Confessions of a Coordinated Cabal Intent on Psychological Rape with Impunity

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

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

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

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

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

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

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

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

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

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

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

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

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

Does psychological rape still seem too strong a term?

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

And why.

 

Engineering Human Souls to Challenge and Redesign a Profoundly Unjust Status Quo

Remember the old strategy of accusing someone else of the precise wrong you are actually up to in order to obscure your own mischief? This recent story in Foreign Policy magazine called “Beyond Propaganda”  https://foreignpolicy.com/2015/06/23/beyond-propaganda-legatum-transitions-forum-russia-china-venezuela-syria/ would have us believe only authoritarian countries like those listed are intent in the 21st century in what the article describes as “what the Chinese call ‘thought work’–and the Soviets called the ‘engineering of human souls.’” Since my book Credentialed to Destroy and recently this blog have been full of techniques, practices, and theories that unabashedly track back to the USSR and even Stalin’s druthers, I thought that declaration of intent deserved a place in one of my titles. Especially if I can trace it all the way into the current draft of the Every Child Achieves Act of 2015, scheduled to come up for debate in the US Senate next week on July 7.

I can now do even more tracing than that though, all the way back to what Frankfurt School member (look it up if unfamiliar) and social psychologist Kurt Lewin called the Principles of Re-Education. I found this recently in a 1951 book on using Curriculum Change in K-12 schools to engineer social change and new kinds of Human Relations. See if this quote doesn’t bear a striking resemblance to what came to be called Outcomes-Based Education (covered in my book) in the 90s and what now gets covered as Conceptual Understandings and Core Disciplinary Ideas or “Lenses”, a Whole Child/SEL focus that is written into ECAA as well as most state waivers I have seen, and the reason ‘tests’ are being eliminated in favor of performance assessments like tasks and Project-Based Learning. Italics in original.

“…The re-educative process affects the individual in three ways. It changes his cognitive structure, the way he sees the physical and social worlds, including all his facts, concepts, beliefs, and expectations. It modifies his valences and values, and these embrace both his attractions and aversions to groups and group standards, his feelings in regard to status differences, and his reactions to sources of approval or disapproval. And it affects motoric action, involving the degree of the individual’s control over his physical and social movements.”

If that’s too long, Lewin also put it more succinctly in writing that the “basic task of re-education can thus be viewed as one of changing the individual’s social perception.” To the degree that the actual language in ECAA or in Competency-based education local initiatives mirrors Lewin’s focus for re-education then, the real purposes of these classroom shifts and mandates are the same as his. Even though that goes unstated and even unknown by the local teachers or administrators and politicians pushing the change. Even Project-Based Learning and the Maker Movement hype should be filtered through another Lewin confession that “a factor of great importance in bringing about a change in sentiment is the degree to which the individual becomes actively involved in the problem…Lacking this involvement, no objective fact is likely to reach the status of a fact for the individual concerned and therefore influence his social conduct.”

That quote would also account for all that role-playing we are seeing pushed as the new way to do history and social studies. Anyway, I will come back to the present but not quite yet. We do get to officially tie these sought K-12 changes though to the WIOA required systems thinking and Uncle Karl’s Human Development Society that also goes by the name of little c communism. We also get to tie it officially to the Carnegie Corporation and Rockefeller Foundation’s World Order Models Project from the 70s I have written about before. It turns out Ervin Laszlo (who has a tag) may be pushing a Holos Consciousness now with the Dalai Llama and Club of Budapest http://www.invisibleserfscollar.com/evolution-to-a-holos-consciousness-is-certainly-not-my-idea-of-education-reform-is-it-yours/ , but in 1974 he wrote about the need for a new “conceptual synthesis” as being necessary along with new values to get the needed behavioral change.

“if the coming world order will be a viable one, its conceptual synthesis will be explicit, far-ranging, scientifically-based, and pregnant with normative guidelines for practical behaviors.”

And monitoring for the presence of that conceptual synthesis, or what Lewin called the change in cognitive structure to guide perception and thus future behavior, is precisely why the Civil Rights groups want ECAA to mandate that all states and districts must assess for Higher-Order Thinking Skills and Understanding. Laszlo makes it clear that the phrase “scientifically-based” means “guidelines for concrete action” that will be necessary to bring about the “needed societal-cultural transformations” toward the necessity of meeting the ‘needs’ of all the world’s peoples. I have covered the Human Development/Little c vision before but this is officially what collectivism looks like as described by Laszlo:

“The rights of individuals, organizations, nation-states, multinational, national, and regional actors are defined in relation to the equitable distribution of goods, services, and institutional patterns required to meet the demands of human need fulfillment on all principal levels, with especial attention to the basic needs for survival, safety, and group belongingness.”

Laszlo recognized that perceived coercion a la the authoritarian states we started this post with creates hostility to changing values and behaviors as needed. He suggested that communication (one of the 4 Cs of 21st century learning) could be used to change the value and belief structures subtly. These planned “systematic communication techniques provide a much more suited and humanly dignified method of producing adequate responses in people than any coercive technique bypassing the individual’s will and self-determination.” Laszlo called this approach psychocivilization and both Competency-based education generally and the language used in ECAA just reeks of transitioning the US to it. It also fits with UNESCO’s push starting in 2010 to Media Education to cover all aspects of the desired tools of communication to shift the globe towards Marxist Humanism. http://www.invisibleserfscollar.com/decreeing-the-interdependence-of-environment-economy-society-and-cultural-diversity-in-the-21st/ Yes, it was that explicit and fits with what Laszlo envisioned too.

Laszlo concluded with a mention of John Dewey as in: “As Dewey emphasized and humanistic psychologists constantly reaffirm, people require objective goals toward which they can strive and toward which they can progressively approach, rather than states of saturation where the goals are achieved and there is nothing more left to do. The goal is in the seeking, not in final possession.” Now that is a horrifyingly dictatorial view of people as pawns of the powerful, but let’s face it. That IS the intention for the 21st century where political power wants to dictate our goals to us and how we are to behave and even perceive the world and our experiences. What we have is a desire for authoritarian power over the individual in the US and elsewhere without the adverse consequences on compliance of that being accurately perceived and perhaps fought.

