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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

* Unsustainable absolutist conception of knowledge

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

*Egocentric, “I the knower” approach

* Naked, monolithic, quantitative Ways of Knowing

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

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

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

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

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

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

See where requiring Equity is taking us?

 

Advances in Neuroscience Redefine Notions of Performance and Cognition, Allowing Social Justice in Learning

If the last two posts have made anyone feel like they are on a roller coaster with a sickening feeling in the pit of their stomach, I am genuinely petrified about all the references to using K-12 education to try to physiologically redesign the brain. The OECD really did state in a report issued just this week on Metacognition that ‘we’ need to “control cognition”. We cannot ask anyone if their meddling knows no bounds if we are not aware of what is being targeted or why. I was detailed on this in my book. What has shifted since I wrote it is how often images of the physical brain are showing up in Learning Presentations to administrators. http://www.lbusd.k12.ca.us/Main_Offices/High_Schools/Linked_Learning/videos.cfm gives a High School PLC Institute example on the new 3 Rs–Rigor/Relevance Framework.

Someone who runs a hugely followed Internet site on the Common Core said to me in person at a hearing and then via email that the psychological emphasis of my work scared her so she would make no effort to let her readers know what was in the offing. A lapel pin with an Apple Core with a Red Line through it shows valid concern, but it will do nothing to protect the children from this actual psychological focus. http://www.oecd.org/edu/ceri/IS%20Project_Conference%20Brochure_FINAL.pdf states that the OECD (remember DeSeCo from the book and the transformations outlined in the conclusion?) has a new project to “further develop and refine a framework and prototype formative assessment tool for 21st century skills.” Do you live in a district where the children will be used as guinea pigs to develop those “Behavioral and social skills (character)” and “Skills in thinking and creativity” that are conducive to the OECD’s idea of innovation?

That would be entirely new institutions, a transformed ‘grassroots’ society centered on subjective wellbeing, and a sharing economy centered on cities and laid out here. http://newclimateeconomy.report/ That’s the actual vision attached now to being “internationally competitive” when we follow the facts. Today I want to take us (maybe want is not the right word). Let me rephrase. Today we are going to look at what the KnowledgeWorks Foundation calls “Recombinant Education” and its partner, the Institute for the Future, that brags about having developed the manipulative Delphi Technique, calls Future Work Skills 2020. The latter report by the way   http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf was created with the University of Phoenix in case anyone wants to believe these shocking statements will not influence degrees and online programs.

Why did I put Neuroscience in the title beyond the fact that I am using a literal quote? Because we are dealing with a futurist mentality that insists on changing K-12 and higher ed around the assumption that “Massive increases in sensors and processing make the world a programmable system” all the way down to a micro-level. The micro-level is a euphemism for ‘people’–you and me folks, and especially our still malleable children. We are in big trouble if the children believe what these reports state–that we can “use data to design for desired outcomes.” Someone else’s desires, not ours, especially given the number of references to “collective intelligence.”

Somebody really needs to go read Harvard history prof Richard Pipes’ book called Property and Freedom and remember that all these education schemes ignore the Western tradition, particularly in the US:

“we ‘own ourselves,’ that is, are our own ‘property’…that is tantamount to saying that we are free to dispose of ourselves, which is the meaning of freedom.”

Pipes, an expert on Russia, communism, and the Soviet Union, recognizes a utopian scheme that accepts no boundaries on the control of the State when he sees it. He was reminded of the philosophy of the English social historian RH Tawney who wrote the following in 1920:

“The individual has no absolute rights…all rights…are conditional and derivative…they are derived from the end or purpose of the society in which they exist…this means in practice that if a society is to be healthy, men must regard themselves not as the owners of rights, but as trustees for the discharge of functions and the instruments of a social purpose.”

When someone of Richard Pipes’ eminence follows up that quote with an observation that “Hitler held the same view of rights, including property rights”, please do not retort anything about Godwin’s Law. It’s a warning pertinent to where this is all going as we encounter those 15 Constructs from the last past and formative assessments to make sure individuals are ‘guided’ by the desired concepts in how they interpret their daily experiences. That  WorkSkills report even mentioned the Key Skill of Transdisciplinarity as needed for the Future Workforce. Precisely what those 15 Constructs from the last post said they were creating from the inside-out.

The Future Workforce report assumed that “immersive and visually stimulating presentations of information [will] become the norm.” That will replace print for most people, which will mean the loss of the one thing known to create the rational, logical, independent mind. It is certainly ironic that John Holdren’s Digital Promise federal initiative is being used to bring about the precise Arational Newmindedness Paul Ehrlich longed for back in the late 80s. http://www.invisibleserfscollar.com/blending-sustainability-and-education-to-gain-arational-nonlinear-minds-and-new-behaviors/ Give the long time colleague a Gold Star for effort!

IFTF insists that we can “plan our environments so that they are conducive to the outcomes that we are most interested in.” That is known as a sociological wish, not a fact, that has a notorious past. Nevertheless, we get to hear about neurogenesis research (the creation of new neurons), where it is hoped that “change the environment, change the brain, change the behavior.” All without any need to give notice or get consent from the individuals being targeted for a new “Design Mindset.” IFTF wants government policymakers to make “education a national priority” and “consider the full range of skills citizens will require.” No need to consult the individual citizens or respect their or their parents’ desire not to have a New Kind of Mind grounded in emotion and Arational.

