Heart-Core Learning: Not Left to Chance or Adult Therapy and Thus Reimagining What It Means to Be Human

Recently I have been writing fewer posts and talking more in between in the comments as I am inundated with confirmations in books and articles, going back more than 50 years, laying out a consistent vision. Books are the best means to lay out all the interconnections, but the toxicity of this vision and the clear determination to lock it in now at an undisclosed, and unforeseeable neural level, means I have to post red light alerts in the interim. Anyone else have a habit of watching the network news on a somewhat regular basis just to learn what the Powers-that-Be want us to believe about the world out there? That’s how I feel when I go through these explanations for the planned K-12 reforms hiding conveniently behind the Common Core banner. I believe I need to give everyone a heads up on connections like GEFF from the last post and all the various entities and initiatives that matter that are clearly tied to that Advisory Board.

In the comments to the last post I put up my original Bela Banathy posts from 2012. Those are pertinent to where we are going today that came out of the GEFF and ISSS connections. Before we move on I want to tie a crucial point from my book Credentialed to Destroy and these discussions and the current, actual classroom implementation. Remember the discussion of Transformational Outcomes Based Education and its links to Competency laid out in Chapter 4? Well, Bela Banathy worked under William Spady, the named Tranzi OBE co-creator, at the Far West Ed Lab in the 80s. They knew each other and Spady would have been quite familiar with what I have described in those two posts and what I am going to lay out today. Tranzi OBE in fact dovetails nicely with what are now being called by Rand and the White House as Intrapersonal and Interpersonal Competencies.

In other words, the ultimate social engineering Manipulation of the Brain and its synapses at a neurological level got to go on, despite bloodshed, with no one being the wiser. If someone noticed the fundamental shift it got attributed to Tranzi OBE without the broader agenda being understood. When the Columbine Tragedy occurred, Tranzi OBE and Spady were smeared and implicated. Spady moved out of the country to do similar work in South Africa and Australia and Tranzi OBE got renamed and broken into interconnected parts. The broader agenda went on. Nobody implicated Bela Banathy or the Laszlos or the Center for Advanced Studies in the Behavioral Sciences.

This is a quote from a 2003 paper Kathia Castro Laszlo (very involved at the GEFF Menlo Park conference) published called “Systems Science: Creating Transdisciplinary Knowledge for Conscious Evolution.” She talks frequently and forthrightly about the ‘human science’ that K-12 has quietly become in order to nonconsensually transform “social realities.” She excitedly points out that “humans do not need to be the victims of change–change can happen through us not to us” (her emphasis) and that we can “influence the direction of change through our intentions and actions.” Yes, using the guided perceptions created by the Cross-Cutting Concepts, Core Disciplinary Ideas, Enduring Understandings, and Understandings of Consequence, all coupled to cultivated responses grounded in emotions and deliberately created virtual reality images. Some freedom of choice, huh? A false perception of free choice when everything has actually been carefully manipulated, circumscribed, and controlled via the K-12 classroom.

Then, Kathia quotes Mihaly Csiksentmihalyi to say:

“for the first time in human history we can experience joy ‘while working for the most ambitious goal available to the human imagination: To blend our individual voice in the cosmic harmony, to join our unique consciousness with the emerging consciousness of the universe, to fold our momentary center of psychic energy into the current that tends toward complexity and order.’ Indeed, science and spirituality are coming together in the ultimate exploration of the meaning and purpose of human existence: Conscious evolution–the evolutionary phase in which a developing being becomes conscious of itself, aware of the processes of which it is a participant, and begins voluntarily to co-create with evolution.”

Now, I wish we could just consider such intentions to be poppycock, but the definition of Excellence in education as in Schools of Excellence and a civil rights obligation for Excellence and Equity tracks back to Csik’s definition of Excellence as combining what is desired, felt, and thought into action and behavior. Those two posts about Banathy all involve work he did with Csik that is linked to Columbine and Tranzi OBE, but stayed below the radar. We have Aspen Summits where Csik gets invited within the last 5 years and so do people from High Tech High. The 2004 ASCD System Thinking/ Chaos Theory/ ASC newsletter Patterns laid out a comparable quote from Csik about the “need for a new worldview” grounded “not in the traditionally taught evolutionary scenario dominated by competition and selfishness, but an understanding closer to the Darwinian one that sees cooperation and transcendence of the self as the most exciting parts of the story.”

Georgia has renamed what was its Common Core standards as the Standards for Excellence, probably without a politician in this state knowing where Excellence is actually going. The language about becoming conscious of itself is precisely what ‘reflection’ pushed by IB programs means. It is what Metacognition pushed by the OECD and a part of David Conley’s work on what the amorphous mandate “College Ready” actually includes. My point is that what may seem out there in terms of goals is getting written into statutes like the ESEA rewrites that passed Congress this summer or Charters that no one bothers to read. It is incorporated into mandated assessments that are being misleadingly called ‘tests’ to obscure the shift of K-12 education from the assimilation of knowledge into a human science to invisibly force transformational change.

Digging into Alexander and Kathia Laszlo’s work after what I had read that the well-connected GEFF planned to do turned up that about 1980 Bela Banathy began what he called Conversations on the Comprehensive Design of Social Systems. They took place regularly in Austria at a place called Fuschl and from 1988 on, in Pacific Grove, California, and those were called the Asilomar Conversations. At first they were centered on deliberately remaking the educational systems around the world, but gradually the aim became to redesign and transform social systems generally.

I have been digging through those records and all the confessions contained there, including that CASBS was tied to the infamous Tavistock Institute in London as is systems science generally. The 2012 ‘Conversation’, now moved to St Magdalena/Linz and held under the auspices of the now Gates Foundation-funded IFSR, laid out all the Tavistock connections and the desire to use Participative Design Workshops to push the education and social systems redesign agenda.

Now wonder people keep writing about going to a public meeting for discussion and feeling like they have been Delphied. In 2012 a Merrilyn Emery said in a keynote talk we were not invited to at the European Meeting on Cybernetics and Systems research that: “There is one other property of human beings and that property created the need for a genuinely open systems science: it is the demonstrable fact of consciousness defined as ‘awareness of awareness.’” So we never get invited to any of these meetings but their confessions, insights, and intentions do get incorporated quietly into the required assessments no one wants students to be able to opt out of, the adaptive software in their digital learning mandates, or the real definition of College Ready.

