Pitching Personality Predation But Redefining It as Student Success, Achievement, and Learning

Nothing like a little mental break to help clear out the cobwebs and blow away the fog impeding clarity of thought. As is typical for me when I recognize the connectedness of initiatives that have been announced since my last post, I went back to my bookshelf for a little perspective. In this case it was to a short story Ayn Rand published in 1970 called “The Comprachicos,” where she wrote about the effects of the progressive education in the 60s grounded in John Dewey’s philosophies. This was education designed to cripple the mind and undermine its ability to accurately deal with reality. Sound familiar? Rand created a superb metaphor for what this type of Competency/Ideas first, instead of facts, education could do to the mind of a high school graduate by comparing it to the faculty of sight.

“Try to project what you would feel if your eyesight were damaged in such a way that you were left with nothing but peripheral vision. You would sense vague, unidentifiable shapes floating around you, which would vanish when you tried to focus on them, then would reappear on the periphery and swim and switch and multiply.”

Now that is a good example except this type of manipulation of Ideas, beliefs, values, and emotions starts in preschool now so there would be no memory of any other way to see. Peripheral vision would become each student’s idea of what it meant to “see”. Likewise, a mind taught to use ideas first to filter experiences is being trained “to use concepts, but he uses concepts by a child’s perceptual method. He uses them as concretes, as the immediately given.” [Italics in original]

It is a bit unnerving, isn’t it, to know that Rand was worried about where the behavioral sciences wanted to go with the mind even back in 1970? She even had a term for it–the student’s “psycho-epistemology.” So our student would be trained to use words and concepts like a parrot and believe they had ‘understanding’. To be willing to transfer those ideas and concepts to new situations where an expert would know their use was inappropriate–the Inapt Analogy we can call it. Without facts though, the student will not.

In the Trilogy I just finished I argued that it appears to me to be a consensus about what education should be in the future and that politicians and think tanks from the so-called Right and Left, admittedly Progressive or declaratively conservative or “for limited government and markets,” seem to be describing a common vision. That vision again takes us back to John Dewey as Steven Rockefeller described his vision of Democratic Humanism. It would act as a religious faith best implemented through the schools and other social institutions. So when someone pitches education grounded in Conceptual Understandings, Guiding Ideas, Cross-Cutting Themes and Concepts, or other ways to describe the same general instructional practice, remember why John Dewey wanted this technique to become the core of education. This is true even if the pitch person insists this technique is actually a form of classical education or intended to mold character in desirable ways.

Dewey “proposes that ideas are guides to action in concrete problemmatic situations, that is, ‘plans of operations to be performed or already performed.’” The antipathy we have found towards lectures and textbooks makes far more sense as we switch to education where “ideas are not correctly conceived as reproductions of what already exists, but as plans of something to be done and anticipations of some result to follow. They are tools, instrumentalities.” Fits with the Maker Movement and Project-Based Learning now, doesn’t it? Especially when we add on this quote: “The validity or truth of an idea can only be determined empirically by putting the idea to use and observing the consequences of the actions to which the idea leads.”

Remember all the current emphasis on relevance and real world problems? Evidence-based policy making using data? In Dewey’s vision for an education that can lead to a reconstruction of society, emphasizing moral issues plays a crucial role. Students are expected to regularly identify “the causes of moral and social problems in concrete situations and on framing ideals with reference to the available means for overcoming such problems.” So ideals need to be connected to real world action. Otherwise, “ideals that are framed apart from the study of problems and possibilities in concrete situations are dreams, wish-fantasies, and useless as instrumentalities in directing practical affairs.” Anyone unclear as to why the new federal Every Student Succeeds Act requires not tests per se, but that states use performance assessments that involve activities and tasks to see if the stipulated learning is occurring can simply reread those two sentences.

If it’s not action-oriented it may not guide or motivate future behavior. Likewise, if school is merely intellectual, the desired future behaviors may not occur. Social and emotional learning, whatever the given rationale, a Whole Child emphasis, Head, Heart, and Hand, as well as soft skills, are all consistent with what Dewey also recognized–the Role of the Heart in Moral Life. That way “prizing and appraising unite in the direction of action.” Dewey and every other progressive since culminating now in where Deeper Learning (pushed by the Hewlett Foundation as part of 21st Century Learning) is going recognizes that “Reason divorced from emotional involvement has no moving power.” Can you say student engagement as a necessary 21st century classroom practice to be an effective teacher?

Dewey’s conception of education and learning fits perfectly with what ESSA now requires and Competency education generally. It fits with the kind of effectiveness that will get a school charter renewed and allow a CMO (Charter Management Company) to expand. It fits with what will make online learning an example of Best Practices for Student Growth. In none of these instances though is the Learning about the transmission of knowledge in a traditional sense. No, it’s about what kind of person the classroom activities are helping to create. “Growth means reinforcing those habits that contribute to human well-being and reconstructing those habits that do not.” Since none of us can even get an honest answer from most of the advocates for the Common Core as well as against it as to what they really envision for 21st century education, do not expect to be the arbiter of what constitutes your own or your child’s well-being.

For Dewey then and for any school or other education provider wanting access to taxpayer money now (federal, state, or local), “learning means an increased perception of the meaning of things that leads to a modification of character (i.e., of basic dispositions and attitudes). In short, growing and learning involve the reconstruction and transformation of the self leading to an improved capacity of the self to adjust to its environment and to control and direct subsequent experience.

The concept of habit is the fundamental idea in Dewey’s psychology of the development of the self or character. Dewey insists that the self is essentially identical with its active interests, purposes, and choices. There is no self apart from these activities. The core of the self is formed and defined by the concrete things about which it cares and by the choices it makes in pursuit of these things.”

Guess what? If, like me, you are an expert on the actual implementation it is easy to read that biography of Dewey and recognize the actual current significance. For those of you with more of a life than I have managed since I started researching and writing on all this, first of all I congratulate you. Secondly, let me call everyone’s attention to two examples in just the past week quietly putting Dewey’s vision into widespread effect without even using his name.

First, many of the elite institutions of higher education have joined together to redefine what they intend to look for in an admitted student. The initiative is called Making Caring Common and it looks for non-minority students for whom acting on behalf of others and for the common good and to transform existing institutions and local environments has been shown to be a way of life. http://www.gse.harvard.edu/news/16/01/turning-tide-inspiring-concern-others-and-common-good-through-college-admissions

How’s that for an effective means to change the behaviors and practices at every high school with aspirations of of Ivy League admissions? Anyone reading that report can recognize it will result in a change in emphasis to what Dewey wanted for the schools. The creation of a “free person who is able to form his or her purposes intelligently, evaluating desires and goals by the consequences which will result from acting on them, and one who is able to select and order the means necessary to realize chosen ends.”

A similar end result comes from this paper http://asiasociety.org/files/A_Rosetta_Stone_for_Noncognitive_Skills.pdf except it admits it wants to restructure the emphasis in primary and secondary schools. The omnipresent rationale, as usual, is that this personality and psychological emphasis is necessary for future success in college, career, and life. The real reason, as is true of anything emanating from a Rockefeller-funded philanthropy like the Asia Society, is to advance the vision of the future Dewey called Democratic Humanism and others call Marxist Humanism. As Dewey, Ayn Rand, and Uncle Karl all knew and we need to recognize to protect ourselves and our children, collectivists need to target the emotions and personality to realize their plans for us.

Why? Dewey insisted that “unrest, impatience, irritation, and hurry that are so marked in life are inevitable accompaniments of a situation in which individuals do not find support and contentment in the fact that they are sustaining and sustained members of a social whole.” That’s what education that targets the personality and forces regular practices of altruism and actions grounded in provided ideas can all be manipulated to do. That’s why we have such a coordinated push now.

We have a sustained push from the Left and the Right, from the religious and atheists, from the global bureaucrat or ex-politician to the local mayor or city council member. All pushing practices that, whatever their personal beliefs and expectations in advocating for them, were nevertheless developed to “generate the sense of shared values and organic interconnection needed to harmonize society and to integrate and set free the personalities of contemporary men and women.”

If terms like Marxist Humanism seem off-putting, let’s just translate it as Dewey and his biographer Steven Rockefeller did and ask “Can a material, industrial civilization be converted into a distinctive agency for liberating the minds and refining the emotions of all who take part in it?” If a politician claims to want Quality Education for All Students, you might want to inform him or her as to what that actually entails.

When I get upset about the 2014 Bipartisan and Bicameral piece of federal legislation known as WIOA that all the candidates running for President who are US Senators voted for, it is because it fits perfectly with Dewey’s insistence that a planned economy would be needed for democratic socialism to be achieved and it was best implemented at the local level. After all, what is WIOA but legislation with the effect of controlling the ends of education as well as allowing for “social control of industry and the use of government agencies for constructive social ends” just as Dewey sought.

Let me close by pointing out that those of us not employed by the public sector or businesses getting taxpayer dollars are unlikely to find any of these desired ends particularly constructive.

 

 

 

 

Stimulating the Inner Springs Fundamental to Real Personality Change and Harmonious Social Progress

Did anyone guess that we had embarked on another Trilogy, except this time it was in Reverse Order as my personal experiences starting with a phone call to my home on December 17 sent me looking for answers? For a while now, the false narrative being constructed by various employees or allies of the Atlas Network members has both interested and angered me. Angered because it is frequently built on parroting some of my insights and research conclusions. Read Robin’s book, pretend to be an expert, get people to trust you, and take them somewhere I would never go.

For example I would never describe Bill Ayers and Linda Darling-Hammond as “Marxist Humanists” because they are admitted Marxists and rather proud of it. Hint: this is why Ayers was willing to promote violence. Marxist Humanism (see tag) is a belief that because capitalism has reached a certain stage of technological feats, namely computers and the Internet and communications technology generally (abbreviated ICT), there is now enough prosperity in the world that there need be no poverty anymore within countries or anywhere around the world. It’s why the UN’s Post-2015 plans for us are called “Dignity for All” by 2030. As one of my UN news blurbs put it after New Years, we are now Post-2015 and this agenda has begun. Understanding it accurately is very important.

That gets me back to that phone call. After hanging up in anger at what was said and pouring myself a glass of wine while I made dinner, I began to think about what had changed that day. Well, I had made a comment on the blog that I had ordered William Easterly’s book The Tyranny of Experts that had been an Atlas Network supported Hayek Lecture in London. So I decided dinner could be late, went down and wrote up notes on what was said in the phone call, started looking for financial connections among the known players, and examining commonalities as they popped up. In other words, I started behaving like the Due Diligence experienced lawyer I actually am analyzing a set of facts. I also got up early the next morning and proceeded to see what was in the Easterly book that people might not want me to grasp.

That’s what I meant about a Reverse Trilogy as we started with explaining what a Nyaya concept of justice was and how I knew that Easterly’s book did not accurately portray Hayek’s thoughts on the subject of economic and social rights. I have more than a provided talking points knowledge of Hayek as that post laid out. I also know what Marxism Humanism looks like and Easterly’s book and the Atlas Network’s support for it does give good reason to start to whitewash what the term actually means. For parents, Linda Darling-Hammond’s (LDH) pushes in education and Bill Ayer’s past make them known nightmares to be avoided. We have talked about Amartya Sen and his Justice concept and Development as Freedom in the first two posts. He is laying out a Marxist Humanist vision as nyaya and really so is Easterly in his book. If no one has ever actually explained MH correctly though and you now connect it with Ayers and LDH, that actual reality will be missed.

