Anesthetizing Any Ability to Blow Up Or Contaminate a Chosen Politically Useful Narrative

In both adults and children it now turns out. We all are to have our ability to accurately perceive what is going on around us, its true causes, and the likely consequences under deliberate, guided assault. We get to be inadvertent active participants in fundamental transformations we might object to if we were aware. All the coordinated lies or declarations in conferences we are not invited to and books and reports we were never to see. I have seen them though and it propels this compulsion to play Paul Revere to yell “The Bad Ideas that are a-coming” to a classroom, newsroom, or PR campaign soon. Some are already in place with unfortunate psychological effects unappreciated by parents and taxpayers lured into believing that higher graduation rates or greater levels of “student achievement” or Student Growth are necessarily a good thing. Instead, many are masking changes in personality and deliberate efforts to “shatter the rule of law and regularity in the mind.”

That last quote was from a Chapter called “Direction for Human Development” in that The Great Adventure book I mentioned in the last post. Before we discuss what is planned, I want us to remember the game of Red Rover most of us played as children. As adults if we happened upon kids arguing over a badly bruised arm or shoulder injuries from a determination to hold tight against breaking the grip and accusing the fast, aggressive runner who broke through of deliberately wanting to hurt them, we would recognize the problem. Everyone intended their respective actions, but no one gave any thought to consequences beyond their own goals. Think of all the plans for credentialing students, teachers, and administrators to be change agents. Fundamentally transforming economic, political, and social systems they have deliberately been given false understandings of.

Misapprehension of what actually works, why elements really do not, and what all the likely consequences of the sought actions will be. The creators of these theories want everyone involved playing as if they were still children in Red Rover, moving through the POWER Model and securing data as to what to do next. Totally unable to accurately perceive what is bound to occur, lest that inhibit future action. In that same chapter the authors confess:

“Our use of representation, leaving immediate experience behind, and living within the confines of our constructs [or as my own children call it when I am writing 'mom's been in her head all day thinking'] can be particularly limiting. If we use our capacities to build edifices of knowledge that are fundamentally static and closed, we can become trapped in limiting worldviews, strangled by our own assumptions.”

Unwilling then, of course, to be Change Agents to try to force changes in the real world that will redirect history going forward. That’s why “a reform in thinking is needed…a kind of thinking that does not reject uncertainty and ambiguity [and in fact nurturing this capacity is what the hype about Rigor and Higher Order Thinking Skills is all about], but rather feeds on [the uncertainty, ambiguity, lack of a correct answer] it for a constant process of self-eco-re-organization.”

It’s no secret that I believe there is a connection between the mass school shootings and their links to communities aggressively pushing using school to dissolve the rational mind and manipulate perception from the inside-out. Today though we are talking about how all this invisibly goes global and why. The ties to violence in the past though are a component of why I am so worried. The social radicals seeking wholesale transformations have always known that “education and learning are what chiefly drive us at all the levels of activity explored by psychology, sociology, political science, economics, and all the other fields of social science, systems science, the humanities, and what we call spirituality, as well as in every other human activity that—as it most clearly does involve evolution—calls out for a newly inclusive definition and a vastly expanded and updated theory and story.”

Our Toronto planners and friends (look here from 2011 to Common Core and 90s version architect Lauren Resnick and her involvement with the International Society for Cultural and Activity Research Scientific Committee http://www.iscar2011.org/eng/ISCAR_PROGRAM_UPDATE_01092011.pdf ) really are targeting prevailing mental maps for extinction and extensive alteration. To gain the very real transformations in the actual world that so many involved in public policy are determined to have, the necessary target is “the bottom line is the perception of large masses of people–a perception oriented by the paradigm that dominates their society.”

So that paradigm, that is nurtured by fluent reading and algebra problems and geometry proofs, has to go. Without admitting that true explanation. My thanks here to the reader who pointed out the work of the FrameWorks Institute and their Strategic Frame Analysis. It describes the lies and how a perception marketing theme is uncovered and how to make sure it is not blown up or contaminated.

One of the biggest prevailing memes now–that everyone must go to college–is generally cited to Professor Anthony Carnevale of Georgetown. In an earlier version of his life he was the author of those New Workforce Training Manuals that so much of the real implementation guidelines appear to be lifted straight out of. I had looked into his background before since so many pernicious recommendations he or groups citing him are pushing for go back to a previous paper he wrote. In other words, a foundation of druthers, not factual research. That’s why I loved that he put his detailed CV in one of the manuals, apparently taking the equivalent of a victory lap. Not knowing 25 years later it would be damning.

Carnevale wanted us to know he was a Board member of the Carnegie-sponsored National Center on Education and the Economy that was created after those 1985 Carnegie agreements between the US State Department and the USSR. I think that is why Carnegie sponsored the Competency-Based Learning Summits in 2011 to get Next Generation Learning across the hype of the Common Core. It’s why Competency to me looks so much like the essential skills Carnevale laid out as Learning to Learn in the 1990 manual.   Carnevale also listed having been the governmental affairs director for AFSCME, the union for state, county, and municipal public employees, the only area of union membership that grew in the last half of the 20th century.

It is Carnevale’s degrees that remind us how to use education and learning changes to invisibly drive cultural changes in collectivist directions without admitting what is going on. Or gaining consent. He listed a BA in “intellectual and cultural history” from Colby College, a rather euphemistic phrase to disguise a Marxian view of history as a process of cultural change in prevailing mindsets. An MA in “social science and public administration” from Syracuse is again quite consistent with wanting social science to be able to design human [that would be people like us], social, economic, and physical environmental systems like cities going forward, just as our Toronto planners and Cultural-Historical Activity Theorists all have in mind. (Wave to Michael Cole and Engestrom too if you click on the ISCAR link). Finally, his PhD is from the Maxwell School of Public Affairs. Billing yourself as an ‘economist’ for deference to your beliefs that the public sector should control the economy seems to me to be False Advertising in order to get Theory into Action.

Everyone wants to use education and the media too to alter how we perceive the world in predictable ways.  To again get political theory into action without admitting it. Our Toronto planners in the “What Should It Look Like” chapter though gave us something else highly useful in their plans for cultural change without permission.

“In bringing the ‘active agent’ into the picture…we come to what used to be billed as the dialectical perspective. During the twentieth century the words ‘praxis’ and ‘dialectical’ became taboo within much of science and Western society because of their historical association with the ‘dialectical’ materialism’ of Marxist theory, communism, and the grim years of the Cold War…[but] “because of its enduring intellectual power…and reached its philosophical high point with Hegel, Marx, and Engels [that's continued open admiration and reverence, folks!] has been resurrected under other names in cybernetics, chaos and complexity theory, as well as in new ways in the works of most of the authors of these chapters, as we’ll next see.”

I am going to pause here for a second. David Loye is saying that virtually all the theories guiding K-12 and higher ed ‘reforms’ are grounded in some of history’s most notorious collectivists. To mask that fact, various labels likely to be difficult to understand are being used. I guess to stop any opportunity for a blow up or contamination during the process of fundamental transformations. Now what Loye said next takes us to the very heart of the new envisioned K-12 classroom as well as what the 4 Cs of 21st Century Learning are really getting at. Here goes, with the italics as usual in the original.

“The basic dynamic for dialectics is the idea of two or more ‘forces’ and their interaction, either in conflict or working together, which shape our lives into what becomes known as history or human evolution. (Thanks to Marxism, the dialectical model is misrepresented as being solely restricted to conflict…to remedy this problem, the idea of dialogue, or the dialogical model is used to describe the alternative of two forces that complement or otherwise peacefully work together.)”

Puts a whole new spin on group projects, doesn’t it? And the omnipresent word Du Jour–collaboration.

I am going to stop here as following up on this brought me all sorts of startling real-life consequences, including the use of these Dialogic Design principles during the lead-up to the 2008 Presidential campaign and what MOOCs really intend to accomplish.

This would be easier to bear if these theories were in a sci fi novel instead of a book and blog devoted to real-time revelations.

 

Listening in On the Confessional Drumbeat of the Common Core’s True Purpose: Jettisoning Traditional High School

Remember the classic expression to explain when something is really done of “three strikes and you’re out?” How about a new version that three insider confessions of the same real purpose constitutes an indisputable revelation that we are being lied to. Let’s face it, a PR campaign for so-called academic standards, new types of assessments, and overarching K-12 mission repurposing promoted as an effort to remake the nature of high school for all students would have led to a lot more questions and scrutiny and open public rebellion. So that has not been the pitch, but it is the real purpose. Let me tell you how I was able to ferret this out. Then we will talk about the real purpose for limiting what students know and this attempt to reliably guide future behavior without the consent or awareness of these soon-to-be adults and voters.

