Knowledge to Avoid Becoming Roadkill on the Bipartisan Global Road to Dignity by 2030

Sorry for such a graphic metaphor, but somehow reading all the plans to “transform the world to better meet human needs” made me think we have a global class of politicians and cronies, at every level of government, who actually view ordinary people and poverty as their excuse to be in charge and live at our expense in the 21st Century. Human needs and poverty are just excuses for Power where “change in the management of our economies” is the new rationale for Fascism. It prevents at every level ordinary individuals from making their own choices about what they want and what they value. Back in December 2014, UN Secretary-General Ban Ki-Moon issued the Post-2015 Global Marching Orders Governments at all Levels are now going about fulfilling. The report is called “The road to dignity by 2030: ending poverty, transforming all lives and protecting the planet.”

“Young people will be the torchbearers” of this vision of “inclusive and shared prosperity” grounded in a “human right” to have the State ensure that “social needs” are met, enforceable under the rule of law (reimagined just like federalism). Not interested in having the UN declare that your life must be transformed? Nobody intends to ask any of our permission. The world simply needs “more effective governance and capable and capable institutions, for new and innovative partnerships, including with responsible business and effective local authorities, and for a data revolution.” That last, of course, gets provided both by the digital learning mandates and by the Internet of Things and social media. That’s probably why how to gather and use all this data for new kinds of governments was the focus this week for yet another get together we were not invited to.   https://www.thegovernmentsummit.org/en/knowledgehub.html Ban Ki-Moon was there though and so was Sir Ken Robinson making sure the global vision of “quality learning for all” remained on track.

Expensive Consultants were there and ready to advise governments and discuss the “key role of business” in satisfying these global plans. “Companies are ready to change how they do business and to contribute by transforming markets from within and making production, consumption and the allocation of capital more inclusive and sustainable.” Nobody asked us, the existing customers and taxpayers. I guess existing Big Business knows whose hand will be feeding it in this vision for managing our economies to meet human needs. When the UN is officially calling out to local authorities and Business and stressing the desire to accomplish these plans for transformation by “aligning private action and public policies,” it’s really hard for me not to read this America Next vision of what is supposed to be the ‘conservative’ vision of K-12 education with its emphasis on the local and private providers through the broader intentions.

http://americanext.org/wp-content/uploads/2015/02/America-Next-K-12-Education-Reform.pdf was released this week. It is chockful of global Terms of Art like “high-quality standards” for all that fits right into Ban Ki-Moon’s Road to Dignity by 2030. All being done with language about free enterprise, a local government emphasis, and the money following the child. The UN laid out in a 2014 World Economic Forum report it co-wrote on its Post-2015 plans that vouchers were the global means for accomplishing its education agenda. We should take them at their word. To turn our young people into the desired torchbearers would be another way to put it. Seeing regulation via “one of the many well-regarded private accreditation agencies” as the answer for private schools to keep their autonomy despite the influx of public money is either deliberately deceitful by whoever wrote that paragraph or it indicates a woeful ignorance by the report’s authors of the nature of accreditation and its links to the UN System.

Talking in terms of a “public safety net, a minimum standard of sustenance beneath which citizens guarantee no neighbor will fall” is to accept the UN and Karl Marx vision of an enforceable obligation to meet human needs. In other words, in language about limited government, that report actually accepts the entire premise of the Welfare State. It’s a ‘conservative’ document that dovetails with the Road to Dignity by 2030 vision and leaves people ready to be blindsided by what is coming from the UN, local and state authorities, and in the name of progressive or polyphonic federalism. If you live in another country though, these same initiatives may be coming at you via what is being called Devolution.

http://www.respublica.org.uk/wp-content/uploads/2015/02/Restoring-Britains-City-States.pdf also came out this week. It’s a reminder that when the UN agenda of Dignity for All translates into a right of every geographic area at the local level to experience ‘prosperity,’ we will find lots of local politicians ready to sign up for the vision. The local emphasis makes the broader agenda of transformation harder to see and easier to enforce against both people and places. Ban Ki-Moon is probably not coming to your town to trumpet this 2030 justice for everyone vision. That will be the School Principal or District Super, the mayor or a state legislator, even if they have not yet gone for their CIFAL Network training for Local Actors created by the UN System. (see tag).

The Welfare State just put on a new outfit with different names when the rest of the UK decides that no one should have to relocate to London or the SouthEast of Britain to succeed and that local economies and their inhabitants should also have a right to success in terms of “health, education and opportunity.” Politicians apparently believe that basic needs can be met by regulatory fiat. Not likely, but in the US Detroit and Chicago really like this vision a great deal. http://www.corecities.com/sites/default/files/images/publications/Modern%20Charter%20for%20Local%20Freedom_0.pdf Have I succeeded in making everyone wary about hyping the Local as the solution with such plans for transformation swirling around us? Good.

A demand out of the UN that “we leave no one behind, ensuring equality, non-discrimination, equity and inclusion at all levels” and a mandate that “we must pay special attention to the people, groups and countries most in need” means that for the vision to have any chance, much of the focus of the actual policies has to be at the local level. The spirit of these demands and mandates is precisely what we are seeing in the ESEA Rewrite we have looked at and also the WIOA (see tag) legislation passed this summer on a Bipartisan basis. It also fits with the vision for Inclusive Capitalism and the NEW American Dream advocated by one of the primary institutions involved in creating the Common Core and the rubrics for what will count as College and Career Ready in the future.The Business Roundtable is also involved to keep the focus on Big Business and academia’s perks.

In August 2014 the ACT Foundation published “National Learning Economy The NEW American Dream: Our Vision for Living, Learning, and Working in the Performance Era.” http://actfdn.org/wp-content/uploads/2015/01/ACTF_BrochureRv3_LoRes.pdf Now try to control your shock as it too contains a vision that also has us on that Road to Dignity by 2030.  It also sees the answers to the future in “collective efforts” and “collective action”. Individuals now apparently only exist to have their needs met, as determined by someone else, and “their greater life satisfaction” managed for “themselves and their families.” In this Performance Era the role of knowledge is “shifting” lest it interfere with all these plans being made on our behalf. Instead we get the “interconnected factors of productivity, learning, and skills development”. Once again as determined by cooperating politicians and amenable Businessmen to the UN’s plans for us.

Beyond literally tying the Common Core now to “Capitalism evolving toward inclusion and social welfare,” that ACT/ Business Roundtable document also proclaims that the National Learning Economy will need the integration of “three critical mutually reenforcing systems: economic development (employers and policy), workforce development, and education systems (researchers, educators, trainers, etc. in K-12, postsecondary, informal, and other learning systems).” Probably a good thing it’s so chilly outside because I really am tempted to take an I Told You So Victory Lap at that open admission. Even better for those who have read the Conclusion to my book is the open admission that this is all tied to a different conception of economic growth where “sustainability and renewal are the primary goals.”

I guess meeting the human needs of all will mean no more taken-for-granted modern conveniences like disposable diapers for ordinary people. I have pointed out before that meeting human needs once a certain level of technology and overall prosperity is achieved was the hallmark of what Karl Marx called the Human Development Model. It’s the purpose of the vision of the Road to Dignity by 2030. It was there in that America Next K-12 vision and in Devolution’s insistence in using the local to “distribute ownership and agency to all.” This is how the ACT Foundation winds up its vision of the Pathway to the National Learning Economy:

“In essence, we must construct a road to success for everyone in the performance era, where every piece fits together [including people, their sculpted worldviews via education and the media, and their personalities through social and emotional learning and a Whole Child emphasis] to create a stable, dynamic pathway that continues to grow and offer unique new destinations [using someone else's itinerary] for every working learner to explore in ways that fit their living, learning, and working needs.”

There’s that word again. Now whose needs will really be met in this Road to Dignity by 2030 vision?

The way to avoid being Roadkill is to be aware of all these created pieces and how they fit together.

Think of this post as the most useful Valentine we will ever get.

Abolishing the First Amendment’s Protections While Hyping Intellectual Freedom and Student Learning

If we wanted to turn the current protections of the First Amendment on its head, we might argue that its new function is to “ensure the democratic legitimation of the state” and “create a new state of Mind for citizenship.” If books like The Constitution in 2020 (that the typical person will never even hear about, much less read) assert such claims, while also arguing for national standards for K-12 education to create the desired values and belief system, we would have a United States running on parallel tracks. There is the world as the typical person still believes it to be. Then the parallel, actual, purposes of the changed practices and institutions designed quietly to create:

“A democratic agenda truly concerned with human freedom, equality, and flourishing must conceive of itself in terms broader than the Constitution as law. It must be concerned with the constitution of US society, rather than with the US Constitution.”

If anyone does not believe that K-12 education policy and the new emphasis on “personalized learning” are actually about achieving the vision of the above quote that dovetails with the previous essay on “A Progressive Perspective on Freedom of Speech,” read this inviting “progressives normatively [they set the new rules but do not bother to tell us] to clarify the forms of participation that they believe are essential to a healthy public sphere.” Last week President Obama’s FCC announced its intention to regulate the Internet in the name of net neutrality. Want to guess how the progs illustrated that desire to clarify the new terms of participation and debate?

The book pointed out that “the Internet, for example, is rapidly becoming an extremely important medium for the formation of public opinion.” If that sounds like we are about to have an uh-oh confession here it goes:

“In the coming decades, issues such as net neutrality or the installation of centralized (versus decentralized) filters will hugely impact the precise ways in which the Internet will contribute to the formation of public opinion. Progressives will need a convincing normative vision [remember the experiential Right Brain that is the new focus of K-12 education adores narratives] of a healthy public sphere in order to assess the constitutional implications [little c, as in constitution of society and maybe that other little c] of potential government interventions. They will need this vision as much to shape a progressive regulatory policy as to litigate for the maintenance of progressive constitutional rights.” [No more negative liberties in other words. Look up FDR's Scond Bill of Rights].

We get a glimmer of what is really going on in what the new Conceptual Frameworks in AP US History are actually designed to do. I covered that in depth in a trilogy starting here http://www.invisibleserfscollar.com/mischievous-masquerade-apush-as-the-sought-coherent-framework-justifying-intervention-in-history/ I also address the function of critical theory and why it is also called Cultural Marxism in Chapter 5 of my book.  This recent controversy http://www.dallasnews.com/news/community-news/park-cities/headlines/20150128-highland-park-isd-parent-calls-book-socialist-marxist.ece  illustrates that high school coursework across the country is now training students to apply conceptual lenses like poverty, race, gender, sexuality, etc. in how they interpret the world.