Sen coordinates a great deal with Professor Martha Nussbaum (also tag) on what they call Human Capability Theory, which also describes where P-12 education globally is going. If anyone is thinking I cannot actually tie all this to Uncle Karl, they do not have a copy of Democracy in a Global World covered in the last post. I went into that described alliance for good reason. Nussbaum also wrote a chapter and she tied the vision repeatedly to Uncle Karl by name. It’s also another reason why I found the open-ended Con Con advocacy from the Texas Governor so pernicious. The Chapter was called “Constitutions and Capabilities” and here’s a sample of the kind of direct ties I mean.

“When liberal democracies make constitutions, they typically base their work on a small core of intuitive ideas to which specific constitutional entitlements are referred…The basic idea of my version of the capabilities approach…is that we begin with a conception of the dignity of the human being, and of a life that is worthy of that dignity–a life that has available in it ‘truly human functioning’ in the sense described by Marx in his 1844 Economic and Philosophical Manuscripts.”

That’s what Easterly called for too without tying it to Marx. It’s what the Atlas Network’s members are actually promoting when they push his work or Sen’s. Back to my story of why I spent so much time researching over the holidays. I know John Dewey backwards and forwards from researching my book, but until I saw this post http://www.greattransition.org/publication/the-earth-charter-at-15 I did not know that Steven Rockefeller of the famous family had also written a bio on him published in 1991 called John Dewey: Religious Faith and Democratic Humanism. I ordered it in part because so many of the people who appear determined to control the narrative about what is really going on with the Common Core also aggressively wear their religious faith front and center. In fact, it seems to be a selling point on why their analysis can be trusted.

An example that had flowed out of my research was the Stand in the Gap Tour in fall of 2014 that David Barton had participated in. I had listened to a video of his speaking at a church in Dothan, Alabama and his description of what was desired reminded me of the cybernetic prearranged structuring of the Mind the behavioral scientists and admitted Leftists also want. That made Rockefeller’s book even more pertinent. As I read the chapter on “Democracy, Education, and Religious Experience” in particular I could see that this same Deweyan vision would create a desired worldview and amenable personality that would also work for a Muslim theocrat wanting to reconstruct the world starting at the level of the human mind (Tarbiyah) or a Christian fundamentalist also wanting to push social justice in the here and now.

I pulled the post title from the book and Stimulating the Inner Springs also fits with what the Hewlett Foundation and the CCSSO today push as the requisite Deep Learning. Isn’t this the real reason for wanting to control the narrative on education? Common means and common ends among interest groups and think tanks that are supposed to abhor each other? When I also mentioned the other day that Charter Schools that use cybernetic methods and adaptive personalized online learning are in a position to reap huge sums under the new Every Student Succeeds Act since those methods of manipulating the Inner Springs are effective and thus “evidence-based,” suddenly a drumbeat began online. That ended in that Project Veritas video that the Common Core was about textbooks companies wanting to make money. Well, they do but that is disinformation in an education environment where textbooks are going away.

In other words, like the phone call at home, do not write about the CMOs or online curriculums that also stand to benefit financially from insisting they are “100% Common Core Free” or who the financial backers are. No one may notice that the methods used are cybernetic and target those inner springs while telling parents this is a form of Classical Education. John Dewey understood that education “is a means of creating individuals” and David Coleman, Bill Ayers, LDH, and UNESCO are not the only parties at the education table interested in creating a certain kind of personality to fit with a desired vision of society and the future.

Last year I went to the Educational Policy Conference in St Louis and yesterday I noticed in a flyer trying to get me to attend that someone was parroting my Chapter 7 title language again, but also promoting the idea that the feds want to create a database of those values, attitudes, beliefs, and behaviors on students. Not really, educators want to know this so all those things can be changed. That actual cybernetic purpose keeps being ignored. The fact that Charters target these same areas and have to to expand and get their contracts renewed gets left out. Making Classical Education about ideas and not facts is another way to say it is also cybernetic. Looking into the Barney Charter Initiative Hillsdale has put together and its mention of the Circe Institute and its description of what is Classical Education, I thought “That’s cybernetic too and a good reason to control the narrative about the Common Core and shut down anyone who knows what ESSA actually says and who would actually benefit.”

I have long wondered in all the discussions of the College Board’s shift in its AP courses to Conceptual Frameworks and the use of core ideas as ‘lenses’ why people with Social Anthropology PhDs never accurately explain what a cultural lens is. APUSH’s restructuring was never about what facts to teach and yet people who by specialty are thoroughly trained in using cultural lenses never explain what they are. Now I know. If something reeks of the cybernetic means so many of the Atlas members are also pushing, it must not be part of the approved narrative. The truth is it is not only the admitted Left wanting to use education to force a “thoroughgoing democratic reconstruction of society” that “must be child-centered in the sense that it begins with the impulses, interests, and initiative.”

In other words, what ESSA calls “personalized learning with adaptive data” that entitles its pushers to funding as 21st Century Schools. It’s not just the admitted Left wanting to target, like Dewey, “the whole feeling, thinking, and willing person.” That’s why the parroting of values, attitudes, beliefs, and behaviors functions to inoculate the listener from recognizing that the person they are listening to may also have a comparable agenda. It’s not just the admitted Left and Dewey who want to frame what ideas are salient to the listener and what is likely to get ignored. Politics by Think Tank is all about controlling the Narrative.

It’s not just John Dewey or David Coleman who understand that “emotions are the reflex of actions” and that “if we can only secure right habits of action and thought, with reference to the good, the true and the beautiful [see what I mean about a Classical Education as the cited Circe Institute described it]“, then education will have created “a means of social control that does not violate the freedom of the individual child.”

Well, yes it does because all the false and controlled narratives keep the nature or existence of that control invisible. They make it seem like only a David Coleman, Linda Darling-Hammond, Bill Ayers, or other admitted Leftists have this goal for education in the 21st century.

I have run long again, but let me close with another quote from that chapter and a reminder that there are a whole lot of people pushing a vision of restructured American education using digital learning that they intend to financially benefit from. They also want a fundamental social and economic transformation where:

“To work and think in a community governed by this kind of democratic moral life is for Dewey the only sound approach to moral education in a democracy, which must rely to a large extent on a voluntary spirit of cooperation growing out of a multitude of common interests to maintain social order.”

Again, it’s not just the admitted Left that wants to enshrine collectivism invisibly and without outcry via education creating a “free play of instinctive sympathy and understanding.”

Lots of good reasons to control the Common Core narrative and guide and frame popular perceptions. Call me the mom who refused to play along and notices too much.

 

Leapfrogging Via Deceit that Crucial Last Obstacle to the Long Sought Convergence to Collectivism

Collectivism is one of those loaded words that sounds like I am trying to create a furor. Unfortunately, in this case, whatever the personal intentions of Texas Governor Abbott when he called Friday, January 8, for a Constitutional Convention, the actual release http://gov.texas.gov/files/press-office /Restoring_The_Rule_Of_Law_01082016.pdf may be one of the more deceitful documents I have ever read. It is deeply irritating to continue to be referred to as one of ‘the governed.’ Although since I live in Georgia, perhaps it is only Texans that are to be quietly subjugated at this point. Perhaps the author of the paper, a Texas Public Policy Foundation (another Atlas Network member) employee, Thomas Lindsay, who was previously with the National Endowment for the Humanities, is unaware that the phrase ‘We the People’ is now being used by radicals all over the world to promote the concept of a binding, collectivist, normative view of ‘democracy’.

Maybe the call of UT-Texas prof Sanford Levinson in his 2006 book Our Democratic Constitution: Where the Constitution Goes Wrong (And How We the People Can Correct It) for just such a Con Con that is tied to the Soros-financed American Constitution Society’s desire to have a new Constitutional vision by 2020 (began in 2005 as explained here) http://www.invisibleserfscollar.com/progressive-polyphonic-federalism-invisibly-binds-people-and-places-to-the-just-society-vision/ was somehow news to TPPF and Dr Lindsay. It certainly looks like a Convergence, however, especially given all the insistence in the paper that the Rule of Law is the core value America was founded on. Excuse me?

Maybe it’s just a coincidence that ‘We the People’ just happens to be the name of an initiative Community-Organizer Extraordinaire Harry Boyte, who inspired President Obama and has worked on White House education initiatives, has created to be the so-called Third Way, neither Left or Right, to use education to get his ‘cooperative commonwealth’ vision in place. https://www.kettering.org/sites/default/files/product-downloads/We_The-People_Politics.pdf Maybe it’s a coincidence that Boyte created that paper originally for a Dewey lecture in 2007 and it just happens to fit John Dewey’s vision for how to create the right kind of consciousness via education to fit a normative democracy where the law would bind everyone to the common good vision. The one laid out in the 2008 Democracy in a Global World book that I tracked from looking at Amartya Sen’s work covered in the last post.

Let’s start pushing on all these ‘coincidences’ headed in a common direction. The quote that “Our nation was built on one principle above all others–the Rule of Law” is not simply false, it is false in a way that is useful in jettisoning the principles our Nation and its existing Constitution were founded on–the primacy of the individual. Lindsay is correct that at the federal level, politics is broken. That dysfunction, however, is no reason to reverence the Law so state and local governments can turn each individual into merely the Governed. It is facetious to argue, as that Con Con advocacy paper does, that “The whole point of the rule of law is that we comply with it even when we do not want to; otherwise, it is the will of man and not the rule of law that reigns supreme.” Huh? That’s the kind of sophistry a wannabe tyrant would assert.

As Daniel Hannan quoted Baron de Montesquieu as saying in his 2013 book Inventing Freedom: “I am in a country which scarcely resembles the rest of Europe. England is passionately fond of liberty, and every individual is independent.” When the phrase ‘We the People’ is used in various American 18th century documents it is referring to independent, sovereign individuals who believe in a “unique legal system that made the state subject to the people rather than the reverse.” That TPPF framing of the Rule of Law is the Continental View of the Law that Hannan contrasted with the very different “philosophy…from the common-law conception of a free society as an aggregation of free individuals.” It is a view of law grounded in collectivism, as Hannan noted, and “in particular, from Rousseau’s belief in the ‘general will’ of the people in place of the private rights of citizens.”

A conception of the Law grounded in the visionary who gave rise to both Fascism and Communism as the basis for a call to jettison the current Constitution is apparently what the admitted Left as well as quite a few Atlas members want as well. A reverence for individuality is an obstacle to the Convergence apparently. The US Constitution is in the way.  I am going to use a particular essay “The Global Public and Its Problems” to illustrate what was meant by John Dewey by the term ‘Creating a Public’ through educational practices. In 1927 Dewey wrote a book The Public and Its Problems which called for a communitarian form of citizen loyalty as being necessary to create the public will and values to make democracy sustainable. This is not democracy as some kind of representative government with periodic elections, but democracy in the sense that Boyte calls the cooperative commonwealth, Marx called the Human Development Society, and the UN now calls Dignity for All by 2030.