In last Wednesday’s hearing at the Georgia State Capitol the well-connected, long-time Super of the largest school system in the state and one of the largest in the country, Alvin Wilbanks, made a rather startling point in his attempt to minimize the federal role in education and highlight the state-led initiatives that led to the creation of the Common Core. He stated that CCSS grew out of the 2005 National Governors Association decision to remake the nature of high school. Now, in some ways this was not news to me since I was familiar from writing my book of the central role polytechism was supposed to play in the 90s version of Radical Ed Reform, but I had never heard anyone who was always at the table and behind the relevant closed doors saying high school transformation was the foundation for the Common Core.

Sure enough a bit of research now that I had the tip-off led to the role of the new 3 R’s of rigor, relevance and relationships and the new type of ‘engaging’ career-oriented high school for all to Jeb Bush’s ed reforms in Florida in 2006  http://www.floridatrend.com/article/10686/splendor-in-the-class and the same confession in Illinois by Willard Daggett in 2007. http://archives.iasb.com/journal/j050607_02.htm Daggett has been providing a great deal of the very expensive professional development training for school districts getting ready to implement the Common Core. His professional background before catching a ride on the taxpayer-funded Midas consulting express was as a Vocational Ed specialist in New York State.

Now I located that additional proof AFTER I found confirming clue number 2 in a presentation I read as I was following up on Innovative Lab Network states piloting competency-based learning as the post-CCSS vision for K-12. Remember that stealth ILN initiative that lines up with the global vision being advocated for by the Global Education Leaders Program? GELP was two posts ago, but it has its own tag now. So I was not really looking for a high school reform confession, but I found one anyway and the GELP ties mean this is part of the international template for the countries in the Anglosphere especially. The places that have historically reverenced the individual and put personal liberty ahead of government druthers of coercion.

One more link to previous posts, the #2 confessor, a Paul Leathers from New Hampshire, was also a speaker at the Rethinking Accountability conference this title came from and covered. www.invisibleserfscollar.com/not-going-to-let-the-us-constitution-stop-us-from-using-schools-to-enshrine-global-social-justice-and-human-rights/

Leather, in a 2012 Colorado Summit on Blended Learning in a presentation titled “The New Hampshire Story,” laid out that all the cutting-edge reforms now being advanced under the banner of Competency to be a beacon for other states and districts, stemmed from the desire to ‘revitalize’ New Hampshire high schools. He revealed that these efforts went back tellingly to 1995 and that “focus groups showed students and educators want schooling to be more relevant and more rigorous.” As a side note, many of the participants must have since moved to the Atlanta area because that is the precise same sales pitch Fulton County is using to sell its current remake of high school around technology and ‘problem-based learning.’”

Even more confirmation that this same vision being sold as ‘locally-inspired’ is actually a global vision is the name of New Hampshire’s 2007 Vision for Redesign–Moving from High Schools to Learning Communities . Precisely the term that ties to what is planned now for Fulton and your community as well in the near future. Crystal Ball Alert! In this redesign, the “primary acquisition of knowledge and skills” will occur “outside the traditional classroom” or using a different, non-traditional means of instruction. Explanation for the  shift? To eliminate high school dropouts by 2012 per the NH Governor’s Top Priority. Most places now are selling this as a means to increase the graduation rate.

Third confirmation was at a 2013 Grantmakers in Education conference telling the big donors that “what was really driving Common Core and the Competency agenda is the determination to change the nature of high school.” The report fascinatingly also cited to Fordham’s Chester Finn as saying in 2012 that this effort had been going on a long time, and everyone was surprised with the resilience of the traditional high school model. Funny how Fordham has left that part of the story out of its exuberant advocacy work for the Common Core.

Now I could stop this post now and we would have lots of useful facts to now drill public officials with, but as regular readers know, I like to give insights into the why. This is from a 1980 book by physicist David Bohm, a man whose views of education and what was needed were greatly influenced by his desire for radical political transformations. Bohm recognized that traditional education prevented students from having a mindset or worldview that would “seriously think of mankind as the basic reality, whose claims come first.” Here Bohm laid out the rationale that still guides so much education reform today when we chase down the real reason for the shifts. No it really is NOT about reducing dropouts. That’s merely the excuse that sounds good and just.

“man’s general way of thinking of the totality, i.e, his general world view, is crucial for overall order of the human mind itself. If he thinks of the totality as constituted of independent fragments, then that is how his mind will tend to operate, but if he can include everything coherently and harmoniously in an overall whole that is undivided, unbroken, and without a border (for every border is a division or break) then his mind will tend to move in a similar way, and from this will flow an orderly action within the whole.”

‘Rigorous’ curriculum, ‘Higher Order Thinking Skills,’ ‘high-quality’ assessments, and the definition now of College and Career Ready used by the National PTA  ALL tie back to looking for indications of that kind of holistic world view from grades 6 to 12. Charming, huh? Let’s just say I have really deep learning in this area in the traditional sense of both of those words. To give one more illustration of the same basic point and why ‘performance standards’ in the sense of actual physical activity and behavior are so essential to this vision of how to use education and the social sciences generally to reprogram the human brain to act at an unconscious level, let’s return to Professor Flyv from the last post. This is what competent or proficient behavior in the future is supposed to be patterned on.

“Logically based action is replaced by experientially based action.” Behavior becomes “intuitive, holistic, and synchronic, understood in the way that a given situation releases a picture of problem, goal, plan, decision, and action in one instant and with no division. This is the level of true human expertise. Experts are characterized by a flowing, effortless performance, unhindered by analytical deliberations.”

Not capable of them either under this new definition of ‘expert’ or competent performance to be practiced at for years in K-12 education. Now I told you precisely where Bohm’s vision was hiding today in the real Common Core implementation. The one that turns out to be all about high school and middle school transformation to get the needed Worldview that at least tolerates collectivism. Perhaps it will not even notice the difference.

Where’s Flyv’s vision lurking? That would be in the actual definition of the ubiquitous term Excellence. As In Equity and Excellence, supposedly a federal mandate under a rather grasping interpretation of the civil rights laws. But what school or district can afford to run the chance of being sued?

So this is how very radical visions of the personal world view needed for fundamental transformations make it all the way to our children’s classrooms and so-called ‘tests’ while we are still being told it is all about making Algebra the same state to state in case families want to move.

Common Core: grounded in deceit from the get-go because otherwise who would submit to the very real desire of our political class to insist that we are to now be Governed?

Hopefully the numbed mind will be trained not to recognize that crucial fact and fundamental shift in the State vs Individual dynamics of the 21st Century.

Anyone else want to join me in the Not Going Quietly into Submission Brigade? We do not have a lot of time to get the word out.

Openly Admitting Global Coordination to Impose Behavioral Programming Using Education and the Law

I thought about using the word Conspiracy in the title but I was afraid readers might be confused and think we are merely theorizing. Oh no, turns out that in 2012 there was another of those Movers and Shakers meetings we were not invited to. GELP–Global Education Leaders Program–chose to have that particular meeting in Helsinki, Finland with sponsorship from the Gates Foundation, Promethean Boards (in case you have always wondered why they get bought and then remain in boxes), and Cisco. Apparently they all wanted to look up close at the Finnish education system we met in the last post. The US-based CCSSO, the formal sponsors of the Common Core State Standards in the US, was also there, except the focus was on its Innovation Learning Network–ILN–and what CCSS is really bridging the US towards.

Yes, I did go through and systematically download all those presentations. Hope you had a more congenial Saturday than me, but it was all in a good cause. The GELP Co-Director, Tony MacKay from Australia (also heads ATC21S for those who have read the book. The rest of you are missing the foundation of this story) kindly announced in a related paper on Future-Oriented Education he placed on a New Zealand Server  http://www.educationcounts.govt.nz/__data/assets/pdf_file/0003/109317/994_Future-oriented-07062012.pdf that GELP has been “designed to accelerate and sustain transformation within GELP members ‘local’ systems and nations–and to advocate and continually refine the vision of 21st century teaching and learning.”