We actually do not need to speculate about the broader transformations KnowledgeWorks and IFTF are assuming. Beyond all the Strive Together links to a needs based communitarian economy based in urban areas and the Recombinant Education document I mentioned, there was an earlier joint 2020 Forecast that laid out their Map of the Future Affecting Education that called for Altered Bodies: experimenting at the intersection of environment and performance.” Again, not what we expect when we put our kid on a school bus. Are we sending them to schools to “develop new capacities” consistent with a collectivist vision someone else created and did not mean for us to find out about? Should schools “become focal points for interventions focused not only on educating resilient students, but also on promoting resilience in their communities.”

Resilience is one of the listed IFTF categories and it is designed to prevent individual or community responses that focus on “resisting disruption or maintaining the status quo.” In other words, whatever happens in the future K-12 education is trying to take the likely response out of the hands of individual citizens. They get instead “A New Civic Discourse–Rearticulating Identity and Community in a Global Society” that does not care one bit what the US Constitution established so long ago. Another category–”Pattern of Recognition–An Extremely Visible World demands New Sensemaking” discusses the impact of data a great deal and calls for fostering “collective sensemaking.” No wonder the need for classrooms to develop a shared understanding of everyone after Discourse keeps coming up when we look close. Remember the Rockefeller Funded Communication for Social Change?

Here’s the link to the subsequent Recombinant Education vision http://www.knowledgeworks.org/sites/default/files/Forecast3_0_0.pdf. You may want to read that on an empty stomach or with a Hot Toddy. It is enough to chill the bones. Here’s a sample from the High-Fidelity Living category:

“Deeper insights into brain processes and into cognition and motivation under varying conditions [likely discovered from real children without parental consent] will inform both the design of cognitive assistants and our [whose precisely?] understanding of how to structure learning and work environments to maximize focus, intrinsic motivation, and creativity.”

If that seems troubling, there’s a break-out later that admits that data will monitor a student’s “social and emotional conditions, to predict performance and suggest personalized strategies for success.” Still excited about Personalized Learning and what the League of Innovative Schools is pushing with its federal mandate? How about the admitted ability for “Reading Your Mind”? There’s no indication the student will actually be informed of the results of the ‘reading.’ How is a futurist or policymaker in education different from the typical Palm Reader or Clairvoyent could be the new question given these admitted aims with students.

I am running out of time so I want to alert everyone to one more thing that such a Learning Ecosystem will be designed to do to supposedly Create the Future. How often are we hearing about the need for Equity in education? The last bullet point in the vision states: *”Track and address any new inequities that emerge within the learning ecosystem.”

How will the inequities be addressed? Building up the learners who have not yet shown “what learners will need to know”?

Or using Complex, Unknown, and Nonroutine Problem-solving to try to scramble the rational brains of the more able students? To try to force them to respond from emotion instead of logic and facts.

And if you wonder why I keep remembering Uncle Karl’s vision for all this, let’s get a dime for every time we encounter a reference to meeting ‘needs’ in this vision of the future.

Notice the reference under Shareable Cities to “open governance” and remember my warning over the e-Republic and e-Democracy.

Time to pull more open nefarious declarations into the sunlight of public scrutiny. There is still time, but not if we continue to make this simply a Debate about the Common Core.

It is So. Much. More.

 

Opting Out as the Remedy May Mean Accidentally Accelerating Nonconsensual Transformations

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Hopefully Just In Time as the slogan goes.

Propagandizing the K-12 Classroom to Create Desired Worldviews for Change: the New Anti-Bias Standards

If we think of the Common Core as a bucket or a banner instead of pretending it is about the transmission of knowledge, its function becomes much clearer. All the changes that would cause an outcry if pursued separately, and in many cases already have created widespread popular rejection, get to Come on Down Anyway as the game show announcer would say. A science fiction geek might explain the Common Core as a cloaking device allowing controversial shifts to be put into place without exposure. Especially if the new materials are all “web-based” and just waiting to be downloaded.

We have already encountered the Southern Poverty Law Center and its social justice/Teaching Tolerance curriculum numerous times, most notably here. http://www.invisibleserfscollar.com/social-cohesion-can-commence-once-reality-is-born-largely-from-beliefs-and-boundaries-co-created-with-others/ SPLC has been even busier than we recognized though and has also created the US’s very first ABF–Anti-bias Framework-and Literacy-Based K-12 Anti-bias Curriculum called Perspectives for a Diverse America. http://www.tolerance.org/sites/default/files/general/Perspectives%20for%20a%20Diverse%20America%20User%20Experience.pdf

Now before I start raising anyone’s blood pressure by describing the ABF’s intentions, let’s go Down Under to a K-12 pilot Global Change Agent Michael Fullan was involved in about a decade ago. It was called the Dynamic Paradigm of Learning and Change and it “identifies key aspects of the need, nature, and means of changes in identity, dispositions and orientations to the world and others, to be required of educators [that's the real reason why tenure is being taken away or greatly restricted now in the US], in order for them to be able to assist young people [that would be the children we entrust to adults and pay vast sums to actually know something] to achieve similar transformational outcomes.” Got that? Psychological changes. Shifts in values, attitudes, and how the world and other people are now to be perceived.

Education Queensland came right out and phrased the kind of Learning and Personal Change being sought in the individual student through K-12 education as a “new way of being” to be “required” of teachers and students. Remember Backward Mapping from our previous post? Well, Perspectives and the ABF offer “the opportunity to infuse CCSS implementation with social justice values.” How? Well, remember Literacy is now to be taught Across the Curriculum and the ABF has 4 domains: Identity, Diversity, Justice and Action. Does that sound alarmingly similar to “identity, dispositions and orientations to the world and others” to anyone else?

