ interest.

In fact, it is not just a federal agency’s interest in “examining models to better integrate learning and behavioral health” or support at the federal level for a “closer alignment between education and mental health.” It’s not just the citing of the P-20 education agenda “embraced by the National Governors Association and the Gates Foundation” or “other reform efforts (e.g. Next Generation Learners)” sponsored by certain states and the CCSSO or ‘personalized learning’ as good vehicles for this desired integration. All that is bad enough and ties directly to what we have been covering on this blog. No, what ties all this directly to ECAA and this week’s Senate hearings is the call-out for making such integrated education about identifying and cultivating “functional competencies.”

Competency-based education. Where have we heard that phrase before in addition to chapter 4 of my book?   If the new ECAA is about anything it about fostering the shift to competency-based education. As the 2009 paper noted a goal of schools focusing on improved student functioning and “this focus on competency could also create a better alignment between educational and mental health policy.” In fact, the paper concluded with “education and mental health will be advanced when the goal of mental health is effective schooling and the goal of effective schools is the healthy functioning of students.” I believe that would be the healthy functioning of students as ‘members of society’, not so much as private persons anymore. Sure does explain the anti-academic emphasis (there goes that pesky ego) and all the hyping of workforce needs.

I want to close with a quote William James, America’s original psychologist and John Dewey’s instructor, laid out a very long time ago, when so many radicals hoped to change the 20th Century towards collectivism. I wish I could say I pulled this from a long dormant book on him or Dewey. Instead, it is the epigraph at the beginning of a concluding chapter called “A Solid Bridge to the Future” from a 1992 book Breakpoint and Beyond: Mastering the Future-Today.”

“Of all the creatures of earth, only human beings can change their patterns. Man alone is the architect of his destiny….Human beings, by changing the inner attitudes of their minds, can change the outer aspects of their lives.”

Perhaps, given what is laid out in this post, we should rephrase that as having those ‘inner attitudes’ changed for them.

Behind their backs. In the name of Competency or Positive School Climate or Effective Schooling.

At least none of this is behind our backs.

 

Rip Aside the Mask: Society Becomes an Existential and Experiential Lab for Students to Become Citizens

That title comes from combining two different confessional quotes on the purpose of all these education reforms now hiding as the Common Core, Competency, or 21st Century Learning. We are sticking with Marcus Raskin’s book The Common Good we met in the last post. That initial phrase came as Raskin laid out how to “Reorganize the government for the common good. ” The “first task in a program of governmental reorganization which asserts social reconstruction [just like I described in my book Credentialed to Destroy] and citizen participation [no wonder we keep encountering the National Center for Deliberative Democracy] is to rip aside the mask of concern for efficiency to determine which group or class is being served by a particular way of organizing the governmental process.”

Wondering why all of a sudden the word Equity as an obligation is everywhere? How’s this for an open declaration? –”the criteria which are used to reorganize government should be consistently and deliberately discussed according to specific value standards: equity and caring, egalitarian interdependence and cooperation.” Now before I switch to the other quote and the vision of democratic education to create the necessary citizen to get there, some people may be tempted to ignore these declarations as from decades ago. In one of those serendipitous occurrences that remind us just how thoroughly we are tracking what is really coming at us, since I wrote the last post, Raskin and many others from the Institute for Policy Studies signed on to and published http://thenextsystem.org/wp-content/uploads/2015/03/NSPReport1_Digital1.pdf .

“The Next System Project: New Political-Economic Possibilities for the 21st Century” features many of the radical names we have already covered on this blog. http://thenextsystem.org/wp-content/uploads/2015/03/nextsystem_ForWeb.pdf is the list for those who want to play Recognize that Name and Contemplate the Implications. Since everyone can read those for themselves, let’s get back to the source for the second part of the title.  I also want everyone to keep in mind the ubiquity now of CTE for All (last post again) and authentic, real world, active learning for all students.

“For most students a practical, concrete and non-abstract education encourages their productive and imaginative side. [Think of Creativity as one of the 4Cs of 21st Century Learning] If schools pursued this course the society would become an existential and experiential laboratory for students. Schools would become the central place to bring one’s personal experience, other people’s experience and findings together with human needs. The experiences themselves, the way they were described and understood could and should include the ethical ought and the nurturing of the artistic.”