A paper called “Opportunity Lost: Teacher’s Union Reform-Past, Present & Future” reported that the concept of “Education by Charter” was first presented in 1974 to the same CASBS affiliate-the Society for General Systems Research–that would rename itself as ISSS in 1988. That would be the Tavistock connected entity. I have a copy of the Ray Budde charter paper that was finally published by an ed lab in that busy year of 1988. It’s all about the use of the Charter to lock in a vision of education that few would consent to knowingly and willingly. I was able to locate confirmation  http://www.gbv.de/dms/tib-ub-hannover/509668720.pdf that Budde remained tied to GSRT from this 1982 Annual Meeting in DC. Budde spoke on “Applying New Findings from the Neurosciences to Education” and Bela Banathy on “Perspectives on Education in Systems Methodology.” Both were listed in the part of the program on “The Study of Social Systems.”

Today’s title came from this most alarming K-12 vision http://smartblogs.com/education/2015/09/03/know-that-you-have-it-keys-to-self-driven-self-loving-self-supporting-education/ . I could recognize the ties between its vision and what I recognized as being part of what is being quietly mandated for all classrooms, including Whole Child Initiatives, Positive School Climate mandates, unappreciated definitions of mental health and well-being, and Mindfulness practices. I will come back to this in the next post as once again the extent of the interconnections among the true vision being mandated are hard to cover in a blog.

Getting back to what appears to be an impossible vision being mandated, please click through to the Game Desk website and notice who is funding this Heart-Core vision. When AT&T, the Gates Foundation, and the National Science Foundation are among the listed funders, you do not have to be the author of one well-documented book on education and be in the process of writing another, to conclude this is coming to a classroom near you soon.

This is a vision that already assumes we are “a collective” and “a society that grossly overvalues the mind over the heart.” It fits right in to where Csik, Bela Banathy, and the Laszlos, just for starters, have all said repeatedly they intend to use K-12 education to take us to.

In order to obstruct the use of K-12 education as a nonconsensual Human Science, we have to wake up to the reality of that very deliberate shift going on all around us.

With the United Nations convening on the Post-2015 plans for us building on all this later this month, there is no time to wait.


Dissecting the Carefully Constructed Plausible Narrative that Hides P-20′s Shift into Human Studies

Nothing like an unexpected injury to give us time to just read and reflect.In our category of another lost invite, there was the recent OECD “People, Planet, Prosperity” summit in Paris. Instead of a boat ride on the Seine and sumptuous food we will have to settle for the powerpoint online. I was struck by the statement of Tatiana Glad where she encouraged the attendees to “Look at government as a crowdfunded initiative for the good of the people. The question is what are the mechanisms we use. Are we using peer to peer mechanisms to figure out the answers to the sharing economy or are we using traditional mindsets and stifling it.”

Actually I have and will continue to assert that the OECD, like the UN entities, is using preschool, K-12, and higher ed globally as a means to stifle traditional minds altogether. The guiding focus appears to be what activities and classroom emphases can lock in the desired values, attitudes, beliefs, and behaviors in the student’s brain and central nervous system. Building on what the White House is touting as Intrapersonal and Interpersonal Competencies, the OECD is pushing and wants to assess “Skills for Social Progress: The Power of Social and Emotional Skills.” I am sure it is purely coincidental that the ESEA Rewrites mandate that very emphasis. So do charter schools under the contractual language that gets them approved now and renewed.

The OECD is a participant on the Advisory Board of an entity called Global Education Futures that has been holding alarming meetings this year in preparation for issuing a report on global directions in education at Davos next January. I suspect that will be another lost invite. We will cover GEF in a different post. I want to focus here on the active deceit going on around school choice and local control and how it directly connects to this global agenda. Also on the GEF Advisory Board is Tom Vander Ark, an education consultant who was previously with the Gates Foundation. On July 31, 2015 he wrote a story “10 Next Steps for EdLeaders: The Advanced Course” touting Fulton County in metro Atlanta as “inventing the future of learning.” Now I live in that cutting-edge district and that is not what parents are being told. They certainly are not being told that in twenty years all their precious children will be left with is highly manipulated neural structures and personalities and what GEF calls ‘existential competencies’.

Yet Fulton is a charter system the Heritage Foundation-affiliated state public policy ‘think tank’ touted as an example of ‘school choice’ ( I was there) even though the language of the charter spells out non-consensual psychological rape of the kind described in my book Credentialed to Destroy as Transformational Outcomes Based Education. I nicknamed it Tranzi OBE to keep the references shorter. It is all over Texas too as this 2010 report lays out. http://www.bobpearlman.org/Articles/Coppell_Shannon_Buerk.pdf We can also connect it to GEF via the March 2015 P21 Summit “Patterns of Innovation: 21st Century Learning in Action” because GEF touts P21 as a global exemplar and because Kelly Young of the Convergence Center for Policy Resolution Re-Imagining Education Project spoke at both the P21 Summit and the 2015 TASA Midwinter Conference.

She spoke in Texas with Michael Hinojosa who was also part of that Project along with the NEA, AFT, Heritage Foundation (except Stuart Butler skipped over to Brookings in mid-Project), and others while he was the Cobb County Super (next to Fulton) and while he was training local Texas Supers or aspiring to be a Super admins. He is now the Interim Dallas Super again and thus brings the GEF vision there when we trace these things all the way through.  It is also Hinojosa whose picture is up on the website of the Large County-Wide and Suburban District Consortium–Success At Scale–lobbying Lamar Alexander and Johnny Isakson and others over the ESEA Rewrite and letting local districts take the lead. That meeting on February 4, 2014 was the day after the White House meeting on Intrapersonal and Interpersonal Competencies covered in the last post. Coincidental? Awfully convenient given all these intersecting agendas.