Each teacher now gets to, or must if his or her principal insists, use the Anti-bias anchor standards and “grade level outcomes of the ABF for backward planning” and “engage a spectrum of social justice topics and cultural and [italics in original] social emotional competencies–critical in today’s diverse classrooms.” Yes, that would be the real reason to eliminate tracking of the more academically talented and to require a Whole Child Classroom focus. If you think this is an outlier, remember that the NEA worked with the SPLC on its CARE Guide http://www.invisibleserfscollar.com/shaping-a-mind-is-more-important-than-stuffing-it-grasping-the-psychosocial-key-to-fundamental-transformations/ .

The “rich text” available for download highlights and fosters the “exploration of identity, authentic accounts of real-life experiences, intergroup understanding, historical empathy, the awareness of prejudice and injustice, individual and collective struggles against injustice and–finally-action against injustice.” They do mean that latter part about forcing action by the way as in “Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are effective.” Hey, you didn’t think ‘engaging’ classwork was just going to be about video gaming, did you?

And we can all be relieved that the Perspectives topics “will go beyond the more common issues of race and ethnicity to include wealth and poverty, disabilities, religious discrimination and immigration.” Plus, as an added bonus to make sure that the desired changes in consciousness do occur, Perspectives “encompasses…less covered, equally important themes like gender, sexual orientation and class.”  It is supposedly the first “curriculum of its kind to offer an explicit blueprint designed to move students into the position of advocate.” Not to worry though. I can find no indication that the curriculum includes a Che Guevara beret kit or Mao’s Little Red Book as a Graphic Novel to hammer home that these are required orientations and dispositions.

Good to know then that the curriculum’s “marriage to the Common Core will allow it to be widely implemented.” The ‘backwards design’ approach of ABF and Perspectives does sound better than the List of Twenty Things Your Child Must Now Believe and Be Willing To Do, but it merely masks the nature of the sought change through the K-12 classroom. We can just imagine all the hateful things students will hear about the “dominant culture” and how they will just blossom as they are told repeatedly to “develop positive social identities based on their membership in multiple groups in society.” Students may not be able to identify precisely why the US pushed to separate from Britain and form a new country, but they will now learn to “recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.”

Feel the Outrage! is such a useful tool if transformative action is the End Game being sought. The outrage might be misplaced. It may be destructive, but those are mere details. I can just imagine how students who have been piloting this framework and thus getting to use the classroom over years to “identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world” would feel if a School Board then felt empowered to step in and tell them to remember the parts of American History that encourage patriotism. Walkout maybe? To commemorate what Gandhi would have done? Any other parent think they might slam the door in the face of a child “inspired to go home and talk to their parents about purchasing clothes from companies that practice ethical manufacturing”?

Of course that confrontation may be the first alert to the nature of the fundamental psychological changes going to the core of a child’s ‘being’ occurring in the classroom. By then it may well be hard to reverse, which is, I suspect, a big part of why the Common Core label makes such a fine cloaking device. “Web-based” means even the School Board may not know. I want to close with some related confessions that fit with the desired changes being sought that is probably not on your radar either. In 2004, a book by Seattle educator Barbara Ray Gilles called Nurturing Civilization Builders: Birthing the Best Schools in the World.

Gilles was kind enough to admit why we are hearing so much about collaboration as a necessity and the need for schools to create Communities of Learners with a single shared understanding after perspectives have been shared. She pointed out that “school classrooms encompass the largest community that young people experience.” If changes in “identity, orientations and dispositions” are sought, and globally that is in fact what the new purpose of K-12 education has quietly become, then the behavioral psychologists have come to recognize that the herd effect is needed. It both forces the change initially and then reenforces it over time.

Gilles again: “when you combine the individual wills of each person in a group focused on a unified goal, a ‘group will’ occurs that is greater than any individual. This collaboration is necessary to bring about a massive transformation in consciousness.” Gilles called the End Game she was backward mapping from Living Democracy. It fits with the vision of a New Kind of World we keep encountering as an End Game. Her motto of “Nurturing the compassionate genius within while co-creating a world that works for all” also fits with what SPLC claims is possible and the new goals of education change.

Gilles noted that “our values determine what we pay attention to, which in turn determine our behavior and create our habits.” That is true and there can be no question (going back to Milton Rokeach and his definition of Competency) that changing values is the fundamental purpose of all these planned classroom shifts.

The question becomes whether the World actually will change if this becomes the purpose of K-12 education globally or whether we are simply disarming our young people mentally and psychologically.

Will they be capable of dealing with the Evil and Bullies of the World?

With all our talk of honoring diversity and challenging oppression and injustice, aren’t we pushing an educational template that simply makes it easier to oppress and dominate most people?

If the individual mind is disarmed, what will be our real recourse?

Backward Mapping: Bundling Human and Social Engineering While Trumpeting International Competition

Sometimes people feel deeply shaken by the things I write about. Me too, except there is no ambiguity in what is being sought by the time I am willing to discuss it in public. If the declarations appear to be Tragic or even just a horrifically wasteful idea, someone needs to be bringing these intentions into the sunlight of public scrutiny in time. So after an admittedly needed rest to watch the sand and surf and mull over the enormity of the materials I have, here we go again.

I must say though I was relieved to learn as I pondered the implications of today’s disclosures that the late UK economist, Kenneth Minogue, had also been distressed by what was being intentionally done to the minds and personalities of people in order to force the acceptance of the welfare state and equality for all. His 2010 book The Servile Mind noted that in the 21st century “large areas of what were previously of private concern have become subject to political regulation.” Amen to that from this side of the Atlantic pond. He pointed out that “new pieties have arisen according to which individuals are able to demonstrate their decency by the political attitudes they adopt.”