Now I am ready to come to the present and what the Consortium on Chicago School Research called “Foundations for Young Adult Success: A Developmental Approach”. http://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Report.pdf That June 2015 report that begins with “Every society in every age needs to grapple with the question of what outcomes it hopes to produce in raising its young.” Now if that seems to be a case of sloppy pronouns, it’s not. The report asks that we all take on a “collective responsibility for all young people.” Gee, didn’t Uncle Karl have a name for that and isn’t that what Laszlo also envisioned as the reason we needed a psychocivilization? The latter part of this post’s title comes from the report’s complaining that:

“there is an fundamental tension between preparing children to live in a world that is often cast as a tacit acceptance of a profoundly unjust status quo and equipping them to face, navigate, and challenge the inequitable distribution of resources and access that so often limit their opportunities and constrain their potential.”

The July Newsletter from the UCLA Center for Mental Health in Schools calls for “Equity of opportunity at school as a civil right”, which plays right in with that CCSR Report. As someone who has read ECAA as well as all these books and reports I am hereby asserting two crucial points. First, that the language in ECAA about meeting students’ ‘learning needs’ is intended to incorporate the ‘developmental needs’ criteria laid out in that  are laid out in that CCSR framework for Young Adult Success. Further, the identified key factors of young adult success (agency, an integrated identity, and competencies) and the listed four foundational components that underlie them (self-regulation, knowledge and skills, mindsets, and values) are intended to use federal law to force Kurt Lewin’s Principles of Re-Education into every classroom and upon every student.

It also reflects the necessary components for Laszlo’s vision of using General Systems Theory and a conceptual synthesis to force an internalization of the needed change in consciousness for the desired future. When the CCSR Framework touts success as “young people can fulfill individual goals and have the agency and competencies to influence the world around them,” that is language straight out of the USSR and the 1930s when Stalin sought to change the purpose of K-12 education so that Soviet students would come to see themselves as purposeful actors capable of acting on and changing their physical and social world.

I am not really alleging that. I have Luria’s autobiography and the books published in the early 50s by the Carnegie-financed Russian Studies Center at Harvard. It is what it is and we get to recognize the similarities in language and purposes across the decades and continents. I have already written that in my opinion ECAA fits with what UNESCO and Brookings are pushing countries to quietly adopt as the Learning Metrics Task Force that will fit the UN and the OECD’s Post-2015 Agenda. Now I am saying the language also encompasses what Lewin called the Principles for Re-Education and Laszlo called a psychocivilization.

And I always say, “with the methods and theories come the proclaimed purposes.” And the US Senators pushing this and who vote for ECAA can take their place as the most Effective Marxist Change Agents of the 21st Century, whatever their personal intentions.

Because John Dewey, Ervin Laszlo, UNESCO, the OECD, and Kurt Lewin could hardly be more forthcoming about their intentions for these changes.

 

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

 

Illegitimate Extension: the Stealth Substitution of ECAA and the Dystopian Future Triggered by its Mandates and Lures

ECAA is the acronym for the new federal K-12 legislation–the Every Child Achieves Act of 2015. Since Senator Lamar Alexander, assuming unknown to me powers never discussed in Civics in that “How a Bill Becomes a Law” brochure, has pulled what unanimously passed his Senate subcommittee and substituted this more than 200 page longer bill http://www.gpo.gov/fdsys/pkg/BILLS-114s1177pcs/pdf/BILLS-114s1177pcs.pdf , we are going to interrupt our trilogy to take a look. Especially since the lack of any genuine public notice of the “Yoohoo, Heads Up” variety makes it appear none of us were supposed to have a chance to notice and object to the switch. I was not fond of the old bill’s language and wrote several posts explaining why back in April.

The new language though requires, as a matter of binding federal law, two revolutionary shifts in American schools. It imposes the UNESCO/OECD Seven Domains (and accompanying subdomains explicitly in numerous instances too often to be coincidental) of Universal Education. I intuited that after I finished the 792 page bill and then located the 3 reports created by the Brookings Institute Learning Metrics Task Force (LMTF) and published in February 2013, July 2013, and June 2014. All the reports start with “Toward Universal Learning”. Report 1 is then titled “What Every Child Should Learn” and lays out those 7 domains of Physical wellbeing, social and emotional, culture and the arts, literacy and communication, Learning approaches and cognition, Numeracy and mathematics, and science and technology. Report 2 is “A Global Framework for Measuring Learning” and Report 3 lays out “Implementing Assessment to Improve Learning.”

Report 2 gives the perfect rationale for why ECAA has had such a stealth approach and why the Opt Out movement seems to really be about shifting to formative assessments and a Whole Child approach. Let’s listen in on this useful confession:

“While measurement may have different purposes at different levels, the systems for measuring and improving learning at the classroom, national, and global levels should not be working in isolation. Globally tracked indicators should be aligned with what is measured nationally and in schools or classrooms, while measurement at the national level should be aligned with the competencies measured in classrooms or schools.”

That is why ECAA is so intent on ensuring that all states and local school districts are using “high-quality assessments” and measuring “higher order thinking and understanding.” Now I have written about the meanings of these terms before, most particularly here http://www.invisibleserfscollar.com/muzzling-minds-all-over-the-globe-while-trumpeting-higher-order-skills/ , but it is time to reveal that second revolutionary shift mandated as a MATTER OF LAW by ECAA. It forces a vision of theoretical learning and “mastering of the technique of theoretical concept formation” developed in the Soviet Union to create ideological thinkers who could be manipulated by state authorities (or anyone else who knew about the methods). This relates to what is described in Chapter 3 of my book and is also why it is so alarming that ECAA has the National Science Foundation providing recommendations on Best Practices in STEM coursework.

After I had finished reading both the new ECAA and those three Universal Education reports, I pulled a 1984 book Psychology in Utopia: Toward a Social History of Soviet Psychology for insights into what was being mandated via ECAA as “personalized, rigorous learning experiences that are supported through technology” and a repeated obligation to “personalize learning”. This is all under the Innovative Technology Expands Children’s Horizon’s (I-Tech) part that begins on page 551. In other words, after normal people have become too frustrated with ECAA to continue. I have known for a while that the phrase “personalized learning” is a quagmire of misunderstandings and psychologically intrusive practices to lock-in, at a neurological level, how the world will be interpreted going forward.