In other words, there are reasons that the concepts from a 1927 book remain relevant in the 21st Century as the first chapter of my book Credentialed to Destroy made clear. Dewey defined the Public as a community where “its members recognize a common interest in confronting problems they all face and see resolving these problems by means of collective action as a common good.” Regular readers will recognize the current concept of Fostering Communities of Learners as the measure of what constitutes being an Effective Principal as using the school to now prepare students for a future where they get to be a mere member of Dewey’s concept of a Public. Needless to say, Dewey’s Public needs a strong, anti-individual view of the law to bind individuals to this broader vision.

Here is where the story laid out in the essay gets really interesting and directly relevant to our Convergence today. “Problem-solving is used as a self-building process” where “education figures prominently.” In fact Dewey called on it, like Boyte,  for “bringing a certain integrity, cohesion, feeling of sympathy and unity among the elements of our population.” This, of course, can only happen in socioeconomically integrated schools with no tracking. The kind of deliberative democracy envisioned then and now can really only go on at the local level. In the late 1960s, that essay announced that (my bolding):

“the Eurocommunists (misleadingly so described because they included Communist party theorists and leaders from Japan and parts of South America as well as from Italy, France, Spain, and Great Britain) rejected this standpoint [the bourgeois/proletarian distinction] in favor of one that posited general democratic and political norms, potentially shared by them and by champions of capitalism within their respective nations.”

Couldn’t we describe that as the model for today’s Convergence we are seeing by the so-called Left and Right think tanks? Doesn’t that fit with the video in the comments of the previous post of Pastor Rick Warren this year moderating a forum with Professor Cornel West and Professor Robert George, the founder of Atlas member–American Principles Project? Have we once again returned to Dewey’s view of education, political life, and social policy that the Eurocommunists also used that “resisted both sides of this orientation by seeking common democracy building social projects.” I was at a forum last week where Policy Link founder Angela Glover Blackwell was the Keynote Speaker and the admitted radicals seem just as hesitant to admit they are now working with Big Business and Chambers of Commerce to advance their vision of a Just Future.

Yet we know that is already going on in the required local and state WIOA boards. It sounds just like the Eurocommunists who were “prepared to respect those with procapitalist attitudes, including capitalists themselves, insofar as they were sincerely prepared to engage in joint democracy-enhancing projects.” Isn’t that arresting to read as we continue to stumble across these clear collaborations and common visions among public policy think tanks and politicians that supposedly have nothing in common. Governments at all levels are in charge of us with the law as the enforcer of the vision in a world where suddenly “a Deweyan public comprising adherents of both egalitarian and neoliberal philosophies is possible, provided that neither camp is hypocritical in its professed commitment to solving common macro problems.”

No wonder Atlas member employees suddenly seem so fond of citing Justice Brandeis that “it is one of the happy incidents of the federal system that a single courageous state may, if its citizens choose, serve as a laboratory; and try novel social and economic experiments without risk to the rest of the country.” If the citizens consent. That must be why the University of Texas-Austin is working with Stanford on the national Growth Mindset study and doing such a loud and explicit declaration of experimenting on students to change their conscious and unconscious mental models. All consensual. Not.

Reverence for the Rule of Law and Education for Democracy are just the thing in a nation where a Republican Governor calls for a Constitutional Convention with a paper that tells us again that “It is wise, therefore, in every government, and especially in a republic, to provide means for altering, and improving the fabric of government, as time and experience, or the new phases of human affairs, may render proper, to promote the happiness and safety of the people.” That’s the view of Law from the Continent where as Aldous Huxley noted, rights are taken, but never given.

That’s the world of the Governed, the serf, and the subject, which is indisputedly where both WIOA and ESSA and a world where the White House has a Behavioral and Social Sciences Team working to change the nature of citizens at the levels of their minds and personalities. I just was not expecting the State of Texas to play such a prominent role in launching this new view of education and what it will now mean to be an American in the future.

Remember with Dewey’s methods comes the totality of his underlying vision. Suddenly the title’s reference to Collectivism is perfectly on point.

Can Bicameralism and Proper Presentment now bind individuals to everything 21st Century state and local governments choose to impose?

No wonder there is such a consistent push to teach through ideas, concepts, and themes now instead of a body of facts. Facts are a useful tool of the individual, but inappropriate without permission for the ‘Governed.’

 

Niti, Nyaya, Government by Think Tanks, and Every Student Succeeds

Hope everyone had a great holiday season. I took an unplanned break from writing, but not researching, since the last post. With the statutory language of the Every Student Succeeds Act (ESSA) now in place, the plans for the future I recognized when I read my state’s (Georgia) WIOA Plan, and other shenanigans offline surrounding false narratives, I decided to get to the bottom of all the interrelated parts. Let’s just say if my understanding was 20/20 on the real agenda behind all these education ‘reforms’ by the time I finished my first book Credentialed to Destroy, the acuity now can best be described as X-ray vision with the capacity to cut through metal when called for.

Since the fundamental transformation of each of us, our society, and the economy has been decreed federally via Bicameral and Bipartisan fiats like ESSA and WIOA to be imposed locally by elected officials, let’s keep following the trail in 2016. After all, some of you may get the chance to quiz the candidates about why they supported these measures or simply offered ineffective opposition. “Why did you vote to bring Fascism to America?” is such a conversation grabber. To be ready for such an exploration let’s add a few more words and phrases to our arsenal of explanations.

In December I saw this announcement  https://www.atlasnetwork.org/news/article/entrepreneurship-center-of-easterlys-hayek-lecture-on-poverty-alleviation and decided to get Easterly’s book. After all, I had spent much of 2015 arriving at the conclusion that many of the members of the Atlas Network like Heritage, Cato, and AEI seemed fully on board with a planned economy and education that focused on changing the student at a social and emotional level. I found the promotion of both Easterly’s work and that of Human Capability theorist Amartya Sen to be both troubling in its implications of a true agenda and fascinating at the same time. After all, if the so-called Left and Right have arrived at a synthesis and are not planning to tell us lest it interfere with fundraising, then our answers are located in who gets promoted.

First of all, when the Acknowledgments page thanks Larry Summers and Joseph Stiglitz we have just tied Easterly’s vision to the Inclusive Prosperity Commission   http://www.invisibleserfscollar.com/dwelling-in-a-void-of-unknowing-within-a-sculpted-narrative-designed-to-manipulate/ and the UN’s Post-2015 Road to Dignity for All Plans. Easterly argued that the “cause of poverty is the absence of political and economic rights, the absence of a free political and economic system that would find the technical solutions to the poor’s problems.” If anyone else is having a Say What? moment, let’s skip to the conclusion of The Tyranny of Experts, where our tenured NYU prof decreed that “It is time at last for the silence on unequal rights for rich and poor to end. It is time at last for all men and women to be equally free.”

Now before any of us also request unicorn rides with that declaration and perhaps the waistline we had at eighteen, I want to transition to a paper released back in November that shows how such economic and social rights get created via education. http://static.politico.com/bf/c2/26608bc644989d5f5225e2eae861/educating-for-democracy-a-concept-paper-on-youth-civic-engagement.pdf We are not really having a philosophical discussion here. I am citing the relevant philosophers to explain what is to be happening in those train cars we call schools. This train has left the station and it appears to be an Express Bullet fit for Japan. When we declare substantive rights for all, someone else has the duty to provide and that paper and its well-funded vision for education teaches that “the best way to make positive changes in society is…by being active in or through engagement with government.”

If you do not want to confront this wholesale shift, let’s go back a page to where “this paper argues that young people must learn how to use the political system, and existing governmental institutions, to effect the change they wish to see in their communities.” This is the world of ESSA, WIOA, and the Left/Right synthesis of the future unfortunately where:

“it is not just economic inequality that affects the American experience. We have also seen increasing political inequality, as measured by the clout and power of different groups, often along lines of wealth, income, gender, and/or race. Educational inequality, measured by variance in the quality and access to educational opportunities, has also increased in recent years, leaving behind the country’s most vulnerable populations, and weakening America’s overall democracy. In turn, it has become our collective responsibility to work towards a system in which these inequalities do not exist.”

If these so-called rights and responsibilities are taught as factual entitlements in our schools with a vision of governments as the enforcer as a matter of law, these expectations fundamentally change our society. It’s 2016 and an election year, if this is the vision our schools and think tanks across the spectrum are pushing, we need to be aware. Back to our philosophers again, in this case Nobel-Prize winning economist Amartya Sen. He uses the Indian words niti and nyaya to describe the nature of the desired shift and even italicizes them for emphasis. Niti is identified as a theory of justice that is about having the right institutions and rules. That is not good enough anymore. A nyaya vision of what is to be required focuses on “actual realizations and accomplishments.”

If this discussion seems esoteric and a bit like an odd vocabulary lesson, all the language in ESSA about ‘evidence-based’ is simply another way to describe a nyaya vision of entitled intrusion and tracking of what the student has internalized to guide and motivate their behavior. ESSA didn’t make that a permissible activity for the schools. It created a mandate. When the Georgia WIOA Plan called for “immigrants and other individuals who are English language learners” to acquire “an understanding of the American system of government, individual freedom, and the responsibilities of citizenship,” it is that concept paper above’s vision, not what James Madison had in mind. The individual freedom is again straight out of Sen’s famous book Development as Freedom.

In fact, it is as if the Hewlett and Ford Foundations and Generation Citizen all knew Sen’s work where “different sections of society (and not just the socially privileged) should be able to be active in the decisions of what to preserve and what to let go.” If governments and think tanks have declared that we are transitioning to “an accomplishment-based understanding of justice” because in the 21st Century “justice cannot be indifferent to the lives that people can actually lead” and this nyaya view of an entitled justice is to be sculpted in the “minds of men” [and boys and girls] via formative assessments and the real meaning of assessing annually for Higher Order Thinking and Understanding, we need to recognize this reality and the nature of the shift. When Bloomberg expands the metro areas participating in What Works Cities, this is the nyaya theory of justice in play as well.

It is ironic that the Atlas Network seems to regard all these affirmative initiatives as what Hayek would have supported as part of his spontaneous order vision. As my book pointed out, Hayek took a dim view of trying to achieve conscious direction invisibly via internalizing the desired values, attitudes, and beliefs to guide wanted behaviors. I was pretty sure I had something directly on point to refute this odious vision of the future as Hayekian. Since I have a depth of knowledge that is anything other than just sound bytes and a very large library of resources, I found what I was looking for in Volume 2 of Law Legislation and Liberty. That volume has the subtitle The Mirage of Social Justice.

Hayek didn’t just write a chapter on ‘Social’ or Distributive Justice where he presciently recognized that such social goals and governmental initiatives “means a progressive displacement of private by public law” whereby the law “subordinates the citizens to authority.” A pithier description of either WIOA or ESSA may never be found. Nothing like an escapee from Fascism to recognize its characteristics and dangers. Hayek then wrote an Appendix to that Chapter called “Justice and Individual Rights” of what he believed would happen in a society that tried to enact the Universal Declaration of Human Rights in practice as UNESCO has declared it is now doing. It was also about what would happen in a society which engenders “a feeling that they have a claim on ‘society’ for the provision of particular things which it is the duty of society to provide.”