Having just finished reading http://www.competencyworks.org/wp-content/uploads/2014/10/CW-An-International-Study-in-Competency-Education-Postcards-from-Abroad-October-2014.pdf released two days ago, I would word that much more strongly than Minogue did. Globally those desired attitudes are simply being declared a necessary Competency or disposition. Then learning experiences are created to make sure the desired changes in personal outlooks occur. Minogue noted a “coercive centralism of attitude and policy.” I agree, but how few recognize that has become the new purpose of K-12 curriculum and what is actually being assessed? Minogue reminded us that historically in the US and the elsewhere in the West individuals “constructed their own identity in terms of personally chosen commitments.”

Not in the Competency vision. It is purely grounded in a belief that in the 21st Century, all over the world, government officials at all levels get to pick out the desired “sentiment and belief [that] can be adequately entrenched in the human mind” in order to “determine conduct” in the manner desired for the new vision of society and the economy laid out. Political power is now mandating in advance what is to be acceptable individual behavior, beliefs, and values. Since that sounds unabashedly authoritarian to anyone with a modicum of history knowledge, the same goals get hidden under an invisibility cloak with terms like standards, learning, or Competency.

Or ‘entrepreneurship’ in UNESCO’s recent report called Toward an Entrepreneurial Culture for the Twenty-First Century. Backward Mapping is a term used to describe the desired quality, attribute, sentiment, or behavior to be instilled through school experiences in a student. It sounds much better than political engineering of a person’s personality and behavior, but those are the true aims if we can just be blunt and honest. Saves time and wasteful use of taxpayer dollars. Here’s a sample of what I mean from that UNESCO report:

“Across nations, what is needed [in K-12 and all approaches to economic and social development] are programmes that show young people how they can directly contribute to raising levels of well-being and prosperity in their communities. Preparation starts in the classroom where students, future workers, business owners and community members must learn how to be responsible citizens.”

That’s the vision that K-12 education must now engineer, which would certainly explain the need for a student-centered behavioral approach instead of the traditional subject-matter emphasis. It also explains why we just keep running into a required communitarian orientation that students are to demonstrate daily. Again UNESCO reminds us that “education is not only acquiring academic knowledge but the way to prepare young people for work and living in the society.” Of course that would be the new view of society so we are Backward Mapping twice. Desired Society needs a certain kind of citizen with a stipulated Outlook on what is desirable for the future. That type of citizen then gets sculpted via K-12 Whole Child focused education. No intention though to confess all this to the parents or taxpayers.

What’s important is the Goal of Equity and “a decent quality of growth for all.” Now I think all this is delusional, but this is in fact what Competency globally is tied to as well as those Common Core standards when rightfully understood in the supporters’ own words. If this social and economic vision is deranged, then we are implementing a tragic form of behavioral engineering for ridiculous ends in our schools, and nobody is supposed to have a veto power to stop the shift in time. Please read the End Game while mentally humming “To Dream the Impossible Dream” to add to the context. To give our mayors, city councils, and community organizers, not to mention district School Supers, ever more power over people and places, this is all to occur at the level of “local governments.”

“…rests on finding a balance between economic, social and environmental goals. This requires dialogue and partnerships through which different stakeholders work together for their broad range of concerns. [Won't the new real world problem-based focus for high school come in handy?] And while this may not always be as effective as desired [that's OK because taxpayer dollars can always be levied again since they come from a magic tree surrounded by unicorns], there are at least greater civil society inputs into strategies to maintain social cohesion to protect cultural identity and to promote environmentally friendly behaviours in local communities. Putting the future of the community in the hands of its own members reduces dependency on outside forces and rejuvenates the economic and social fabric.”

Now would be a good time to transition to the song “Sunshine, Lollipops, and Rainbows” because, as I said, that’s a ridiculous vision. A rational mind filled with facts and attuned to making its own decisions and setting its own goals would grasp that easily, which is precisely why such minds are being disallowed all over the globe. They are in the way of the desired all-encompassing exercise of political power in the 21st Century. That reality again would never be something most people would voluntarily acquiesce to so we get namby-pamby visions for 21st century education like this from the same document:

“We learn from a young age that the development of positive, engaging and equitable relationships is critical to our success as human beings. Basic social skills enable us to interact in the community, as well as to understand the meaning of citizenship. Sound social skills allow us to understand both social rights and claims, as well as obligations and responsibilities. But imagination and emotional engagement are as important as social skills. More than ever, there is a need to engage young people in finding creative solutions to improving the welfare of their communities, while contributing to collective prosperity in ways that do not damage natural resources. Intelligence should include the ability to envisage alternative futures, to resolve open-ended problems with more than one way of doing things.”

That’s the vision of society and the economy and our new future that all the education reforms going on globally in both public and private schools are driving towards. There is absolutely no ambiguity whatsoever in what is being sought and why. The only fluctuation seems to be where in the progression  a given school, district, or country is.

I am going to close this post with the open declaration of one of the insiders who brags about her access and tutoring of Fortune 100 CEOs and Pentagon officials and her desire to use education to gain new kinds of nonlinear minds to get a new kind of society. In her 2010 book Rebecca Costa wrote that “we have to challenge [the human brain] in very specific ways. And we are getting very close to understanding exactly what those ways are. Word by word, we are now constructing a user’s manual to the human brain–ground zero for everything we do, know, think, and feel–and the sustainability of human progress.”

Told you there was no ambiguity and no, we are apparently not supposed to get a copy of that user’s manual. Fortunately for all of us, I found it anyway and laid it out in my book originally. I continue to explore it on this blog.

We can only stop what we know exists. The creators of that user’s manual and these visions of the future never wanted us to link K-12 reforms to what was really the End Game in time.