Instead of treating Marxism as an insult that only an unhinged kook would hurl, it’s important to appreciate the crucial importance that the human perception of the here and now has on a widespread willingness to act to transform society. It’s why the prog quotes above talk about “a new State of Mind” for the necessary citizenship. It’s why we keep hearing about desired Dispositions (including explicitly from the Common Core’s formal sponsor, the CCSSO) and all students having a flexible Growth Mindset.  We are all assuming a world and the rule and protections of the law still functioning largely the same while influential, well-funded profs and federal regulators declare “the First Amendment does not protect speech as such, but only such speech as is necessary for democracy.”

That would again be democracy in the economic justice, positive rights, vision for all that desperately needs both K-12 and higher education policies and practices to enable its vision of the future. The progs recognize that the traditional view of the First Amendment will “undermine important and desirable forms of state regulation.” I have long recognized that where the schools intend to go is actually off limits once properly understood. http://www.invisibleserfscollar.com/if-the-system-seeks-to-destroy-the-ability-to-think-can-james-madison-save-us/ Apparently the progs concede that as well. They followed that concern over the current First Amendment language with this statement:

“a progressive constitutional vision for 2020 must advance a robust theory of democracy that can identify the forms of speech and association that deserve constitutional protection because they are essential to the formation of democratic public opinion.”

That’s a First Amendment that has done a 180 and intends to protect only the forms of speech and association that fit with the desired transformative vision. Anything else and the motto is gather data, resculpt, and infringe away. The parents still think this is all about the best way to transmit knowledge and many businessmen still believe they cannot find able employees despite the K-12 system trying really hard and doing its best. Neither is true and it hasn’t been for a while.

One of the many taxpayer-funded trade groups doing its part to advance the prog view of future American society and reshaping the mind of the citizen is the American Library Association. In fact, its Association of School Librarians has even created Standards for the 21st-Century Learner http://www.ala.org/aasl/standards-guidelines/learning-standards and a helpful crosswalk to the Common Core. Category 3 is that “Learners Will Use Skills, Resources, & Tools to  Share Knowledge and Participate Ethically and Productively as Members of Our Democratic Society.” I do believe that is called picking a dog in the fight.

Especially given AASL’s constant focus on pushing Inquiry-Learning, which of course, MUST be experiential. It also prescribes desired student “Dispositions in Action” repeatedly as part of its Learning Standards. Students are also told to “show social responsibility by participating actively with others in learning situations” and not just turning to a book they love or refusing to volunteer the excellent vocabulary their parents diligently built up over the preschool years.

Again, creating Learning Standards that insist that students have that social responsibility or that students must “use information and knowledge in the service of democratic values” is taking sides in this mostly invisible battle for the future of what the US will ever be. We are going to pivot because the ALA was brought in as the so-called neutral authority to proclaim that somehow complaining of bias in what is taught, and the explicit prescription, and required practicing, with conceptual lenses that students are to now use (to interpret their experiences and the reality they perceive around them), is somehow a violation of the student’s Intellectual Freedom. Who is the real infringer here? This is the Have Your Cake and Eat It Too Booklet the ALA has created.   http://www.ala.org/alsc/sites/ala.org.alsc/files/content/issuesadv/intellectualfreedom/kidsknowyourrights.pdf

It showed up as a defense in Highland Park. Now won’t the facts laid out in this post be useful if it shows up in your community next trying to prevent accurate criticisms? After all, these stipulated ‘lenses’ are designed to guide new kinds of student minds and beliefs about their responsibilities to others all while sculpting that needed “democratic public opinion”. The booklet is fantastically wrong in so many of its assertions, but it does still have an excellent command of the historic purpose of the Bill of Rights. “Before the Bill of Rights was written, governments usually told people what their rights and freedoms were. Our Founding Fathers did not like this, and so they flipped the idea around. Instead, the Bill of Rights said the citizens would be free to tell the government what it could or could not do.”

Not exactly consistent with those 21st Century Learning Standards is it? See what I mean about parallel tracks? At the same time that the ALA tries to portray challenges to the slant in curricula as akin to the right of citizens to “take the government to court” and “use  the words from the First Amendment to prove that the government has violated their rights,” the ALA itself is actively involved in helping to resculpt the student’s internal mental structures and values, attitudes, and beliefs. In violation of that same First Amendment they claim to be a defender of. Maybe so, but the first allegiance is clearly to advancing ‘democracy’. That booklet called it the “form of government where all people are heard,” which sounds remarkably like the prog vision of the public sphere above.

In fact, the 2020 book asserted that redistribution of wealth and interference with private contracts are now acceptable as long as the minority can complain in a public forum about what governments are doing. Legitimate practices as long as there is an opportunity to participate and try to sway public opinion sounds remarkably like the ALA’s assertion that democracy cannot “work if all people cannot express themselves and talk to one another to make informed choices.” Sounds like John Dewey’s participatory democracy to me that we are seeing advocated for now at the local level as a forum for binding decision-making as long as all Stakeholders are represented.

I think the ALA’s desire to advance this vision of the future probably has something to do with why it repeatedly and flagrantly misstates the tenets of the First Amendment. But the typical parent or student will likely not know that “The First Amendment guarantees you the right to think your own thoughts, speak your own opinions, and read and write what you want” is factually wrong. The Government at any level cannot infringe that. The ALA though wants that Discourse Classroom where all students bring their perspectives and share their experiences before negotiating to a common understanding. That practiced obligation is needed for this new vision of a “democratic public sphere.”

This is a self-confessed March through the Institutions that is proceeding on a Parallel Track. Let’s not take any groups’ word for what our rights and obligations are. Always look for the conflict of interest.

We really are engaged in a cultural war over the constitution of our society. The law and K-12 education are primary battlefields. None of us have to accept a claim that we are violating Intellectual Freedom by accurately pointing all this out.

Progressive Polyphonic Federalism Invisibly Binds People and Places to the Just Society Vision

That’s quite a title, isn’t it, but both alliterative adjectives matter. If you like doublechecking me, try one or the other with ‘federalism’ in your search. I joined them together because they actually work together and I hate synonyms designed to throw us off the real story, its depth, or its trail over decades. This will also remind us why the “state-led” description of the Common Core, as in not a federal initiative, is a Red Herring literally designed to throw off the scent so we look in the wrong places. Both WIOA and the ESEA Rewrite are grounded in both kinds of federalism and its No Child Left Behind predecessor is cited as the ultimate example of polyphonic federalism in this paper “Toward a Theory of Interactive Federalism” http://papers.ssrn.com/sol3/papers.cfm?abstract_id=734644 by the now Dean of Emory Law School. Notice that the 2006 date is the year after the famous (infamous?) Yale conference put on by the American Constitution Society proposing a new Constitution by 2020 that was followed up with a book in 2009.

Another one of those things that has not been on our radars, but needs to be, because it describes what is actually happening to all of us. Let’s go back in time to the mid-80s when (as my book lays out) so much is already shifting towards intentional social transformation via education. Recognizing that the goals of the ESEA Rewrite could only be met via James Comer’s (also at Yale) views of a social interaction, psychological focus of student achievement, I discovered he had written the Foreword for a 1985 book Choosing Equality: The Case for Democratic Schooling that sought to “qualitatively change the environmental context–the school culture–that conditions the learning process.” That certainly explains why every federal regulatory power since President Obama took office has been directed to achieving a Positive School Climate with a variety of rationales.

The vision of democratic schooling, then and now in the Common Core implementation and the ESEA Rewrite language, insists that “If education were structured around the social needs of children, families, communities, and a democratic society [in the Marxian, John Dewey, participatory sense laid out in the book], the priority would be to endow all children with the basic and higher-order skills [Remember the tethering from the last post] needed to fulfill personal and citizenship roles. The mission of schools would be individual and social empowerment, which itself would promote more equitable chances of survival in the labor market.” Schools, in other words, will increase student achievement for all students by focusing now on enhancing “all children’s capacities to think critically and to acquire social knowledge.”

That was from the “Building a New Agenda” ending, but before that was the “Governance and Funding: Toward Progressive Federalism” chapter. If the basic and social ‘needs’ of all people are to be met, either in the US or anywhere in the world, “new structural mechanisms that allow popular control over resources and priorities” are needed. The book proposed the remedy as the “concept of progressive federalism, expanding the social and fiscal responsibilities of government at all levels–federal, state, and local–and defining the role of each more appropriately to its function.” We can be sure that the UN’s Global CIFAL Network I wrote about on January 6 was created from an awareness of progressive federalism. http://www.nytimes.com/2009/01/30/us/politics/30federal.html says that President Obama’s Open Data Initiative (see tag), which we know was such a priority that it was his first action on his first day in office, was actually grounded in progressive federalism.

Progressive federalism sees “government action as the central instrument for achieving egalitarian goals and more effective practice in public education.” The book, which described the practices and policies my book and this blog have tracked to what the actual planned implementation looks like everywhere, sought to “develop the role of local and state governance, as well, to promote more comprehensive responses to educational needs and to engage all levels of government in the struggle for progressive reform.” The book complained that progressives were not appreciating the powers over people and places held at the state and local levels. It reiterated that the “concept of progressive federalism includes the necessity of multiple levels of authority, particularly state and federal regulatory functions that safeguard standards and rights.”

Choosing Equality pointed out the reasons for what is now so clearly being foisted on us: “The federal government is the only feasible agency for the redistribution of wealth on a nationwide basis, both in its tax policies and in its priorities for public spending. The federal government is also the primary agent for promoting geographic as well as individual equity.” Equity as in whatever must be done to achieve equality of results for various previously disadvantaged groups. That’s still the impetus behind the global push surrounding Excellence and Equity for All as this recent paper shows.

http://www.yrdsb.edu.on.ca/pdfs/w/innovation/quest/journals/QuestJournal_BenLevin-AvisGlaze.pdf made it quite clear that the required Equity is obtained in the manner described in the 1985 book although its lead author Ben Levin has now become too notorious to call as a Congressional or legislative witness. The co-author, Avis Glaze, wrote yesterday in an EdWeek post entitled “Achieving Excellence with Equity: A Mandate for All Schools” timed around the second day of ESEA Rewrite hearings. Student Learning tied to the tethering view of experiential education from the last post as well as the Rewrite’s Equity focus is a crucial point so many educators are lying to the public about all over the world.