Anyone else get the feeling that which books or even chapters of Hayek’s get assigned or quoted is now greatly circumscribed? Censorship by omission we can call it. Hayek knew what we all need to know as well now that the plans for conscious direction are to be developed in students,’ and apparently immigrants,’ personalities.

“It is meaningless to speak of a right to a condition that nobody has the duty, or perhaps even the power, to bring about. It is equally meaningless to speak of right in the sense of a claim on a spontaneous order, such as society, unless this is meant to imply that somebody has the duty of transforming that cosmos into an organization and thereby to assume the power to control its results.”

Organization is a more anachronistic term for what today just gets called a system. It starts with student-centered learning and systems thinking is a requirement for every student to be Workforce Ready under WIOA. Not a coincidence. Hayek knew what we all must know recognize so I am calling on this unassigned Appendix:

“If such claims are to be met, the spontaneous order which we call society must be replaced by a deliberately directed organization…[members] could not be allowed to use their knowledge for their own purposes but would have to carry out the plan which their rulers have designed to meet the needs to be satisfied.”

Have I explained yet that in countries like Scotland that are further along this road of social transformation via education ‘reforms,’ the very Experiences and Outcomes for each student are specified? The “Es” and “Os” they are called in what is the best example of the intended deliberate reorganization.

Welcome to 2016 as the Year of Epiphanies.

Scientizing Public Policy: Implementing Orwellian Tyranny by Statute Via the Mind and Personality

I have spent the last several days since President Obama signed the “bicameral and bipartisan” Every Student Succeeds Act (ESSA) on December 9 reading the false and misleading statements from various think tanks and reporters, supposedly representing a wide spectrum of political visions. Probably the most intrusive and impactful federal legislation ever and hardly anyone writing about it seems to feel compelled to actually read the legislation before explaining what it will do. In school a false Cliff Notes explanation of a book is likely to get a failing grade and an inquiry into cheating. In public policy and journalism now, creating false beliefs about transformative legislation seems to be all the rage. I guess it is to be expected that legislation seeking to physically reengineer the human psyche using behavioral science research would also use a bit of that research to create these false, or simply incomplete, talking points being used to describe the legislation.

If that other “bicameral and bipartisan,” fundamentally transformative legislation from summer 2014-WIOA-was the federal legislation that no one who enacted it wanted to even speak of, its partner-ESSA-is the transformative statute that no one intends to describe accurately. Unfortunately though, the actual statutory language and its real purpose control what must now occur in P-12 classrooms. It lays out what has really been authorized for meaningful change at the level of our children’s minds and personalities. Remember that. Talking points and articles may influence how ESSA is regarded by parents and the voting public, but it has nothing to do with the actual required implementation. Because the points raised and language ignored have so much commonality article to article, I shifted the actual quote I pilfered for the title from ‘scientizing politics’, which is what I believe ESSA was designed to do, to ‘scientizing public policy.’

The reference to Orwell is not me being a clever wordsmith and trying to hype attention. There really was a conference in August 1984 (like his book title) in Cambridge, UK on George Orwell and the “potential for tyranny if the enterprise of politics is interpreted as being analogous to that of science.” I believe that is precisely what ESSA is designed to do. A huge number of reports I have read from the US as well as from all over the globe back that up. Recognizing that makes me want to at call attention to what is at risk and why it matters. This, I believe, is the true reason politicians of both parties and public policy types across the spectrum refuse to accurately describe ESSA. No one seems to want anyone to have much of a chance to recognize the purpose of all those euphemisms used in its language or the Red Herrings designed to be a cited focus.

What does it mean if politics is being falsely analogized to science? Instead of politics being about competing interests within a set of rules that values the individual, scientizing politics uses education and the law as its primary tools. These allow coercive implementation without consent from those actually bound and treat politics as a truth-discovery process. What’s the truth to be compelled for belief? I have warned before that there really is such a thing in political science as the Human Development Society. Karl Marx wrote about it and all its tenets are being put into place now legislatively via all those unread, except by me, provisions of WIOA and ESSA. That is not an ideological smear, but a factual recognition of the background of these ideas.

Whether widely known or not http://buildinitiative.org/Portals/0/Uploads/Documents/Four_Ovals_paper.pdf   lays out the federal/states framework of using federal money to intervene in meeting ‘needs’ from birth on. The two think tanks, AEI and Brookings, have recently published definitive plans called “Opportunity, Responsibility, and Security: A Consensus Plan for Reducing Poverty and Restoring the American Dream” that would also please Uncle Karl immensely. Notice that as much as certain groups have capitalized on criticizing that video of Congressman Tim Ryan saying social and emotional learning is to be the primary focus now of education, that cited paper calls for the same focus. Since I have already read that paper, I know that it makes it clear that the primary reason to have funding follow the student and vary in amounts based on categories of ‘needs’ at federal and state levels is a desire to force socioeconomic integration on all public schools.

I mentioned that goal last week at a program on Student-Based Budgeting and having it be portable like a backpack that was being put on by two Atlas Network members–the Reason Foundation and the Georgia Public Policy Foundation. Both acknowledged that was the goal, but it was a long way away. I pointed out that parents and taxpayers were not being told that was even the long-term goal in all the public programs around changing the nature of student funding. Following up on that discussion, I discovered that both Reason and the Cato Institute had published papers urging a shift in welfare policy to Universal Basic Income. In other words, the so-called Left and Right public policy makers seem to have agreed on implementing Uncle Karl’s vision with the only question marks being how much should be publicly provided vs merely publicly funded and provided under stipulated standards.

Since that apparent reality would probably not be politically popular in a world where a majority of Americans do want to close the borders and not work as a beast of burden for everyone who can physically make it here and then start having children, we get the very lies and misstatements about WIOA and ESSA and what they are really intended to accomplish that I have been noticing. As always when confronted with any attempt to politically install a false picture of reality in the minds of boys and girls and the adults around them, I turned  to a 1988 French book by Jean-Francois Revel that was translated into English in 1991 as The Flight from Truth.

Revel noted just how unusual it is to find people “who possess a taste for facts and an interest in truth.” He called it the “anomaly of intellectual curiosity” and since I have definitely been driven by that curiosity all my life, his descriptions seemed like a good way to describe what ESSA, its required Higher Order Thinking Skills and Understandings (HOTS), the embedded Competency-based education, the required behaviorally-oriented performance standards and assessments, etc. are all hoping to foster in the minds and personalities of the students who will be tomorrow’s voters.

“The power of ideology is rooted in a human lack of curiosity about facts. When a new piece of information reaches us, we react first by wondering if it is going to reinforce or weaken our habitual mode of thought…The ideas that interest us the most are not new ideas, they are ideas we are accustomed to. [or which preschool through higher ed intends to make us used to as Relevant, Engaging, and Culturally Responsive]. The prodigious progress of science since the seventeenth century prompts us to invest human nature with a congenital appetite for knowledge and an insatiable appetite for facts.

But what history teaches us is that if Man does indeed display an intense intellectual activity, it is above all to construct vast explanatory systems as verbose as they are ingenious-systems that induce mental calm by providing an illusion of global comprehension, rather than by encouraging us humbly to explore reality and to expose ourselves to unknown information. To grow and develop, science has always had to struggle against this primordial human tendency which surrounds it and combats it from within: indifference to knowledge.”

The refusal to describe WIOA and the deliberate inaccuracies surrounding ESSA build on that recognized general indifference to knowledge most people possess. As Revel recognized and so does every behavioral scientist and educator seeking to ‘scientize politics’ in the 21st Century: “Man’s major foe is deep within him. But the enemy is no longer the same. Formerly it was ignorance; today it is falsehood.” Those mental systems that can induce calm or motivate action from a deep, emotional level must be created by education under ESSA in each and every student.

Looking for that presence, and manipulating what is found as needed to create the desired dispositions and generalized knowledge and skills to be the future citizen a Human Development Society needs, is precisely what ESSA prescribes. It is what assessing for HOTS, personalized learning based on data, and ‘well-rounded learning experiences’ are all about. The entire concept of 21st Century Schools required to receive all that funding under ESSA goes back to another reason why education and the law are being used now to Scientize Politics without permission and with organized, active deceit from the public sector and its public policy advocates. We are being forcibly shifted from our historic emphasis in the West of a community organized around moral order to a moral community organized around shared common purposes.

ESSA, WIOA, and those reports I provided as examples above, all assume a shift to an “overriding community interest” where everyone’s designated needs must be met. Individual rights to pursue our own interests and, apparently, our own knowledge of actual facts, get trumped by the desire to plan people, places, the economy, and supposedly ensure economic justice for all, regardless of background or personal productivity. Again, since being honest about this shift and a widespread recognition of what the consequences are likely to be is simply not good for a political career or even fundraising prospects for the typical think tank, we get lies and descriptions of legislation based on talking points with no actual curiosity for the facts.

Education necessarily has to be altered at all levels to support this clear, but unheralded shift, because a society that locates its sources of social cohesion in moral community is “necessarily more vulnerable to shifts in attitudes and behavior patterns that might reflect individual departures from the shared purposes of the community.” At least we know now why a communitarian ethos and shared understandings just keep popping up in the required implementation of a Positive and Safe School Climate.

Everything from the Career Pathways requirements to the new descriptions of K-12 as Workforce Development to the mandate that all educational practices promote Equity and meet needs actually trace back to this shift to a moral community where:

“Persons are tied, one to another, by their common identification to the collective, with their shared sense of nationhood, race, class, or ideology.”

As an anomalous seeker of facts with an insatiable curiosity about the likely effects in the reality where we all dwell, let me be the first to point out that this has historically been a tragic path for any society to actively cultivate.

Just because our elected public officials have arrogantly voted to impose this vision on us using education and the law, with an assist on the falsehoods part from the media, doesn’t mean we have to acquiesce.

The way out, as usual, is the recognition of what is really going on.

Even is it is not a politically approved pathway anymore under federal law.

 

Greed as the Driver to Force Education to Create Socially Engineered Human Beings under Federal Law

The only good thing about the huge Every Student Succeeds Act (ESSA) dropped on Monday, November 30 that sailed through the House Wednesday evening, December 2, to move on to the Senate is that we finally have a truly fixed body of language to analyze. After writing my book Credentialed to Destroy: How and Why Education Became a Weapon back in 2012 examining the actual implementation and what its true effects would be, and now this blog dealing with real time subsequent confessions, I have joked that ESSA read to me as smoothly as if it were written in Latin and I was Cicero.