The “Our Values and Priorities” link at that website, which again is intended to get at and change the orientation of the schools that are actually still working and retaining an academic emphasis, is full of references to the need for schools now to be driven by student learning goals set by “internationally benchmarked standards and expectations.” We are back to the OECD again then and the various UN pushes like UNESCO, IB, and the Learning Metrics Task Force that fit with the language in Lamar Alexander’s Every Child Achieves Act. This is again how the Local Becomes the Global, while GEF admits it is really Delocalization because so much education now is digital and embedded in virtual reality. The software writer is the real source of control over what will be targeted in the student’s mind.

In Chapter 4 of my book that covers Competency and Tranzi OBE I explained how these international assessments are tied to something called DeSeCo–Definition and Selection of Competences. The Consortium then is obliquely but surely binding all their member districts to the change the child through the schools vision. Those physiological changes require the kind of assessments described in the last post. They get at the internalized “reasons and motives, which are the equivalent in the world of mind of causal connections in the physical world.” Now where did that quote come from? That quote came from a 1979 biography of a 19th century German philosopher Wilhelm Dilthey: Pioneer of the Human Studies whose work greatly influenced John Dewey, many Karl Marx admirers, sociology and psychology globally, and the cybernetic vision for the mind.

It is Dilthey’s vision of creating an interdisciplinary Human Studies that is guiding so much of the actual Common Core implementation and the shift to Competency globally. It’s the why of the shift because Competency and Proficiency focus on student’s aims and interests. Students are encouraged to set goals and plan how to fulfill those goals. Student-centered Competency Learning really places the student on the menu and subject to examination and experimentation as data gets collected that gets at “real flesh and blood human beings who are in touch with reality through their sensations, feelings, thoughts, and acts of will.” That education data, even when not personally identifiable, is hugely useful and telling, and is part of a $31 million NSF ‘data-driven science’ initiative announced October 1, 2014.

All that education data gets at the internalized ‘sphere of mental processes’ so it can be known and then altered at will. The teacher need never actually know as the data flows from online assessments into district and state coffers and NSF cyberinfrastructure databases. Competency, which all these listed programs are driving at, assesses the “intellectual and creative capacity for abstract thinking, conceptualizing and logical reasoning which distinguishes man from other creatures” for each student and then begins to manipulate and change the activities to instill as few connections as is possible to carry out essential knowledge and skills.” The cyberneticians know the Axemaker Mind is an uncontrollable mind and hard to predict. That is unacceptable so we get Competency instead.

When I pulled the 2012 paper from one of the cited NSF education researchers I could recognize the intentional neural restructuring and how Core Disciplinary Ideas, Cross-Cutting Themes, Enduring Understandings, and the focus on no single correct answer wicked problems would all come into play. His paper though started off with how useful this would be to better teach reading and math and finally stop the “education wars.” He needs to read Chapters 2 and 3 of my book and recognize no one actually wants proper teaching because of the inherent ignition of the Axemaker Mind that comes from fluent phonetic reading. My point is that we are turning our students into guinea pigs in a gigantic global sociology project being administered at the local level of the school. Yet virtually everyone involved only knows a part of the story or is also being lied to.

Can you imagine if Competency and the Common Core were being pitched for what they really are–a social experiment examining what it means to be human? Administrators and politicians openly admitting a desire for neural changes at a physical level locked in for life and touted as Habits of Mind? We would have a riot at every school, including many of the privates and charters. So we get deceit, euphemisms, and redefinitions of common words and phrases no one alerts us to.

Except me. Throughout history governments have focused their desire for maintaining power and control over the transmitters of troubling knowledge–book publishers, radio, TV, textbooks, educators. Censorship and propaganda are their favorite tools. They are also highly visible tools that just reek of coercion. Invisibly instilling Habits of Mind at a neural level is subtle and effective. Making the student the focus of a Human Studies program and the Moral Sciences just like Dilthey envisioned is the best way to describe the nature of the data now mandated for collection in the various state preschool programs like Colorado GOLD.

Governments at all levels globally have moved beyond censorship and propaganda and decided, at meetings we are not invited to, to make the receiver of information their new focus. That would be the receiver better known as the student’s brain and personality.

Don’t we all wish this was science fiction written by Orwell instead of me documenting the connections and declared aspirations across the decades and continents?

We are getting the hype about Local Control and School Choice to obscure that the reality is the exact opposite.

Confessions of a Coordinated Cabal Intent on Psychological Rape with Impunity

Does that title sound too strong? I wish it did not fit the facts so well. From open admissions stating an intent to rewire students’ brains http//www.educationdive.com:/news/districts-turning-to-neuroscience-for-new-instruction-strategies/402553/ what is clearly coming seeks to fundamentally change who we are as people–from the inside-out. Before I start with the next mind-blowing revelations, let’s once again look to historian and political thinker, Kenneth Minogue, to help us make sense of what is no longer in dispute. In his chapter called “The Project of Equalizing the World” from his 2010 book The Servile Mind, Minogue reminds us that goals of Equity and economic justice turn “the vast majority of the population” into “materials to be transformed.”

Making the satisfaction of needs and mental health and well-being the new purposes of governments at every level turns the public sector, its employees, and their cronies into “a voracious octopus forever extending its tentacles into civil society and talking about partnership when the reality is unmistakably domination.” As Minogue concludes, and I agree wholeheartedly, “human history is very largely the story of despotic elites.” The ESEA Rewrites passed by the House and the Senate and the language in them seeking to manipulate the human mind, control likely future behavior, and track and alter emotions and the fundamentals of personality would amount to rape if it was sexual and accurately understood. These nonconsensual invasions do amount to psychological rape. That’s why there are so many lies and misstatements surrounding the legislation.

Politicians of both parties are dismayed by the character and values of people they believe they rule. They are keen to change us, but do not want to get caught out. So they either lie about the nature of what they are doing or simply do not bother to locate the truth. Either way we are supposed to be bound, ignorant of who and what is binding us. No one who has read my book Credentialed to Destroy remains unaware, even if the truth is painful. This blog now has several years worth of subsequent disclosures of the intent to use education to socially engineer the mind and collectivize society in the US and globally. Let’s expand on that now and all the deceit about “returning education to the states and local school districts” when all those involved keep openly discussing their coordination.