“…the way they were described and understood” sounds precisely like what the Frameworks Institute from our last post does in education and beyond. Minimizing facts makes perfect sense for anyone who believes “the educational process becomes the central way to bring forth value considerations in relation to actual situations in the lives of people and their institutions and in the way human beings relate to nature.” If we did not already know that the phrase Democracy is usually no longer about candidates, voting, and elections, this should do it:

“Democracy’s project is the sharing of responsibility between the citizenry, finding common uses and ownership of property where that benefits the whole [in whose opinion?]–while continuously recognizing the needs of the person…A modern democracy recognizes the need to generate situations and relationships which simultaneously recognize similarity in the Other…it moves beyond individual and group interest to hammer out shared values which can be located in the whole, the group, but which cannot be found in the individual.”

That alarming project, coming at us like pollen on a spring day in Atlanta–fast moving and everywhere–views education as the means for how “skills…where people share their public and private lives and where problems of everyday life and abstract problems are considered.” That sharing and consideration gets masked behind the non-dictionary meaning of yet another 4C–communication. And if that communication is ultimately about “social regulation which needs and demands alternative modes of thinking and living,” values, beliefs, and thinking itself can be changed and molded with few parents being the wiser as long as “the grades are OK.”

I have mentioned that I have learned enough political theory in the last few years to recognize Marxist Humanism whether it uses the M word or simply attributes the change to sociology or brain science. Yet sure enough, there was Raskin quoting “the Marxist philosopher Roger Garaudy” to hype his point that “authentic esthetic education is also the cultivation of the senses that have become atrophied in our Western tradition as a result of the exclusive emphasis of logic and discursive reasoning.” New modes of thinking indeed. Those who wish to dramatically transform society and the economy hate “the cold, abstract madness that parades as reason and ‘objective reality.’” We can each  contemplate where the madness truly is in this vision.

Now Raskin was definitely not afraid to call a spade a spade and used the M word as an apt description of certain beliefs and hopes and the means to get there. Hint: EDUCATION as my book laid out. He did, however, criticize Marxists by name for having “failed in comprehending the ethical dimension to political power and the role it must play.” Raskin saw the role of the “experience and process of democratic education” as a means for transcending the “type of social science that explains passivity from the dominated and control from the dominator as the natural order of things.” Raskin must be in ideological heaven with all the classroom hyping of White Privilege now as he helps roll out the Next System Project.

What happens when education is seen as the means of making some students feel guilty while others are emboldened to feel entitled to “change the political system by integrating procedural rights with political demands. The demands are meant to get the social, legal [Remember progressive, polyphonic federalism and the Constitution in 2020?], and economic systems to change so that the person forges a set of conditions that guarantees his or her egalitarian interdependence in all aspects of society.” ‘Do for me. I am owed’ has never, ever been a basis for mass prosperity. Heaven help us that this vision is to be locked into place invisibly through little known legal shifts binding all of us.

Such as revamping the nature of citizenship “to allow the person to comprehend in concrete terms the way each aspect of life is related and interdependent.” Substituting supplied concepts, core disciplinary ideas in a ‘domain’, and cross-cutting issues for facts plays right into training students to comprehend things that are not so and misattribute causes in ways that will only make the problems worse. For those of us with Axemaker Minds and a factual body of knowledge from history or science it’s hard not to imagine the tragedy from teaching future educators and their administrators and all those public policy degree holders that “social problems can be framed to yield humane and progressive solutions.” Maybe, but probably not.

Enduring Understandings, Understandings of Consequence, Understanding by Design–all huge components of the actual Common Core implementation and especially the new assessments make perfect sense if you believe, as Raskin stated, that “how we categorize can help us organize energies for the common good.”  Social and emotional learning, role playing as a slave to appreciate the Civil War, and a Whole Child emphasis likewise  makes perfect sense as a necessary component if the goal is to “bring the purpose of equity into lived reality.”

In the world of the same curriculum for all from the proverbial dimwit to the Super Nova intellect and the elimination of tracking, I want to close with how Raskin concluded his book’s vision. He saw a “great struggle” although with all these deceitful terms being used to describe the shifts in purpose, policies, and practices, who will know in time to resist?

“People are not prepared to surrender their present comforts or those knowledges which helped them achieve such comforts either for the protection of humanity, the building of a world civilization–let alone egalitarian interdependence.” That’s not just a chilling declaration of purpose.