The book’s author did not think much of this theoretical learning and called the project an “outright utopia,” which should not be extended “illegitimately, to the whole of society.” Can’t imagine then why we should enshrine it in 2015 as an obligation under federal law. The book described all the programs that Vasily Davydov and his group created in the 70s that, from my knowledge of the actual Common Core implementation as detailed in my book, is the basis for all those planned learning tasks and literacy instruction now. Oh. Good. Kozulin noted though that by 1981 Davydov’s research showed that “object-oriented activity” alone had no effect on mental development. To have that effect, a “personalized form” of “educational activity” must be found. I am guessing that is what ECAA means with its constant references to “well-rounded educational experiences.”

To be ‘personalized’ according to the research of the Soviet psychologists, the focus “of the psychological program” must get at “problems of motivation and personal reflection and the construction of individualized programs of educational activity.” That would be what ECAA calls data to ‘personalize learning’ and ‘inform instruction’ and specifically calls for the “use of data, data analytics, and information to personalize learning and provide targeted supplementary instruction.” See what I meant by Windows on the Mind from the last post?

I have a lot to cover so here’s why Universal Design for Learning had to be in ECAA and why it is vital to personalizing learning http://www.eschoolnews.com/2015/05/19/udl-personalized-939/print/ . Here is the Gates Foundation-funded and tied to OECD work and the Achievement Standards Network we have also covered on the Next Generation Learning Environment and its ties to personalizing learning. https://net.educause.edu/ir/library/pdf/eli3035.pdf

So why really must Learning be personalized and why is what now constitutes ‘content’ under ECAA really behavior or the kind of theoretical concept knowledge or principles we have now tracked to the USSR and its visions for utopia in the future? This is from the 2nd Universal Education LMTF report. I put up a link yesterday from 2013 of Arne Duncan hyping this very global agenda of the UN Secretary-General. It is worth quoting in full, but I am bolding the real stunners. Remember the UN Dignity for All by 2030 Agenda I have covered previously.

“The world faces global challenges, which require global solutions. These interconnected global challenges call for far-reaching changes in how we think and act for the dignity of fellow human beings. It is not enough for education to produce individuals who can read, write, and count. Education must be transformative and bring shared values to life. It must cultivate an active care for the world and for those with whom we share it. Education must be relevant in answering the big questions of the day. Technological solutions, political regulation or financial instruments alone cannot achieve sustainable development. It requires transforming the way people think and act. Education must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies. It must give people the understanding, skills and values they need to cooperate in resolving the interconnected challenges of the 21st century.”

That is precisely what ECAA does when you go through its actual language as I have done. By the way, that quote was from a section of the report titled “An Adaptable, Flexible Skill Set to Meet the Demands of the 21st Century.” In the US and other countries all over the world this gets sold as students having a Growth Mindset. It’s no accident that before hyping that euphemistic term Carol Dweck was a well-known Vygotsky scholar. The 1970s Soviet work is an updating of Vygotsky’s work and what this blog has tagged CHAT-cultural historical activity theory. We have met it all before http://www.invisibleserfscollar.com/treating-western-society-and-its-economy-as-a-train-in-need-of-rebuilding-and-central-direction/ and now we know why. These global plans and using education as the vehicle are far more extensive even than what is already alarmingly detailed in my book.

ECAA though is the mother lode because it makes regulating our behavior and personality at a neurological level not just something schools may do, but something they MUST do. As a matter of federal law to further an admitted global agenda. LMTF Report 3 talks about how the countries are to get the global Learning agenda and the Seven Domain emphasis into schools and classrooms as a binding obligation. By the time we trace through the schoolwide PBIS, Positive School Climate, “supporting activities that promote physical and mental health and wellbeing for students and staff,” creating and maintaining “a school environment that is free of weapons and fosters individual responsibility and respect for the rights of others” and other ECAA mandates that the local schools and districts must now provide we can see how Ban Ki-Moon’s transformation through education vision quoted above makes it all the way into each classroom and each child.

I have mentioned the repeated use of “well-rounded educational experiences”. It appears to be an obligation to implement not just a Whole Child emphasis, but also to make up for whatever deficits poverty in the community, a dysfunctional family life, or any other problems like being a migrant that does not speak English may have created. All means all. Physical education language in ECAA turns quietly into a mandate to promote the “social or emotional development of every student” and “opportunities to develop positive social and cooperative skills through physical activity participation.” Again mirroring subdomains laid out in those 3 LMTF reports.

I am going to close with yet more proof that ECAA is all about fostering desired behaviors, emotions, and values as it contains repeated references to meeting students “academic needs”. Now I wouldn’t be much of a lawyer if I did not recognize defined terms left mischieviously undefined. Sure enough here’s a link to a February 2009 statement from the National Association of School Psychologists.   http://www.nasponline.org/about_nasp/positionpapers/AppropriateBehavioralSupports.pdf No wonder there are so many references to school counseling programs and mental health providers in ECAA.

I have notes on everything I have described here. If I could draw a jigsaw puzzle to show how tight the actual fit is with everything I have described, I would. It’s impossible to get this level of fit accidentally or this level of correspondences coincidentally.

I joke about speaking ed. I understand intuitively and from years of practice how the law can be used to bind people and places against what they would wish. I have put both those skills together to bring everyone a heads up.

I only wish I was speculating on any of this. Hopefully this post will reach enough people in time.