On February 3, 2014 the White House held a Workshop on what it called “Hard-to-Measure 21st-Century Skills” where a “select group of researchers, policymakers, practitioners, and funders gathered in the White House Conference Center to discuss the assessment of academic mind-sets, collaboration, oral communication, learning to learn, and other hard-to-measure 21st-century competencies.” Obviously none of us were invited nor do we work for the Rand Corporation, which has now been hired to develop such Intrapersonal and Interpersonal assessments. Unfortunately, Rand was very clear I had to get their permission to even link to their report so we will have to settle for me telling you about it. Hilary Rhodes of the Wallace Foundation was there though, which explains why their Young Adult Success Framework (July 1, 2015 post) fits with what I call developing the right kind of mind, personality, and behaviors as if people were Ervin Laszlo’s cybernetic systems.

AIR and ETS were there and Angela Duckworth of Grit and Perseverence fame along with Growth Mindset’s Carol Dweck and the OECD and UNESCO-sponsored Center for Curriculum Redesign’s Charles Fadel. David Conley was there–Mr Champion of the inclusion of Non-Cognitive Skills that did make it into the Every Child Achieves Act language and Creator of the misleading phrase College Ready for the Gates Foundation. They were there too as were the Spencer, Hewlett, and Ford Foundations.

I am afraid I do not know what anyone had for lunch or whether it was even provided, but everything else calling for “the development of student learning profiles and other methods that allow students to demonstrate proficiency in ways that are meaningful for them” was laid out in Appendix A of the Rand Report. Come to think of it that meaningful quote from the Appendix on the policy desired sounds like what Laszlo called the “subjective mode of comprehension” needed to turn people into engineered cybernetic systems suited for collectivism.

On July 30, 2015 in DC the National Academy of Science is having an open hearing on Assessing Intrapersonal (internalized in the brain and personality) and Interpersonal (how we get along with others and interact with our physical environment) Competencies. Discovering that is what led me to the Rand report and that White House workshop and the fact that on January 5, 2015 the National Science Foundation (#1460028) funded a study “to determine the best available methods to assess student skills in teamwork, communication, self-regulation of behavior, academic tenacity, and grit. These skills, also known as interpersonal and intrapersonal competencies…” Now if we go back in time to how the systems thinkers and cybernetic aspirants described their model of how education could be used to reengineer people from the inside-out, the phrase most commonly used in books from the 60s was “self-regulation of behavior.”

No wonder I see the cybernetic model thoroughly permeating how the Every Child Achieves Act will affect students. Now with the confessions from the language used in that NSF Behavioral Sciences grant and our knowledge of that White House Workshop, we can see the White House actively coordinating with everyone likely to fund or direct assessment in every state and school district to make sure everyone is on the same page in their vision. That’s NOT letting states and local schools decide. It’s forcing everyone to implement the same Reengineer the Mind and Personality to Control Future Behavior Model.

We got more proof of active coordination last week and a concern to make sure all layers of government are using all the “levers” of control they have to force a common vision in another federally-funded report on “Transforming Educator Preparation to Better Serve a Diverse Range of Learners.” http://ceedar.education.ufl.edu/wp-content/uploads/2015/06/Promises-to-Keep.pdf Nothing like trying to use federal civil rights laws and the Individuals with Disabilities Education Act to force states and schools to use “developmental learning progressions” for ALL students and that teachers understand “the role of self-determination and self-regulation in learning.” There’s that phrase again and if we go further into the underlying 2012 report, we get to read about the two sponsors of the Common Core, the CCSSO and NGA-the National Governors Association (governors appoint state school chiefs now in most states), agreeing to use all their authority to force chiefs, teachers, local school districts, and anyone else they can bind to implement the 21st Century competencies vision.

After citing the Holmes Group Report from 1986, the Carnegie Task force from the 80s, and John Goodlad’s work, all of which I covered in my book explaining what the foundations for the real implementation were, the CCSSO report Our Responsibility, Our Promise: Transforming Educator Preparation and Entry into the Profession stated explicitly that “If we put aside our turf protection, find ways to collaborate effectively, and focus on what we must do for students to make good on our promise, this time we can be successful.” This time we will finally impose the cybernetic model of reengineering our students at the level of their minds and personalities. Any teacher not on board with that model or principal will no longer get licensed to enter the profession. Those who refuse to change will not be able to keep their licenses. “Student cognitive development” must be the new focus of the classroom and using “data to drive instruction” to change the students in the ways desired.

Backward mapping in the desired traits, beliefs, dispositions, and behaviors and then ultimately assessing them as Intrapersonal and Interpersonal Competencies or Higher-Order Thinking and Understanding. Assessments now for teachers or students are seen as tools to drive behavioral change. No variation among states or types of schools is ultimately where all this is going. The next post will also cover this theme of all the active coordination going on to push the same cybernetic vision and to cooperate with the global collectivist vision pushed now by UNESCO and the OECD. Before I close I want to point to a recent IBM paper “The future of learning: Enabling economic growth” being pushed by the Center for Digital Education. Now that entity is a subsidiary that takes us straight to mayors and local government officials pushing an expanded view of what their roles should be in building the society of the future.

More coordination, in other words, around the same politically-directed at the local level reimagined society and economy. That’s the real reason and context for “adopting analytics and promoting vision of personalized learning.” It creates the needed citizen suitable for a collectivist society. After the IBM disclosures of their vision of education and the world as a “system of systems” in my book, it is so exciting IBM is touting that “social analytics can provide insights from the interaction of students with social media sites, resources and peers to gauge levels of engagement in learning.” Because let’s face it, the ‘engaged’ student is easier to reengineer from the inside-out. How exciting that companies and public officials wanting to maximize political control will also have access to “Integrated student processes [that] will transcend individual institutions and allow for the exchange of student data, learning programs and outcome metrics.”

All that exchanging by the way and results of mind reengineering would be fully authorized under the Student Privacy Act introduced in a Bipartisan manner last week in the US House because such mental and psychological manipulation qualifies as being for “educational purposes.” The ‘purposes’ of K-12 education have just drastically changed. No need to tell parents or taxpayers since they might rebel.

Does psychological rape still seem too strong a term?

The impunity comes from writing this into federal laws and misdescribed required measures of student success, achievement, and growth. The impunity also comes from making this model the foundation of graduate degrees and teaching and principal licensure.