When we first encountered the Consortium vision http://blogs.edweek.org/edweek/District_Dossier/Consortium%20-%20%20Recommendations%20for%20a%20New%20Federal%20Accountability%20Framework%20February%202014.pdf I warned in that March 3, 2014 post that the Gypsy Supers were lobbying DC for supposed ‘local’ power to impose what was actually a global vision. But I did not at that time know about GELP or that Helsinki Conference or Tony MacKay’s useful admission of a global effort that can be deceitfully sold as ‘homemade’. The law firm (whose education practice we have tied to the creation of that Consortium, the Fulton County Conversion Charter that contractually guts academics whatever the School Board believes, and the affirmative Student Code of Conduct) is cited by CCSSO, through its Education Counsel affiliate, to be working with ILN and the CCSSO to shift states and districts towards the Competency-oriented Next Generation Learning. (Chapter 4 of my book as I did accurately perceive where CCSSI was really going).

Now that we better appreciate how people can become bound via laws and documents with legal effect to Transformative Social Change whatever the personal intentions of the drafting lawyers or the authorizing institutions are, I want to call your attention to a group in the past who advocated for a similar strategy of how to quietly get such change in place. The Fabian Socialists (who still exist and were involved in Anthony Giddens’ The Global Third Way conference I wrote about) were willing to be gradual and employ stealth. But as the motto of this stained glass window shows http://www.lse.ac.uk/newsandmedia/news/archives/2006/fabianwindow.aspx with its image of a molten world being hammered on an anvil into the desired shape–”Remould It Nearer to the Hearts Desire,” the end vision is fundamental transformation, like it or not. Whether we are even aware or not.

The law and education globally are both being used to drive wholesale, nonconsensual change at the level of the human mind and personality for purposes of behavioral programming to go along with the same type of vision the Fabian Socialists have always sought. I speak Educationese fluently now and the consistency is stunning. One more point, another of the profs advocating this vision, Princeton’s Philip Pettit, keeps mentioning this same phrasing in his 2014 book Just Freedom: A Moral Compass for a Complex World:

“How should a government organize the shared legal and economic lives of its citizens?”

The answer is that it should not, but Pettit like Nussbaum with her Human Rights work, intends to use the law as a tool to organize nonconsensual submission anyway. We may not have ever thought of the law or education as affirmative weapons for wholesale social change, but they are very good at that purpose. Plus the advocates get to live off the bounty of the taxes we must all pay.

Now we can shift back to Nussbaum and Jeremy Rifkin and Finland once again to fully appreciate the why of what is to be changed. As the GELP conference admitted, the Fabian-adored ‘welfare state’ is crucial to the success of this vision of education transformation globally in so many ways. In talking about the need for classwork and literature assigned to build a compassionate imagination, Martha Nussbaum wrote:

“they are led to notice the sufferings of other living creatures with a new keenness. At this point stories can then begin to confront children more plainly with the uneven fortunes of life, convincing them emotionally of their urgency and importance. ‘Let him see, let him feel the human calamities,’ Rousseau writes of his imaginary pupil. ‘Unsettle and frighten his imagination with the perils by which every human being is constantly surrounded. Let him see around him all these abysses, and, hearing you describe them, hold onto you for fear of falling into them.’”

Now how much more powerful is that intended behavioral manipulation when married to Video Gaming in the classroom? No wonder Amplify hypes its Zombie Apocalypse for Middle Schoolers. Now Jeremy Rifkin, in order to nurture and ‘grow’ (as in Student Growth as the new definition of achievement) this ‘empathic impulse’ happens to cite a Professor Kenneth Gergen and his idea that we move from a “self-centered system of beliefs [as in mine and thine] to a consciousness of an inseparable relatedness with others.” Now in case you are tempted to consider this all tenured mumbo-jumbo cultivated in the shade of all that ivy, remember Gergen was on the Gordon Commission in charge of the future of US student assessment and his Appreciative Inquiry Model [see tags] is commonly now used by urban school systems and community organizers.

So when education critics carelessly assume that the word ‘assessment’ is interchangeable with ‘test’ they lose much of the intended psychological transformation via the classroom experience. They miss that Gergen, the Gordon Commission, Rifkin, Nussbaum, and influential others ALL want to stress a shift to activity and experience precisely because they want to replace the historic concept of the individual with the ‘relational self.’ Having the classroom nurture the belief that a student’s Identity is changeable and simply “a unique constellation of relational experiences with one another.” And why would these people want such a thing? For the Fabian Socialist change of course, but they cannot phrase it that way as we parents and taxpayers would almost certainly rebel.

Instead, as Rifkin states, students get told over years “the idea that those same embedded relationships and experiences make one a unique being, different from all others. It is only by keeping the distinction in mind that empathic consciousness can continue to grow and become the psychic and social glue for a global consciousness.”

That’s why requiring students to have and demonstrate empathy towards one another in the classroom in a new type of legally coercive Student Code of Conduct is such a big deal. As Rifkin admits, the desired transformational glue vanishes once students once again see themselves as individuals instead of “a unique ensemble of relationships.”  Remember in the last post when the Finnish Curriculum for Global Education wanted to require students to “promote the common good” and aspire for a “common understanding” via the classroom? This is verbatim how the Finns break that requirement down into subgoals with the student age range in brackets. Since other countries like the US intend the same approach (as the Rockefeller Foundation funded Communication for Social Change confirmed as well), but without this blueprint for our eyes, here it is anyway:

[5-6]:  To practice bringing up important topics of discussion that are interesting to oneself and others.

To practice a polite and dignified manner of speaking. (To be continued in all age groups.)

[7-8]: To learn to weigh one’s views in the light of facts.

To learn to listen to and ponder carefully the viewpoints presented by others. (To be continued in age group 9-10).

To practice a polite and dignified manner of speaking. ( To be continued in all age groups).

[9-10]: To learn to listen to and ponder carefully the viewpoints presented by others. (Continued from age group 7-8).

To practice striving for a shared view in conversation.

To practice a polite and dignified manner of speaking. (To be continued in all age groups.)

[11-12]: To learn to make joint decisions on the basis of views arrived at mutually (To be continued in age group 13-14.)

To learn to keep one’s emotions under control and one’s thoughts as objective as possible during consultation. (To be continued in age group 13-14.)

To practice a polite and dignified manner of speaking. (To be continued in all age groups.)

[13-14]: To learn to make joint decisions on the basis of views arrived at mutually. (Continued from age group 11-12).

That’s the end of the Finnish vision for Global Education. It’s how education to fulfill the vision of the UN Universal Declaration of Human Rights gets met. It’s the embodiment in how to educate to create a Mindset to see oneself as a “citizen of humanity” ready to fulfill now imposed obligations to serve the “well-being of all” occurs.

The phrase “behavioral programming’ in the title now seems like an understatement, doesn’t it?

Sculpting the Inner Eyes that Guide What Real Eyes Perceive from Daily Experiences

All the references to Global Competency or World Citizenship may have us looking for a new flag we will be expected to salute or a quiz on world capital cities, but that is not what these terms actually mean. I took on Global Competency and the CCSSO’s explicit push of it in US K-12 classrooms in Chapter 7 of my book so please look there for the initial foundation for what is coming. We are off to Finland today, not to get frequent flyer miles or to look for stunning vistas in majestic fjords, but simply because professors there have been far more graphic in what the required Human Dignity Paradigm/Justice for All inclusive classroom looks like. They have also laid out with stunning candor what it intends to do and why. It explains why US suburban high schools would be nonconsensually shifting students to ‘problem-based learning’ with an affirmative Student Code of Conduct that most parents are unlikely to even catch in time.

Before we take off though I want to lay out the known links of the same model to the US beyond the descriptions to the Folk School vision laid out in the previous post. I noticed last May that all the school principals and district administrators in the high achieving part of Metro Atlanta’s Fulton County had switched to referring to classwork under the Common Core as either being ‘STEM’ or ‘Humanities.’ Recognizing this meant a jettisoning of academic content as something to be transmitted from what STEM meant (also in book), I have been keeping an eye out for a means of explaining explicitly what the shift to a Humanities focus would specifically mean in the classroom. Professor Martha Nussbaum, so usefully loquacious as to what is really intended that we have given her a tag already, thankfully laid it out in a 1997 book called Cultivating Humanity.

Using classwork to “cultivate in ourselves a capacity for sympathetic imagination.” Such empathy in all students is necessary “in order to foster an informed and compassionate vision of the different.” This “narrative imagination is an essential preparation for moral interaction. Habits of empathy and conjecture conduce to a certain type of citizenship and a certain form of community.” A Blue Ribbon for Astuteness to each of us that picked up that this compassion towards others is the consistent core we are finding in K-12 ‘reforms’ all over the world. It is desired because it “cultivates a sympathetic responsiveness to another’s needs” that is in turn necessary for a world determined to make meeting needs the new focus of the global economy. What Karl Marx called the Human Development Model of Society and Harry Boyte now calls the cooperative commonwealth.