Before anyone jumps to the conclusion that my reference to greed is merely the Pay for Success language that is unmistakably there, let me say the Greed I am talking about is not just for Success or Social Impact Bonds. It is Greed for Compliance that permeates ESSA. What local school districts and governments as well as states must agree to do, in schools and to children, in return for those luscious federal dollars. First though here is a news release from a well-connected organization bragging that just the Pay for Success components of ESSA add up to $2 billion a year. http://results4america.org/press-room/press-release-michele-jolin-evidence-based-policy-provisions-essa-game-changer-federal-education-funding/

Results for America with its ties to President Obama’s Office of Social Innovation and Civic Engagement and Cass Sunstein’s Nudging initiatives along with the UK Behavioural Sciences Unit and its interest in cities (Remember my Learning Regions post November 11, 2015) http://www.bloomberg.org/press/releases/bloomberg-philanthropies-announces-first-cities-selected-to-join-what-works-cities-initiative/ . They also created a relevant vision back in March with Atlas Network member AEI. http://www.results4america.org/wp-content/uploads/2015/03/2015-3-18-Moneyball-for-Education-Report.pdf

The co-author of that report, Bethany Little, is a partner at the same Education Counsel that is tied to Clinton’s Ed Secretary Richard Riley. It was hired by the Common Core’s sponsor, CCSSO, to create the competency-based education successor for the Next Generation States pushing innovative practices. Not a surprise then to see that paying for Success or just Compliance with the same reading, civics, or math constructivism that political radicals who call themselves Social Reconstructionists have fought for decades to impose on K-12 (Chapters 2-4 of my book, which is how I recognized what ESSA described)  features so prominently in what ESSA really forces. The local school district, charter school or any eligible entity, wanting those luscious federal dollars to flow to their local economy (think of students as just the excuse), agree to do whatever is specified. Is that really returning ‘control’ to the states and local schools with just federal ‘guardrails’?

The answer of course is it depends on what those requirements are. In addition to the insights only my book covers that are now more pertinent than ever because of what is in ESSA, I think the best summary of what schools must do in return for federal dollars is contained in Title IV–21st Century Schools. Of course every state and school wants those funds so let’s see what they must agree to do. First, provide “access to, and opportunities for, a well-rounded education for all students.” Secondly, create “school conditions for student learning in order to create a healthy and safe school environment.” Lastly, provide “access to personalized learning experiences supported by technology and professional development for the effective use of data and technology.”

Anyone out there saying, “what’s wrong with that? Next thing she’ll be complaining about apple pie.” Here’s the problem. ESSA was trying very hard not to have any damnable sound bytes that might have stopped passage. Most of the egregious language in what passed the House or Senate originally is gone. Instead we get euphemisms. Fortunately for us Tyranny Busters with Axemaker Minds my research is like a glossary of euphemisms. Part 1 on well-rounded education is the UNESCO term used all over the world now to denote non-transmissive or examination type education. Instead education must now be geared to develop the human personality as a harmonious integrated being. (Tarbiyah calls this education for shakhsiyah (personality/identity) for anyone craving an explicit link to the previous post.)

Maybe not such a good euphemism then to fend off scrutiny from what is really being promised in return for federal dollars. Part 2′s promises also sound glorious and vague. Apart from implicating all the Positive School Climate and that nesting a la Matrushka doll model from the previous post, what do I really have against Part 2? Well, in researching that last post I spent time researching what is going on the UK. The madrassas there are terribly pleased about legislation adopted since 2000 imposing obligations of social cohesion and racial equality on every school and community. Ofsted is the inspector to check for school compliance in the UK and in 2009 they defined the legally required community cohesion that schools must also demonstrate as follows:

“…working towards a society in which there is a common vision and sense of belonging in all communities; a society in which the diversity of people’s backgrounds and circumstances is appreciated and valued; a society in which similar life opportunities are available for all; and a society in which strong and positive relationships exist and continue to be developed in the workplace, in schools, and the wider community.”

I know everyone reading will be shocked that this also fits with Intercultural obligations UNESCO adopted in 2004 and has now moved to force globally as part of its Rapprochement of Cultures decade and the initiatives from the last post. There goes the supposed ambiguity attached to complying with Part II’s obligations. How about Personalized Learning and that data obligation? That of course is where the true manipulation and reengineering of each student at a neurological level comes into play. I have written about this some and it is what my second book’s research covers in depth.

Luckily for us this  http://www.educationdive.com/news/new-measurements-promote-efficacy-of-personalized-learning/409798/ states Gates has spent $5 billion promoting personalized learning. Part 3 is not terribly ambiguous either in its intentions. This is especially true when the chosen evaluator Rand is also who the White House chose to create the Intrapersonal and Interpersonal Competencies it wishes to make the new focus of education. http://www.invisibleserfscollar.com/confessions-of-a-coordinated-cabal-intent-on-psychological-rape-with-impunity/

Rand was also the chosen evaluator for the federally-financed Change Agent Study in the 70s that was used to create strategies for effective implementations of the behavioral sciences in schools going forward. I am sure none of their Effective Schools template is embodied in ESSA.That would be why the new chosen statutory phrase is ‘evidence-based.’ It is how the compliance of the local schools is to be judged. Literally as in “is the school or district providing programs, activities, and experiences that comply with these listed objectives for 21st Century Schools?” Compliance and greed is how the Social Reengineering gets forced with hardly anyone, I suppose, truly aware of what Congress is mandating.

The real problem is the total reimagining of economies in the 21st Century by think tanks supposedly on the Right and Left, by governments at every level, and on a Bipartisan and Bicameral basis (as Congress is describing its support for both ESSA and 2014′s related WIOA (see tag)).  In a 2014 report called “Impact Investment: the Invisible Heart of Markets” the true vision of the 21st century global economy is laid out. This is what both WIOA and ESSA (as well as other legislation and programs) intend to quietly force on the US. It is to be quite lucrative as well for the insiders, foundations, and investment banks cited in the report. Would anyone be shocked to know Gates and Soros are both involved and all the UN entities and the OECD?

As former Obama Treasury Secretary Larry Summers is quoted as saying “This is ground zero of a big deal.” Under Paying for Outcomes, we learn that “impact-driven organizations need access to markets in order to generate income from the products and services they offer.” Me too, please. It’s thus not people creating a market for things they want. It is governments creating markets by mandating that every person in the world has a right to have their needs met. Think of impact investing as trying to monetize poverty for the benefit of politicians wanting political and social control and high-net worth individuals looking for a certain return. To quote:

“the largest markets, however, could be provided by governments paying for impact. There is an urgent need for a revolution in government purchasing, with paying for the successful delivery of specific outcomes at its core.”

Precisely what Ofsted looks for or Rand. What impact investing or as it is now called in the US–Moneyball for Government–needs is specific standards or measures of ‘success’ or when objectives have been ‘achieved.’  Can anyone say Common Core or Competencies? In fact, it was the constant recurrence of words used in both the House and Senate ESEA Reauthorization drafts that first caught my eye. This is also how charters, and whether they get renewed or the lucrative ability to expand at taxpayer expense, really work. Fascinatingly enough though the well-connected KnowledgeWorks that is tied to Education Counsel and thus Moneyball issued a frightening Forecast 4.0 this week. It not only made reference to Impact Investing as the “New Civic Funding,” it also mentioned under ‘Educating for Impact’ that “What if School Social Impact Scores became critical metrics for attracting funding, partnerships, and community engagement?”

It would also go well with a forced community cohesion mandate a la UK or all the communitarian obligations in Positive School Climate and Democratic Education too. There is a lot of information in this post so let me close with another document that came out today as the UN announced a “Global Alliance to Monitor Learning.” Interesting timing, huh? With ESSA just passing the House, but there is a mention of A4L. Not a lot of new acronyms in my world at this point, but that was one. When I looked it up http://www.uis.unesco.org/Education/Documents/assessment-for-learning.pdf , it showed me a Theory of Change that fits completely with what ESSA has just set up to send money to local communities in return for compliance with the UNESCO vision. The one no one locally has to even now about.

Quality Learning for all children and youth turns out to be first about Activities, then Intermediate Outcomes, Outcomes, and finally Impact. All in a document tied to the Brookings Institute and its sunsetting Learning Metrics Task Force. I wrote about LMTF and its use of Competencies and the nice Rockefeller Foundation letting them use its Bellagio retreat. That would be the same foundation that coined the very term ‘impact investment’ back in 2007.

How coincidental, huh? Behind a push globally along with others about using tax dollars to force “measurable social outcomes” including reengineered human personalities. Each to be primed and motivated for fundamentally transforming existing social, political, and economic structures.

Perhaps to a motto of Not Serfs Yet, we should add “And No Ambiguity Left as to True Intentions.”

 

Being Thankful We Know About the New Mandate of Student Success to Create and then Sway a Group Mind

Most years since I started this blog I have published a particular post originally called “Being Thankful for What We Know and Appreciating Why It Matters.” That message remains timely, especially given the gravity of everything I have laid out in recent posts. First though I want to provide a few updates since the last post. I had an opportunity last week to speak with Security Policy expert Frank Gaffney in a recorded conference call about the implications of what I had found in the Tarbiyah Project and how closely it aligns with the actual, to be mandated, meaning of success or achievement under the new proposed federal legislation. https://soundcloud.com/alice-linahan/women-on-the-wall-esea-and-the-the-tarbiyah-project

As I wrote in the last post, the alignment between the actual mandated implementation I covered so carefully in my book Credentialed to Destroy and what Tauhidi described was breathtaking and clearly no accident. I covered systems thinking extensively in that book, but although it was created at the troublingly ubiquitous Center for Advanced Studies in the Behavioral Sciences (CASBS), some of its creators were always connected to Michigan’s Institute for Social Research and Research Center for Group Dynamics. http://www.rcgd.isr.umich.edu/history/ Michigan is where Tauhidi received both his Masters and Doctorate and its School of Education has always been a national leader in shifting K-12 education toward the behavioral sciences. To truly make education into a science of human development it certainly helps that the current Dean Deborah Ball also chairs the Spencer Foundation Board of Directors.

That would certainly explain the alignment I found. Establishing the Group Mind and making it influential, then guiding, and finally motivating, as the definition of increasing Proficiency toward being an ‘Expert’ was laid out recently here.  http://www.epiconline.org/essential-skills-and-dispositions-development-frameworks/ Lots of influential entities there and 3 of the essentials are from 21st Century Learning: Creativity, Communication, and Collaboration. The 4th, Critical Thinking, has been renamed as Self-Directed Learning. That would be the same term Tauhidi used in his Tarbiyah Key Outcomes & Indicators. It’s probably not accidental that Tarbiyah’s Essential Learning of Noble Character and Moral Literacy is the Self-Directed Individual, especially since the other 3 Cs are also in various desired new personal character traits with their names in Arabic script.

Finally, Congress just released a Framework for its new ESEA legislation http://edworkforce.house.gov/news/documentsingle.aspx?DocumentID=399784 that also aligns with Tarbiyah and the goal of turning the student, at an internal, neurological level, into a designed, predictable system. That’s the ‘success’ within the legislation. I now have everything I need to prove those assertions after the legislation is passed and signed. Here’s the long-standing goal, taken from work on Burmese culture and Buddhist values, attitudes, and motivating beliefs funded by the CASBS with a shout out to Ralph Tyler, the creator of NAEP, the 8 Year Study, and so much more we still encounter today.