Only widespread recognition of what is really going on can revoke the impunity. That’s precisely what I am trying to do.


Liberating the Sought Generalized Ears Primed in Advance for Plannified Collectivist Societies

Generalized Ears have nothing whatsoever to do with Dumbo and they will not allow us to fly. In fact, I would argue that the phrase ‘generalized ears’, like the hyped Competency or K-12 education built around Equity and Essential Skills for All, is designed to make sure NONE of us is likely to go off the provided script for our future predictable behavior. Maybe instead of the ‘script’ metaphor we should use ‘prescribed path’ since the current K-12 rhetoric is all about Career Pathways and Multiple Pathways to a Degree. Before we get to the whats and whys again, I want to give everyone reading this hope despite these dark designs. Even though Pols refuse to listen as enabling legislation at every level comes up for a vote, as has happened this past week in Congress on the ESEA Rewrites.

Congress has made the fundamental blueprint and points and implementation detailed in my book Credentialed to Destroy an even more crucial set of revelations than it was when I published it in 2013. That remains the foundation. Serendipitously it seems, but not really because of the actual connections of cybernetics to constructivism, I happened to be researching a sequel when I saw the language of these intended federal mandates. I have been able to call on some of that research and my Axemaker clear understanding of what is being sought to sound the alarm. It did not prevent passage, but we know for sure what we are dealing with. In light of my revelation in the last post of the alarming machines a gouverner , I want to first add more confirmation that the minds of men and their underlying personalities have long been viewed as the way to invisible social control over the masses of voters in Western countries. Quoting Karl Mannheim summing up Fascist Ideology:

“The superior person, the leader, knows that all political and social ideas are myths. He himself is entirely emancipated from them, but he values them…because they…stimulate enthusiastic feelings…and are the only forces that lead to (the desired) political activity.”

If you want to fundamentally transform and have a database in place to do just that  http://nypost.com/2015/07/18/obama-has-been-collecting-personal-data-for-a-secret-race-database/ and you have been using federal grants and contracts to lure state and local politicians of both parties into supporting the various needed component parts, you also need the K-12 and higher ed systems on the same page. That’s what these ESEA Rewrites were designed to do and it’s why the outrage of We the People is being ignored. Let me tell a little secret all the Social Control advocates know that they do not want us to know. It’s why I write this blog sounding the alarm and determinedly wrote the first book. To quote E.A. Ross from a 1953 essay by Professor Roger Nett published in Ethics with the Orwellian title “Conformity-Deviation and the Social Control Concept”:

“[E. A. Ross] concluded that ‘one who learns why society is urging him into the straight and narrow will resist its pressure. One who sees clearly how he is controlled will thenceforth be emancipated. To betray the secrets of ascendancy is to forearm the individual in his struggle with society.”

I would add politicians at every level to that struggle given what we are now seeing. To the progressive polyphonic federalism and Metropolitanism this blog has already laid out,  this week came http://www.spatialcomplexity.info/files/2015/07/Making-Sense-of-the-New-Science-of-Cities-FINAL-2015.7.7.pdf . Won’t that go nicely with the above database and required federal education policy that is all about social and emotional learning, internalizing desired Generalized Ears, and then monitoring to check on action in the real world (Mastery)? http://gettingsmart.com/2015/07/personalization-new-frame/ shows how dramatic the confessions are now that there will be desired federal legislation.

So what are Generalized Ears? It’s the idea that what a person is likely to perceive from a given experience or provided information “depends upon anticipatory sets.” What has already been cultivated in a student’s, or anyone’s, mind and personality. In cybernetic schooling those anticipatory sets or Lenses are carefully manipulated, monitored, and rearranged when needed for desired political purposes. See Karl Mannheim again above. The same Kenneth Boulding I discussed in my book and we met here http://www.invisibleserfscollar.com/reimaging-the-nature-of-the-world-in-the-minds-of-students-alters-future-behavior-and-social-events/ is the one who said that “one of the main objectives of General Systems Theory is to develop these generalized ears.” Boulding wanted a theory that would reliably predict “the dynamics of action and interaction” and Axemaker Minds get in the way.

To quote Ervin Laszlo again on how to shift away from Individualism to Collectivism, planners and politicians must NOT leave the “individual free to think of general reality as he pleases.” He further noted, echoing Mannheim and predicting what we now are calling Understanding By Design or Core Disciplinary Ideas or Cross-Cutting Themes, in 1963  that “unlike previous ages, plain force is [not] the most effective means of winning people today; ideas prove to be the most efficient tools for that end.” Is the bias in the new AP US History conceptual framework making more sense now? It’s not about facts, but criteria to guide what is noticed and ignored. This brain-based instruction article even admits to using a  “perception-action” emphasis in the classroom to physically rewire the brain. http://www.districtadministration.com/article/neuroscience-builds-students-brain-power The motto this week after ECAA passage in the Senate seems to be Go Ahead and Admit It Now, no one can stop us.

Back to Boulding because his view of Knowledge is everywhere in the Common Core and any subsequent state learning standards that will fit the ESEA Rewrite’s mandates.

“Knowledge is not something that exists and grows in the abstract. It is a function of human organisms and social organization…Knowledge however grows by the receipt of meaningful information–that is, by the intake of messages by a knower which are capable of reorganizing his knowledge.” That would be what the ESEA Rewrite and Tom VanderArk above called personalized learning and what gets hyped also as a Growth Mindset. It is why Ervin Laszlo in Essential Society knew a social philosophy stressing the fulfillment of individual needs was necessary to push a more collectivist orientation and that “ideas act on individual minds.” His italics–remember that italization for emphasis every time you hear ‘student-centered learning’ being hyped.

What’s wrong with the use of the words Success or Achieve in the ESEA Rewrite or in the Parent Checklist the federal DoED issued Friday, July 17, which talked about ‘development’ and Success in Life as the purpose of K-12? They all reek of the behavioral scientist and system science social engineering goal with its “strongly felt need to get inside the ‘black box’” of the human mind of young people. They treat students as “homeostatic biological organisms with purposive, adaptive psychological properties.” Now when the school or teacher manipulates those properties, they get acclaimed as ‘effective’ and Growth, Achievement, Learning, or Success are all proclaimed. The actual result of psychological manipulation for collectivist, fundamental transformation purposes is obscured.