One more well-connected American prof willing to reveal what is being laid out in meetings we are not invited to is Wharton’s Jeremy Rifkin. Since his discussion of the “new pedagogical revolution emphasizing empathic development” is in the context of a broader 2009 social vision called The Empathic Civilization, Rifkin is also usefully forthcoming. In fact he discloses that “Collaborative education, at its core, is concerned with shifting the center of educational concern from the individual mind, to forms of relationship.” We have encountered this before http://www.invisibleserfscollar.com/distributive-justice-is-not-enough-we-must-break-the-illusion-of-the-unitary-self/  in the early days of this blog so I know even beyond the clear links to the Positive School Climate mandate that these mentions of a ‘relational self’ as the new focus are truly an insistent, very real, aim of K-12 education reform globally.

Let’s quote Jeremy one more time as he explains that the “new classroom emphasizes cooperation over competition and the sharing of minds. [Exhale, please! Some of you dear readers are now turning Blue in the Face with Outrage.] Education becomes a collaborative venture rather than an individual pursuit. The aim of all knowledge is existential: that is, to come ever closer to understanding the meaning of existence as well as our place in evolution through our shared experiences and the meanings we glean from them. Technical or vocational knowledge [like digital learning] becomes merely instrumental to the pursuit of this larger goal.”

Now we can go to Finland where we will recognize the curriculum as merely the more graphic announcements of the same classroom intent that we are supposed to be transitioning to in the US, Canada, Australia, the UK, Hong Kong, and everywhere else that ever cherished the individual. The Finns stated that the solutions to the world’s problems are to be found “in a shift in our view of how we see ourselves and our relationship to society, and its future…Whatever lies in the future, the ability to collaborate with others in the identification and resolution of problems is crucial. If humankind does not have this capacity, our fate is sealed. If it does, the skills for collective action must be nurtured and strengthened.”

Hence all the ties we are seeing between deliberative democracy and participatory citizenship and the actual K-12 required classroom implementation. I highlighted evolution above not to talk about Darwin or Apes but in the Brameld/Huxley sense of cultural evolution laid out in my book. Or as the Finns have decreed: ” the function of education is not only academic skills, but the skills needed to play a protagonist role in the evolution of society. Rather than working for socialization to the status quo, schools can create pro-active agents of social change.” Now before I shift to quoting from the actual intentions so that parents will have it as a guidebook for the future whatever happens to Professor Margaret Tuomi’s research, I want to make two more points.

First, the Finns state this is based on the Baha’i Curriculum for Global Education. Like the UN as we saw, the Finns like that the Baha’i do not merely speak of rights, as in the Universal Declaration of Human Rights. These guidelines also speak of obligations. Such duties to others are believed to be important to drill into each student at an unconscious level that will guide action. Secondly, please do not let all this high-minded talk of Equality and Success For All conceal the actual reality of what is being attempted here. The creator of Cultural Marxism theory in the 20s, Antonio Gramsci, did not just come up with an intention to March Through the Institutions of Power in the Individualistic West. He also developed the concept of the Integral State that all that marching was intended to create.

Civil Society would not be just an area of activity in his vision, existing independently of the State. Gramsci conceived of Civil Society, which would especially include schools and higher ed, as the terrain where the political elite’s world vision would be imposed. Troublingly the word he used translates as a required consensus. We encountered the same concept of few posts ago as the Rockefeller Theory of Communication For Social Change. The classroom would become the place where the psychological reality perceived by each student when they entered the classroom would give way to a Shared Understanding of Physical and Social Reality.

The five goals of Global Education then are [verbatim]:

1. To adopt the values necessary for the evolution of a global human society. (Ethics)

2. To acquire knowledge of mankind’s development, current state and achievements. (Knowledge).

3. To include in the world view a discernment as to how mankind has always formed ever greater social systems, and how this process has been encouraged by man’s natural urge to work in cooperation. (Understanding)

4. To see the future of mankind as bright, and to picture in one’s mind how mankind can through cooperation reach unprecedented achievements. (Vision)

5. To learn skills concerning cooperation and the management of information, and become directed towards acquiring skills necessary for the development of mankind. (Skills)

To give some idea of the sort of things the new Common Core assessments will actually be looking for, especially the formative assessments or assessments for learning, let’s look at the listed subgoals under 5. My bolding.

5.1 To learn and explore sources of knowledge logically in order to form holistic pictures and to apply the understanding thus gained to different challenges and activities; to learn to express clearly and logically one’s considered views for the development of human society.

5.2 To learn the skill of consultation in which the purpose is to promote the common good, not to advance one’s own interest; in which the aspiration is to achieve a common understanding; in which one’s view is expressed clearly and freely, but politely; and in which all participants seek to build their opinion based primarily upon knowledge and understanding.

5.3 To learn to consider those skills and capabilities that are needed for the realization of mankind’s future in practice when orienting for studies and choosing professions.

Well I must admit reading through all this that I did NOT become a lawyer to help realize mankind’s future. Interestingly enough though, having a solid base of unapproved factual knowledge and an Axemaker Mind is quite a useful tool in accurately perceiving the likely consequences of all this Manipulation and Mind Arson. That must be why the political elite and cronies are trying to discontinue these useful Mindsets all over the world right now.

Talking about it in the sunlight truly is the only antidote. Next time I will continue some quoting that will make the need for an affirmative Student Code of Conduct quite obvious.

Maybe we should nickname it the Fulton Comrade Code of Conduct Necessary for the Cooperative Vision of Our Future. Brought to us by people lying to our faces about what is really intended.

Some cooperation. No denial of self-interest by the public sector here. No wonder these coercive common good schemes always lead to kleptocracies.

Priority Economic Citizenship for Some, Officially Sanctioned Status as Prey for Most of Us

A large part of what made America exceptional and historically prosperous officially died yesterday. It’s probably why there has been so little mention of a huge new source of funds to states and localities approved in a landslide yesterday by the US House.  So we are taking a side trip but still related detour from the last post to discuss what has been done to us by our political class. Booth parties. Do not call them public servants. Many obviously cannot be bothered to read what they force on us in every state and every locality now in the US. Straight out of the radical Left Handbook that we saw at this conference.  http://www.whitehouse.gov/files/documents/ostp/opengov/sond2%20final%20report.pdf

“The Workforce Innovation and Opportunity Act, which would update jobs training programs in the U.S., passed the House by a vote of 415-6 Wednesday afternoon and now heads to President Barack Obama’s desk. Obama applauded Congress for passing the bill last night and said he looks forward to signing it into law. ‘This bipartisan compromise will help workers, including workers with disabilities, access employment, education, job-driven training, and support services,’ Obama said. Labor Secretary Tom Perez called the bill “good for workers, employers and the economy as a whole.” Lobbyists and business groups were also thrilled.

- Who voted “nay”? Justin Amash (R-Mich.), Paul Broun (R-Ga.), Jimmy Duncan (R-Tenn.), Rep. Walter Jones (R-N.C.), Thomas Massie (R-Ky.) and Rep. Steve Stockman (R-Texas).” [Source of Quote is Politico]

Hardly any coverage of the statute. I probably would not have noticed it or read its 812 pages either if members of the radical groups that took out the New York Times ad commemorating the 60th anniversary of Brown v Board of Education and lamenting the lack of fairness and human rights for every person in the US  http://civilrightsdocs.info/pdf/NYT-CCSS.pdf had not been practically doing a lap dance at the prospect of WIOA passing. Remember how often equity comes up these days supposedly as a new legal requirement of what education must accomplish? I have warned repeatedly that the actual definitions of College and Career Readiness are horrifically low and to be binding on all students. http://www.isakson.senate.gov/public/_cache/files/a4766452-3945-44d4-bb34-f8a6670bf166/WIOA%20Final-bill%20KIN14299.pdf is the final bill.

On page 514 we find the official Congressionally approved definition of what it will now mean to be prepared for the workplace, which is also now the official, Congressionally approved, function of all K-12 institutions as well as community colleges. Remember that suburbs or small towns that wish to exceed this standard for all may be accused by the Civil Rights Divisions of Justice and Education of being discriminatory. In many ways this also nullifies the various discussions around the country over the Common Core or other academic standards. Students now are to have a combination of:

basic academic skills, critical thinking skills, digital literacy skills, and self management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of post secondary education and training.”