“Which brings us to the importance of this symbol for the integration of Burmese society. For it is through their reverence for this common symbol of a shared ego ideal that the Burmese, I believe, come to identify with each other, as Freud puts it, they ‘have put one and the same object in the place of their ego ideal and have consequently identified themselves with one another in their ego.’ [no individualism left as the West knows it] And this is how Burmese society achieves its highest degree of integration. To the extent that members of a social group identify with each other, to that extent is the group characterized by social integration.”

That would be why Black Lives Matter in 2015 and All Lives do not. With that let’s go back in time. Remember all we have covered since forcing a required Group Mind and also the 2014 passage of WIOA, giving all governments unprecedented economic powers for planning society.

I had actually outlined another barnburner story but the day before Thanksgiving is no time to serve up indigestion. So I thought I would write a tale of appreciating why individual liberty has mattered in the past and why Freed Markets resulted in mass prosperity would be a nice tribute. And I do not mean that in a Pollyanish sense. One of the books I am tackling this holiday week is Robert P Moses’ radical equations: Civil Rights from Mississippi to the Algebra Project. I want every child to learn to the best of their ability. I want to really appreciate the desperation that is driving this Equality for All even if it guts the economy philosophy. It is why I read what attracted Van Jones to the Green Growth Economy as a manifestation of his self-confessed preference for Communism.

I think the history lessons of the Predator State declaring its Goals for People and then using its powers to coerce are too easy to forget. It’s not an ideological preference. It’s a factual story. A repeated pattern once government reaches a certain size of the economy. I think history consistently bears out the truth of what Nobel Prize-winning economist Friedrich Hayek said in his 1945 lecture Individualism: True and False. I give extra credit for people who have first hand experience in what led to most of the great tragedies of the 20th Century. It’s called Walking the Walk and there is great validity to the hard-earned wisdom it imparts.

“There is all the difference in the world between treating people equally and attempting to make them equal. While the first is a condition of a free society, the second means, as De Tocqueville described it, ‘a new form of servitude.”

There is just no getting around the fact that government officials and their Business Allies deciding they get to fine tune personalities and reset Values, Attitudes, and Beliefs to guide an Individual’s Future Behavior is a 21st Century form of servitude. Especially when the inappropriately named Positive School Climate is now a tool to retrain each student’s filtering Mindset. The worldview they will use from now on as they encounter daily reality. With their preferred non-Axemaker Mind and habits grounded in emotion. All quite consciously cultivated and monitored.

But we now know all this up front and that really is something to be Thankful for. As an active pursuer of these plans and blueprints this is decidedly unauthorized knowledge that was not supposed to become available. A 2012 Deerstalker Gold Star Award for Me. The most common question I get from frustrated parents especially is Why? What I am saying simply rings too true with their daily reality to discount it. But why the Deliberate Operant Conditioning towards a Future that’s not really about prosperity?

Like I have said, I take great comfort in putting all this in its Historical Context and its real Self-Dealing Context. Because honestly that is where it belongs. So I am going to quote you a passage from Hayek’s 1944 book The Road to Serfdom (page 176 in my 2007 copy). He really nails the drivers behind making education miseducation. Notice he also nails down the frequent unholy alliance between government and the media. Simply refusing to report or cover accurately anything that might caste a poor light on desired government policies. My bolding and snark is in the brackets.

“Facts and theories [Sustainability, Man-made Catastrophic Global Warming, Diversity, Social Justice] must thus become no less the object of an official doctrine than views about values. And the whole apparatus for spreading knowledge–the schools and the press, radio and motion picture–will be used exclusively to spread those views which, whether true or false, will strengthen the belief in the rightness of the decisions taken by the authority; and all information that might cast doubt or hesitation will be withheld. The probable effect on the people’s loyalty to the system [Peter Senge just swooned that we so understand the essence of Systems Thinking and Why It Must Be Pushed] becomes the only criterion for deciding whether a particular piece of information is to be published or suppressed. [Benghazi; Actual Employment Numbers]

The situation in a totalitarian state is permanently and in all fields the same that it is elsewhere in some fields in wartime. Everything which might cause doubt about the wisdom of the government or create discontent will be kept from the people. [Hard not to think of Candy Crowley and that 2nd Presidential Debate]. The basis of unfavorable comparisons with conditions elsewhere, the knowledge of possible alternatives to the course actually taken, information which might suggest failure on the part of the government to live up to its promises or to take advantage of opportunities to improve conditions–all will be suppressed. There is consequently no field where the systematic control of information will not be practiced and uniformity of views not enforced.”

There you have the incentive of Government officials for using education for merely Competent, Mentally Hobbled Citizens. Especially ones who are being bred to see a Duty to the State. And the Business Angle. They are politically connected and want special privileges and protections from their Cronies. That’s not Capitalism though. It’s Mercantilism where there is no mass prosperity. It is what Adam Smith rejected as he accounted for Britain’s phenomenal 18th century economic growth.

So enjoy your friends and loved ones on this cherished American holiday. Whatever happens in education in 2013, we WILL understand what is really going on and what the likely consequences are actually going to be.

And that really is something to be Thankful for.

Minds, Souls, & Attitudes: Whistleblowing the Tarbiyah Project for Islamic Education Imposed for ALL Students

The multiple tragedies in Paris on Friday in Paris did not change the topic of the Conclusion of this Trilogy. The ramifications of a document that came out of my UNESCO Lifelong Learning research, written by two Malaysian profs and presented at a 2011 Computing and Informatics Conference in Indonesia,  http://www.icoci.cms.net.my/proceedings/2011/papers/86.pdf is what has flushed out the other Ideology that fits 100% with the actual implementation I tracked first in my book Credentialed to Destroy, and now as additional details come into place, through this blog. By Ideology I mean in the cultural model sense used in the last post, but essentially it is the values, beliefs, and concepts a person sees the world through–the personal and social belief system or Worldview that guides individual and collective behavior.

The Arabic word for this is tarbiyah and it means education for Total Human Development, which is why its mandated practices and tenets dovetail so closely with that other M word that grew out of the political and human philosophy of Uncle Karl. I had never heard the word before yesterday. I had planned to write about the still troubling hijacking of acceptable religious belief systems using the secular K-12 classroom as laid out in an atrocious UNESCO/ UNICEF report sponsored by the Arigatou Foundation called “Learning to Live Together: An Intercultural and Interfaith Programme for Ethics Education.” Looking at that long document and its recommended activities and project-based learning and role-playing experiences, it was obvious this global targeting of each student’s values and beliefs, whatever their religion or lack of it, was already in place in various mandates I have covered.

I had pulled that ICOCI “Visionary Model of an Islamic Learning Community” in part because it had a nesting graphic that worked like a Russian Matrushka doll with the student at the center just like the Aspen Institute wanted in that “Students at the Center of a Networked World” report created by a Task Force Jeb Bush disturbingly chaired. It extends outwards to classroom, school, community, and workplace, and then global, so it also fits with something a psychologist named Urie Bronfenbrenner developed. The C3 Social Studies Common Core Framework already hypes BEST (see tags), which also fits with the Learning Cities/ Regions emphasis from the last post. So not only did the push not seem limited to Islamic communities and countries, the link mentioned that Learning Communities, which we already know are to be required in US schools under the definition of what constitutes being an Effective Principal (see FCL tag), are based on a concept created by the founder of the Muslim Brotherhood in 1943.

Saturday morning then, I decided to reread that link carefully, and it said that the late Hassan Albanna used usrah as an education medium laying down its three components of knowing each other, understanding each other, and helping and caring for each other. I am leaving out the particular Arabic terms although these, and usually the symbol from Arabic script and a verse from the Quran, are consistently provided throughout every component of anything involved with this Tarbiyah Project.

Before anyone thinks I have to go to the other side of the world to track this, Tarbiyah was created by a native of Philadelphia, Dawud Tauhidi, who “embraced Islam in 1972. He studied at Lehigh University and later studied Arabic” at U-Penn. In 1980, he graduated from the famous al-Azhar University in Cairo where President Obama chose to go to address the Muslim World. His degree was in Usul ad-Din and Tauhidi’s masters and PhD in Islamic Studies are from U-Michigan. The Tarbiyah Project materials frequently cite to Michigan ed standards said to reflect the Project.

Now we could stick with that 2011 link which tells us “ICT will play a role in helping the democratization of the usrah system” so we can keep its tenets in mind as we look at various digital learning initiatives. I can look at the various prescribed features of the Tarbiyah Project and recognize the complete alignment with what is being mandated for US classrooms in NCLB waivers, Positive School Climate XO’s, civil rights laws, etc. Most of my regular readers and anyone who has read my book will be able to as well. Phrases like ‘continuous improvement’ that are what every administrator and anyone involved in student and school accountability track verbatim.

I have also tried to explain the focus on concepts and the desire to internalize what students will then use to guide perceptions and interpret daily experiences. Not only is that a component of Islamic education for holistic development of the Whole Child so they will learn to “be Muslim,” there was even a reference to the term ‘Enduring Understandings’. It has a tag as does its creator Lynn Erickson. Tarbiyah and Tawhid state that the heart and its transformation are to be the ‘core of education.” Anyone remember the subtitle of Erickson’s book on Concept-driven education? Stirring the Head, Heart and Soul. Did the Georgia Social Studies teachers down at the State DoE in 2009 receiving Conceptual Development training under a Bill Crenshaw know they were being trained to provide Islamic Education consistent with Tawhid (Spiritual Literacy) and Tarbiyah? Probably not and I doubt if the overpaid administrator knew either. That’s the beauty of K-12 globally now. People are pushing concepts they do not know the background of because there’s a lucrative job there, promotions, pensions, and frequently being a Change Agent through curriculum was the whole basis of the education doctorate.

And in it comes with virtually no one having the knowledge or incentives to look further. Did you know the Tarbiyah Project also likes to use that tired metaphor about education needing to move beyond the ‘factory-model’? With the name of the creator and project it will be easy to pull up lots of reports now, but this is too important to have to take Robin’s word for the alignment. Would you believe that in 2014 the US-China Education Review, perhaps excited about the implications of the 2013 Beijing Declaration and Learning Cities from the last post, published an article called “Revisiting the Concept of an Integrated Curriculum and its Implications for Contemporary Islamic Schools.” Again we have Malaysian profs who probably assumed they were talking among like-minded insiders.

It cited to the ‘Tarbiyah Project’ of Tauhidi and how it is an “entire curriculum approach” that can become embedded through standards and “involves integrating Islamic knowledge into every subject of the curriculum and, hence, the inevitable need to rewrite the curriculum.” This integration, which deplores self-contained subjects like algebra or chemistry, also goes by the name ‘Islamization of knowledge’. It “mainly involves integrating all subject disciplines into the Islamic Weltanschauung.” The German phrase for Worldview as the new focus of education.

So when you look at the Tabiyah Framework and its Universal Concepts, remember that the Next Generation Science Standards, with its CDIs-Core Disciplinary Ideas and CCCs-Cross-Cutting Concepts and themes, fits fully with what Tauhidi laid out. Maybe just in time for Bush 43 to allow the US to rejoin UNESCO. Anyway, evaluating Tarbiyah against the Common Core and competency-based education is so much easier with the boast that the Tarbiyah Project:

“promotes the inspiration and transformation of students through the process of teaching and learning in order to transform the world in the future. It has integrated the national curriculum with Islamic principles and output of a ‘brain-based research’. Hence, it avoids pure rote learning and makes learning more meaningful using students’ ability to think and comprehend.”