Laszlo openly laid out how the needed all-encompassing belief and value system needed for a transition to collectivism would work. He saw the desired model as what “reigned in the Middle Ages, during the prime of Christian influence on thought. The individual had only to believe in a doctrine which was offered everywhere, among the learned as among the simple [a precursor to Equity for All], to obtain what was held to be the full truth. He then received a fully comprehensible, satisfactory picture of the world, with God as the supreme ruler and source of all things, and man as the centre and finest example of his creation. As we are dealing here with social, and not with absolute values, we are not interested in the analytical truth of any statement, but merely in its effect if taken at face value.”

Axemaker Minds, clear and rational, well-stocked with their own personally selected store of facts, specialist minds instead of Generalized Ears, are notorious at not taking the Narrative as provided or the Sound Bytes on offer. If an individual’s perception of reality must be controlled so must curriculum and the concepts to be used to make “intuited experience” comprehensible. If all this seems still too far away in time or too abstract in principle, let’s once again bring this down to the classroom in the here and now. This week an article called “Geocaching is Catching Students’ Attention in the Classroom” was being hyped to illustrate the new need for “active learning as when students engage in developing projects in a more meaningful way than when concepts were simply presented using traditional methods by teachers.” The old way stressed the mental and the rational instead of activity and may not have involved emotionally charged content, triggering that all-important subjective mode of comprehension.

Building on the discussions of constructivism in reading and math and science in Chapters 2 and 3 of my book, we learn that engaging instruction and teacher professional development focus now on “ways that constructivist learning environments can help create active, reflective, student-centered learning that is socially relevant and personally meaningful to learners.” Triggering Laszlo’s sought subjective mode of comprehension that cannot see reality clearly and now to be mandated by Congress AND the states AND the school districts AND the accreditors AND generally in a charter school’s agreement for renewal that nobody but me seems to bother to read.

I will close with the best example of the now to be required Higher Order Thinking Skills and Understanding once again from Laszlo. Keep in mind its acknowledged purpose too.

“Consequently he will attempt to know his experience by an emotionally determined concept, provided by the aesthetic experience.[ Visual and grounded in activity]. He will still comprehend through concepts, but on a subjective, instinctive level and not through conscious reason.”

And after years of practicing this, the student will now be declared to be College and Career Ready.

Because with these aims of collectivism and social engineering, the planners know that euphemisms and odd, little known, real definitions, are their friends.



Legally Imposing Mental Strait Jackets Touted as Student Success or Achievement While Paralyzing Mass Consciousness

This post was a bit delayed after the House narrowly passed its ESEA Rewrite last Thursday–called the Student Success Act–when so many of the Republican Reps were sending out false affirmations of what they had done and who they had protected. I wondered where so much inaccurate info could come. I was told repeatedly that these Pols refused to listen or even look at the statutory language that contradicted their preferred talking points. In other words, they want the binding effect against their constituents and our childrens’ minds of federal legislation while ultimately keeping deniability that “they didn’t know.” There goes any entitlement to the Honorific of “Honorable” when referring to any of these deceitful Pols who choose to remain ignorant while the US gets shoved nonconsensually into long-designed collectivism, becoming a partner in all the UN’s current mischief against the masses.

Long-planned, huh, how long? As my book Credentialed to Destroy details, the 1960s effort ignited by the original ESEA and the 90s version did not go as planned. Think of the deceit surrounding this ESEA Rewrite as simply in line with the Oligarchs and their political and corporate cronies refusing to wait any longer for mass submission. Let’s go back then to 1963 and Ervin Laszlo’s Blueprint for transitioning the West to his Essential Society where the “full satisfaction of individual demands is the main characteristic.” No mention at that time of an Obamaphone or Broadband for All, but we are all getting used to the current entitled demands. Laszlo wrote this crucial obligation that fits with his Government by Idea:

“the ultimate task of a government is to close the gap between the actual situation in the nation and this [Essential Society] Ideal.

The scheme must be built on the individual [student-centered; personalized learning]; it is to provide for his freedom and his fulfillment. Now the individual needs (i) to live, and (ii) to live satisfactorily. The first need makes a demand on the private economy to supply goods and skills for subsistence, the second on culture to provide comprehension and a solution to the problemmatic aspects of experience.”

When I keep hyping why the language in these rewrites about Competency and Higher Order Understanding and Skills is so crucial and indicates such a transformation of the historic purpose of schools that is why.  I want us to remember all the deceit from the Pols surrounding this Rewrite when I give you the name of the book these next quotes are coming from: Individualism Collectivism and Political Power. Political Power, Laszlo recognized back in 1963, before the original ESEA, could advance collectivism in those countries that has historically reverenced and protected the Individual if K-12 education could be altered for the purpose of “preventing individuals from evaluating and comprehending societal and general reality in unbiased, objective terms.” Boy, does that add further spin to all the revelations in my book.

Aspirational Collectivists, be they UN officials, Congress members, school supers, or profs, need citizens that “view reality from the subjective context of need,” even when they are dealing with objective matters. That filter needs to become the prevailing mode of comprehension of the masses and it needs to be practiced repeatedly from preschool on so it becomes a Habit of Mind and mental strait jacket. Laszlo gives the needed frame of mind or Worldview that once again fits right in to that Young Adult Success Framework linked two posts ago. It also fits with what Harvard called ‘performances of understanding’ and what is more commonly called now Formative Assessment. In other words, this is where Opt Out is really going:

” In a Communist climate, on the other hand, all things and all relations are evaluated subjectively, following the Marxian formulation of practice as the proof of knowledge, and the good of man as the criterion for the desirability of political activity. It follows then that knowledge in a Communist society represents the comprehension of the environment in the context of its effect upon man, more precisely upon the collectivity.”

And we wonder why we keep being told school must now be experiential and the experiences must be relevant and successful students are those who are “meaning makers.” Now I am switching to what it is clear both versions of the ESEA Rewrite intend to force as a matter of law. It’s why it is so atrocious for Pols to be touting this all as a return of power to the states and local schools when the feds are actually requiring by law that every other governmental entity and charters track and manipulate what Norbert Weiner called, in italics, a change in taping. That’s what he wrote that Cybernetics is all about. When that change in taping is educational and involves a student at a neurological level, as in “There is no Maginot Line of the brain,” that is called Learning.