Tough luck I say.

 

 

Malleable Minds Fit for an Affirmative State Designed to Meet Needs and Constrain the Ruled

We actually do not have to infer what kinds of minds and personalities and beliefs are suitable for these new visions of tomorrow. One advocate tellingly used this quote from Napoleon that “There are but two powers in the world, the sword, and the mind. In the long run the sword is always beaten by the mind.” That reality is very galling for many powerful people so they now have nationalized and globalized K-12 ‘reforms’ to extinguish that very capacity. Since we would rebel if we actually understood what was intended, we keep getting a sales pitch about ‘human flourishing’ in so many of these blueprints. As James Madison presciently observed “a people who mean to be their own Governors, must arm themselves with the power which knowledge gives.”

I want to detour for a minute back to the Deepening Democracy paper from the Real Utopias Project because they kindly laid out new ” transformative democratic strategies” for the “Affirmative State” at all levels to use to quietly, but persistently, “advance our traditional values–egalitarian social justice, individual liberty [in the sense of having governments meet everyone's basic needs] combined with popular control over collective decisions, community and solidarity, and the flourishing of individuals in ways that enable them to realize their potentials.”

Remember Michael Fullan specifically tied the experimental New Pedagogies and Deep Learning in the Global Partnership to the “broader idea of human flourishing?” What we have going on is the marrying of the methods of the Human Potential psychological focus to the political and social ends that track back to Uncle Karl without anyone wanting to ‘fess up’ as we Southerners would say.

All the K-12 education reforms I have tracked, as well as higher ed and increasingly grad schools, are all tied to stealthily pursuing and “accomplishing the central ideas of democratic politics: facilitating active political involvement of the citizenry, forging political consensus through dialogue, devising and implementing public policies that ground a productive economy and healthy society, and in more radical egalitarian versions of the democratic ideal, assuring that all citizens benefit from the nation’s wealth.”

Hard not to remember all those ‘You didn’t build that’ comments from the 2012 Presidential race, isn’t it? Harvard’s Kennedy School of Government by the way calls this new model Empowered Participatory Governance. I am not going to write about it in particular except to point out it ties all the Metropolitanism, Regional Equity, make the mayors and the local the focus of government. The Local is supposed to be the layer that meets the needs, whoever provides the financing or specs on what those needs will be.

So when Lawrence K Grossman and others keep hyping self-governance they are describing a world where everyone’s needs have been met via the political process, not a person’s ability to make their own way independent of governmental interference with their decisions. ‘Self-governance’ is again an Orwellian term tied to the kind of economic and social justice and participatory governance view of democracy that even its advocates above admit is quite radical. I think that’s why its structures and needed values and beliefs frameworks are being quietly put in place through education and the law without any desire for the typical person to catch on in time. Remember Grossman was a prof at the Kennedy School while he worked on The Electronic Republic: Reshaping Democracy in the Information Age.

Whether we understood it in the 90s [remember the Freeman Butts vision from the book?] or now, K-12 education was and is being restructured to fit with “citizens at large gaining the power of self-governance.” Everyone gets their basic needs met, “with the public at large playing a critical role in the government’s decision-making process” and few focusing on the pesky little detail about the crucial shift to a vision where “rulers are subject to control by the ruled.” Similar to all those references to being Governed, instead of the individual independent decision-making power Madison knew he had structured, we are all supposed to settle for having a say, being ruled, but having our ‘needs’ met. Even then, we as individuals do not get to decide what our needs are. This shift we are not being told about unless we Follow the Documents in the Oligarchy’s admitted paper trail, stems from:

“the United States is moving toward a new modern-day form of direct democracy, made possible by its commitment to universal political equality and propelled by new telecommunications technology.”

It is within these unappreciated declarations of intentions to fundamentally transform the social institutions and functions of government that K-12 is being radically altered to a Student-Centered focus so that “the public’s ability to receive, absorb, and understand information no longer can be left to happenstance.” Prime the Mind and Personality to perceive experience as desired and then have the Michael Fullans and Michael Barbers of the world globe trot and insist that all education now must be based on Learning by Doing. All those deliberately created learning experiences to foster emotional engagement around real-world problems are just the ticket to the Mandarins just ever so worried that “today, the American public is going into political battle armed with increasingly sophisticated tools of electronic decision making but without the information, political, organization, education, or preparation to use these tools wisely.”

So we get Common Core, Competency, Digital Learning, new definitions of Student Achievement, and Growth measures that are ALL actually the “conscious and deliberate effort to inform public judgment, to put the new telecommunications technologies to work on behalf of democracy.” That would be the radical Social and Economic Wellbeing form of democracy with its new reenvisioned view of the roles and responsibilities of citizenship. After all, as Grossman told us: “With citizens an active branch of the government in the electronic republic, they need to know enough to participate in a responsible and intelligent manner.” That’s a long way from Madison’s view of knowledge to be our own Governors, but then Grossman loves this concept of our being ruled. In fact, he either deliberately or obtusely shows a drastically altered view of American history and the Constitution where:

“the citizen’s role is not to govern himself, but at best elect those who would be most competent to govern on their behalf…The new Constitution had put in place a modern-day method of selecting Plato’s Guardians.”