This is from a 2008 UNESCO paper called “Inclusive Education–the Way of the Future.” It laid out the shifts in what is to constitute ‘learning’ to allow the push of equality in outcomes and success for all. It’s also embodied in what is “high-quality education” and Equity and what it takes to be a “high-achieving country” on the PISA assessments created by the OECD.

“So long as learning is understood as the acquisition of bodies of knowledge presented by the teacher, schools are likely to be locked into rigidly-organized curricula and teaching practices. Commonly, therefore, inclusive curricula are based on a view of learning as something that takes place when learners are actively involved in making sense of their experience. [hence the tethering metaphor in the last post] Learners, in other words, cannot simply be told. Rather, they have to discover and understand things for themselves.”

In whatever ways suit political power as governments at all levels coordinate around forcing people and places to accept. or even not notice, the progressive visions of a just society being pursued. As the book Remaking America recently concluded:

“States have the power, and often the will, to meet the needs of citizens in progressive ways…Progressive federalism seeks to harness this potential state contribution to our national democracy without retreating from civil rights and a national affirmative state…to update and give content to the metaphor as ‘laboratories for democracy’.”

Are those kinds of efforts then really ‘state-led’  It helps if we look at why Dean Schapiro chose the “Polyphonic Alternative” to describe the new conception of federalism being constructed. Both Eric Holder, the US Attorney General, and Cass Sunstein, the President’s first-term “Regulatory Czar” are involved with the American Constitution Society’s push here as is Janet Reno, Clinton’s Attorney General. Well-connected to federal regulatory power would be an understatement of epic proportions apart from the Soros funding, polyphony has the element of coinciding authority, working in harmony, a “stew” instead of the “adjoining” layered authority symbolized by a “marble cake.” Federalism that “can combine into new melodies, without losing its individual character.”

States and localities in such a mellifluous stew of Statist coordination may still retain their ‘character’. Thus preventing easy recognition of the nature of this crucial shift. They are entirely losing their function though as a barrier to governmental power over the individual as laid out in the still existing US Constitution. The progressive label was at least a tip-off that a shift in the fundamental governing philosophy had occurred, apparently to avoid the cacophony of free enterprise and individual abilities and choices. Looking through that Interactive Federalism paper, I cannot find any protection from overbearing governments at all levels committed to trying to achieve Equality of Outcomes.

As the last several posts combined have pointed out, the “brain is a sculpture carved by experience” as the OECD Neuroscience research has pointed out, and governments at all levels are now committing to sculpting the human brains of students at a neurobiological level. They are pushing the practices and policies thought to advance a society and economy grounded literally in transferring “from each according to his abilities, to each according to his needs.” Neither the UN or the OECD hides anymore their pursuit of what Marx called his Human Development Model of society. Neither do progressives, where ever they are. Historically, there has been a barrier–the language of the US Constitution, but not under these legal theories or conceptions of federalism.

Education, especially K-12, is the global vehicle, because as the OECD recognized with this quote from Wu Ting-Fang: “Education is like a double-edged sword. It may be turned to dangerous uses if it is not properly handled.”

Just like the law and the supposed checks and balances of federalism.

 

Tethering the Logical Rational Mind Via K-12 Education to Emotionally Grounded Experience

The language from the ESEA Rewrite on closing the achievement gaps between groups that objectively have had very different life experiences basically limits what can now go on in a K-12 classroom in any state or locality. Some local control, huh? Interestingly the only kind of education that will now suffice is precisely the same as what political and social transformationalists intent on social justice also want. It’s the same kind of K-12 education that members of the Chamber of Commerce also endorse since it makes genuine, shift the paradigm invention and technology far less likely.

To illustrate how once again all roads lead to the same place and how it does not benefit ordinary, non-politically connected, people at all, let me turn to an essay “Educating the Rainbow: Authentic Assessment and Authentic Practice for Diverse Classrooms” from a 1997 UK book Assessment for Equity and Inclusion: Embracing All Our Children. What that paper calls authentic assessment that is activity-based, group-oriented, real world problem-based, and designed to get at the motivating emotions, values, and attitudes that get hidden now in the phrase “high-quality” are called formative assessment or assessment for learning most often in 2015. Whatever the name, what’s the real purpose? That would be to create shared beliefs among all the participants in the classroom and eventually the school so that the students can also embrace shared meanings from interpreting their experiences and ultimately develop shared language to describe them.

Now won’t those things come in handy if the goal of K-12 education globally has shifted to “Introducing a new way to think, talk, and act”? http://www.thersa.org/__data/assets/pdf_file/0008/1550609/The-Seven-Dimensions-of-Climate-Change.pdf came out last week on basically the same day that the President of the Rockefeller Foundation went to the RSA to speak about building Better, More Resilient Cities. Hmm, wouldn’t authentic or formative assessment then be helpful to the Rockefeller-funded Communication for Social Change they are pushing all charities to guide their funding by? Talk about tethering. That paper seeks to skip over the entire debate over whether 2014 was the hottest year on record and whether we are warming, cooling, or the physical climate is simply behaving like a ‘climate’. “Changing climate” must become what “social scientists call ‘a social fact’.”

The great thing about ‘social facts’ in sociology theory (which is after all a huge component of education theory and pedagogy in degree programs) is that they are designed to ultimately change us, from the inside-out. Hmm, just like authentic or formative assessments? Why yes and won’t those be so useful if people now need to have a “new sense of collective purpose that embraces the diverse elements of human experience–without new vocabulary and cultural currency that allows us to overcome climate fatigue, a social silence, and stealth denial.” Not to mention actual documentable facts about the reality of scientific principles that must now be excluded because such abstractions are not equally accessible to all people. Equity excludes what builds up the analytical and intellectually-oriented Left Hemisphere of the brain from acceptable classroom practices. Equity does, however, provide education with a means for developing shared beliefs, meanings, and language.

How convenient, huh? Especially with the Center for Research on Environmental Decisions (CRED) that is part of the Earth Institute at Columbia University (where so many of the authors listed in the above book are profs at the Teacher’s College) creating reports on how to frame climate communication so that it can “Speak to the Two Parts of the Brain.”  http://guide.cred.columbia.edu/pdfs/CREDguide_full-res.pdf   That’s, first of all, the Analytic Processing System that concerns about Equity, social justice, and civil rights now insists must be starved of everything but pre-approved,  politically useful ‘concepts’, Enduring Understandings [see tag], or disciplinary core ideas and cross-cutting issues. The second side, what Marshall McLuhan called the visual-aural, holistic Right Hemisphere, is referred to as the “Experiential Processing System.” Fascinating, huh, since “learning experiences” are now to be the focus of K-12 classrooms since only they meet the Equity Gateway that allows Success for All.

That “Psychology of Climate Change Communication” paper helpfully tells us what a Mental Model is. Since that’s precisely what Rigor and authentic or formative assessment is designed to shape and alter and what concerns over Equity and Opting Out of ‘tests’ are forcing on all students, lets quote the report:

“A mental model represents a person’s thought process for how something works (i.e., a person’s understanding of the surrounding world). Mental models, which are based on often-incomplete facts [especially in a K-12 world where lectures and textbooks are treated as inequitable], past experiences [which will now include experiences of virtual reality created as gaming for the very purpose of manipulating mental models. See Jane McGonigal tag], and even intuitive perceptions, help shape actions and behavior, influence what people pay attention to in complicated situations, and define how people approach and solve problems. Perhaps most important to climate change communicators, mental models serve as the framework into which people fit new information.”

That very mental model is precisely what so much of the K-12 classroom implementation described in my book Credentialed to Destroy is designed to influence and control. It’s also the focus of so much of the required emphasis on digital learning. Everything being pushed in K-12 education now tethers that Analytic Processing System and forces and then manipulates the Experiential Processing part of the student’s physical brain. Gives new meaning to “brain-based curriculum”, doesn’t it? To be effective on any issue targeted for transformational change or political control, communication (one of the 4Cs of 21st Century Learning) needs to “make use of the following experiential tools”:

“Vivid imagery, in the form of film footage, metaphors, personal accounts, real-world analogies, and concrete comparisons;

Messages designed to create, recall, and highlight relevant personal experience and to elicit an emotional response.”

We see the latter tool in the omnipresent journaling that seems to be a part of every class now, including math. The former tool is not just brought in through computer gaming and the Common Core’s media literacy and relevancy requirements, but also group-based Problem-Based Learning and the Maker Movement. After all that CRED paper explains “How to Tap into Group Identity to Create a Sense of Affiliation and Increase Cooperation.” Very useful if a New Way to Think, Talk, and Act has become the entire point of education and much of the focus of media outlets of all kinds.

In the last post I mentioned Antonio Gramsci’s famous March Through the Institutions as a way to describe the actual effect of what Congress seems prepared to mandate, but RSA actually came right out and called for new societal institutions. All the more reason then to have the law mandate the Orwellian “high-quality education” we covered in the last post. After all, RSA (like the Club of Rome and ValuesQuest in the January 11 post) views “democracy” as a “mechanism for making collective decisions” and the “web of legislation” and the the “comprehensive system of law” as methods for “meaningfully constraining …the global economic engine.” Boy, that was not on the Bar Exam back when I took it.

These new societal institutions created then by a web of legislation like that ESEA Rewrite or your local city council’s edicts will “not be designed to make an economic case, communicate scientific facts or win an argument.” I guess that explains why the Analytical Processing part of the human brain that can do those things well is being tethered and starved of the kind of facts K-12 education traditionally provided. Instead, the experiential, social and emotional learning focus fits with the desire for new societal institutions that “allow people to express and discuss their concerns, fears, dreams, and hopes for the future. They would embed scientific inquiry into the nature of the problem and how it could be solved, in more complex debates about how we should live in a climate-changed world. And in that way, they would likely offer fertile place to explore the links between Science and the other six dimensions of climate change.”