It could be physiologically put into place and would work in human beings in a manner akin to an anti-aircraft gun’s taping of the internal calibrating mechanism: “which alters not so much the numerical data, as the process by which they are interpreted.” The feds are saying that the student’s internal taping is what must be focused on. It is disingenuous to then say that what the states and schools do is up to them. Not in the essence of what truly matters to our children and our future it is not. This Weiner explanation of cybernetic feedback, I am stating here, fits with what the House is calling Student Success and the Senate calls Every Child Achieves. Maybe this is a good time to remind also Laszlo’s point that most minds are inferior and only capable of a subjective mode of comprehension of experiences. If the same standards are required for all and the achievement gaps must be closed and Universal Design for Learning is enshrined in the legislation, this is what school becomes by default.

“feedback is a method of controlling a system by reinserting into it the results of its past performance…If the information which proceeds backward from the performance is able to change the general method and pattern of performance, we have a success which we may well be called learning.”

That’s also why it matters so much that the Senate version prescribed that the states must allow ‘performances’ to be the means of showing that its ‘content standards’ were met. Before I give the next quote from Weiner, who actually was troubled by the possibilities for governmental control of the masses all this entailed once computers truly came into their own, [Remember ECAA' s digital mandate] let’s look at a quote from Weiner on what happens when the human mind’s ‘taping’ is being targeted for political or other purposes (italics in original):

“I have spoken of machines, but not only machines having brains of brass and thews of iron. When human atoms are knit into an organization in which they are used, not in their full right as responsible human beings, but as cogs and levers and rods [Career Pathways!], it matters little that the raw material is flesh and blood. What is used as an element in a machine, is in fact an element in the machine.”

A machine then is the person, manipulated by political power via education, but the machine extends to the workplace, society, the economy and all those other areas governments are now proclaiming as their turf. And one savvy reviewer in 1948 when Cybernetics was originally published saw the potential for governmental mischief and manipulation of human processes for political gain from the beginning. A Dominican friar, Pere Dubarle, wrote in Le Monde that these theories would tempt Pols to set up what he called machines a gouverner . I am asserting in this post that this is precisely what is occurring and why we have so much deceit surrounding this Rewrite.

“the human processes which constitute the object of government may be assimilated into [probability] games…Even though these games have an incomplete set of rules, there are other games with a very large number of players, where the data are extremely complex. The machines a gouverner will define the State as the best-informed player at each particular level [city, state, nation, global], and the State is the only supreme co-ordinator of all partial decisions. These are the enormous privileges; if they are acquired scientifically, they will permit the State under all circumstances to beat every player of a human game other than itself by offering this dilemma: either immediate ruin, or planned co-operation.”

A sobering quote, but DuBarle felt better that the computers then available lacked the capacity to determine and control the “system of psychological reactions of the players in the face of the results obtained at each instant.” That is no longer the case and the Common Core and all the other State learning standards for students the Rewrite will require are to produce exactly the mounds of data adaptive learning has always needed to change the taping at the level of the mind.

Now, given what we know (see Chapter 7 of my book especially) about the actual implementation in the classroom, we clearly are looking at education being used as a tool by Political Power at all levels for “mechanical manipulation of human situations” as DuBarle worried about. It allows Pols now and their administrative co-participants to “plan a method of paralyzing the consciousness of the masses.” Crucial since both Weiner and Laszlo admitted that is necessary for collectivism to be possible.

DuBarle said this cybernetic vision would create “a world worse than hell for every clear mind.” The Pols and their cronies thus intend, or are choosing to remain ignorant of, the use of K-12 education, enabled and mandated by federal legislation, to make sure there are no longer enough clear minds to alter the needed, prevailing subjective comprehension in enough of the masses of voters.

They may prevail, but this Clear Mind will keep telling the story of what is really transpiring in our schools and universities.

And why.


Waging the Essential Battle at the Level of Thought and Using the Law to Compel Compliance

The title comes from a quote used in a 1963 book where Ervin Laszlo quoted J M Bochenski in the context of who would prevail in the Cold War and where the actual battlefields lay. Bochenski had written: “If the free world has any chance to win the spiritual struggle at the level of thought, it needs genuine philosophy.” By ‘philosophy’, Laszlo meant “a scheme of ideas” through which a student or an adult can frame what they perceive or ignore in their day to day life, and then use the supplied ideas to “unflinchingly explore the interpretation of experience in terms of that scheme.”

It turns out the “essential battle is waged at the level of thought” in the fundamental struggle between Individualism and Collectivism. That was the little discussed battle field where way too many professors were apparently looking for a synthesis between Individualism and Communism and creating theories and using pedagogy and never telling the rest of us what was up. It matters now though because I can go back into the books Laszlo published offshore in the Netherlands in the early 60s and read almost verbatim what is being enshrined as a federal mandate in the Every Child Achieves Act of 2015 as personalized learning. I can see it in the language used in that Young Adult Success Framework linked in the last post and it goes beyond troubling language like page 13 where:

“The conception of success we use in this report has both an individual and a societal element. It is not simply about meeting one’s own goals; success is also about contributing to the larger good, having a meaningful place within a community, and working toward a positive change in the world.”

Laszlo wanted to come up with a means of “developing a scheme permitting the synthesis of concrete individuality with relational existence” because that would bridge the gap where the “Communist concept of man subordinates the idea of individual being (a ‘rigid, metaphysical view’) to that of social existence (‘socialized man’). As a result their social organization subjects the rights and freedom of individuals to the interest of the social group.” That gap compares to the historic Western emphasis on the individual. Laszlo wanted to bridge that gap by hyping the relational experience of the Individual just like that Young Adult Success Framework does with how it describes the build-up of each child’s sense of Identity and meaning-making. It is as if Laszlo were an adviser on that Framework.