Windows on the Mind to Confiscate and Control Our Very Essence

Building on the last post’s emphasis on the public sector’s plans for us that are rarely acknowledged to our face and which have always quietly persisted whatever the popular outcry, I want to cover quite a few specific acknowledgments of the End Game that have occurred in just the last week. We may get nothing but deceit from those we elected or whose salaries we pay, but in meetings we are not invited to and reports we are unlikely to see, the coordinated juggernaut is open, explicit, and being pushed at a frenzied pace. Well, that’s not quite true, Needs to Get a Real Life here at ISC did manage to get an invite and does pay attention to all the elements of the web my research has previously indicated I should monitor. Let’s take a look and start with this true confession from UNESCO:

“One of the biggest challenges is how the Framework for Action will link education with the broader sustainable development agenda. Here we believe that more can be done – we must go deeper in exploring the connections and must reposition education at the heart of the post-2015 agenda. We have yet to make a compelling enough case that education is not just one of 17 SDGs but rather a key facilitator for achievement of all the goals. We are pleased to see that this is an issue to be addressed in the Report out next year by the EFA GMR team. Fundamental changes are needed in the world and this requires a new generation of active global citizens with new knowledge, attitudes and behaviours – for which education is the essential catalyst.”

For those of us being asked to turn over our children for years at a time to education and whose taxes pay the costs, maybe we should recognize that statement as the Declaration of War against our culture and the political structures we take for granted that it actually is. Taken from here https://efareport.wordpress.com/2015/05/15/civil-society-priorities-at-the-world-education-forum/ , these nonconsensual shifts that supposedly must occur are in preparation for the UN and the OECD’s Post-2015 plans for both people in the developed and developing countries of the world. Instead of Ripley’s “Believe It or Not” Exhibition, perhaps we need an ISC equivalent exhibition of all the confessions called “Desired or Not, Consensual or Not.”

Here’s another from the well-connected Columbia prof Jeffrey Sachs, who also managed to jet to Rome recently to lobby for a papal encyclical on Climate Change, head up the UN’s World Happiness Reports (started in 2012) pushing measures of subjective well-being as the proper concerns of governments, and be on the Broadband Commission pushing the Internet as a human right. Here’s that confession on the need for ‘data’ to force the new global economic vision  https://www.project-syndicate.org/commentary/sustainable-development-data-by-jeffrey-d-sachs-2015-05 and if you go to page 23 of the underlying report he talks about, you will find the call for an essential component in every country called an emis. Education Management Information System that will track all students to ensure that all schools have “quality learning” in the UNESCO vision (see above for where it leads) and practices that create Equity for all.

Now for those of you who have already located that 2008 “Seeing the Future: A Planning Guide for High Schools” document or soon will, just remember this global call for an emis that will allow education to be the invisible catalyst for the UN’s post-2015 plans while being implemented at local levels to gain control and hopefully avoid detection. Ooops on that one. Sometimes sarcasm is the most potent relief, but seriously that document is just rife with calls for data as are digital learning initiatives generally and adaptive and personalized learning specifically. Carving out protections under Student Privacy Acts (as Georgia just did in legislation touted as a model) for those types of uses means that there really is no privacy from governmental officials and their cronies to manipulate that data that offers a Window on the Mind.

That was an italicized term used to describe what ‘understand’ is to mean under all these new visions for K-12 education we covered in this post. http://www.invisibleserfscollar.com/harnessing-the-meaning-making-capacities-of-the-human-mind-and-then-assessing-for-the-tightness-of-the-fit/ When I decided to crosscheck this week what one of the co-authors Joseph D. Novak was doing now, it led me troublingly to the Florida Institute for Human and Machine Cognition. He works there now and I had run into that entity before when I was tracking another troubling theorist who is also there. I remember noting at that time that the composition of its Board of Directors http://www.ihmc.us/board_directors.php reminded me of a group of people whose personal livelihoods would certainly incline them to push a political power should control the economy, mercantilist view of how the future could be shaped. However fine and nice they are as individuals, there is a clear trend to that board membership.

Think of how handy connections like that are when WIOA is mandating State Plans and calling for the states (in the Playbook linked in last post) just to go ahead and describe all their plans for education and how it will be incorporated in every locality into economic development. Then we have the new vision of high schools (2008 report) insisting that all high schools “build and sustain relationships with local employers, community and government agencies, industry associations, labor unions, and post-secondary institutions.” Well, won’t that marry well with the WIOA obligations, especially given the call to “set defined goals and a clear vision for meeting the needs of community youth”?

That old meeting the needs vision of Uncle Karl’s that was also reenforced this week by Google’s (wave hi! to our Internet monitors) UK subsidiary https://www.thersa.org/discover/publications-and-articles/reports/the-new-digital-learning-age/ which takes all the education, links to the workplace, digital learning, etc changes we are encountering and calls for explicit changes in public policy to redesign society “to develop and democratise the Power to Create.” Well, maybe that can be a category of Quality Learning and Equity those emis systems are gathering data to force and then monitor.

Anyone else think Google might have a business stake in this vision of the future? Just like a board composed of real estate developers, bankers, and Chamber of Commerce types might have a stake in a vision of learning as internalized psychological change at a neurological level that makes people highly unlikely as adults to forego the pathway that has been laid out for them. Even less likely to defy the herd. One more example from just this week was the first ever Gigabit Cities conference where everyone seemed to want to push broadband as a human right, especially this speaker http://www.govtech.com/local/Seattles-New-CTO-Focuses-on-People-Infrastructure-Broadband-Access-for-All.html . The hyping of the common good and communitarianism was so constant before I felt sickened and left that I felt tempted to stand up and affirm that historic American vision of people as something other than an instrument of government ambitions.

Seriously, how can people do slides showing the Berlin Wall coming down and mentioning the recognition that “centralized planning does not work” while less than a minute later call for an economy created by the coordination of “governments, universities, civil institutions, and tech companies.” At least no one will be making decisions on our behalf that has any kind of financial conflict for taking the positions they are taking on where K-12 education must go or why Broadband must be a human right or how a requirement of Equity in a naturally unequal world means that intrusive governments will be constantly necessary.

All those financial conflicts of interest in the public, non-profit, AND crony private sector are precisely the impetus for these ed reforms that seek to Confiscate and Control Our Very Essence without notice, or consent, or even knowledgeable consideration of the likely consequences. Is all this intended localized planning somehow going to work because it will be based on real-time data and not be centralized in DC or Brussels? I don’t think so, but these very real, widely-expressed intentions, once we know where to look, are precisely the impetus for these high school reforms and the Common Core.

We must shift to high schools everywhere designed around “rigorous project-based learning experiences in the school, workplace, and communities” (to quote the 1998 NUHS abstract) for the political and social transformation purposes Michael Cole and Yrjo Engestrom usefully described in the last post. Plus the economic cronyism and UN Power-Grabbing laid out in this one.