It reminds us that a huge component of the means to accomplish these admitted transformations is to destroy fine, well-stocked minds. Anywhere they can be discovered.

What a thing to be implementing blindly while hyping the skills gap and the need to be internationally competitive.

Shift Facts into Values and Change Values into Facts So That a New Consciousness will Emerge

Since we all just adore an explicit declaration of intent, how’s this for a doozy? “For purposes of organizing [a modern participatory democracy grounded in the common good] it is not important whether there is an objective or subjective reality to this belief since the belief is the basis upon which people act.” That statement certainly gives a reason for all the current focus on skill development for a variety of offered reasons. I have warned that most of the planned assessments should not be described as tests so maybe this description of what is sought will help–”performance assessments are those in which the ‘answer’ is the behavior itself.” Training to act as desired also fits with another quote that gives us the rationale for all these Enduring Understandings, Core Concepts and Disciplinary Ideas we keep encountering as the Knowledge component to go along with all those Skills:

“It is crucial, however, to analyze for people what goes on in areas where they do not have direct experience. Once such analysis comes within their grasp, they will come to see that they can change social reality.”

That would be the same social reality that may not actually exist in the form believed, or be a result of the causes believed, but students, and the adults they will become, will be trained to act anyway. Let’s give one more quote that gives a reason for all the stress on activities and Project-Based Learning and Whole Child SEL Initiatives: “Obviously, one’s capacity to care must be integrated with rationality just because common good requires the reattachment of ‘head to heart’ in our public activities.” To the discussion in my book of everything that started in earnest in the mid-80s with the goal of transforming the political, economic, and social systems of the West, especially in the US, Australia, Canada, and the UK, we need to add another book from 1986–The Common Good: Its Politics, Policies and Philosophy by Marcus Raskin put out by the Institute for Policy Studies (Robert Chandler’s 2008 book Shadow World gives the background on IPS and Raskin as part of the global New Left).

The quote in the title comes from the IPS book as well although I did not know IPS was behind that book when I ordered it. I just recognized the vision desired from the 2001 Learning Society paper and the assumptions being used by that Frameworks Institute from the last post. http://www.ssireview.org/images/articles/2011_WI_Feature_Kania.pdf links to a “Collective Impact” essay hyping Strive in Cincinnati (and other listed cities as well like Houston, Texas and Portland, Oregon) “as an example of collective impact, the commitment of a group of important actors from different sectors to a common agenda for solving a specific social problem.” On the second page is a picture of people bringing together pieces from a jigsaw puzzle so that there can be a collective organized effort around meeting people’s needs without having to confess the total agenda.

This is a long quote but important to appreciating no one is going to run up the flagpole a banner stating: “Our new education agenda is actually tied to these radical transformation descriptions where people actually do mention ‘Marxist thought’ without even a hiccup or a cleared throat.” It’s up to us to find those confessions and put the pieces together:

“complex problems can be solved only by cross-sector coalitions that engage those outside the nonprofit sector…Adaptive problems, by contrast, are complex, the answer is not known, and even if it were, no single entity has the resources or authority to bring about the needed change. Reforming public education, restoring wetland environments, and improving community health are all adaptive problems. In these cases, reaching an effective solution requires learning by the stakeholders involved in the problem, who must then change their own behavior in order to create a solution.”

Good thing the students will have practiced doing that on all those performance assessments and a new definition of learning that now means changes in values, attitudes, beliefs, or behaviors. It does not mean having a solid base of accurate factual knowledge lest we refuse to defer to the Experts or the ‘important actors’ of those coalitions. Or even worse, develop an innovative product that displaces an established business with a superior idea. Think of how handy practice in a Discourse classroom at creating shared beliefs as the 21st century skill of Communication will be in a world where: “collective impact requires all participants to have a shared vision for change, one that includes a common understanding of the problem and a joint approach to solving it through agreed upon actions.”

Did any of us get an invite to go to Dallas in January 2015 to be part of the 75 Metro Area Convening put on by the Lumina Foundation to move forward with these transformations with no need to ask the parents or taxpayers? That’s where I found that Stanford Social Innovation paper cited. It covers our communities, our schools, and our children, but no one is telling us about it openly or giving us a piece of the puzzle to start fitting together. Me? At this point I just gate crash, download the issued reports and presentations, and then notice that it is essentially Raskin’s, Marx’s, and the Learning Society vision all being imposed on us quietly. Negotiated at ‘convenings’ we pay for, but don’t get invited to.