Yeahaw! That’s not just the floor. It’s the ceiling as well with political appointees from Big Business, Governments, Unions, and community organizing entities determined to bring about wholesale social change organized into required Local Workforce Development Boards (Sec 107) to make it so. Nobody in any of the permitted groups granted access to these or the required State Workforce Development Boards (p 34) has any interest in Axemaker Minds likely to blow the whistle on cronyism or create a genuine disruptive commercial innovation.

Instead we now get Congressionally approved and to be required Career Pathways (p 10) developed  by the Boards and Industry or Sector Partnerships (p 22) so that what students can do “aligns with the skills of industries in the economy of the State or regional economy involved.” The Middle Ages called the decision that others get to decide what each of us may become feudalism. The 30s and 40s called it Fascism and the 21st century calls it State Capitalism. It is now here in the USA.

No wonder neither side is trumpeting this monstrosity. Thinking about images from what appears to be a planned invasion of the US southern border that simply could not happen without a great deal of official sanctioning, I want to go through some of the considerable ways WIOA gives English Language Learners lots of funding and a priority place at the table of those boards and future employment opportunities. We may not be offering political amnesty yet, but my reading is we certainly have offered economic citizenship without regard to legal status. Now of all things.    https://www.raceforward.org/practice/tools/compact-racial-justice-agenda-fairness-and-unity is an example of the kind of community organizing and democracy revolutionizing that is now intended in the name of race and ethnicity.

To give all of us a better idea of what democracy and equity and fairness and progressive change now mean, I am going to use a 2011 lecture Princeton prof (and Obama colleague and citizenship education advocate) Danielle Allen gave. https://www.youtube.com/watch?v=zrW6HNi9-QU The New York Times featured her vision of a radically transformed Declaration of Independence in a story last week on July 3. In my mind that makes her vision an officially sanctioned one by those with fundamental transformation on their mind.

She views it as the job of governmental institutions to secure and enable factual equality. By this she means five facets that governments must now see to. First, everyone is to have Equal Agency and Political Equality under a Principle of Non-Domination.  Next is a Principle of Equal Opportunity that individuals must have the capacity to pursue their own happiness and that governments and politics will now be used to bring about the material resources needed. Start listening at about the 17:00 mark if you do not believe me.

Next is a Principle that Allen calls Epistemic Potluck. Believe it or not this relates to the affirmative use of the Student Code of Conduct we met in the last post. It also relates to what is called ‘problem-based learning’ in the new vision of high school that goes with this equity and democracy vision. Told you this was a related detour. The idea is that ‘knowledge’ is no longer about experts or specialists or a textbook, but rather the product of democratic conversations among participants magically deemed to be equal no matter how ignorant or emotionally aggrieved anyone is. These conversations will produce a consensus or shared understanding that will be pertinent to solving problems. We have also encountered this same deliberative democracy idea as the Rockefeller Process of Communication For Social Change.

Fourth is the Principle of Reciprocity. Those who have more have an obligation to those who have less so they can supposedly be truly free. Freedom is no longer to be treated as something that comes before the primacy of equality. Finally there is a Principle of Co-ownership of Equality. Allen describes this as a “communitarian commitment to egalitarian sharing of difficulty and prosperity grounds the social bond that sustains a free polity.” Marx was more succinct when he described the same principle as “from each according to his ability and to each according to his needs.” Allen literally wants a communitarian commitment “to social decision-making” and governments empowered to make her vision and what a majority now decides to be necessary for happiness so.

We went back to look at Allen’s Vengeance Will Be Ours Finally Vision because the WIOA not only integrates Adult Education and Literacy for those with deficient skills but mostly for every English Language Learner on American soil. On page 546 WIOA calls for this to also be ‘integrated’ with civics education. That integrated model for those who are supposedly dispossessed comes straight from Marxist radical Paulo Freire even though the statute forgot to mention that. Since you may not be familiar with his work or view of education, here’s an objective source on where this all leads. http://tx.cpusa.org/school/classics/freire.htm Remember community organizers intent on race-based transformational activity are eligible to provide and be paid for WIOA adult literacy, workforce, and civics ed training.

I wish I could say something pithy about WIOA or how it will not be as bad as it looks. If you get one of the federally funded jobs as a trainer at living wages or become a Director or staff member of one of these new Local Workplace Development Boards, you win. The Chamber of Commerce wins. English Language Learners clearly win as they are constantly carved out as Individuals with barriers to employment. The rest of us not so much.

Bound without notice. Prey without consent.

Welcome to US official public policy in 2014.

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Prescribing Racial Equity Outcomes at All Levels of Social Interaction Will Make Each of Us Truly Bound and Governed

In my ongoing pursuit to track precisely what future is being planned for us, why education is being so radically altered in deceitful ways without consent, and why so many people assume people now exist to be governed and dictated to through political power I went back to that Humane Governance book I mentioned in the last post. Sure enough, in order to offer comprehensive rights “to those most vulnerable” as well as “all peoples on earth” Falk called for “a proper ordering of political life at all levels of social interactions” including the home and personal relationships. We may grasp that such officially sanctioned meddling is likely to turn the world into those who seize, those whose time or property are seized, and distributees, but it really is the new theory of rightful political and economic power being pushed in the 21st century.

No wonder I kept hearing references to governance that assumed that political power can now dictate individual choices. If the aim is indeed the “normative consciousness of society” including “the sense of life’s purpose” it makes perfect sense that education, Preschool, K-12, and higher ed, is so determined to make values, attitudes, and beliefs and the delegitimization of the very concept of the individual its focus.  What I was not prepared for when I tackled the 2006 book The Next Form of Democracy: How Expert Rule is Giving Way to Shared Governance…and Why Politics Will Never Be the Same by Matt Leighninger was discovering that governance of all of us was deemed necessary to achieve Racial Equity Outcomes. Or that there was a White House conference in August 2009 that Leighninger was part of to officially kick start this vision of democracy and governance.  http://www.whitehouse.gov/files/documents/ostp/opengov/sond2%20final%20report.pdf

Another lost invite. Someone who was not only invited but was a co-sponsor of the conference was Everyday Democracy, which is the new name for what used to be called the Study Circles Resource Center. Along with the Southern Poverty Law Center we keep encountering as it protects the Common Core, SCRC created this Upper Grades Handbook called “Reaching Across Boundaries: Talk to Create Change” http://www.racialequitytools.org/resourcefiles/mixitup.pdf in an earlier commitment to required dialogues to supposedly create healthy school communities and a Positive School Climate where “every student can grow socially and academically.” Note that order of priority. That handbook remains in print because this is the kind of transformative school program where all children can be deemed to succeed and ‘grow.’ Plus there is that useful change to the acceptable norms of society beliefs and values.

OK you say, that’s one example but do I really have to make governance about race? The problem is that when I followed the footnotes in Leighninger’s book I discovered unbelievably alarming and sanctioned official initiatives like this 2002 Training for Racial Equity and Inclusion: A Guide to Selected Programs http://www.aspeninstitute.org/sites/default/files/content/docs/rcc/training.pdf It starts with a quote from a Manning Marable that:

“When we talk about race, we don’t mean a biological or genetic category, but, rather, a way of interpreting differences between people which creates or reinforces inequalities between them. In other words, ‘race’ is an unequal relationship between social groups, represented by the privileged access to power and resources over another.”

So the existence of inequality among groups for whatever reason becomes the excuse to Govern everyone and meddle constantly in what people believe, value, have, or what they can do. To seize economic and political power and dictate approved social interactions. To define “modern racism as unconsciously held beliefs and feelings that people of color are making illegitimate demands for changes in the status quo.” To be deemed racist if you are not willing to fund the revolution and do it now. Won’t the omnipresent focus now on social and emotional learning come in handy with such programs prescribing a “psycho-social approach to changing racism emphasizes the importance of individual awareness and emotional literacy–or the ability to read one’s own emotions and those of other’s–in the process of understanding and changing oppression.”

Once again this focus in K-12 is equitable, since everyone has emotions, and transformative for “creating a more equitable and just future.” Just what Falk envisioned as Humane Governance and why Gorbachev joined in in 1986. Race becomes the way to transform behaviors in the West and consciousness all at the same time plus seize economic power. Truly who needs a Cold War when there’s education.