That’s the vision of the future the authentic assessment, student engagement, digital learning shifts in K-12 education are all preparing students for, without anyone trying to tether students to the actually existing physical reality or what works or never has. Students who have a craving for unicorn rides in this socially just future will have nothing to prompt them this is not a realistic goal. Those seven dimensions, by the way, that plan to alter the present reality, like it or not, are:

1. Science: Forging a new social contract

2. Law: Constraining extraction

3. Economy: Investing in the Future

4. Technology: Scaling up deep decarbonisation

5. Democracy: Escaping the governance trap

6. Culture: Breaking stealth denial

7. Behaviour: Overcoming stealth denial

How binding in every way that matters would be one way to describe that list. Now, as a well-read adult in my 50s I can tell that paper is a fantasy. Nothing, however, in the planned K-12 implementation would create that kind of “Danger, Will Robinson!!” prompt. In fact, K-12 education is deliberately priming the mind and personality to prompt just such an urge to plan and act as the Seven Dimensions paper laid out. CRED even came up with an additional paper called “Connecting to Climate” in December that appears both tied to the planned transformations of mental models from K-12 education as well as a cronyistic politically planned economy being sold as ecoAmerica.

Once again this post is a heads up about what social, economic, and political visions are tied to the K-12 transformations everyone with any power is forcing on our children. This is not just about education, but education as a means for broader transformations. It is intended to affect all of us, whether we have children or not, and whatever our ages.

It needs to be on everyone’s radar screen where ever we live. Because no one in education administration is being honest in my experience and we are not likely to be among the cronies invited to an RSA program or an ecoAmerica annual invitation-only summit.

Thank goodness we can still read and our Analytic Processing Systems remain tethered to facts and likely actual consequences.

Fulfilling the Long Ago Prophecy and Boast on Conquering the West Quietly Thanks to the US Senate

Antonio Gramsci definitely claimed that the way to subdue the West was through changing its culture and manipulating its institutions. My recollection is that Nikita Khrushchev said something similar about subduing the US while making us love what we were ignorantly advocating for. Hard for me not to view the proposed Bipartisan rewrite of the No Child Left Behind federal K-12 authorization statute as anything but the great enabler with this as its new stated purpose (I bolded the especially troubling code words and phrases):

“to ensure that all children have a fair, equitable, and significant opportunity to receive a high-quality education that prepares them for postsecondary education or the workforce, without the need for remediation, and to close the achievement gap between high-and low-performing children, especially the achievement gaps between minority and nonminority children, and between disadvantaged children and their more advantaged peers.”

Elsewhere, the ESEA Rewrite being called the “Every Child Ready for College or Career Act of 2015″ states explicitly that the advantages and disadvantages to be focused on are economic. In other words, factual differences in parenting like a family’s vocabulary, willingness to let a 2 year old play videogames in the grocery store cart, children’s travel opportunities, and other toddler experiences that affect whether a child is low-performing or high in traditional academics can no longer affect academic outcomes. It means that K-12 education in the US can no longer be about academics in the traditional sense or that purpose cannot be met. Not exactly a huge revelation to anyone who has read the details laid out in my book and the explanations why, but about to be enshrined in federal law.

Seeing everything through results in terms of race, ethnicity, gender, and class used to be acknowledged as using a Marxian analysis. Now it is to guide the results of what can occur in K-12 education. I want to go back though to another Term  of Art used in that purpose: quality education. That term has a very special defined meaning in the world of the UN System that we just keep running into that ties to its vision of a sustainable global Human Development society. How did an analysis grounded Karl Marx’s vision of categories that would guide consciousness to see the need for transformational change end up in that ESEA Rewrite Statement of Purpose? I think I’ll abbreviate it NCGA–No Child Gets Ahead. No matter how talented they are or how much care and time their parents offered them.

The UN’s vision of quality is grounded in John Dewey’s work http://www.invisibleserfscollar.com/why-quality-learning-may-be-the-last-thing-you-want-for-your-child/ and thus fits with this emphasis on pushing the intuitive, holistic Right Hemisphere while hobbling the analytical Left that we keep encountering. Creating a search around “UNESCO quality education” will pull up a great many consistent powerpoints and reports. The one in particular I am quoting from is from the EFA Global Monitoring Report 2005 and was called “Education for All: The Quality Imperative.” It explains precisely how those pesky achievement gaps will be made to go away. Schooling concentrates on helping “children develop creatively and emotionally and acquire the skills, knowledge, values and attitudes necessary for responsible, active and productive citizenship.”

Think of it as practical knowledge for what the Institute for the Future calls our “new participatory economy” and the UN CIFAL Network calls a sustainable society and the UN System calls its Copenhagen Declaration on Social Development. In every case quality education is viewed as a “prerequisite for achieving the fundamental goal of equity.” Equity is yet another explicit term in that new purpose of US K-12 education, which makes sense since the unacceptable differences that rewrite mentions are precisely those laid out by the UN for understanding, monitoring and improving education quality–learner characteristics like “socio-economic background, health, place of residence, cultural and religious background and the amount and nature of prior learning” are all to be noted and monitored. No wonder we are hearing about “testing in preschool.”

So Quality Learning is experiential, social and emotional, relevant, constructivist, and is to fit the criteria of “Quality in the critical tradition” like Paulo Freire that “equates education that prompts social change,” encourages “critical analysis of social power,” and lets learners design their own experiences. Precisely what we keep noticing in the required implementation and had been hoping were out-of-line administrators just trying to get a promotion. Not enshrined into the federal definition of what K-12 must now become, like it or not, with virtually no recourse.

Rather than dwell on quality education per the UN and its declared intentions, let’s pivot to the five witnesses scheduled to appear at the first committee hearing on the rewrite on Wednesday, January 21. Several are names we recognize. There is civil rights advocate Wade Henderson whose vivid statement became the title of this post. http://www.invisibleserfscollar.com/not-going-to-let-the-us-constitution-stop-us-from-using-schools-to-enshrine-global-social-justice-and-human-rights/ We also have Jia Lee, a teacher at the Earth School in NYC who shows up in links as wanting to Opt Out of standardized testing because it interferes with the progressive education vision. That would be the one created by John Dewey as my book also detailed extensively so let’s give Jia a check for on board with quality education in the UN vision.

Next is the Denver School Super Tom Boasberg whose School Performance Framework   is being touted http://spf.dpsk12.org/ as a model for other districts and states to use. Make that another check. Then there is Paul Leathers from New Hampshire that is piloting the Competency focus for high school that is also mentioned in the language of the rewrite. We met him here http://www.invisibleserfscollar.com/listening-in-on-the-confessional-drumbeat-of-the-common-cores-true-purpose-jettisoning-traditional-high-school/ Now, the last listed witness is a Marty West, listed as a professor at Harvard ed school. He also teaches though at the Harvard School of Government and was an advisor to Mitt Romney in 2012 and Lamar Alexander, the Republican committee Chairman, now.

Looking into his education writings I found this “Global Lessons for Improving US Education” http://issues.org/28-3/west/ that so fully misrepresents the nature of the OECD PISA and its emphasis on pushing a Competency focus (it’s described in Chapter 4 of my book with plenty of cites on intentions) that Professor West is either a sloppy researcher or interested in pushing the global quality education agenda via stealth. Asking myself what his connection was to Quality Education pulled up this Gates Foundation-financed 2014 vision for putting the K-12 emphasis on “non-cognitive skills” as a means for closing the achievement gap. http://cepr.harvard.edu/cepr-resources/files/news-events/cepr-promise-paradox.pdf

Those “non-cognitive skills” also go by the names of “social and emotional learning” or “21st century skills” says the paper. They are important traits “for success in school and in life.” They are “more amenable to direct intervention than cognitive ability, particularly beyond infancy and early childhood.” Sounds like quality education so far, doesn’t it? The paper’s intro that “disparities in so-called non-cognitive skills appear to contribute to the academic achievement gap separating wealthy from disadvantaged students.” Sounds just like that new purpose again. It’s not then just the use of the term “quality education” and its well-documented purpose that is the problem, but the declared interests of those first chosen to testify.

But it’s actually worse than that. Remember when the federal DoED issued that awful “Grit Tenacity and Perseverance” report and critics were told it had no connection to the Common Core? The psychologist known for pushing the Grit and Perseverence sociocultural emphasis, Angela Duckworth, is a co-author of that cepr paper. When you follow a different co-author, Amy Finn, http://languagemagazine.com/?page_id=78313 on how to turn off “effortful learning” and the adult “prefrontal cortex using a technique called transcranial magnetic stimulation.” I have warned that there is a real interest in locking in psychological transformations at a physiological level. Following another co-author, Rebecca Martin, turned up that in 2008 SANS–the SocioAffective Neuroscience Society– Lab Network was set up globally to trade research. More checks for Quality Education globally then.

Another author, John Gabrieli of MIT, turned up the McGovern Institute for Brain Research with a goal to “understand the organization of memory, thought, and emotions in the human brain. By combining brain imaging with behavioral tests, he studies the neural basis of these abilities in human subjects.” Gulp. Another co-author, Christopher Gabrieli is the Director of the National Center on Time and Learning, where 90s Outcomes-Based Education primary architect Marc Tucker is an advisor.

It’s all back. It is the UN’s workforce and change the child’s values and personality vision and it is about to be quietly enshrined again into federal law like WIOA. But nobody is hitting their shoe against a UN lectern trying to get everyone’s attention on these intentions in time. Writing is the closest I can get in this Paul Revere effort of mine announcing that the transformation is planned, coming, and hiding in laws, charters, executive orders, and regulations no one is supposed to read.Well, I have and we all need to sound the alarm or we will be encased into a vassals and fiefdoms view of citizenship primed for a collectivist future.

On that note, I did get a timely kick this morning when an article quoted Benjamin Franklin as noting “Democracy is two wolves and a lamb deciding what to eat for lunch. Liberty is a well-armed lamb contesting the vote.”

Quality education and the purposes of this NCLB rewrite and the entire actual Common Core implementation should be seen as government officials at all levels insisting that the lamb must come to lunch unarmed. Armed lambs will be checked via benchmarks and then forcibly disarmed.