Clearly I am going to have to make this part 2 of a Trilogy because we still have not chronicled the essence of the manipulation. We should all have a superb handle on the whys behind this manipulation now. We now know that the ubiquitous references to “high standards for all students” designed to reassure us that all these changes are good and necessary actually means the abolition of any distinction between a “college prep” curriculum and a “vocational” one. Add that revelation to our ISC Glossary of Terms.

Let’s close this part of our wading through the muck by quoting something from the 1998 document from a header called “Stories of Change.” It’s a reminder of why everything must be changed and locked in as a mandate for the broader social, economic, and political transformations everyone keeps pointing to to have any chance of occurring.

“High schools are not closed systems: their work and their structure are influenced profoundly by post-secondary entrance requirements, teacher training practices, district policies [hence all the current hyping of charter systems] and assessment practices [why progs love to start Opt Out movements], and community pressures.”

Now of course we know many of the community pressures are deliberately created by the public sector and that the public is being systematically lied to at a level that meets the high thresholds associated with fraud.

We also understand why these calls for a new kind of citizen are rampant at all levels and from every direction.

Next we will close our trilogy with the cited specifics and then link it to the Turchenko vision laid out in my book Credentialed to Destroy as well as the Robert Beck polytech rationale we covered in it as well. That book remains the lens for seeing the rest of the story. This blog cannot do it alone.

 

 

Meaningful Learning or Internalized Hammer and Sickle Style Habits of Mind and Behaviors?

Let’s go back to that Herbert Marcuse book from the last post. In making a point about a desired new Soviet rationality Marcuse stressed that if certain ‘attitudes and behaviors’ can be successfully internalized, they will provide unconscious “pragmatic directives for action.” That effect has nothing to do with physical geography. Instilling desired habits of mind and practiced behaviors would have the same effect in the West as was recognized in this old post where Soviet psychologist Leontiev called it the Great Experiment. http://www.invisibleserfscollar.com/imitating-the-ussr-in-striving-to-discover-how-the-child-can-become-what-he-not-yet-is/ Funny how no one told us about the Great Experiment being conducted on us starting in the 60s with our tax money and education facilities, but filter everything I described in Chapter 6 of my book through that open admission.

I think the “Nation’s Report Card,”–the National Assessment of Educational Progress or NAEP–was always intended to monitor the progress of the Great Experiment. I think that is why the Carnegie Corporation began to finance the development of NAEP back around 1964. Before we talk about the poorly understood, designed always to manipulate, NAEP, let’s get back to the why. Here’s what Marcuse and others believe: obviously false statements about the present do not matter because if people can be made to believe them anyway, they can still become those desired attitudes and habits of mind. People can then be counted on to reliably act in a way so that the “historical process in which the commanded political practice [in the West this gets hidden mostly invisibly in education objectives and little-disclosed mandates like the now omnipresent Positive School Climate] will bring about the desired facts.” (italics in original)

Now if someone actually wants to believe that current reality and the facts about what works is in the way of a desired transformation, it is no wonder we now have education where facts and right answers are to be minimized and concepts and ideas emphasized instead. Sure sounds to me like what Marcuse said was practicing with “the original content of Marxian theory as a truth that must be believed and enacted against all evidence to the contrary [exactly like President Obama and the UN now on Climate Change]: the people must do and feel and think as if their state were the reality of that reason, freedom, and justice which the ideology proclaims, and the ritual is to assure such behavior.” Until it becomes an internalized habit of mind practiced from preschool to high school in an active, engagement-oriented new kind of educational emphasis?

Let’s shift back to the Breakpoint and Beyond book from the last post because it made a similar point. A new kind of society was possible if people could learn the “art of changing one’s mind…After we have put together a new frame of mind, we then rebuild our society by reinventing our organizations.” Without a solid base of historical knowledge, how many people will be aware that we are trying to redesign social institutions around theories? That’s how we get lots of people willing and primed to act with an inability to comprehend the foreseeable consequences. It’s where we are now because none of these pursuits is new as we will see. We have been creating educational objectives around a desire to “devise the means to change our minds about what is real: from a belief in the limits of a rational, past-driven world to belief in the limitless potential of a creative world.”

No one asked us, did they, before embarking on this Bipartisan vision of Creativity, Connecting, and Future Pull? Do the politicians and their all too important staffers actually know why we are now pushing education where the “processes shift from logical and straightforward to innovative and discontinuous. The basic human strategy moves from ‘solving problems,’ by attacking them piecemeal and getting back to normal, to formulating broad and original opportunities. [Maybe by using that appointed regional planning commission so that its edicts are binding and there is no one essentially to complain to]. Attitudes shift from finding and applying the ‘right,’ tried-and-true, traditional answers to energizing the production of unique advances: major breaks with the past. The system moves to creating the impossible [or at least trying while the architects of all this are well-paid with taxpayer funds or foundation grants]; not just doing things differently, but doing different things.”

When NAEP was first being created from 1964 to 1968, Ralph Tyler chaired its development committee. http://www.invisibleserfscollar.com/is-common-core-a-catalyst-to-dramatically-alter-system/ reminds us of why that matters so much. The 1970 “What is National Assessment?” report made it clear that NAEP’s ultimate goal “is the measurement of change (progress) in knowledges, skills, understandings, and attitudes as they relate to meaningful education objectives.” The emphasis is on “objectives rather than content.” In a 1972 paper “National Assessment: Measuring American Education” Ralph Tyler was interviewed and he made it crystal clear that NAEP was about “helping schools get rid of the right-answer syndrome and replace it with learning how to learn.”

I am the one pointing out that this statement fits with what Marcuse laid out as well as the creative mindset amenable to change that the Breakpoint book had in mind. Tyler stated that the NAEP is not a test. “They are exercises that children, youth and young people are given” that show the “public both what children are learning and how many are learning each thing.” The exercises sought to remove any middle class bias and “attempt to measure the youngsters’ thought processes or their ability to perform [behave] in some way.” Making my point that standards are ‘goals’ and are not about content as traditionally understood, Tyler revealed forthrightly back in 1972 that “the objectives or goals represent a kind of standard which is considered desirable to achieve. The exercises, if they are good measures, tell to what extent the goals are being achieved. This approach tells very specifically what a person knows or can do.”