Well, that was a 2002 paper. Maybe the Aspen Institute and the Rockefeller Foundation (which also funded WOMP)  has rejected such a vision of Race Equity and the intertwining of Education and Community (then why was this on naesp’s website yesterday?)  http://www.naesp.org/resources/1/A_New_Day_for_Learning_Resources/Building_and_Sustaining_Partnerships/Education_and_Community_Building_Connecting_Two_Worlds.pdf Unfortunately though a new acronym RETOC and a 2008 publication date show that these unfortunate theories just keep getting more influential as the basis for government decision-making along with nonprofits and charitable foundations.

RETOC is short for Racial Equity Theory of Change and it is “the desired alternative to white privilege. Racial equity paints a radically different social outcomes ‘picture’ in which race is not consistently and predictably associated with disadvantage. It envisions a fairer America in which race is not associated with merit and social opportunities. With racial equity, we would not have social strata, prisons, schools, boardrooms and communities that are distinguished by their skewed racial profiles.

A racial equity vision takes for granted that the nation possesses sufficient resources to offer everyone an equal chance to succeed.” http://www.racialequitytools.org/resourcefiles/aspeninst1.pdf Since people have resources, not the nation itself unless we are going to redistribute national parks, racial equity is all about seizing what is desired for redistribution as well as Mind Arson to keep things equitably tied to those transformatively useful emotions. Since RETOC intends to dismantle Structural Racism, it becomes an excuse to meddle everywhere, once again necessitating the concept of Governance. After all, how else can governments and special interest groups alter:

“the many systemic factors that work to produce and maintain racial inequities in America today. [No attempt is being made of course to change factors like unwed teenaged mothers or force urban schools to finally teach reading properly] These are aspects of our history and culture that allow the privileges associated with ‘whiteness’ and the disadvantages associated with ‘color’ to remain deeply embedded within the political economy. Public policies, institutional practices and cultural representations contribute to structural racism by reproducing outcomes that are racially inequitable.”

And if all this meddling and required restructuring of social interactions and relationships extinguishes much of those resources targeted so everyone can succeed, what then? What if the REO-desired Racial Equity Outcome–is not just something that can be imposed or dictated? What will be the effect of targeting the ‘Nuts and Bolts’ of Local power to force these REOs? Governance becomes necessary so that “decision making bodies at the state, local, or regional levels” can dictate the desired changes, whatever the actual costs.

Finally, the Aspen Institute, which again is so determined to push digital learning that replaces mental knowledge with the use of a visual tool as the key component of the Common Core implementation, published this document in September 2009. Highly relevant then to what is also going on in education, the AI Roundtable on Community Change created this “Constructing a Racial Equity Theory of Change: A Practical Guide for Designing Strategies to Close Chronic Racial Outcome Gaps.” http://www.aspeninstitute.org/sites/default/files/content/images/Roundtable%20on%20Community%20Change%20RETOC.pdf That report opens with the declaration in bold print that “As we begin the 21st century, the embeddedness of racism in our institutions and culture continue to exert great influence on how social benefits and burdens are distributed.”

Distributed by whom we should legitimately ask. The fallacy that these benefits and burdens are being inequitably ‘distributed’ is being used to seize power to be able to distribute. To plan societies. To force action by public officials against anyone or anything deemed in the way of an REO. That report helpfully reminds “planners to take the likelihood of sociopolitical resistance and retrenchment into account whenever they design and implement racial equity action strategies.”

So far that outcry has not been a problem because these REOs are being pursued but not under the actual Theory of Change. Not under the name Racial Equity Outcomes. The sought ‘backward mapping’ is going on in the schools, but it goes by names like Growth or Positive School Climate or Equitable Engagement of All Students. The function of transformative change and the seizure of powers of governance without admitting it’s about REO and eliminating Structural Racism.

In writing of the related Humane Governance, Professor Falk acknowledged that this is all about pursuing a “democratizing agenda of bringing law and popular participation to bear upon policies that control the exercise of economic and political power.” Race is just the excuse for seizing that power for the public sector and its allies. It offers emotions of grievance that have been carefully cultivated and boots on the ground voting for transformative change via seizure.

And no one pushing Humane Governance or Racial Equity seems to be grasping that if true wealth is the mind and what it is capable of, these policies may well be creating piles of dust.

No one can seize what has ceased to exist. Creating a sense of righteous revenge in some groups and an obligation to allow predation in others only creates human betterment in a fantasy world. But we can only confront the likely reality if we recognize what is now being pushed in the name of Equity and Democracy.

Consider this post that recognition.

 

 

Masking the New Integral Human Rights Focus: Education Becomes a Tool of the Sought Cohesive, Caring Society

The Great War, as World War I was called in the 20s, had the effect of forcing many Europeans to begin imagining a world where there would never again be such a violent convulsion. HG Wells’ The Open Conspiracy came out of just that kind of search to fundamentally change all the rules for the future. The essential part of Wells’ vision was to use education to remove the “outworn ideas and attitudes” and substitute concepts and values conducive to world reconstruction. To Wells, there could be “no half measures. You have not yet completed your escape to the Open Conspiracy from the cities of the plain while it is still possible for you to take a single backward glance.”

The NEA’s Life Adjustment Model we encountered in the last post came out of America’s reaction to the convulsions of World War II. Then, and in its current iterations stressing school as the source of a psycho-social catharsis of New Communitarian-oriented values, attitudes, feelings, skills, and beliefs, this change in the focus of the curriculum and the classroom should be seen through a recognition that “whatever we retain [of the ancient ideas and order] will come back to life and grow again.”

What I have been calling Mind Arson is actually just the deliberate pruning of educators working as gardeners of the Mind and Personality in pursuit of Wholesale Change. Because,as Wells once again recognized: “the more thoroughly we seek to release our minds and the minds of those about us from them and cut off all thoughts of a return,” the greater the possibility of the desired fundamental transformations in how people act and societies, economies, and countries organize their daily lives.

Wells even had a beguiling phrase for this intent–’mental sanitation,’ which would certainly explain why it looks like mind arson and psychological manipulation to us. It is. An aspect we have been dealing with all along in the US and also the West generally is the idea of ‘myth’ hatched at the University of Chicago in 1948 (the year after the NEA began its revolutionary push in ed to make human relations its focus) where the ‘myth’ ceased to be a story that had never happened. Instead, a myth would become a vision of the world as it might be and ought to be. Education then quietly became a means of changing the student to make him or her ready to take action to fulfill that vision. Like the role of today’s similar terms-’relevance’ and ‘real world problems’–the idea was that “constructive change of the world” would become the “guiding form of all human activities.”

Today we call those Learning Tasks as my book lays out. Consider this post further filling in around the edges of these long term pursuits at social reconstruction on a global basis, like it or not. Aware or not. I don’t know about you but I think we can attribute Ralph Tyler’s creation of the term ‘behavioral sciences’ in 1948 to the other activities going on at that Chicago campus on how to move the US and the West towards a World Republic grounded in distributive justice as a human award, not a reward for merit or a pick-up after bad luck. Likewise, Tyler’s 1949 book shifting the curriculum focus of school to Learning Objectives and away from knowledge. Those Learning Objectives remain the basis for the very outcomes-based education we dealt with in the 90s version of these reforms and what goes by the name Competency today. It always comes back because …

Following up on what I heard in year end meetings in a local school district that combines suburban affluence and urban poverty with a racially and ethnically diverse student body, with that 2011 NEA CARE Guide we have talked about, turned up once again the behavior modification and character manipulation curriculum hiding under the deceitful phrase Facing History and Ourselves. I have written about it before (see tag), which is why I was so alarmed to see it going international as the UK used it as part of its Journey to Justice, which also seeks distributive economic justice for all as a matter of human rights. Since I was already dismayed about this related upcoming conference in Boston  http://commonbound.org/page/about-commonbound, it is hard not to feel that revolutionary change is coming from every direction to go along with these ed reforms in preschool, K-12, and higher ed.

FHAO turned out to be everywhere now with its proclaimed goal of pushing “policies and practices that prevent violence and promote peace.” Working with PBS, for example, to create a Choosing to Participate curriculum to “think deeply about what democracy really means, and what it asks of us.” Pretty sure that will not be the democracy as the tyranny of the mob that so concerned the US Founding Fathers since knowledge of that history might result in the forbidden backward glance. No, it will be democracy as a vision of what might be. Another reason to be concerned when FHAO representatives are listed on the program of this recent Immigration Day program that also talked about A New American Majority: Political and Personal Perspectives. http://www.kbcc.cuny.edu/nac/Documents/ImmigDay_2014.pdf

The US-based Human Rights Education Associates, as part of its Citizenship Education, Globalization, and Democratization push used FHAO to create a curriculum for South Africa called Facing the Past. http://www.hrea.org/pubs/tibbitts-prospects-sep06.pdf Instead of a focus on facts the point is to “infuse the question of values in the learning of content.” Teachers were told they must “‘unlearn’ any ‘official narrative’ of apartheid.” Instead the students and teachers would use “interactive, participatory methods of learning” to explore each other’s perspectives. They would role play and examine “human behavior and universal themes such as identity, group membership, obedience, and taking action.” Through “working with personal experiences and choice in these histories, links were intended to be made to issues and moral dilemmas facing young people today.”