Just say no. To every politician you know and everyone they hire or appoint.

Remember our motto–Not Serfs Yet.

 

 

Bogus Excuses to Always Hype What Extinguishes or Controls the Analytical, Rational Mind

In the ancient world, if all roads did in fact lead to Rome, it would not be much of a stretch to decide that Rome was the place where those who took the time and expense to travel likely needed to go to. Likewise, if every K-12 education reform that I know is part of the mandatory classroom vision has the same actual or intended effect on the human mind and a student’s personality, we can conclude that the global transformationalists we met in the first two posts of this trilogy need a certain mindset for their success. In fact, I considered naming this post “Becoming a Plant” after the video game Reach for the Sun where students will be “challenged to ‘become a plant’ and balance resources like starch and water. “Extend your roots, sprout leaves, and make your flowers bloom before winter hits.’”

Now if I had described that “learning activity” before Christmas and linked it to the Arational Mind push we have been noticing going back to this post http://www.invisibleserfscollar.com/blending-sustainability-and-education-to-gain-arational-nonlinear-minds-and-new-behaviors/ , I would have had the makings of a good freestanding post. Knowing the goals of the global CIFAL Network, the desire to use ICT to extinguish the Left Hemisphere’s historic dominance per that Global Village book, plus the explicit goals transformational goals laid out by ValuesQuest and the Institute for the Future, and the new vision of the role of the law globally, just make it so much easier to grasp why fact-filled, analytical minds would be regarded as barriers to all that planning and collective transitioning.

We have been having a discussion in the comments about the federally required MPOs–Metropolitan Planning Organizations–that push metro-wide transportation projects and how they are now being urged to explicitly get into economic and workforce development. I have noted that one of the things WIOA requires is that all students be trained in ‘systems thinking.’ At a DC conference this week the federal Transportation Secretary Foxx proclaimed transportation plans as the ultimate “system of systems” that merited a 30-year lay-out of plans. Into all this planning about us, our future, and using our money, I believe it’s no accident that videogames and digital learning are being pushed into classrooms. http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf

Paul Ehrlich’s co-author of that 1989 New World New Mind book discussed in the linked post above, Robert Ornstein, wrote a 1974 book The Psychology of Consciousness pushing a desire to move away from the rational, analytical mind fostered by phonetic reading and traditional math, science, or grammar to a holistic right brain orientation that would perceive the world in interdependent, relational ways. Very helpfully he tied the ability and need for such a shift to the world now being in a position to meet everyone’s ‘biological needs.’ Time then for a more collaborative, communitarian focus to global problem-solving. Needless to say, K-12 education would need to shift and Ornstein saw great possibilities once “computer-assisted instruction” was able to “take the ‘state’ of the learner into account.”

What would such instruction, maybe called ‘personalized learning,’ look like? How about the Mindshift confession that “When it comes to assessment, many games have robust back ends that provide assessment data about the students who play them. That data can be extremely useful, providing information about your students that is applicable well beyond the game itself.” Information the students themselves may very well not be aware of. Data that adaptive learning ICT platforms need if they are to have the desired effects of changing the child’s perceptions, values, beliefs, and attitudes as the new focus of student-centered K-12 education.

Fits the Ornstein desire for educational activity with the student “embedded in the environment” perfectly, except most people would not be familiar with the Ornstein or Marshall McLuhan work we have looked at. They would simply accept the sales pitch that games-based learning would “replace a points-based extrinsic motivation system with a contextualized hands-on learning experience.” Not being in the habit of reading federal statutes like WIOA or federal agency plans, they probably would not appreciate the significance of the confession:

“Keep in mind: The common attribute of all effective learning games is that they simulate systems [or real-world social structures the trasfomationalists want students to believe are systems comparable to how the heart and lungs reliably interact]. They teach students how to understand academic concepts in relationship to the world around them. Certainly this increases engagement [what Ornstein called Being in the Moment that he tracked to ancient Asian religious practices] and retention, but what really matters is about using knowledge in interdisciplinary ways. [Don't feel under control just because your personal use of knowledge is being prescribed in advance].

Digital or analog, game-based or not, good teaching and learning [Remember obuchenie?] is also about building social awareness, considering the individual’s impact on the wider world.”

Now won’t that latter effect work well with the Sustainability aspirations for the future laid out by the UN CIFAL Network, ValuesQuest, and that Institute for the Future Toolkit to prepare students for new forms of governance? We covered all the proposed role-playing in history classes as part of my AP US History Trilogy, but MindQuest proposes teaching American Government by having a student “role play a member of Congress.” A new form of Governance in utter disregard of the US Constitution is highly likely once curriculum is an “immersive experience” where “students sponsor bills, trade in influence, awareness, and approval. The game simulates meeting with lobbyists, donors, and volunteers. The object is to get reelected to office.”  Now that certainly suffices as allowing “teachers to present academic concepts in a contextualized, experiential way.”

Interestingly enough, precisely what Ornstein said a Right-Brain oriented curriculum should be doing if it intends to shift the focus from intellectual content to personal knowledge. Oh, our joy at effective school reforms that will raise student achievement in meaningful, authentic ways knows no bounds. Why did I start this post’s title with Bogus Excuses? Well, should we buy that games-based learning is OK for the classroom because “a generation of gamers has grown up without a civilization collapsing”? Someone was not listening when their English teacher covered the dangers of hyperbole. How about this rationale? “Positive mood states” or empathy “toward people from another country.” I am also afraid that being told “the way corporations, foundations, and research organizations are thinking about games and learning” is no justification when they are all on record seeking transformational social change using K-12 education.

That’s it, isn’t it? K-12 education globally must be shifted to producing a mind and personality suitable for a collectivist orientation. The simulation will prime the students to act in predictable ways without being in a position to recognize that real world consequences do not follow the prearranged instructions of the software developer. It’s no accident that Jane McGonnigal of Institute for the Future is quoted on this point of how students will come to see the real world, without noting her IFTF affiliation. Only that she wrote a book called Reality is Broken that I covered here. http://www.invisibleserfscollar.com/when-gaming-intends-to-shape-and-distort-our-perceptions-of-everything-around-us-viva-la-revolution/

If you want a transformed economy, then push education based on “connected, networked ways of knowing that will dominate the digital future. Sharing and collaboration go hand-in-hand with integrating non-competitive and non-commodified ways of playing games.” Will that lead to a shareable economy? Maybe but it will be necessary since so few graduates in such a vision will have the mind or skills that have always been necessary for wealth to arise outside of war and just taking.

Is it true that “The way students play and learn today is the way they will work tomorrow”? Maybe, but they will be quite poor in such a world unless they can get elected or appointed to office or get a tax-free job in the UN System. Mostly the gaming is prepping for the student to be a participating member of a planned and controlled system, blindly accepting from a deep emotional level that increasing levels of material deprivation are inevitable and not a result of predation by the public sector.

Instead of declaring war on another country for wealth this is a system of predation on citizens. For those of us with a base of history knowledge not grounded in role play, it’s what the nobility did when they imposed serfdom. People exist for the use and benefit of those with power and are not free to make their own choices. No thanks. Another bogus excuse is that “the distinction between STEM and ELA is an arbitrary and superficial one” since they are each “simply forms of expression.” That really is someone determined to extinguish the analytical, rational mind for reasons laid out in Chapters 2 and 3 of my book. “All good games offer challenges in intuitive ways.” Want to guess which side of the brain acts intuitively and which does not?

Another bogus excuse? Gaming needs to be a part of early childhood education because it “teaches those students to associate screens with refined cognitive skills.” In other words, those children are to never know what rational, non-designed, grounded in facts, spinning out of various scenarios and likely consequences actually feels like. And won’t that be helpful to all our self-confessed transformationalists and futurists?

I am going to close this with an update to what has been one of the most controversial Values Clarification exercises for decades. It is called the Lifeboat but gaming lets a similar scenario, and obligation to reach a consensus, be visual so that the body’s physiology gets pulled into the plight. It will respond as if it is actually in a Life or Death situation as Willis Harman recognized in the 80s in his Global Mind Change book. Carried out as part of a Zombie Apocalypse in Norway classrooms, MindQuest ends on that example of a “sociocultural view of learning” where students and teachers “believe in sharing and constructing knowledge together.”

So they and others can build a new kind of economy and society together. Never appreciating in time that none of these things actually are ‘systems’ ready to fall into place like a game.

Stipulating Without Our Consent that Post-Literate Right Brained Man is Necessary for Workforce Development

Welcome to 2015 everyone and buckle up. The year end solicitations and reports since my last post truly had the effect of tying up all loose ends and missing pieces in the jigsaw puzzle of what is truly going on around us. The intention is for this to be a seminal year in transformations in the US and globally and anyone who has read my book Credentialed to Destroy: How and Why Education Became a Weapon and reads this blog regularly will be in a position to immediately recognize what is happening to us. I honestly wish I was not correct about what is going on, but I am. Here we go again so we can all be ready to turn spotlights on what were intended to be stealth transformations at a local level that have been laid out clearly at the global level.

The United Nations has an Institute for Training and Research–UNITAR–that has existed for about 50 years. Knowing, I suppose, that UN cronycrats are simply not people we are likely to willingly and knowingly take marching orders from, UNITAR has (per Chadwick Alger) a Decentralized Cooperation Program (DCP) that “trains local actors in order to enhance their capacity to implement international conventions and the MDGs.” Let me interrupt Alger here, MDGS stands for Millennium Development Goals and those UN intentions for all of us expire in 2015 so this is the year that the UN and its apparatus must come up with their post-2015 plans for all of us. Having 12 CIFALs–Centres International de Formation des Autorites et Leaders–Training Centers for Local Authorities/Actors–training mayors, school supers, influential legislators involved with economic development, city council members, etc. to implement the UN’s agenda quietly using their powers of coercion, regulation, taxation, and control over K-12 and higher education is certainly the mother of all confessions in my mind.