Can we all join in a chorus of No. No. No? How telling though is that misstatement? I do snarkily make repeated references to yokes and serf’s collars and Mind Arson when it comes to describing the real Common Core implementation. Yet here is an insider of insiders admitting to a desire to dictate what we all may do and think akin to what an ancient Greek philosopher saw as Benevolent Despotism. For our own good as determined by the Guardians with their taxpayer funded salaries and pensions. This confession reminded me a great deal of Achibugi also seeing harnessing public opinion as the mechanism to getting to the Global Commonwealth of Citizens we met in the last post:

“the more we learn about how to respond to and understand the public, the more we also increase the potential to influence, change, and even manipulate public opinion. In the electronic republic, political manipulation is the other side of the coin of effective political persuasion. What looks like manipulative propaganda to one, invariably is seen as an honest educational effort to another.”

Well, honest if the purpose of education is the chimera of ‘human flourishing for all’ brought to us by Rulers who see people as a biddable branch of government in a new vision of what the future might be. Before I close this post with a quote Grossman used from the Dean of Columbia’s School of Journalism, that deserves a statue in the Hubris Hall of Fame, I want to remind everyone that in 2010 UNESCO began using the term ‘media education’ as two prongs of a single means to get to its hoped-for Marxist Humanist global future. http://www.invisibleserfscollar.com/decreeing-the-interdependence-of-environment-economy-society-and-cultural-diversity-in-the-21st/ They said it and wrote it and we do get to take insiders at their word on what they are up to when they declare nefarious intentions.

Now imagine these words not just from a Journalism Dean but from politicians, think tank heads, education administrators, and university professors, just to name a few:

“This is the age of media power. We set the agenda. We are the carriers of the culture and its values…We are the brokers of information and ideas. Our decisions, our news judgments tell the people who they are, what they are doing, what’s important and what they need to know.”

Arrogant, yes, but 100% consistent with the real K-12 education ‘experience’ we are encountering. The vision that would be necessary to achieve these declared goals as well as the radical global democracy vision. Plus all those references to being governed and ruled and sovereignty no longer being in the individual.

Those Aims or Goals all fit with the actual Common Core implementation described in detail in the book and the purposes, visions, and methods we encounter daily and weekly now on this blog.

We can fight this, but not while we remain unaware or unwilling to stare down what we are indisputedly dealing with in our schools and universities and virtually everywhere else when we look hard.

 

 

Equality, Fraternity, Democracy, Social Cohesion, Real Utopias and the Electronic Republic

If our 21st Century Lives were just a televised game of Jeopardy, the title would be the answer that would be linked to the championship. The correct question would be: What are the real goals envisioned when Education Reformers, politicians, and Political Radicals use the misleading term ‘standards’ in K-12 education? When that transformative Global Partnership we met in the last post says in bold face type on page 8 that “the pursuit of deep learning goals enabled by new pedagogies and accelerated by technology” is a Moral Imperative that will “guide all of our work,” what goals are really intended? The first part of the title comes from a paper published in the 1999 ASCD Yearbook called “The Role of Standards in Educational Reform for the 21st Century.” We actually do not have to assume that there is a link since one of the co-authors, Peter Hill, is also listed as a participant in the new Global Partnership on page 2 as one of its educational consultants.

http://www.carmelcrevola.com/publications/The_role_of_standards.pdf is the paper that once again makes it clear that the word standards is now being used as an Orwellian synonym. Translating the Common Core State Standards accurately then by its real purpose would be Common Behavioral and Dispositional Goals for All American Students, No Exceptions. Put together by DC-based trade groups hoping to cash in from the attached new vision of a politically-planned economy and society. Perhaps staffers who got to go on one of those trade junkets to China and thought that vision would work better for them. Hill made it clear on page one that the role of standards is to foster “values such as equality, fraternity, and democracy” indicating he may have always wanted to participate in the Storming of the Bastille. Best not to teach why such insistences can lead to a bloody Terror followed by a Napoleon.

Standards also allow for the “flexible, dynamic, and highly-skilled workforce” unlikely to ever create that Change the World innovation that destroys the existing business of a political crony. Ooops! That was my editorializing in a snarky manner on the real purpose, just like in my book. Page 2 mentions standards as a means for countries now to “ensure social cohesion” and page 3 sees standards as a transformative tool for a “society that values equity and a ‘fair go’ for all.”

The latest book tied to the World Order Models Project, the 2008 The Global Commonwealth of Citizens: Toward Cosmopolitan Democracy by Daniele Archibugi, wants to make “prevailing world public opinion” the determinant of what governments ought to be doing on behalf of their people, the governed, in the 21st Century. That aim, of course, puts quite a premium on manipulating that opinion from the Cradle to the Grave, as the current political slogan goes. Or Womb to Tomb in another variation. Archibugi does want a radical transformation where by “virtue of the UN’s Universal Declaration of Human Rights and the subsequent pacts, individuals have been endowed with positive rights that they can claim from their own states,” preferably at the local level via those ever compliant mayors, City Councils, and appointed regional commissions who just love federal grants.

Now you know why that Declaration just keeps coming up now in classroom activities. Archibugi wants this radical transformation in world politics to come about by persuasion, not force, which is of course all the more reason to utilize K-12 education. All the mentions of citizenship and civic competence we keep encountering, make much more sense when we recognize the plan to “demand a role for the citizens of the world” to insist that their “human rights” be provided by their governments. Perhaps as a “moral imperative”? All the mentions of dialogue and creating shared meaning make much more sense when we read again of an intention to bypass elected representatives in favor of:

“creating better and transparent contexts for decision-making. This is why new channels of representation must open up through which the various opinions may be expressed in a dialogical rather than antagonistic fashion. To be effective these channels demand a greater willingness on the part of individuals to participate in the management of global public matters. The making of a global commonwealth of citizens requires that individuals are prepared to act on the ground of key shared values. What principles of political action must the citizen of the world subscribe to?”