So the so-called Thinking Curriculum is consistent with Tarbiyah as are all the SEL and Whole Child Initiatives. Anyone reading the Overview should also remember the New 3 Rs of Rigor, Relevance, and Relationships because all are mentioned repeatedly as well. They even make it into Essential Learnings and Key Outcomes and Indicators that formative and summative assessments will be looking for and creating through Project-based Learning and cooperative projects.

Unless the pending reconciliation of the House-passed Student Success Act and the Senate-passed Every Child Achieves Act no longer reflects the language of either bill, the forthcoming ESEA Rewrite will be enshrining the fundamental concepts, values, beliefs, and attitudes of what it means to act as a Muslim per the Tarbiyah Project into federal law. Making the implementation point the states and local schools means nothing as Tarbiyah also fits so well with the Learning Cities/Regions focus that first brought it on my radar screen. Remember Chapter 7 of my book where I made the title about the Common Core always being about changing Values, Attitudes, and Beliefs? Here’s an enlightening quote:

“The ultimate aim of this Islamic education is closely related to character building, i.e. producing an integrated Islamic personality that requires Islamic values as its foundation. Hence, these two elements, i.e., beliefs and values, should be considered as key elements in the implementation of the Islamic integrated curriculum.”

What are those values? Well, the ubiquitous communitarianism we have located everywhere from what makes a Positive School Climate to what are Career Ready Practices is a key component. Tarbiyah is noted in footnotes as being consistent with Bloom’s Taxonomy and Howard Gardner’s Theory of Multiple Intelligences. Tarbiyah was not mentioned in any of the Rapprochement of Cultures materials I read or in the Learning to Live Together required practices and activities for the classrooms, but they all fit like puzzle pieces assembling a photo vista once we know about the other initiatives. Remember how the purpose of the creator of a theory or practice comes in even if the implementer is unaware?

Islamic values and beliefs, Tauhidi and these cited others say, thoroughly permeate what is being required and implemented in the US and globally under a myriad of names. I have used tags and Proper Nouns for phrases to bring some of these out. In a world where people can be shot for drawing cartoons or anything maligning, I am reluctant to quote all of the references in the Tarbiyah Project documents and appendices to the Prophet, Quran, quotes from verses, or further Arabic names for what is desired to act as a Muslim instead of knowing about Islam. The Tarbiyah Project aligns with what is already being imposed, including the kind of dramatic change in pedagogy and instructional practices laid out by the Ultimate in American insiders here last week.  http://www.gtlcenter.org/sites/default/files/Using_New_Assessments_Educator_Evaluation.pdf We can all wish that a focus on Student Growth and the required Effective Teaching did not align so well with Tawhid and Tarbiyah.

How can free people survive in a world where the required practices all trace back to either Marxist theory for an ‘all needs met’ society or Islamic theory? In the Learning to Live Together report that was to be the basis for this post, the UNICEF/UNESCO writers make it clear just how regulated people are now to be to fulfill the UN’s agenda. No deviations or amendments allowed and they even said that.

It’s a one-way street though where the beliefs and perspectives of some groups and religions must be respected, while K-12 education deceitfully wipes out any religion, beliefs, or values that venerates the individual.

At least now we do not have to wonder why strange stories about required Mosque field trips and forced studies of Islamic pillars just keep cropping up.

Now let’s see what sunlight can do to this planned transformation without consent. It should trouble us all greatly that Tauhidi cited Abraham Lincoln’s famous quote about whoever controls school curriculum being in charge of the forms of government in the next generation.

Hopefully not, for all of our sakes.

 

Harnessing the Willingness of the Populace to Fill its Role in These Plans Via Deceit at all Levels

Part Two begins with the UNESCO General Conference meeting in Paris that last week enacted what it already abbreviates as FFA–Education 2030 Framework for Action: Towards inclusive and equitable quality education and lifelong learning for all. UNESCO is celebrating its 70th anniversary at this meeting and fully intends to use “Quality Education” to achieve its long time agenda of “Building Peace in the Minds of Men and Women”. That’s what Rapprochement of Cultures and Human Rights Education were about from the last two posts. I happen to have the up-to-date official definition of Quality Learning at the ready for us:

“there is an acute need to foster skills, values and attitudes that will enable people to overcome religious, linguistic and cultural differences, to coexist peacefully, and to discover shared human, moral and ethical principles…we attach great importance to enhancing quality in learning by..raising awareness of shared moral, ethical and cultural values, and promoting tolerance of differences [at least certain kinds of differences as the Oregon bakers discovered].”

It is that internalized belief and value system we all have that is being consistently targeted, isn’t it? They do intend to build peace at the level of the mind, or at least prevailing perceptions that it is possible. To discover why let me introduce you to a new definition of ‘culture’ and something I had never heard of–Cognitive Anthropology. See where footnote surfing gets us? To quote a cited book, Cultural Models in Language & Thought, “this school of anthropology came to stand for a new view of culture as shared knowledge [hence the boldfacing above]–not a people’s customs and artifacts and oral traditions, but what they must know in order to act as they do, make the things they make, and interpret their experiences in the distinctive way they do.”

Sound familiar? That’s what Competency gets at, what Higher Order Thinking Skills assessments evaluate for, what the Maker Movement and Project-based Learning have students emphasize, and what the local school administrators mean when they hype ‘quality learning experiences’ for all students. When the White House Summit this week on reimagining American high school showed a film Most Likely to Succeed   touting High Tech High in San Diego http://mltsfilm.org/ they were pushing a vision of education developed by cognitive anthropology research. The title of this post tells us why. Education–preschool, K-12, higher ed, and adult–is looking for “insight into those conditions under which cultural models [what Quality Learning internalizes. See above] are endowed with directive force and hence with ideological potential.”

Gulp. The essence of the phrase “sustainable development” is finding cultural models that can be internalized as values, beliefs, and attitudes that will reliably guide and prompt desired future behaviors. If that sounds authoritarian, it is. It fully intends to rely on ‘statutory enactment’ and ‘political regulations’ to be binding, but those things and ‘financial incentives’ cannot carry the load fully. Education for All throughout a lifetime, from cradle to grave, is needed to always be malleable and subservient to political power. No rebellions and no resentment, at least not overtly. In what may be my all time favorite phrase taken from a 2006 book Learning Cities, Learning Regions, Learning Communities: Lifelong learning and local government,  written by a professor and UNESCO consultant Nicholas Longworth:

“Top-down authoritarian structures are no longer in vogue and leaders in cities and regions will need to know how to harness the creative energies of thousands of people for the good. Shakespeare’s ‘tide in the affairs of men’ becomes also a tide in the affairs of local and regional authorities.”

Remember this as your Congress Critter or Senator Lamar Alexander hypes the ESEA Rewrite returning power to states and local districts and schools. Remember it as your State Governor files his WIOA plan, with its state and local boards, with DC. This is all consistent with the UN vision for achieving its 2030 Dignity for All agenda via Learning Cities and Learning Regions. The FFA mentioned above says so. We may not know any cognitive anthropologists or behavioral scientists, but the UN does, and it knows:

“Social life depends on the fit between what is socially required [see above and previous posts] and what is individually desired [Quality Learning games this]. So, too, the designs of those who would rule society and those who would benefit from this control over others, depend upon the willingness of the populace to fill its role in these plans. Therefore, states and other agencies promulgate ideology [Equity for All; Catastrophic Global Warming] persuading people to do what they otherwise might question or resist…To be successful, ideologies must appeal to and activate preexisting cultural understandings [Quality Learning again]…to be convincing, an ideology must pose as either legitimate or inevitable.”

Now we know why Outcomes-Based Education just keeps coming back as my book laid out and as a speaker from the well-connected Georgia Partnership for Excellence in Education confirmed just last night. The stipulated outcomes are what can ‘grip us’ and act as an internal compass as Human Rights Education called it. That FFA stated that “Education is at the heart of the 2030 Agenda for Sustainable Development and essential for the success of all SDGs.” Front and center and running through everything, crucial to education, beginning ‘at birth’ and continuing ‘throughout life’ is the ‘concept of lifelong learning.” This time it is FFA bolding that phrase and luckily for us the footnote is on that page and not at the end. It was all-encompassing though and sent me scurrying for the cited technical paper. That’s when the Learning Cities and Regions came rolling out so here’s the quote:

“In essence, lifelong learning is rooted in the integration of learning and living, covering learning activities for people of all ages (children, young people, adults and elderly, girls and boys, women and men) in all life-wide contexts (family, school, community, workplace and so on) and through a variety of modalities (formal, non-formal and informal) which together meet a wide range of learning needs [what new state funding formulas all seem to emphasize] and demands. Education systems which promote lifelong learning adopt a holistic and sector-wide approach involving all sub-sectors and levels to ensure the provision of learning opportunities for all individuals.”

I was a history major and I recognize a variant of Mussolini’s infamous definition of Fascism, even if the State force is divvied up at multiple levels from the global to the local all the way to an insistence on student-centered learning: “All within the State, Nothing outside the State, Nothing against the State.” Remember authoritarianism is not rejected, just any perception of a top-down, centralized imposition. When I found that Lifelong Learning Technical Paper, it revealed a supposedly binding set of documents from 2013 called the “Beijing Declaration on Building Learning Cities” and ” Key Features of Learning Cities.” Locating these and reading through them it became apparent that I had been living through and attending meetings clearly implementing this Learning Region agenda. No wonder I accidentally learned so much as my book pulled together in alarming detail.

I now know that for sure and not just by inference because a few days ago the San Francisco region issued what it called the Roadmap http://www.bayareaeconomy.org/report/a-roadmap-for-economic-resilience/ that fits with every tenet aspiration of a UN Learning Region down to wanting to create a public-private partnership of elected officials and civic and business leaders to guide an Economic Development partnership that would be qualified to access federal funds as one of the 380 duly-qualified Economic Development Districts. Lots to build Learning Cities and regions on, huh? The report thanked those that have gone before and listed Atlanta, Chicago, Seattle, DC, and Los Angeles.

Between the last post and this one I went out of town and part of that trip involved driving Interstate 75 through Dalton, a reminder of the Aspen/fed Communities that Work Partnership http://www.aspenwsi.org/communities-that-work/overview/ that just commenced. WSI is Workforce Strategies Initiatives because in Learning Cities and Learning Regions, we all know that K-12=Workforce Development=Economic Development=Living itself under that definition of Lifelong Learning. Get enough physically juxtaposed regions and cities in one federal program or another, including Community Broadband that the close-by Chattanooga just issued bonds to finance, and our Learning Regions start knitting into a Learning Society committed via the law and education to Lifelong Learning–everyone, everywhere, all the time.