Let’s see what Sally Fegan-Wyles said about CIFAL and its intentions to turn local actors into key change agents in its agenda in a 2014 brochure.  http://www.unitar.org/dcp/sites/unitar.org.dcp/files/2014_cifal_brochure_compressed.pdf It fits in perfectly with what Alger said what UNITAR’s purpose in creating the stealth DCP program in the first place–”DCP is a hub for information, communication, and training between UN Agencies and local actors such as local authorities, public and private companies, civil society and academia.” That, of course, is the Turchenko vision from the USSR on how to quietly take over Western societies and economies for those of you who have read my book. It’s officially here, in operation, impacting all our lives, and basically invisible until this post.

UNITAR and the DCP vision know now that “local governments have a crucial role in addressing global challenges. It is the local authorities who are the most closely in touch with the needs of their communities. On issues as diverse as urban planning, roads and public transport, energy, climate change, water and sanitation, disaster risk reduction, local leaders are increasingly leading the march towards lasting solutions. Local governments are also essential partners of the international community in implementing global agreements and advancing sustainable development.” Now, if we read the rest of that cited brochure, the fact that the Orwellian phrase “sustainable development” is actually a euphemism for Uncle Karl’s public-sector controlled, little c, Human Development Society, is quite obvious as meeting the ‘needs’ of everyone and ‘inclusion’ becomes the focus of society and the economy in the 21st century.

We can see now why economic justice political theorists like Benjamin Barber have switched their approach to touting the gridlock in DC and wanting mayors and cities to be the new focus in government decision-making. It’s no wonder then that the Ed Leader 21 school districts have formed a Consortium to lobby Congress for a return to ‘local’ control of the school districts. http://www.invisibleserfscollar.com/deliberate-cultural-evolution-via-developmental-psychology-to-force-social-change-or-gypsy-supers-lobby-dc/ Remember our Curricular Redesign Global Change Agent Charles Fadel even coined the phrase ‘glocal’ to capture the real essence that what is being imposed locally and by what may technically be elected officials or appointees of elected politicians is actually global in the coordinated vision being put in place.

That’s where I want to pivot to explain how the CIFAL Global Network came on my radar over the holidays and how it ties indisputably into absolutely every aspect of K-12 education from classroom and school instructional practices to who can get and now keep their teaching license. It is also tied to the WIOA implementation with each US state’s plan due by July as well as politically directed economic development UNITAR is describing and the workforce development new purpose of high school we have been talking about. When I first encountered the Atlanta Regional Commission’s plans for economic development in the 10 county metro area and its binding of all local school districts to ‘innovative learning’ using technology, I came across the name “Pendleton Group” as in charge of the vision.  Lots of elected officials, school district employees, Chamber of Commerce reps, lawyers representing school districts and cities all involved with this vision.

Two names of listed Pendleton  partners stuck in my brain–Phil Jacobs and Craig Lesser. Phil Jacobs because he is now the Chair of the world’s largest education accreditor–AdvancED whose 2012 Quality Standards I described so alarmingly in my book. He is also on the Georgia Professional Standards Commission in charge of the new teacher licensing criteria. He also showed up as a listed name on a 2008 commission that in my opinion stripped Georgia elected school board members of their powers to object to what a district school super chooses to do concerning schools, curriculum, and instructional practices. When the various radical groups wanting me to give a year-end gift were bragging about their planned 2015 activities, I kept thinking about how much power WIOA had given them that would kick into gear this year.

So I decided to look into whether the Pendleton Group had mentioned WIOA recently. No, but its head, Craig Lesser, had listed his leadership of something called CIFAL Atlanta that I had never heard of. Well, I have now and so have each of you. One of the 12 UNITAR centers in the Global Network and headquartered in Atlanta. No wonder I have been feeling accidentally immersed in all this collectivist nonsense with a deadly past. https://web.kennesaw.edu/news/stories/kennesaw-state-officials-take-part-americas-competitiveness-forum says that CIFAL Atlanta is now headquartered at Kennesaw State and is a “public-private partnership between UNITAR and the City of Atlanta.” Lesser, by the way, used to be in charge of state economic development for the previous Governor. The one so deeply involved in creating and advocating for the Common Core.

But Lesser is not listed as the creator of CIFAL Atlanta. That honor goes to an Axel Leblois, whose cv http://siteresources.worldbank.org/TURKEYEXTN/Resources/361711-1328710573908/8427363-1329990588229/AxelLEBLOIS-en.pdf  and all his ties to the UN system just happened to be on a World Bank site.  LeBlois is also listed as behind another UN entity, backed by lots of tech companies, called G3ict, that is also headquartered in Atlanta. Must be the convenience of the airport and access to the King Center and the new Civil Rights Museum. G3ict is technically about advocacy for those with disabilities and a universal entitlement to ICT for All, but a document called The Accessibility Imperative makes it perfectly clear that the emphasis on those with Disabilities is about shifting all the “nations of the world to meet the challenge that history has put before us to become a society in which all members, including the most vulnerable, can integrate and make a significant contribution.”

That would be Uncle Karl’s “From each according to his abilities, to each according to his needs” vision that is also the crucial component of the sustainable development vision above. The one that relied on capitalism producing a necessary level of technology that ICT–Interactive Communications Technology (computers and cable and satellite communication that allows instantaneous sound and visual communication) is viewed as fulfilling. Remember my “Peeking into the Behavioral Programming Blueprints” post from December 14 where I wrote about Marshall McLuhan? He had another book that came out after his death called The Global Village: Transformations in World Life and Media in the 21st Century that described that that instantaneous sound and visual communication would create a different kind of mind than print. A Post-Literate, Right Brained Person who would be more amenable to propaganda and the pressures of the group.

That troubling 1989 book announced that “AT&T cooperating with the Bell Systems will be instrumental in producing the new man precisely because they are on the cutting edge of the future, due to the hybrid power being released by the merger of the digital computer and high-speed transmission equipment, will be reenforced by the fact that AT&T/Bell regionals will still be taken as an associative whole, one of the largest socioeconomic groups on the North American continent.”  Phil Jacobs’ bio states he was an Exec with BellSouth before they were bought out by AT&T. CIFAL Atlanta has AT&T shown as its major sponsor. The book also points out AT&T is “hiring executives from its opposition, particularly IBM and Honeywell.”

I describe the role of IBM’s PTech initiative and its System of Systems global vision in my book, but the operating system of that IBM computer is what created the Microsoft fortune that funds all of the Gates funding of all these education initiatives tied to the Common Core. Axel LeBlois’ bio says he was President of Honeywell Information Systems. He also founded the Wireless Internet Institute. All the education initiatives the Gates Foundation is funding and all the education reforms being mandated by the education organizations Phil Jacobs is listed as being involved with have the effect of minimizing the Left-Hemisphere Man created by logic and phonetic print and heightening the “right-hemisphere man” that Marshall McLuhan wrote about and wanted so badly.

Fascinating, huh? And precisely how the Gramscian March Through the Institutions of the West was supposed to work. None of the people involved in all this public sector advocacy even has to know all the elements I have just laid out. They can have the best personal intentions for these shifts and reforms. These laid out pieces though work like gears and are engaging us all in a clear vision that may well not be familiar to any of those actually imposing all of this on us.

It is past time for everyone to know what the assembled gear plan looks like before it moves us over a fiscal, social, and economic cliff.

Quietly Coercing a Vassals and Fiefdoms Future for All of Us While Hyping Economic Development

I actually am not nostalgic for the castles, moats, or medieval armor. For one thing I like to cook, but not without centralized plumbing or over an open hearth. No, I keep thinking of terms from the Middle Ages because public policies being quietly enacted in the United States as well as other countries via K-12 education remind me a great deal of the previously accepted relationships between ordinary people and political power that was the hallmark of those times. Political authorities dictated what we could be, know, and what we must do while promising to take care of us and to meet our basic needs. It’s always fascinating to me to listen to an elected politician, their advisors, or college professors laying out a ‘new’ view of 21st century ‘rights’ and responsibilities and never quite grasping this is all a reversion back to a much earlier view of citizenship and the entitled prerogatives of those who hold political and economic power.

Stated simply, throughout history, people with power will collude to keep it and expand it using the coercive power of the public sector over people, their behavior, and their property. They do it for their own personal benefit as well as the benefit of those who empowered them. Either by electing them, appointing them, or simply bankrolling them. I am actually not philosophizing here without a purpose. This was one of those rare weeks when I got a chance to ask the kind of legislators who get invited to Education Commission of the States meetings (see last post) if the Common Core was really about Workforce Readiness and didn’t various non-hyped state and federal initiatives tie K-12 as now about career preparation for all students in a politically-driven view of economic development in the future?

I got a yes answer from some rather shocked people who probably wish I had stayed home with my documents. I suspect each of you would get a similar answer if you get to quiz legislators, mayors, or representatives from the Governor’s office in your state. The difference is I had the chance, used it respectfully, but against the background of the kind of documentation of the openly-laid out vision I am going to lay out here today. Just in case any of us get a chance to buttonhole someone during the holiday parties or as legislatures or city councils reconvene after the New Year. Because I understand how all this fits into a dirigiste 21st Century economy (the French term for such political direction), I am paying attentions to sites and sources that are probably not on your radar. We are about to remedy that.

I explained that Congress had nationalized the K-12 education vision back in July 2014 and tied it tight to a Workforce vision for all students and states in this post http://www.invisibleserfscollar.com/priority-economic-citizenship-for-some-officially-sanctioned-status-as-prey-for-most-of-us/ . On November 20, 2014 a webinar on “Realizing Innovation and Opportunity in WIOA: A Playbook for Creating Effective State National Skills Coalition Plans” went over this detailed report. http://www.nationalskillscoalition.org/resources/publications/file/2014-11-NSC-WIOA-state-report.pdf WIOA remains news to most people because an announcement that Congress has laid out a detailed plan to “improve the nation’s workforce development system” would have poor PR value, especially with the open embrace and advocacy for cronyistic “sector partnerships” of industry and the related Career Pathways in a given state.

I have a lot more to lay out and we need to keep moving. This past week, CCSSO, one of the formal sponsors of the Common Core so it can tout itself as the more politically palatable “state-led initiative” released its Opportunities and Options: Making Career Preparation Work for Students. The Task Force made 3 recommendations in this detailed report. First, “Enlist the employer community as a lead partner in defining the pathways and skills most essential in today’s economy.” In my book, I explained the 1976 Turchenko vision of how to take control of Western economies while still appearing capitalistic and this CCSSO document fits right in. Secondly, “Set a higher bar for the quality of career preparation programs, enabling all students to earn a meaningful postsecondary degree or credential.”