That would be the real reason for new pedagogies and forms of assessment to see if the desired principles of political action, needed workforce skills to be an obedient, compliant drone, and desired personality traits are in place. Adding to the quotes from the previous post, this is why New Pedagogies insists the new “goals for education and learning” include “skills that prepare all learners to be life-long creative, connected  and collaborative problem solvers and to be healthy, happy individuals who contribute to the common good.”

Now we could make a good case that I contribute to the common good by reading books on all these plans of transformation and then tying them to what is coming to a school and classroom or your business place soon, but I believe Michael Fullan, Pearson, the OECD, and the Rockefeller and Gates Foundations want it to be their idea of appropriate values and the common good. Given all the references to ‘consensus,’ ‘shared purpose,’ and ‘collective will,’ there really does seem to be an organized attempt to erase any concept of individual sovereignty capable of standing supreme against the state. I guess that is what happens when you import your instructional practices from the Soviet Union, nurture the economic vision in a place that worshipped Mao, and look to rich universities full of wanna-be political and social planners for the vision of what “We the People” is supposed to mean in the 21st Century.

The 1995 book The Electronic Republic: Reshaping Democracy in the Information Age, written by a former NPR President and head of the NBC News Division, laid out the planned transition to a participatory democracy using ICT technology. Upfront it asked “What will it take to turn the United States into a nation of qualified citizens who are engaged not as isolated individuals pursuing their own ends but as public-spirited members who are dedicated to the common good?” Why, K-12 education reform centered on the Whole Child and guiding perceptions and a curriculum focused on learning by doing and real world problems of course. Lawrence K. Grossman left NBC News to be a professor at the Kennedy School of Government at Harvard and work on the democracy project that became that book. It’s where Jal Mehta of the New Pedagogies Project graduated from before moving on to Harvard’s Ed School to use its graduates as tools for the desired public policy changes. http://www.slidefinder.net/t/the_20chastened_20dream_20notes/thechasteneddream–withnotes/13854681

It’s also where the co-authors of the books in the Real Utopias Project, Archon Fung and Erik Olin Wright, are professors. The Kennedy School is also heavily involved now, by the way, with creating ties between the US and China. CELAP from our last post, in fact, is referred to as China’s answer to the Kennedy School. Real Utopia came out of an actual conference at the University of Wisconsin in January 2000, a good time to commence 21st Century Re-Do Plans I suppose. Now think for a second how a deep knowledge of history and human nature full of facts might get in the way of this purpose:

“The Real Utopias Project embraces this tension between dreams and practice. It is founded on the belief that what is pragmatically possible is not fixed independently of our imaginations, but is itself shaped by our visions. Self-fulfilling prophecies are powerful forces in history, and while it may be Pollyanna-ish to say ‘where there is a will there is a way,’ it is certainly true that without ‘will’ many ‘ways’ become impossible. Nurturing clear-sighted understandings of what it would take to create social institutions free of oppression is part of creating a political will for radical social changes to reduce oppression. A vital belief in a utopian destination may be necessary to motivate people to leave on the journey from the status quo in the first place, even though the actual destination may fall far short of the utopian ideal.”

It may also create students like what we are seeing in Denver, Colorado and what we saw during the heyday of the Occupy demonstrations who have no acquaintance with any factual knowledge from the past. Where will they be when OPM-Other People’s Money-inevitably runs out? Can they become self-sufficient as an adult or will change by force, rather than persuasion, feel like the justified response?

Is there any place in history where deposing sovereignty from the individual and placing it in a collective under political control, actually ever diminished oppression? Guaranteed to ignite would be the reality. No wonder perception and student daily experiences are being so manipulated.

Next time we will come back to the new view of politics in a Real Utopia and the Electronic Republic where we each get to be governed.

 

 

Censorship Before the Fact: Prescribing What the Child Does and Believes Invisibly but Reliably Binds the Adult

The problem with censorship, apart from the loss of personal liberty not to have governments intervene in what we think and how we must act, is two-fold if you are a wanna-be Steerer of Human Keels in the 21st Century. Some information always gets through and everyone knows that their flow of information is being regulated and manipulated. By using K-12 education globally in the 21st Century to “control learning experiences” or creating behavioral goals for what students are to “think and do” and then euphemistically labelling those aims as “standards” or “outcomes,” our Steersmen get to create what I am going to call Censorship Before the Fact.  They intend to rule and they get to control what most of us will pay attention to, or ignore, in our daily lives. Plus we will not try to resist what we do not even recognize is there.

Win, Win if the 21st Century continues in the existing desired direction globally where those who are elected at any level of government are being told repeatedly they get to govern, in the literal sense of the word, those who elected them. We cannot resist what we are unaware of and my job on this blog now and in my book previously has been to point out the things that are intended to bind us without our active knowledge or genuine consent. Yesterday this story caught my eye http://legalinsurrection.com/2014/09/is-hong-kong-on-brink-of-its-own-version-of-tiananmen-square/. I knew at least the Hong Kong people could see how the same education reforms being adopted in K-12 globally have been designed to change what their young people value, believe, know, and perceive.  http://www.invisibleserfscollar.com/using-education-to-shut-down-free-choices-and-then-redefining-as-personal-autonomy-orwell-lives/

I want to go back to the 2014 book The Fourth Revolution that I first mentioned in the September 21 post (2 back).