For anyone unfamiliar with Tyler, he was every bit as much an advocate of transformational collectivism as John Dewey or anyone else we have looked at. From looking at the NAEP reports from that 1970 one coming forward, I do believe that the Washington Sunday Star warning that “What the Kinsey Report was to American sex, the National Assessment may be to American education” is an understatement. I could say something more here, but best not in case my mother or children ever read this post. NAEP was intended to radicalize American education and then monitor which groups were changing, by how much, and where. It was chilling then when this NAEP research pulled up a National Education Goals (NEG) Panel report from the March 3, 1993 meeting where then Education Secretary Lamar Alexander was presiding. Apparently Richard Riley had not yet been confirmed.

To bring us up to the present context, that would be the same Lamar Alexander who has now created the Bipartisan Every Child Achieves Act that we looked at in the last post and especially in the comments. It would also be the same Richard Riley who is now Vice Chair of the Carnegie Corporation that is also working with CCSSO in pushing Next Generation Learning and Competency-based education in addition to the Common Core. Back to 1993 though, the notes show now-Senator Alexander as wanting to get the accreditation agencies “engaged in the dialogue about standards.” He wanted a meeting set up between them and the NEG panel. He also reportedly waxed nostalgic about heading the National Governors Association and getting all the nation’s governors to work with him for the entire one year period from 1985-1986 on just the one subject of education.

He was proud of creating a way for Democratic and Republican governors to work together and was pleased that the NEG Panel was continuing the same tradition. The Senate’s Education Committee apparently continued the Bipartisan selling out of America by approving ECAA last week without dissent. Probably best then for those Senators to now remove the American flag from their lapels. They may not be aware of the Hammer and Sickle ancestry of what they are mandating, but that does not change the lineage of these ideas, practices, and objectives in the least. http://www.invisibleserfscollar.com/transcending-the-individual-mind-as-the-analytical-unit-of-learning-while-still-guiding-how-we-will-act/ is another good primer for a Congress that is forcing collectivist traditions whether they know it yet or not. We certainly do.

Back to that 1993 meeting because it still affects what is being sought now. It sought to “Establish a National Education Standards and Assessment Council (NESAC) to provide leadership and oversight to the development of national content and performance standards and an assessment system.” The Panel also wanted to “support the continued expansion of NAEP.” Think of NAEP as the enforcer for moving beyond “right-answer syndrome” to assessments that could get at how students think and what behaviors they are ready to perform. Now think of the language in ECAA about “aligned achievement standards” each state must develop to go with their mandated ‘content’ standards as being about what in 1993 was still being called ‘performance standards.’ Behavioral in orientation now and then. Two different terms for the same concept.

I forgot to tell you what sent me down this particular pathway, didn’t I? It was my conclusion that there was some type of connection among the New Standards Project that fits all that the 1993 panel wanted and commenced in 1996, performance standards, and what the NAEP is actually assessing for. Guess what? I was right. Guess what else? All of this ties to what was considered ‘meaningful learning’ in the 90s and in the New Paradigm for College and Career Readiness now.

Oh, and Every Child Achieves Act also ties to what used to be called Proficiency Standards for Reasoning. Because specifying that and then practicing until it’s a habit of mind would get us back to Marcuse’s vision wouldn’t it?

Next Time then we will continue.

Behind the Backs of Individuals: Creating the Well-Trained Consciousness

Fasten those seatbelts because here we go again. In turns out that back in the 1950s, in Rockefeller Foundation financed research carried out at the Russian Institute at Columbia University, Professor Herbert Marcuse laid out the vision of what kind of changed individual consciousness would be necessary for a “society where the realm of necessity is brought under rational control.” I shorthand that vision using Uncle Karl’s term–the Human Development Society–and this blog has been systematically covering all the various announcements of it recently from the Next System Project from the last post or the Larry Summers-led Commission on Inclusive Prosperity from January 2015. Since this power grab is clearly a current quest, even if it is not being widely covered away from this blog, let’s go back to see what Marcuse laid out, especially as it fits well with the announced goals of the new federal education legislation in hearings this week.

This post should have everyone looking at the announced title of the ECAA–Every Child Achieves Act–and wanting to call Congress to protest calling psychological manipulation–student achievement. First let’s go back in time to look at where that title came from. Marcuse was pointing out that in the USSR “individual behavior and values” are “automatically directed by the political agencies” so that there is no such thing as the distinct individual making his own way apart from what is determined to be in the needs of the remainder of society. Marcuse really hated the Western tradition that views the individual as a ‘private person’ instead of merely a ‘member of society’. He called for “the passing of the bourgeois individual…as the autonomous ‘subject’ which, as ego cogitans and agent, was to be the beginning and the end of Western culture.”

All of the emphasis on the Whole Child and social and emotional learning and as I will show today–the “integration of education and mental health” into a single vision of what effective schooling is now to be–makes far more sense if we are aware of Marcuse laying out the preconditions for achieving the kind of social and economic visions we keep encountering. Think of the 21st Century required skill of collaboration as we read the call for “the shrinking of the ego.” Won’t all the data being gathered come in handy in the next Marcuse call for “the administrative regulation of his material and intellectual needs”? What could be done openly in the USSR in the 50s and 60s (my copy of the 1958 Soviet Marxism book is the 4th printing from 1969) was described by Marcuse as “the coordination between public and private existence, which, at the postliberal stage of Western society, takes place largely unconsciously and behind the backs of the individuals.”