I am the last person who thinks college is appropriate for all people, but politicians skip over the part of this vision that now sees a 6th grade level of math and literacy skills as all anyone will need in the 21st Century. The third recommendation is to “Make career readiness matter to schools and students by prioritizing it in accountability systems.” Accountability is much like accreditation. It is a largely invisible means to make something mandatory in the classroom without adequately disclosing the changed reality to students, parents, or taxpayers. Now in reading that report, there is no inkling that any of these ideas are anything other than state employees trying to meet industry needs and satisfy that much-hyped skills gap.

We know better though. We are not just aware of WIOA, but also all the federal programs at Labor and Education mandating this shift to a reenvisioned Career Technical Education for all students. I laid out all the federal mandates here.   http://www.invisibleserfscollar.com/banishing-any-distinction-between-academic-technical-and-lifeemployability-skills-active-deceit-everywhere/ Even more fascinating in all the calculated deceit going on to prevent a widespread accurate perception of the true nature of the shifts involved is a mention that the Southern Regional Education Board had a Commission on Career and Technical Education also pursuing this agenda. Now that got my attention since I have been following Gene Bottoms’ work since he first developed his K-12 vision of Techademics while working for the Georgia Department of Education in the 70s.

I knew from my research of the background for Everyday Math that the Soviet Union had adopted the same general idea for its typical student at the same time in the 70s. (The story and cite are in Chapter 3 of my book in the interview with Isaak Wirszup). Now we have a CCSSO document wanting to “align education and the economy” in precisely the treatment of people as “human capital” that governments have the power to dictate to and manipulate as what the USSR envisioned. Needless to say, the phrase “gotta find that” aptly described my thought process. Sure enough, I found “Career Pathways Connecting High School, Work-Based Learning and Postsecondary Education.” Here’s a link, complete with a futile command “Do Not Disseminate.” I can see why given who is listed as involved. http://publications.sreb.org/2014/FINAL_CTEReportExecSumSREBBd061914.pdf

Why, there’s Texas, confirming it did not need the Common Core. June Atkinson from North Carolina is also on board, which would rather explain why she chose to protect the College Board this week over APUSH. That makes more sense if you have a document connecting the revised AP courses to this CTE vision. http://www.careertech.org/sites/default/files/CTE-AP_FINAL.pdf From my state of Georgia, there is the head of the State Board of Education, which is fascinating since a legislative committee after months of hearings decided recently that K-12 curriculum supervision should be the jurisdiction of that Board, not the elected legislature. No effective recourse for rebellion is one way to put it. Also, two-time Broad Foundation winning school district Super, Alvin Wilbanks, who was the first to tell us that the Common Core was really about remaking the nature of the traditional high school. http://www.invisibleserfscollar.com/listening-in-on-the-confessional-drumbeat-of-the-common-cores-true-purpose-jettisoning-traditional-high-school/

If you live in a southern state from Texas to Virginia, including Oklahoma, you will want to check that list for the officials listed. I want to make sure though that the presence as consultants of people like Marc Tucker, who headed the controversial national standards/ School to Work attempt in the 90s and Anthony Carnevale, who were both with the Carnegie-created National Center on Education and the Economy to align the US to the Soviet vision of education, are not missed. Before his current perch at Georgetown, Carnevale has been pursuing this vision for decades as I laid out here. http://www.invisibleserfscollar.com/anesthetizing-any-ability-to-blow-up-or-contaminate-a-chosen-politically-useful-narrative/ The listed David Stern is a subsequent director of the same center polytech visionary Robert Beck (Chapter 4 in the book) previously led.

We have also met Aneesh Chopra before in his previous capacity as this country’s first Chief Technology Officer. Remember I explained his alarming new book Innovative State: How New Technologies Can Transform Government? http://www.invisibleserfscollar.com/journey-to-the-center-of-the-core-yields-the-yoke-of-citizen-centric-governance-to-force-a-shared-vision/ All of this hyping of STEM learning and using computers as an essential component of classwork makes more sense once we appreciate that STEM is simply a more politically palatable description to obscure the shift away from subject content to CTE embedded in group academic tasks for all. http://www.careertech.org/sites/default/files/CTEYourSTEMStrategy-FINAL.pdf is the federally sanctioned revelation from a year ago.

In case someone really wants one more smoking gun firmly linking the Common Core to this CTE vision, here’s a 2 page solid confession for us. http://www.careertech.org/sites/default/files/IntegratingCTE-CCSS-Mar2012.pdf

This was a link heavy post because all of this is quite documentable. Most of the people involved in all these reforms have no incentive to connect these dots. We parents and taxpayers though have no choice if we want to escape a future of us and our children functioning as vassals living in a dirigiste fiefdom. All planned around an illusory utopian vision of changing people’s personalities and mental models to voluntarily accept a far more collectivist vision where we each exist to meet other people’s needs.

The extent to which all of this comes together with a Bespoke Fit makes much more sense once we are aware that the global name for this type of K-12 education for this kind of directed economy and society has a name. Productive Learning.

Next time we will exercise our still existing privilege to deny any obligation to accept this vision with fealty, bowing, or general homage.

No wonder there is such an intense desire to limit the capacity to read fluently.

Guardians of Democracy or Hatcheries for Revolutionary Change Agents of Carefully Cultivated Consciences?

Suffice it to say if someone was hoping that releasing a hugely troubling new transformative paradigm for P-20 during a holiday week would allow it to go unnoticed, the phrase “Not. Going. To. Happen.” would be my response. Changing the formal sponsors to other connected entities did not allow the “P-20 Schoolhouse for 21st Century Democracy” to avoid being tied, as it was intended to function, as actual components of what the Common Core looks like in the typical classroom. Even worse for those wanting to avoid scrutiny, the links to the global agenda being pushed particularly by UNESCO are what we could slangily refer to as Easy-Peasy to prove.

Welcome back in other words from our respective Turkey and Dressing Binges to the “STATE Civic Education Policy Framework” http://www.ecs.org/clearinghouse/01/16/12/11612.pdf . Now before any of us do precisely what it is hoped we will do and dismiss this as simply another attempt to make sure the next generation is familiar with the 3 branches of government at the federal level in the US, let’s look at the curious new definition of Civic Education. I’ll put it this way. Lenin could have worked with this definition and as we will see the communist Chinese are currently on board as well. My bolding.

“The term civic learning is used to emphasize the civic significance of preparing students with knowledge and for action. Today’s education for democracy needs to be informed by deep engagement with the values of liberty, equality, individual worth, open-mindedness and the willingness to collaborate with people of differing views and backgrounds toward common solutions for the public good. These qualities are not automatically transmitted to the next generation–they must be passed down through schools. Ultimately, schools are the guardians of democracy.”

Now, this is, of course, a much different definition of democracy than what we have traditionally reverenced in the US or anywhere else in the Anglosphere. We traditionally viewed the individual and the right to make our own choices about the future and live with the consequences. That Civic Framework is all about nurturing a collectivist instinct and an obligation to put the community and group interests first. As usual, I scampered over to my bookshelf for some insights into previous comparable attempts to use institutions to force such a collectivist mindset and obligatory new values on an unsuspecting free society. Economist Ludwig Von Mises in his Human Action book first published in 1949 when these visions were previously all the rage noted that when people are allowed to pursue their own ideas without permission:

“No dullness and clumsiness on the part of the masses can stop the pioneers of improvement. There is no need for them to win the approval of inert people [that is SO my new phrase since my college kid says mental midget is no longer an acceptable description] beforehand. They are free to embark upon their projects even if everyone else laughs at them. Later, when the new, better and cheaper products appear on the market, these scoffers will scramble for them. However dull a man may be, he knows how to tell the difference between a cheaper shoe and a more expensive one, and to appreciate the usefulness of new products.”

I am going to interrupt this excellent point by showing all the crony capitalist/We Just Adore Public-Private Partnerships companies who have ponied up to be formal sponsors of the Education Commission of the States. http://www.ecs.org/html/Sponsors/WebsiteForumSponsors.asp Notice how they say they want the business community to be actively involved in creating the new paradigm for education. Business executives at these companies hate Von Mises vision for new products and competition for that consumer dollar like what I just quoted. They love public sector contracts.

Now, if you are not familiar with ECS, they have meetings where the top legislator from the education committee of both chambers in each state plus someone from the Governor’s office all come to hear their pitches. It’s thus the perfect way to get coordination in each state that fits a national or global template. Meanwhile, the politicians can insist “it’s state led” or “this is what business says they want.” It’s what politically connected businesses who prefer cultivating lobbyists to satisfying consumers desire. The schools make a great vehicle for pushing changes in values because, as Von Mises noted in the next paragraph:

“it is different in the field of social organization and economic policies. Here the best theories are useless if not supported by public opinion. They cannot work if not accepted by a majority of the people.”

As we saw a few posts ago, the churches were originally seen as the avenue to get a shift in the prevailing public opinion to support a communitarian, non-individualistic vision of the future. Now it is the schools, universities, and the media which are to be the Handmaidens to this New Vision of Democracy grounded supposedly in economic justice. Let’s borrow one more insight from Von Mises that goes precisely to the reason for all this deliberate mind arson of our most talented minds in K-12. “Everything that is thought, done and accomplished is a performance of individuals. New ideas and innovations are always an achievement of uncommon men [and women too!!]. But these great men cannot succeed in adjusting social conditions to their plans if they do not convince public opinion.”

Now just imagine the dangers when we have active manipulation by the media, professors in certain departments, and K-12 administrators to push an entirely new paradigm for education precisely to shift that prevailing public opinion. http://www.humiliationstudies.org/documents/QuisumbingCitizenship.pdf is the link I promised to the global vision that ECS vision fits into. ECS is not going to be so careless as to pitch the Framework as “Citizenship Education for Better World Societies: A Holistic Approach” or hype the development of Conscience, Commitment, and Compassion for a “total ‘reeducation of humankind” but the language of that ECS Framework still fits with the UNESCO framework. It fits with the to be required “Sensitivities, Attitudes, Values, and Action Competencies” that are “Key Attributes of Individuals as Possessors of Intrinsic Worth and as Key Agents in the Creation of Better Worlds.”