Or maybe this take down of the Individual and the Axemaker Mind and emphasis on subjective experience and “the ways young people are making meaning”  and “effective developmental experience” are straight out of the Blueprint of what Laszlo said would be needed to build a “Society that could be governed by idea…form an idea at the base,  of what was essential in society, and then build a political scheme for the proper adjustment of the ‘superstructure,’ i.e. of social organization (as Communist theory claims to do).” If that sounds like an “I have a better way to get to the same goal of Marx’s Human Development Society where everyone’s needs would be met” that is precisely how Laszlo’s vision for what he called the Essential Society readsIt also fits with where the Young Adult Success Framework, I believe, mirrors the language of what ECAA will mandate as well. “…the framework is about building a society where all children grow up to reach their full potential, regardless of which side of the economic divide they were born.”

I want to quote Laszlo’s Chapter called ‘Government by Idea’ because this entire vision explains why it is so difficult to get politicians of either party, from the Senate and House to state legislatures and local city councils to give up the power bestowed by this vision. It has never created mass prosperity, but it has certainly created lots of prosperous politicians and benefitted their allies and cronies. Here we go:

“the organ of rational guidance for the individual is the mind; for a nation it is its government. A government can guide a nation toward its essential form [and tout it as a 'fundamental transformation'?] by organizing its institutions in such a way that all individuals are granted equal freedom in the fulfillment of their essential needs. The government must have a clear idea of the nation’s integral economy and then build a political axiology on it, to serve as a basis for its policies.”

That is PRECISELY what is occurring now at all levels of government and precisely why developmentally-oriented learning standards like the Common Core grounded in experience and behavior and the Whole Child have always been viewed as an essential component to the broader transformation. I explained that in my book Credentialed to Destroy but Laszlo’s insights are a nice supplement because they go so fundamentally to where ECAA is taking us by design. If not Lamar Alexander or Patty Murray, then some of their staffers have created a piece of legislation that fulfills the desire for “ideological power-politics [that] may [force] the transformation of a people’s ontological [factual; how they perceive reality] concept of society.”

Laszlo openly admitted “its acceptance [this new kind of society] remains pending upon the shift of emphasis in the individual’s mind concerning the primacy of the ontological concepts of individual being and social existence. (It is one of the aims of this work to inquire into the possibilities of producing such a shift by means of a totalitarian ideological campaign.” A Totalitarian Ideological Campaign confession of intent? Then enshrined into a legal obligation of all schools in all states in the US via federal law? Is Laszlo in DC today doing a victory dance while the Senate considers ECAA? Thought at the level of the individual mind, the appropriate conception of society, and the duties of others toward meeting your needs have to be altered in “every society’s representative majority” so that means schools, the media, politicians, and a majority of the US Supreme Court are needed to jettison the primacy of the Individual. Right now it feels like we are in the same place as this 1963 acknowledgment:

“whereever Soviet power penetrates, however, the second form of interaction is superimposed on the first: The Communist ideology’s ontological structure comes to act on the political thought of the people, and together with the full-scale reconstruction of the social order, helps to emphasize the primacy of social existence over individual being concurrently with the collectivist structure of the ideology.”

Not to be mean but that vision of interaction of the individual as a relational product of social existence is what ed schools teach and award doctorates for parroting. Pedagogy now in these theories fits Laszlo’s definition of the Totalitarian Use of Social Theories where “Upon application the theory will come to bear upon the development of actual conditions in a society [and the minds and personalities of real students]. An applied theory this influences the political philosophy of a nation, and it may even become its ideology.”

Laszlo called for his Essential Society to be achieved by systematic presentations of Ideals and italicized for emphasis just like that. He knew that “ideological use of social theories is almost unanimously rejected in the West.” His answer though still is in use in the ECAA emphasis requiring annual testing by states of Higher Order Thinking and Understanding and in the Harvard Project Zero Teaching for Understanding Framework, which I happen to have a copy of. All of these use the terms ‘understanding’ and comprehension not in the Axemaker mind sense of Objective Knowledge and abstract concepts existing apart from me as a perceiver of experiences. No, Laszlo recognized that political transformation towards Collectivism and away from Individualism  needed an entirely different mode of comprehension.

A mode that ECAA is about to mandate for all students as a matter of federal law to be monitored and manipulated for each student at the level of their mind and personality.  Anita Hoge recently wrote an Open Letter outraged about all the references in ECAA to social and emotional learning and non-cognitive factors and rightly so. https://docs.google.com/document/d/16h1GbMGqDLeqS8QnBnraPqeKuFzMxkqaTygrUU_Izr0/edit What I would add to her letter comes from all the cybernetics research I have done for my second book as well as my Laszlo library. The desired and to be mandated mode of spontaneous, visual, relational comprehension HAS to be grounded in emotion or as Laszlo admitted “we then assign a concept to the cloud which is primarily emotional in nature but which serves as efficiently as the rationally derived concept in transforming the perceptual into conceptual, and thereby making it comprehensible.”

That may be but one mode of comprehension is easy to manipulate, harder to get caught abusing, and is far more likely to be conducive to a systematic presentation of new Ideas to transform a society or economy around. Say like the ideas of Equity, Debt Bondage, Institutional Racism, Climate Change, Social Justice, Democracy, and all those other Enduring Understandings or Core Disciplinary Ideas or Cross-Cutting Themes or other conceptual ‘lenses’ we keep encountering in the actual Common Core classroom implementation. The Young Adult Success Framework called for their development as the Mindset and Worldview that would define Identity, precisely in the manner Laszlo called for as needed for his Essential Society.

I want to remind everyone of what this spontaneous comprehension is designed to do. relevant to Gaming and the Maker Movement and Project-Based Learning, this visual, aesthetic comprehension “does not result in a rational idea, rather it produces a concept with a primarily emotive content.” What did that mean for Laszlo’s vision for transformation away from Reason and Individualism? “The assigned concept has primarily an emotive content; it may be felt as joy, fear, an undescribable elation, a premonition of unknown things, and so on. The fact is that we have an (emotively charged) concept without having employed a reasoning process. This, in short, we hold to be the essence of the spontaneous mode of comprehension.”

I have emotive content too. Horror at how close we are in the US to enshrining this into federal law.



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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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



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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Why, Congress, why?


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

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

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

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

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

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

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

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

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

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




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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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