First, have the students explore if “hate is innately a part of human behavior and experience? If so, how can we change that within ourselves?” Note to radicals, this amounts to the child who would never think about bullying others on the playground being asked to wear a T-shirt that says “Violence never works” and then wondering why he gets picked on. This type of emotional curriculum consciously milks stories to produce a sense of grievance, or guilt, depending on where in life one was born. There’s no knowledge being instilled of what actions might make the situation worse for everyone. This is a curriculum that actually cites that “[DM] was particularly moved by the video. He was crying afterwards. He wanted to know what the youth today can do to make up for the wrongs of the past–that their ‘white’ parents had committed and/or benefitted from.”

I am going to go into the US versions of FHAO more in the next post, but this New York Times ad from a week ago on the need for Equitable Implementation of the Common Core Standards in commemoration of the 60th Anniversary of the Brown segregation decision should give us pause on the real intended purpose of the standards. http://civilrightsdocs.info/pdf/NYT-CCSS.pdf The listed Leadership Conference changed its name formally in 2010 to add “human rights” to its title and purpose of pushing “for progressive change in the United States.” Using the same concepts of distributive economic justice those World Republic dreamers in 1948 or Wells’ Open Conspirators in the 30s wanted to pursue.

Also pertinent to where all these reforms are really going is this recent Communique, a term always intended to announce revolutionary intent, from National Civil Rights and Education Groups http://nul.iamempowered.com/content/communique%CC%81-joint-statement-support-common-core-state-standards-and-equitable-implementation . Trust me on this as someone with a mother lode of implementation materials from my book and this blog, no one is planning on teaching that inner-city kid how to read properly. The equity comes from changing values in a manner that emboldens the belief in the need for fundamental transformations in how we live and what we all believe.

I am going to close by showing what such equitable education aimed at personal and social change actually looks like to a participant in programs like FHAO. “For the first time during my education, I was feeling and experiencing what I was learning. I was doing an inherently human thing, and my education was coming alive. [her bolding].

“Learning is felt.”

“that feeling that I can’t quite name, the one that gets my head all hot and my insides queasy and my muscles just aching to get up and go out and do something. Learning is experiencing what someone teaches me, letting it soak through and change me.”

Change me. Guided Inquiry. Planned activities and role playing “infusing the use of narrative, interactive methods and multi-media sources.”

No danger of a backward glance from these programs aimed at creating a “new collective memory.”

The danger comes from the internal redesign of what is clearly intended to be programmed future behavior.

In the name of democracy. Social Justice. Fairness. Globalization. Engagement.

Substituting Human Values for Spiritual Growth Lets Education Become the Driver Towards the New World Order

Did you ever come across something that both intrigued and terrified you at the same time? That is how I feel about the official Baha’i materials that I have now gotten a chance to read. Especially alarming was my insight that there was nothing to keep these religious or spiritual principles from simply being renamed and then required as a component of an anti-bullying campaign, or a characteristic of an IB Learner, or as conducive to a Positive School Climate, or even required emotional competencies or Life or Soft Skills. In other words, invisibly part of Student Achievement or Growth with no tip-off to parents or a community for the kind of wholesale change in consciousness schools are now being used for.

So being the intrepid investigator I am, I found the Baha’i tenets being pushed as the Psychology of Child Development, moral education, peace education, character education, and Integrative Ethical Education. Missing of course the Baha’i label for the most part unless you actually go to the website of the Center for Global Integrated Education or check into what Achieving Coherence in education means and discover that the Pedagogy of the Empowered does after-school programs. This link from 1991 and a UN talk is par for the course http://watsongregory.homestead.com/files/un_talk.html as Baha’i universal principles get dropped into what is to be quietly pushed during the 1988-97 World Decade for Cultural Development.

Dangerously for someone trying to look out for such desired conversions many Baha’i remain members of their Christian, Jewish or Muslim faiths as well and there is no “clergy or ecclesiastical order within the Baha’i faith.” It is thus not clear how many, like Watson are “an educator, working on my education doctorate at Harvard University, with an emphasis on sustainable development” using the schools or universities to collect a paycheck and spread their ‘worldview’.

Not to sound paranoid, but reading  that the son of the founder of a faith, that so closely tracks the tenets of Marxism in pushing the unity of mankind and reconstruction of society through converting the heart and values and ‘mental processes’ via an emphasis on education, also saw North America as the “cradle of the administrative order which Baha’u'llah had conceived” was quite an epiphany. So was discovering that the Baha’i faith in the West was based in Chicago where in 1912 that same son and anointed spiritual leader  had laid the cornerstone of the building that became the “Mother Temple of the West” while on a tour of 40 American cities and towns. That would be the same place that gave rise to the Behavioral Sciences in 1948 and where CASEL, the hatchery of so much social and emotional learning curriculum, is now located.

We can add the overdrive expansion of the influence of Baha’i faith to those troubling ideas that simply erupted in the 80s that I describe in my book that indicated that plenty of people in decision-making positions all over the world had gotten the word that State Communism was about to have a funeral. But not so strangely anymore with No Autopsy of the Ideology. Successor ideologies that would serve similar ends were apparently to get their chance.

In 1984 the entity in charge of Baha’i, the Universal House of Justice, published The Promise of World Peace. In 1985, the book Ervin Laszlo recommended in his 1989 The Inner Limits of Mankind was published so we also have The Baha’i Faith: The Emerging Global Religion to consult on what those tenets might be. A universal system of values and beliefs to be adopted in full and adhered to in full that simply substitutes the phrase ‘human values’ for what are in fact acknowledged ‘spiritual principles’ of Baha’i is a school that is proseletyzing even though a Christian prayer at a graduation or sports game would bring the ACLU swooping in threatening litigation.

Is the difference that Baha’i teaches submission to the authority of government? The Oneness of all Mankind? That of course, according to the basic teachings of Baha’i, “implies not only a new individual consciousness, but the establishment of the unity of nations, of world government, and ultimately of a planetary civilization.” All this from a book advocating for Baha’i and insisting that “We must express unity by building a truly universal and unified social system based on spiritual principles. The achievement of such a system represents the God-directed goal of human social evolution.” Oh good, because that’s within the purview of someone with a teaching certificate or a foundation job or a doctorate in education.

What if you do not believe that all the world’s religions push the same basic message? Is that no longer a sanctioned belief to have and act on in the 21st century? What if a Baha’i commitment to the “spiritual conquest of the planet” makes us nervous and a statement that religion is not “personal salvation we are seeking, but a universal one” seems like a political coup towards collectivism using education as the stealth means of destruction? Is there no recourse when the principles being pushed, quoting Shoghi Effendi, this time acknowledge:

“Our aim is to produce a world civilization which will in turn react on the character of the individual. It is in a way, the inverse of Christianity, which started with the individual unit and through it reached out to the conglomerate life of man.”

You know if something is the inverse of something else, don’t then later assert that all religions are basically equal as part of a bootstrapping sales pitch for the “newest” one. If K-12 education is requiring that all students perceive the fundamental ‘connectedness’ and interdependence of all peoples and treating such system thinking as required under the C3 Social Studies Common Core Framework, what recourse do we have when we discover it is a core Baha’i principle? What do we do when the actual Common Core classroom implementation replicates what Gregory Watson laid out as “Educational Imperatives from the Science of Systems“?  What happens when the sought change in perception or new schemes of thoughts to be coerced through the K-12 classroom tracks back to Baha’i as well as an explicit rejection of the “concepts of an outdated worldview–the mechanistic worldview of Cartesian/Newtonian science” when those concepts remain factually true but unwanted? Not a transformational tool to change hearts and minds and inspire action for change and global justice?

What happens when the reform required tracks back to a Baha’i desire that “once we begin to see things differently, we can begin to feel differently, after which we can begin to behave differently. Abstract knowledge does not have the potential to empower changes in our behavior to the degree that experiential knowledge does, especially when this experience comes to us as children.” Doesn’t that give new meaning to the push for universal preschool and an accreditation mandate too or the so-called Maker Culture and project orientation that is equitably accessible to all learners? Do self-declared religions get a free pass to sponsor revolutionary change through education that will lead to new social structures just as long as the UN recognizes them and loves their potential for empowering change?