Here is one more link http://www.didactics.eu/fileadmin/pdf/1670.pdf that understanding how everything fits from my book as well as this blog lets me locate. UNESCO calls what is being touted in the US as College, Career and Civic Ready skills as Life Skills. They tie them to a global remake of high school that was outlined in a meeting in Peking we were not invited to back in 2001. If anyone thinks I like throwing out accusations of collectivism as if I am hurling insults instead of describing intentions, I am not the one claiming a desire for education in the 21st Century to emphasize “the need for collective rather than individual intelligence that supports the position that all are capable rather than a few; multiple perspectives rather than ability to solve problems with only one right answer, imagination and emotional engagement are as important as technical expertise, intelligence should include the ability to envisage alternative futures, to resolve open-ended problems as well as to exercise sound interpersonal skills.”

All these links I provided are about reengineering a personality that will act to bring about and then tolerate living in precisely that kind of “socialistic, communist society” that Soviet psychologist AN Leontiev wrote was the purpose for this type of education. Notice in any of these links that there is a stated obligation of everyone to meet anyone’s basic needs–a right of being human. That seems to be what Leontiev had in mind as ‘socialistic,’ when he always linked these two terms that we tend to view as synonyms or milder versions of the same basic political theory. The reference to communist is not just a tie to Uncle Karl’s ultimate vision although it is that. All of these frameworks seek to cultivate an obligation to, and responsibility for, the community. They say so repeatedly and we need to notice it.

Finally, there are multiple references to being a “member of society,” a “member of the community,” or “cultivating students’ care and concern for their communities.” We are not educating the individual to make their own decisions anymore. If they are able to do that, it is from a set of emotions, values, and beliefs that have primed a person to act in a certain way.  Policymakers and their corporate cronies are prescribing a mandate of “inquiry-based instruction that results in informed action and demonstration of learning.” The action is not ‘informed’ by the individual except via the presupplied beliefs and concepts. The ‘learning’ being ‘demonstrated’ is someone else’s conception of what must now be valued, believed, or new behaviors to be shown.

When oligarchs outline the “shared beliefs that should undergird the educational system, its institutions, practices and outcomes,” it should not be slipped through during a holiday week to be imposed, like it or not, with no genuine notice of what is changing. Insisting that all students must now exhibit a skill to “plan strategically for civic change” with less notice to parents than what used to be required for a Field Trip permission slip simply reenforces the appearance that all these education reforms are really a Political Coup.

The fundamental fact behind true liberties is that they are not bestowed by government and they are not governments to take away. Yet that is precisely what all these education reforms amount to. No university should be able to grant a degree in any area, even a doctorate in Educational Leadership or Curriculum, that amounts to a license to be a taxpayer funded nonconsensual Change Agent. The idea that numerous sources openly decree that the students will be consciously turned into cultivated change agents is horrific.

As usual, there is actually not a dispute about the accuracy of what I am laying out. Calling attention to it is the only remedy I know of for what is being attempted.

Consider this post our Red Alert Notice. Flashing lights and sirens please.

 

Curriculum Now Needs to Become an Itinerary of Transformative Experiences of Participation

Mulling over the Transdisciplinary, Intrapsychological themes we have been looking at beginning with the October 28 “Opting Out” post, I decided to hit my bookshelves to find some guidance to put these declared initiatives for our children and all of our futures into context. In my book Credentialed to Destroy, I cited Harvard Historian Richard Pipes’ Survival is Not Enough to share insights from behind the Iron Curtain on why collectivists always target consciousness. Today I want to go back to a different point he made about the need to control language and communication. Remember please that communication is one of the 4Cs of 21st Century Learning and is now being used as a euphemism to insist that students need to negotiate and come to a ‘shared understanding.’  http://www.invisibleserfscollar.com/experimenting-on-people-and-places-via-the-rockefeller-process-of-communication-for-social-change/ is just one example of the latter use.

“Just as the private initiative of ordinary people, with its ‘second economy’ [the Black Market], has broken the state’s hold on the production and distribution of goods, so the courage of its intellectuals has given Russia a ‘second reality.’ This restoration to language of its proper function as a means of communication instead of domination is an act of revolutionary significance. In the words of Alain Besancon:

The Communist regime was, in effect, inaugurated by the public (state’s) appropriation of the means not of production but of communication. Well before the factories and fields were seized, it had been the newspapers, the printing establishments, the media…Much more directly fatal than the restoration of the market is the restoration of the human word, the privatization of the organs of speech, individual ownership of the throat…The writer breaks the compact of lies on which the entire equilibrium of ideological power rests. He gives words their meaning. He redresses the ideological inversion of language. He restores reality in its capacity as the unique reality and vaporizes surreality.”

Professor Pipes follows that Besancon quote from 1980 with this recognition: “Once the spell has been broken, the regime may never again be able to reassert its control over human perceptions and means of communication, a control that in some respects constitutes the irreducible essence of Communist power.” I think the Transdisciplinary agenda UNESCO is pushing and the rest of the education agenda centered on constructivism in reading and math it and so many other global entities are pushing in a coordinated manner are simply another way to get back that control. “We’ve found another way!” could be the theme of that Cooperation Agreement with Microsoft that Bill Gates signed.

I want to go back to the 1998 book cited in the Appendix of that Agreement because that’s where the title quote came from. Communities of Practice: Learning, Meaning, and Identity ‘s last chapter is on Education. This is the lead-in on its new purpose: “Education, in its deepest sense and at whatever age it takes place, concerns the opening of identities–exploring new ways of being that lie beyond our current state.” Now when governments, and their allies in foundations or accreditation, decree that the negotiation of Identity is the purpose of K-12 education and they intend to prescribe, guide, and then assess for what that Identity can be, we are back beyond the scope of domination and control that Pipes and Besancon wrote about.

When education is now required to be “a mutual developmental process between communities and individuals, one that goes beyond mere socialization. It is an investment of a community in its own future, not as a reproduction of the past through cultural transmission, but as the formation of new identities that can take it history of learning forward,” we actually are back to a little c vision of the future of the kind Uncle Karl wrote about. This time though it is far more surreptitious. It definitely has a better PR campaign and a more alluring set of names.

I have stated repeatedly that Common Core is not about the transmission of knowledge and subject content in the traditional sense, no matter how much certain people now hype their reviews of textbooks and other instructional materials. Why? Because under the Transdisciplinary vision of education that is coming (even to Texas), “delivery of codified knowledge takes place away from actual practice, with a focus on instructional structure and pedagogical authority that discourages negotiation.” Negotiation–remember that obligation to come to a shared understanding I mentioned above? How many times have you heard that under the Common Core learning must be relevant and involve real world applications? Here’s the next line: “As a form of educational design, the reification of knowledge is thus not itself a guarantee that relevant or applicable learning will take place.”

That would be coursework that makes a student feel compelled to act to change the world. Remember we have encountered what Transdisciplinary means before and its explicit links to Agenda 21. http://www.invisibleserfscollar.com/inventing-the-education-of-the-future-by-insuring-planet-wide-activity-to-produce-unified-outlooks/
I have tried repeatedly to explain what the new assessments are really aiming to do, but let’s look to what UNESCO, Etienne Wenger, and, we must assume Mr Gates with all his sponsorship of new forms of assessment, have in mind.

“Students with a literal relation to a subject matter [like a traditional Algebra textbook, Geometry proofs, or that famous Catherine the Great World History lecture] can reproduce reified knowledge [or not and accept that C-] without attempting to gain some ownership of its meaning [in the sense of how it can impact their daily lives]. An evaluation process will become more informative regarding the learning that has actually taken place to the extent that its structure does not parallel that of instruction too closely, but instead conforms to the structure of engagement in actual practice and the forms of competence inherent in it.”

Oooh, I know. I know. Let’s call those latter types of evaluations High Quality Assessments or formative assessments. Then we can tell relieved parents there will be no more high stakes testing, just embedded learning tasks. We can all be certain the parents will not be told that school is now to be a place for “experiments of identity that students can engage in while there.” Keep that in mind though next time you hear of an assignment that basically amounts to role-playing. I want to close with Six Transdisciplinary Primary School Curriculum Themes so that students, parents, and teachers can better recognize when they have actually embarked on a UNESCO/Microsoft approved transformational educational experience. http://inquiryblog.files.wordpress.com/2012/11/td-themes.png is the source.

Six Sided Figure Going Clockwise from the Top

Who we are: An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families,

Where we are in space and time: An exploration of our orientation in space and time; of our personal histories; the discoveries, explorations and migrations of humankind.

How we express ourselves: An exploration of the way which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

How we organise ourselves: An exploration of human systems and communities; the structure and function of organisations; societal decision making; economic activities and their impact.

How the world works: An exploration of the physical and material world; of natural and human-made phenomena; of the world of science and technology.

Sharing the planet: An exploration of rights and responsibilities in the struggle to share finite resources with other people; access to equal opportunities, peace and conflict resolution.

Yes, I too would classify that last one as Social Justice at 10 o’clock. The ultimate tragedy is that if we are in fact looking at a future of ‘finite resources,’ the ultimate cause is this officially endorsed Mind Arson view of Education to create Transformative Change Agents. This push to circumscribe the human mind to lock in the kind of control over individuals and their likely behaviors that the Soviets could only dream of.

The late Julian Simon knew that “The essence of wealth is the capacity to control the forces of nature, and the extent of wealth depends upon the level of technology and the ability to create new knowledge.” All over the world that open-ended source of future wealth is being extinguished via K-12 education precisely, and almost solely, to once again gain the kind of control over the sources of production and communication that the Soviets lost and the Chinese wish to preserve and now extend. Globally.

Using the help of politically connected friends and corporations. There’s nothing unprecedented about what is being sought. The Internet and digital learning are just new means of communication. Plus the research the behavioral scientists documented in the 20th century has them itching for some real-time research across the globe.

So instead of being glum this holiday season that what is being attempted is so ugly, let’s be thankful for All We Now Know and Our Increasing Recognition of How Very Much this all matters.

Julian Simon knew that “minds matter economically as much as, or more than, hands or mouths.” Now, we do too. No more accepting the declared PR pitches at face value.