Can we just all join together in unison and yell “No More”? Just because all these visions of transformations need the ‘passing of the individual’ as a ‘private person’ to make it so, and even though, the education reforms are quietly trying to arrange the necessary “internalization” that will otherwise “impair the social cohesion and depth of morality,” does not mean any of us have to accede to this vision, for either ourselves or our children. The political theory involved, being implemented quietly, then and even more so now as federally mandated and financed education policy, insists on redefining freedom. Marcuse even italicized redefine to emphasize this crucial point: “it no longer means being the self-responsible architect of one’s life, of one’s own potentialities and their realization…the standards of freedom are shifted from the autonomous individual to the laws governing the society which governs the individual.” (my bolding)

Well, that quote certainly explains why my tracking Radical Ed Reform via its accompanying legal mandates has always proven so prophetic of actual long term intent. Since the needed shifts must occur, per Marcuse, at the level of ‘inner being’ and we know that is precisely the area that the new kinds of Common Core assessments emphasize, let’s come back to the present. First though a wave to Marcuse for being so usefully graphic. It certainly puts the Common Core’s emphasis on creating and measuring desired Habits of Mind into perspective http://www.tascorp.org/sites/default/files/TASC_SELResourceGuide_FINAL.pdf or “normed measures of social and emotional well-being.” A parent concerned about the increasingly widespread use of the PAX Good Behavior Game can add Marcuse’s confessed purposes to PAX’s admission that it:

“is teaching students to self-regulate, reduce impulsive or emotional reactions, delay gratification, and work together for a higher purpose. This is not achieved by lessons on the brain or behavior or some formal curriculum on social-emotional learning. [All of those would be, of course, somewhat visible rather than behind our backs]. Rather, this is achieved in the context of ordinary life at school that mimics the conditions of human evolution.”

Huh? http://www.promoteprevent.org/sites/www.promoteprevent.org/files/resources/2013%20Purrfect%20PAX%20Rubric2_Text_only.pdf That fascinating remark makes no sense in any biological sense, but it does begin to make sense for anyone who has read my coverage of using education to drive cultural evolution as laid out in my book Credentialed To Destroy. Marcuse also clearly had something similar in mind with his descriptions of targeting ‘internalization’ and an individual’s ‘inner being’. All of these things also become much clearer once we are aware of a desire to Integrate Education and Mental Health in Schools. http://peabody.vanderbilt.edu/docs/pdf/camhs_special_issue/3_Toward_the_integration_of_ED_and_MH.pdf is from the 2009 conference and http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2874625/ shows the actual 2010 publication and Health and Human Services’ interest.

In fact, it is not just a federal agency’s interest in “examining models to better integrate learning and behavioral health” or support at the federal level for a “closer alignment between education and mental health.” It’s not just the citing of the P-20 education agenda “embraced by the National Governors Association and the Gates Foundation” or “other reform efforts (e.g. Next Generation Learners)” sponsored by certain states and the CCSSO or ‘personalized learning’ as good vehicles for this desired integration. All that is bad enough and ties directly to what we have been covering on this blog. No, what ties all this directly to ECAA and this week’s Senate hearings is the call-out for making such integrated education about identifying and cultivating “functional competencies.”

Competency-based education. Where have we heard that phrase before in addition to chapter 4 of my book?   If the new ECAA is about anything it about fostering the shift to competency-based education. As the 2009 paper noted a goal of schools focusing on improved student functioning and “this focus on competency could also create a better alignment between educational and mental health policy.” In fact, the paper concluded with “education and mental health will be advanced when the goal of mental health is effective schooling and the goal of effective schools is the healthy functioning of students.” I believe that would be the healthy functioning of students as ‘members of society’, not so much as private persons anymore. Sure does explain the anti-academic emphasis (there goes that pesky ego) and all the hyping of workforce needs.

I want to close with a quote William James, America’s original psychologist and John Dewey’s instructor, laid out a very long time ago, when so many radicals hoped to change the 20th Century towards collectivism. I wish I could say I pulled this from a long dormant book on him or Dewey. Instead, it is the epigraph at the beginning of a concluding chapter called “A Solid Bridge to the Future” from a 1992 book Breakpoint and Beyond: Mastering the Future-Today.”

“Of all the creatures of earth, only human beings can change their patterns. Man alone is the architect of his destiny….Human beings, by changing the inner attitudes of their minds, can change the outer aspects of their lives.”

Perhaps, given what is laid out in this post, we should rephrase that as having those ‘inner attitudes’ changed for them.

Behind their backs. In the name of Competency or Positive School Climate or Effective Schooling.

At least none of this is behind our backs.

 

Stealth Prescriptive Reframing Installs the Progressive Collectivist Vision Masked as Deferring to ‘Experts’

In the same way I could look at the vision laid out in the 1991 Learning Society paper from the last post and see the fundamental corners of what Marx and his followers called the Human Development Society, even before the writers mentioned that term without Uncle Karl’s name attached, this week there has been a series of connected reports taking us in the US and globally in the same direction. Education reform and the aims of social, economic, and political transformations always attached to it through the decades, turn out to be an awful lot like learning another language. Once we can speak it, no one needs to translate for us when we are looking at models or aims that seek to get to the same place. Different words or phrases for the same fundamental ideas simply get added to our glossary of understanding.

How many times have we heard that the schools must change in this or that manner because the ‘experts’ say so or in order to make our country ‘internationally competitive’. Going back to the 1991 paper, policymakers needed to address and redo the “evolving relationship between individual and collective needs” in order for us to be that Learning Society. In turn becoming a Learning Society was sold as necessary “in order to attain (or retain) their ability to participate successfully in the global economy.” That’s lots of fundamental shifting towards collectivism coming in and being sold surreptitiously as necessary steps to be competitive in a global economy. At least if the commands from the policymakers were to strip naked and parade in the public square as a group or stand on our head on the baseball field when our number is called, we could better notice where this is going and the utter loss of individual control.

See the Frameworks Institute is not the only one who can come up with a compelling metaphor and at least mine are more apt than blatantly manipulative.  http://frameworksinstitute.org/pubs/mm/ecs/toc.html is the link of where we are going but we need to pick up more confirmations first. A 1967 John Dewey lecture kindly laid out the definition of desired ‘learning’ to be malleable to the desired transformations. (This was before the 60s efforts described in Chapter 6 of my book ran aground). It remained the relevant definition of learning for the 1991 vision as well and it is still pertinent today. Now it tends to be sold as students having a Growth Mindset with Carol Dweck being cited as the ‘expert’ to defer to. Learning will “enable an adult to change his thought and action in response to the changes occurring around him.”