Historian Arnold Toynbee is quoted in The Promise of World Peace that the “present threat to mankind’s survival can be removed only by a revolutionary change of heart in individual human beings. This change of heart must be inspired by religion in order to generate the will power needed for putting arduous ideals into practice.” Is there no recourse to such a declared intention as long as the Baha’i link is left off the worksheet? How about required service learning actually grounded in the Baha’i principle that “religious values are expressed in the service to others” and that “work performed in the spirit of service is worship”?

What if the transformative education going euphemistically by ‘quality learning’ also tracks back to the Baha’i desire for a “rebirth of the human personality.” That goal of “individual development is always seen in the context of the collective progress of the entire human race… and this places an emphasis on the qualities which the individual needs to acquire in order to help that collective progress.”

What do we do when the acknowledged intention of a curriculum or instructional practices or Whole Child mandate turns out to be “not to produce a human being whose greatest virtue is to harm no one, but to give rise to social activists and change agents?”

What happens when the definition of ‘culture’ quietly shifts to “include behavior patterns, the individual view of him/herself, of society, and of the outside world”?

Especially when such a stealth shift also wants “those who hold power in the world” or “decision-making authority” to simply mandate and lead the change?

Schools are thus not the only place being pushed to impose a nonconsensual coup over all grounded in new values and beliefs.

 

Educating for Radical Change and New Values in an Age of Abundance: Defining the New Kind of Person to be Produced

Have you noticed that everywhere we look, across time and in other countries, the consistent message is to create a new system of values? New values that form a personal core so they are available to fuel future action or fulfill future psychological needs in these times of change. It’s why certain religions are being urged to shift their belief-systems. It’s why Milton Rokeach originally created the very term Competency back in the 60s that is now with us more than ever. It lies at the heart of what Career Ready turned out to mean and embodies the personal and societal transformations the UN’s IPCC reports want to require preemptively, whatever the actual weather or temperature trends over time.

To ground the consistency of this message I have once again gone back in time. I cover important aspects of this story as it relates to education as a weapon in the Cold War in my book. As a history devotee though, there turns out to be additional details now available to augment our discussion of How to Get to Fundamental Transformation and Why the Pursuit has been Consistent and Unrelenting Over Decades. The Berlin Wall coming down in fact seems to have acted as an accelerant. So let’s go back in time to something anthropologist Margaret Mead wrote in an essay for a 1966 book Automation, Education and Human Values.

I first tried to approach the fact that Uncle Karl was more relevant to what was sought in the West back in this post http://www.invisibleserfscollar.com/political-primer-101-what-is-the-marxist-theory-of-the-mind-and-why-does-it-matter-in-2012/ and in a subsequent post explaining that Marx had a Human Development Model of society that would kick in at a certain point as technology developed through capitalist innovation. This was quite frankly to be the utopian time of “From each according to his abilities, to each according to his needs.” Mead, like so many others we have now encountered from the 60s or later in the US or Europe, was assuming that stage had been met. It is also what Sweden was relying on in its changes we looked at and why its former Prime Ministers just keep showing up to guide the UN’s vision over the rest of us.

We will never understand what is being sought via education and why it targets new values so consistently as a prime directive until we appreciate that. We also need to know that in 1974 the UN General Assembly adopted the Declaration of the Establishment of a New International Economic Order. The countries of the South and the developing world then have been not so patiently waiting for what they regard as their just due (as a response to colonialism) and the NIEO ever since. The magic technology that the NIEO is intimately intertwined with was information and communications back in the 70s. Now it has been updated to computers and broadband for all courtesy of the affluent West.

Let’s look first at Mead and then at the 1985 UNESCO paper “The New International Economic Order: Links Between Economics and Communications.” Then we can pivot to the ed vision and contemplate the irony of so many foundations created by tech fortunes financing the shift to a planned society built around the use of ICT. Conflict of interest? Mead brought the same kind of lack of bias to discussing economics that she brought to examining the sexuality of Polynesians, which is my sarcastic way of saying her desired ends influenced what she asserted. Nonetheless, she was an influential representative of a then and now common mindset that we best be aware of if we are going to accurately perceive the real aims. She noted that “the problems of a society as abundant as ours, with such extensive natural resources and such a large internal market” are now “problems of distribution rather than production.” Taking on the belief common to those who have never spent a moment in the true private sector, Mead wanted planners and decision-makers to be able to decide “how to distribute buying power.”

She would really like today’s EBT/SNAP cards instead of food stamps, wouldn’t she? She saw the early 60s as the “second phase of the moral revolution” that began when the Great Deal “in practice if not in principle” established the “idea that society was responsible for the subsistence of all its members.” Phase two of the ‘moral revolution’ as she called it, which of course always requires new values, is about each member of society having a “right to share in its productivity” via the “right to live well.” That 1985 paper citing a 1976 paper called Moving Toward Change wanted everyone to recognize once again that the establishment of the NIEO was not just a call for new economic and political structures and institutions, but to transform “socio-cultural factors” to help all peoples struggle against “all forms of domination.” I don’t believe gravity was included as a form of domination to be altered, but it is easy to see why education becomes the magic means for change with aims like these:

“[NIEO] is directed not only to making the best use of things and sharing them out more fairly, but to developing all men and women, and every aspect of the individual, in a comprehensive cultural process, deeply permeated with values, and embracing the national environment, social relationships, education and welfare.”

The paper also put a great deal of emphasis on how mass media and who controls it can help bring about this new vision and noted how the electronics companies like GE and Westinghouse were buying broadcast networks and publishing houses, especially textbook companies. Connections between education and communications media that are even more profound today even if none of us got the memo about the related Human Development Society with its needs economy or the demand of so many countries to force “Equity” on the US, Canada, Europe, and Australia among others. To think we have been wondering why so many global ed conferences now are held in a Middle East waiting for that 1974 resolution to finally be fulfilled.

Now let’s go back to the related ed vision from the 1966 book since it is still relevant and has the kind of graphic descriptions of intent that are only found before a plan runs into obstacles and controversy. For one thing it takes it for granted that the combination of computers and the behavioral sciences will inevitably create a means of “control which must include the manipulation of human beings.”  Since we now know how important the behavior control theory of cybernetics is to the actual planned implementation of the Common Core and digital learning and the new assessments, the quoted New York Times review of Norbert Weiner’s book Cybernetics should still sound alarms so many decades later: John Pfeiffer wrote:

“The story is not entirely a happy one, however, because he [Weiner] did not trust robots. More precisely he did not trust man of affairs to use robots, or their fellow human beings for that matter, with either constraint or compassion.”

Me neither. Just imagine if Weiner had all the open declarations we have put together from fellow profs at MIT and elsewhere. What we now hear as the ubiquitous claim of the primacy of the ‘common good’ in the 21st Century and the need for social justice was clarified in 1966 as the “problem of the one and the many.” The 21st century keeps wanting to redo values to confront this same problem, which is why we keep running into cites to Professor Amitai Etzioni and communitarianism lurking behind poorly known new mandates in the schools. By 1966 the wake for the “notion of individualism in the old sense” was already being planned with glee. Education needed to replace a reverence for the past with an emphasis on the present and future so that “purposeful direction” could begin.

Education was to become ‘general’ with the “wellbeing of all as the key to human relationships powered by justice and compassion.” Education “for technical competence” was to be reconciled with “education for emotional or psychic competence.” No wonder a Whole Child emphasis or social and emotional competencies just keep recurring all over the world. We are just not appreciating that it is all tied to such an enduring vision of  extensive transformations in virtually every sphere. Nor do we quite understand why the template for the Great Society that is so widely viewed as an expensive disaster that created and magnified societal dysfunctions remains a blueprint still being followed.

Let’s end with the confession from the 60s that the “humanities, as historically transmitted, as conventionally conceived and defended, as conventionally organized and taught, just will not do” in an “age of advanced technological and social change.” That is still the attitude today. Education for transformational social, political, and economic change needs fresh voices “of man’s changing efforts, experiences, and aspirations.” So if content is not relevant to either “the world of action or to man’s inner needs,” it needs to no longer be part of the curriculum.

Every once in a while it is important to pause and look back in time for our answers on the whys of what we are dealing with now in education. Now we can better appreciate why education globally is putting new values front and center as both the purpose and focus of the classroom and life experiences generally.

And why so many are so impatient.