Quickly as I am running out of time, at the end of September 2015 a Second Learning Cities Summit was held in Mexico City and it set out the above as Guiding Documents for cities and regions to formally join the UNESCO Global Network of Learning Cities. Maybe our mayors or city council members do not plan to tell us though and simply go to conferences like PolicyLink’s October Equity Summit in Los Angeles where the principles are all asserted with federal officials mixing with local and with community organizers, implementing a global agenda without telling us officially.

Maybe the recognition comes from something like an ASCD Whole School Whole Community Whole Child Poster http://www.ascd.org/programs/learning-and-health/wscc-model.aspx once we know about the Lifelong Learning/Learning Region formal agenda and seeing how it fits like a jigsaw piece to a puzzle. When we read about “more collaboration and partnerships with families, industry and business, voluntary associations, people active in cultural life are needed,” we need to recognize this is not just some random public spiritedness and desire for collaboration. It derives from official global policy for a new kind of cultural model internalized within the mind and personality.

We will close with the aspiration laid out by the Chinese Vice Premier at the 2010 Shanghai World Expo that this UNESCO agenda of Lifelong Learning is to “facilitate the comprehensive and personalized development of each and every individual.” Now take the top-down authoritarianism rejection and marry it with the bottoms up intent of Human Rights Education. This is Part 2 of a Trilogy, remember?

The Key Features Framework has a Greek Temple graphic with Sustainable Development across six pillars that basically summarize elements of the vision as the Major Building Blocks of a Learning City and three steps laying out the needed fundamental conditions. The left side of the pediment at the top is “Individual Empowerment and Social Cohesion.” Get it? The collective is what empowers the individual, even if it is only an entitlement to basic skills. The right side joining it is “Economic Development and Cultural Prosperity.”

Now would be a good time to remember it does not say Economic prosperity. It would also be a good time to remember that new definition of Culture the Cognitive Anthropologists created set out above.

 

 

 

 

Bottom Up Peace Built By Education From Below Within the Student’s Mind and Emotions

This is the start of a Trilogy where I cover precisely how the Rapprochement of Cultures, Human Rights Education, and Education for Democratic Citizenship as envisioned by the UN entities, make it all the way to your local school, public or private, and your child’s classroom, without anyone recognizing what is really going on. In the materials that back up this and the remainder of the Trilogy there is not a single mention of the International Decade of the Rapprochement of Cultures. As we will see though, RoC fits invisibly with everything being required. In fact, so does fedEd’s recent insistence that a biologically intact transgender boy must have unfettered access to a high school girl’s locker room. It also is a currently undisclosed initiative tied to the likely 2016 Democratic nominee for President financed while she was Secretary of State.

The phrase “Bottom Up Peace Built From Below” is straight from the RoC materials and the remainder of the title fits with how to do it. To show just how long this has been sought in a way that feeds into the timeline in my book Credentialed to Destroy, let’s go back to the Democratic Education book then Princeton prof Amy Gutmann published in 1986.

“Teachers typically resist changing their teaching methods, often on the well-intentioned misperception that their obligation is to impart knowledge, not to develop the moral character of their students.”

What kind of moral character then is the new purpose of education and the schools and so crucial that parents must not be allowed to somehow ‘exempt their kids’? Character that will allow each student to recognize each other as equals “for deliberating and thereby participating in the democratic processes” for restructuring society going forward. That was Gutmann’s vision long before she became President of the Ivy League, U-Penn. The purpose of Preschool to higher ed for her was to create a “common set of democratic values that are compatible with a diverse set of religious beliefs.”

Democratic Education is all about ALL schools helping to “develop the cooperative moral sentiments–empathy, trust, benevolence, and fairness.” She goes on to cite the same John Dewey I cover in Chapter 2 of my book because of his ideal of a school “whose aim is ‘not the economic value of its products, but the development of social power and insight’ pointed to such a morality” in each student.  The presence of such values, cooperative sentiments, beliefs about others, etc are the very learner ‘outcomes’ to now be assessed by schools. How do I know for sure? Last week as part of that Youth Summit and in preparation for the UNESCO General Conference that opened this week in Paris, UNESCO and friends published a rather graphic report Curriculum Development and Review for Democratic Citizenship and Human Rights Education to lay out plans to force EDC/HRE into every subject in every classroom all over the world.

In the bibliography at the end is a cite to a 2014 report called “Teaching Respect for All Implementation Guide” that caught my eye since I had just written the Rapprochement of Cultures post. Found it with UNESCO profusely thanking the US Department of State for “their generous financial contribution and continuous support in the development of the Teaching Respect for All project” that launched in January 2012. Maybe promoting HRE was more important than Benghazi security, but the always italicized Teaching Respect for All was financed and launched by Hillary or her subordinates.

Want to know what its definition is on what constitutes ‘individual achievement’ by a student? In the lead-in under “Part 1-Set of Key Principles for Policy Makers” is the definition that “through education” students will demonstrate the “acquisition and application of awareness, knowledge, skills, and values for the sake of a peaceful society in which individuals treat each other with respect.”

Those are not personal characteristics for students to acquire in addition to math, science principles, historical knowledge, or literature enjoyed for its own sake. ALL school activities are intended to create themes, practices, values, and beliefs needed for “learning to live together as one community.” Amitai Etzioni must be beside himself at what Bill and Hillary have been up to now using their power, influence, and our tax dollars. Remember UNESCO Director-General Irina Bokova and her admission that education was about promoting ‘scientific humanism’?  http://www.invisibleserfscollar.com/decreeing-the-interdependence-of-environment-economy-society-and-cultural-diversity-in-the-21st/

A quote from her at the launch of TRforA (its new acronym) leads off “Part 2-Set of Key principles for Headteachers [Principals in the US] and NGO Managers” that “building respect in and through education [is] ‘essential for promoting a new humanitarianism for the twenty-first century.’”  Yes, indeed, we have the US State Department, under Hillary and President Obama, underwriting HRE globally and quietly in the US to “enable the education system to fulfill its fundamental aims of promoting the full development of the human personality [a term straight out of Uncle Karl when translated into English] and appreciation of human dignity, of strengthening respect for human rights and of delivering a quality education for all.”

In addition to the focus on Competency and values, attitudes, and beliefs laid out in detail in my book as the real Common Core implementation, this HRE mandate gives the rationale for fed ED suddenly determining in April 2012 (just months after launch) that IDEA be read to require PBIS and other positive psychology interventions in all classrooms with all students to avoid stereotyping. It also fits with the push to issue an Executive Order for Positive School Climate in late July 2012 and all the efforts to hype bullying and disparities in School Discipline offenses. Since I led with the transgender mention, let me quote the relevant part of the “key approaches necessary to successfully counteract discrimination.”

“Pupils and students may have multiple cultural, ethnic, and racial backgrounds, or understandings of their sexuality, which means that these forms interact. These attributes are best understood as real aspects of their identities and as attributes that may be open to change or new interpretations. Pupils and students have a right to self-identify with cultures, sexualities, ‘races’, genders, or ethnicities in ways that feel authentic to them. The authenticity of one’s identity should never be dismissed or seen as insignificant.”

That is the philosophy driving the fed Office of Civil Rights and it is straight out of the HRE we financed. If they have a copy, so should we, but since UNESCO links are quite unstable you will notice I just give titles. Education now, apparently from little tykes on, is actually about “strengthening mutual tolerance and cultivating respect for all people, regardless of colour, gender, class, sexual orientation, national, ethnic, or religious orientation/identity.” TRforA targets “learners of 8-16 years old, and aims to build curiosity, openness, critical thinking and understanding among youth learners, thus equipping them with awareness, knowledge, and skills to cultivate respect and stop discrimination on all levels.”

Even if it takes false narratives or the kind of manipulative mental framing put out last week with regard to STEM. http://www.frameworksinstitute.org/k12-stem-learning.html If you are like me and rather drenched in facts and logic, we can notice that what is an accepted identity and beliefs is not for everyone, especially high school girls unable to mentally cloak a boy’s visible genitalia in the assurance that only social constructions matter. If anyone hopes the reference to ‘critical thinking’ leaves some subject matter intact, the very use of the phrase ‘critical race theory’ and ‘pedagogy’ makes it quite clear how intolerant tolerance intends to be.

“Curricula must dedicate time to sensitive issues, such as discussing stereotypes and recognizing injustices. They must take a reality-based [I can hear some of you snickering from afar] and relevant approach, which recognizes groups’ histories of suffering and marginalization, and provides learners with the critical skills to react to discrimination.”

I am guessing this is where perceived Microaggressions and White Privilege come in and I am supposed to feel bad about being a bookworm when I was younger or teaching myself to read. I actually think that “Curricula should fully incorporate education to fight racism, xenophobia and discrimination at every level, rather than teaching these lessons as separate subjects” may do quite a bit to bring back what was called the Generation Gap decades ago as older adults wonder why young people are becoming such ignorant, self-righteous twits. We may never see the phrase a ‘Whole Child emphasis’ the same again after reading another key approach that “Going beyond cognitive skills, curricula should equip learners to learn about the issues as well as empower them to act in response to racism and discrimination. Learners need to receive training in conflict resolution and in speaking out against social injustice.”

We are all going to need training in conflict resolution if we have to listen to young people deliberately educated to feel both slighted and empowered to transform an existing world they neither understand accurately or appreciate. Since only quoting the Implementation Guide’s key approaches can reveal the true horror of what is intended in the name of school transformation and student success to be appreciated, here’s another: “A fundamental commitment to create an emancipatory culture of schooling that empowers all pupils and students. This includes practices that allow pupils and teachers to work together to acquire, analyse and produce social and self-knowledge.” And we wonder why we keep being told the change to a competency-based emphasis is needed to be ‘internationally competitive’. That’s a framing that works and explaining the true purpose would likely send us all into a frenzy.

I mentioned the “Curriculum redevelopment” paper release last week  so let’s close with some of the aims it was also up front about. “The wider aim of EDC/HRE is the establishment of sustainable and participative forms of democracy based on respect for human rights and good governance.” Those human rights principles are described as “non-discrimination, inclusion and participation, and the rule of law.” That’s an affirmative, anti-individualistic view of the rule of law http://gluna.wildapricot.org/resources/Human%20Rights%20Day%202014 /The%20Rule%20of%20Law%20in%20the%20Universal%20Declaration%20of%20Human%20Rights.pdf  that is necessary as Harvard Law Prof Mary Ann Glendon described it so that “human affairs are not forever destined to be determined by force and accident, but that they can be affected to some extent by reason and choice.”

Mary Ann is one of Amitai Etzioni’s favorite law profs for obvious reasons. Remember how my Chapter 7 pointed out the real Common Core implementation was all about changing values, attitudes, and beliefs? Remember how that is what learning now means as well? “Efforts to promote EDC/HRE involve the development of dispositions, extending beyond knowledge and skills to include behaviours and actions. research has shown that such dispositions are fostered through participatory and learner-centred teaching and learning processes…” that would be the real reason lectures and textbooks have to go.

Somehow I am sure the now ubiquitous explanation of the antiquated ‘factory-model’ of school is just another group-tested framing meme to alter prevailing behavior without opposition.

See you later when we take on Part 2 on how this is all coming in now and invisibly.