This recent report is from another related ‘convening’–this time in May 2014–http://www.competencyworks.org/wp-content/uploads/2015/03/CompetencyWorks-Maximizing-Competency-Education-and-Blended-Learning.pdf . That’s a long title so they left off the very end that is designed to gain both automatic implementation and little objective scrutiny–”Insights from Experts.” Should we kneel or curtsey then? And if the tenets in that paper and all the emphasis on Equity mean that only a Marxian or IPS/Raskin vision of education to gain the necessary consciousness for economic democracy to work, are we still obligated to defer? Does an education, urban planning, sociology, or public policy degree come now with a license to lie to the public while everything they value and that works gets jettisoned if a Stakeholder Engagement Process decides to put a theory into practice to see what happens?

http://results4america.org/wp-content/uploads/2015/03/2015-3-18-Moneyball-for-Education-Report.pdf is yet another attempt to put Theory into Practice sold as “informed by thinking from a select group of seasoned experts from the left and right who have much experience with federal education policy.” Given the tragic history of what those federal policies have done to schools and students, we would prefer that be a disqualifier. Has anyone else noticed that expertise in general is constantly dismissed in all these visions of education in the future? Meantime we are supposed to defer to every social science graduate degree as the only reverenced expertise. Again, that’s the way to get Theory into Practice and false beliefs and new values in place to guide future behavior.

Anyone else ever heard of Dane Linn? Now there’s an expert. He was at the NGA when it co-sponsored Common Core. Then he moved on to the College Board to help David Coleman with his current platform for well-funded mischief, before joining the Business Roundtable. http://www.careertechnj.org/wp-content/uploads/2013/11/Georgetown.BR_.CB-CTE-report-11.2013.pdf is called “The Promise of High-Quality Career and Technical Education:Improving Outcomes for Students, Firms, and the Economy.” It forces the kind of “contextualized learning, in which even academic material is presented in the context of projects or workplaces” that Uncle Karl and his 20th Century social reconstruction supporters like Robert Beck (Chapter 4 of my book) have always dreamed of. This is to be for ALL students, including the most academically gifted, because, just as Beck worried about, CTE must no longer be stigmatized.

That paper advocates “states and local districts can adopt/adapt/develop standards and curricula in collaboration with local businesses. Students must demonstrate competency in these skills.” What skills? Oh, the ones laid out in that Competency Works paper that just came out that provides “Insights from Experts” without really specifying which theories those experts’ opinions are really grounded in. Anybody else finding all the stress on needed skills development as awfully useful as we switch to a vision of education that is no longer really about accurate facts in someone’s personal, private possession? When the ‘answer’ is desired behavior, hyping Skills Development to be globally competitive as the rationale is quite the invisibility cloak.

One of the nice things about being where I am in my research on what is really going on is being able to recognize when we are dealing with pieces of a common puzzle created to be function together. We have every right to examine them as the consolidated whole they are intended to become, even if no one invites us to these ‘convenings’. Sometimes these reports and sources are not created to be pieced together though. Sometimes the linkage is the common destination that allows traveling on unconnected tracks. That’s why I mentioned that Robert Beck called himself a social reconstructionist as he pushed the federally funded polytech vision that also fits with this current CTE vision back in the late 1980s. Beck’s work also fits with Anthony Carnevale’s Workplace Basics vision that we found so troubling in this post  http://www.invisibleserfscollar.com/ballad-of-the-long-sought-shift-to-being-educable-not-educated-adaptation-via-dissolving-the-logical-mind/

Fascinating, huh, since the Georgetown Center on Poverty, Inequality, and Public Policy issued that CTE report in conjunction with the College Board and the Business Roundtable. Do you know who else calls himself and his vision a social reconstruction philosophy? Andrew Raskin in The Common Good.

This story gets much easier to track when we look for common destinations and then Backward Map to the pathways being used to get there. The blueprint is also discernable when the jigsaw pieces are so clearly designed to fit together.

Combine both and the vision and its constancy through the decades begins to feel like a supernova, blinding in its intensity.

The Frameworks Institute is not the only one who gets to create analogies and metaphors to guide analysis.