“China is doing more than promoting a web of connections: It is deliberately promoting a model. When foreign officials come to China [Heads Up!! This means our mayors and state Governors and Chambers of Commerce on 'Trade Missions'], their tutors at places like CELAP [China Executive Leadership Academy at Pudong. It is elsewhere described as the 'cadre training school' that is "an organization bent on world domination"] now emphasize the virtues of the Chinese model–the way the state can focus on national champions or attract foreign investment into special economic zones or ensure the entrepreneurs join the Communist Party [substitute believe and act on the desired Big Ideas and it will fit the era here of new SATs and formative assessments] and thereby contribute to political stability as well as economic dynamism. They also compare China’s sleek government [no visits then to their troubling Ghost Cities] with America’s gridlock and India’s chaos. The government has seeded Confucius Institutes in universities across the world and is trying to use the Boao Forum for Asia as an ideological counterweight to Davos.”

We can just imagine how joyful the veterans of these trade junkets to China are to have had the US Congress enact that Workforce Innovation and Opportunity Act in July now requiring all states and localities to create state and local economic development plans tied to education.http://www.invisibleserfscollar.com/priority-economic-citizenship-for-some-officially-sanctioned-status-as-prey-for-most-of-us/ I just want to point out that the Confucius Institutes mentioned are the same ones the College Board announced a formal alliance with this summer. Common Core Chief Architect David Coleman even made a very odd servile comment about “They are the Sun and we are the Moon.” The Boao Forum mentioned left Asia for the first time for a meeting and decided Seattle, Washington with Microsoft support and Bill Gates keynoting was a good place to meet. Bush Treasury Secretary Hank Paulson, who presided over the taxpayer bailout of political favorites during the financial meltdown in 2008, also is deeply involved with Boao.

All of that is relevant to what is coming to the US, Canada, UK, and Australia, but those are connections no one is supposed to be making. Since I have the planned template and blueprints, I know where to look and what counts as connected that would be off most people’s radar screens. We know though from Michael Barber’s Oceans of Innovation report for Pearson covered here http://www.invisibleserfscollar.com/descending-to-a-connected-kleptocracy-via-the-digital-learning-and-climate-change-ruses/ that he, the US Department of Education, and Pearson all see China and a collectivist future as where K-12 education reforms are going globally. I am sure it is totally coincidental that the book was published by a Pearson entity and the authors write for a different Pearson entity–The Economist.

Pearson, Microsoft, Intel, and a new entity headquartered in Washington State which has gathered actors from all over the world–Collaborative Impact–have developed a partnership designed to promote a new consistent vision for K-12 education globally. This lays out their vision  http://www.newpedagogies.info/wp-content/uploads/2014/01/New_Pedagogies_for_Deep%20Learning_Whitepaper.pdf You may have noticed that today’s post is less about the how of K-12 ‘reforms’ and more about turning a spotlight on the mostly invisible end game. Before We are Bound and while the Necessary Keels are still being laid in the young people who are the voters of tomorrow.

Point Number 1 is that the report acknowledges these are all experimental practices based on behavioral theories. Students are guinea pigs because it is the desired change that is important, not the people being changed by fiat. Secondly, the list of organizations involved includes the federally-created Digital Promise and thus the White House sponsored League of Innovative Schools. Please do not tell me there’s no connection to the Common Core. Yes, because it has already passed Go, collected $200, and gone straight to the Competency-Based Next Generation learning all these entities are pushing globally. Third and most crucially, the wholesale changes are explicitly about “What kind of learning work prepares [students] to be healthy, happy, productive members of our new societies?”

Participants in a Collective in other words. Ruled and Governed. Although Michael Barber is a key component of this partnership, the Lead Global Change Agent is Canadian Michael Fullan. In his 2001 book The New Meaning of Educational Change, Fullan cited personal communication to him from Barber, who was then heading up the equivalent large-scale reform in the UK for Tony Blair. Usefully for us, is the statement that for governments to be successful in the long term requires “creating frameworks for the accountability of public services including education.” Remember in our new “joined-up capitalism” we have private vendors but public regulation of what they do and how they do it. The mirage of free enterprise. Corporatist Enterprise as I have seen it called. Anyone surprised to learn that last week the Center for Reinventing Public Education and Fordham released those very accountability standards to go along with the Common Core?

Secondly, Barber acknowledged K-12 reforms are only a means to a transformative end. Getting there requires “placing education at the heart of a wider approach to social and economic renewal.” Elsewhere Fullan wrote that schools and adults needed to leave “Nostalgia behind” them and focus on the “knowledge and skills your children will need as they become citizens and workers in the future.” Notice that order and the assumption education is about fitting future life roles, not equipping anyone for independent. rational personal decision-making. One more time, Fullan made it clear that this new type of learning that is about changing, prescribing, and then monitoring students’ thoughts and behaviors and ‘reculturing’ the schools to require just that was to “enable the present generation to adapt to this radically new and demanding world.”

Adapt means change. Adapt means transform. Legally imposing this via K-12 education is the kind of Censorship Before the Fact that would be resisted if done visibly or to adults with Axemaker Minds.

I want to stop here so next time we can tie everything we know is coming to our schools and classrooms to the latest vision (2008) to come out of WOMP apart from that Richard Falk essay cited in the previous post. It’s called cosmopolitan democracy and it ties to everything in this post and the previous ones on e-Governance and Deliberative Democracy grounded in Dialogue. It also fits with the Sharing Economy so many of our mayors and cities are signing on to.

Since no one else is willing to admit that all these global K-12 education reforms are about “moving from the polis, founded on borders, to that of the cosmopolis, founded on sharing,” I will keep at it until Epiphanies Abound.

I guess we have also found yet another reason why traditional American History is becoming forbidden. Did I mention the former Head of the Gates Foundation, Tom VanderArk, started pushing the Gates-funded/Russian-created Big History last week as well?

Or as I like to call it, History Suitable for a Collectivist Future anywhere in the World.