I hate to frame that desired mindset as being as spineless as a jellyfish and as flexible as an Olympic gymnast, but basically those are good metaphors for the kind of attitudes, values, and dispositions amenable to all these planned ‘progressive’ transformations. No need to inflame the public by mentioning Uncle Karl, the Deweyans call themselves progressive in their intentions and so does the Frameworks Institute. Repeatedly. Same for this recent global call to arms on making sharing and meeting human needs the new basis for the global economy.  http://www.sharing.org/sites/default/files/images/Common_Cause_WEB.pdf Must be focus groups somewhere saying ‘progressive’ is almost as cool as having a sleek sports car.

I want to go back to the dangers of this belief that we can simply use education and the ever compliant media to reframe how people perceive the world in order to make wholesale transformations palatable. Reframing allows radical changes to be invisibly put in place without most people being the wiser in time. This is from another famous progressivist education professor and psychologist, Jerome Bruner, who is famous enough to be the ‘expert’ to be deferred to as the reason changes in instruction, curriculum, and assessment must be made. This came from a 1962 book (my bolding so I can duly express appropriate outrage):

“Knowledge is a model we construct to give meaning and structure to regularities in experience. The organizing ideas of any body of knowledge are inventions for rendering experience economical and connected. We invent concepts such as force in physics, the bond in chemistry, motives in psychology, and style in literature as means to the end of comprehension.”

Professor Bruner, we did not invent the concepts of force in physics or bond in chemistry. We simply came up with an agreed upon term in English to describe an observed phenomenon. That phenomenon, and its cause and effect relationships, existed before we knew about them and regardless of what we named it. There is something objective going on that is not in fact ‘socially constructed’. It is a bit Lysenkoesque (see Chapter 3 of my book) and consistent with a desire for ideological thinking to pretend otherwise. Aptly illustrated and adequately explained all these terms do aid in comprehension, but where Professor Bruner wanted to go, and where the Frameworks Institute does go, is a push into using metaphors to enable false perceptions, incorrect interpretations, and inapt analogies. All without a body of facts to correct what is wrong with what is being provided.

“Reframing Education Using a Core Story Approach” with its tremendous support from cited well-known charitable foundations is worthy of Pravda in its declared intent to manipulate adult “internalized narratives” to create support for the type of education reforms that fit Dewey’s template or those laid out in the Learning Society report. “The goal is to produce a powerful story of education with built-in strategic subplots that can reorient and restructure how Americans think” certainly meets my personal definition of an explicit confession. Who gets to determine what Americans are to think beyond the personnel of all those foundations that pay no taxes while they advocate for collectivism for the rest of us? The report says it is “progressive educators and experts.” Like those educated by Professor Bruner or those seeking the next public or foundation grant, promotion, or consulting contract, and shilling as needed?

It’s not just education, climate change is another area where there is a conflict-ridden insistence that the public accept blindly the ‘framing’ that the ‘experts’ put forward. http://www.invisibleserfscollar.com/tethering-the-logical-rational-mind-via-k-12-education-to-emotionally-grounded-experience/ In both areas we find well-funded think tanks trying to determine how to alter “the dominant patterns of reasoning employed by the public” as if the US were now the Soviet Union and the think tanks had the role of Pravda. There is nothing quite like reading about a bolded “Gaps in Understanding between experts and ordinary Americans [those without Ed.D's or degrees in public policy, sociology or anthropology, for example]–features that bring into relief the specific locations where translation is needed if expert knowledge is to become accessible to the public in understanding and reasoning about assessment, learning spaces and times, disparities, and the goal of education.”

Now I have mentioned the omission of cites to Uncle Karl in these particular reports even though the Learning Society report does admit to using the concepts of sociology, anthropology, and work with primates as metaphors for what it seeks to experiment with. Theory in Practice and let’s see what happens. My point is that the social science concepts there and the repeated mentions of deferring to experts in these other reports bring in all the tenets of these notorious collectivist political theories and the psychological and cultural research that was carried on in the Soviet Union into our children’s classrooms.Without openly admitting that crucial fact.

What’s the real support? Deferring to expert ‘knowledge’ that is actually nothing but desired theories created to enable social, political, and economic transformations in the future. If our degreed experts do not know that, the creators of the theories trying to gain implementation as ‘expert knowledge to be deferred to’ were more than explicit about what they had in mind. How does that Deferral work beyond school boards being trained to lay down to the whims of the ‘professionals’ in charge of the school districts as schools? We get Frameworks providing “Redirections, research-based recommendations that comprise the Core Story of Education, and represent promising routes for improving public understanding of learning, education and education reform.”

Prevailing cultural models and patterns really are explicitly laid out as the “challenges that the prescriptive reframing research must address.” At least when you put on glasses or put in contacts, you know they are there and how and why your vision is being prescriptively reframed. That kind of open reframing is not what is being ‘prescribed.’ Hence my hauling out the terms stealth, surreptitious, and, honestly, outright deceit, as so many connected insiders (just read the list of who support the Frameworks Institute) seek to alter how “most American make sense of new information.” They could use the motto that Reframing is not just for students or the new AP History courses anymore. It’s apparently been deemed to be a matter of 21st Century citizenship.

I want to close with a couple of the ideological doozies sold as Gaps in Understanding that are non-compliant with what experts know. “Experts understand disparities [among individuals] as a collective concern–because equal opportunity is a moral imperative.” That’s not a matter of ‘knowledge’. It’s a matter of political preference pretending to be knowledge and ignoring the realities that created those disparities. Likewise, “for experts, learning is a process of interaction” is a euphemistic way to describe education under Uncle Karl’s political and social theories and the cultural models they have inspired. Being accurate would require admitting that under the theory of dialectical materialism, education needs to be a process of personal interaction with other people and the environment. That interaction, in turn, creates the desired changes, both internally within the mind and externally within the surrounding physical world, that may enable the desired broader transformations.

Being honest as usual would impede any chance of experimenting with the future on a massive scale involving most of our collective existence. So instead we are told deceitfully we must defer to the ‘experts’.

Who frequently know far less about what is actually meaningful than we ordinary Americans.

 

 

Fostering Faithful Followers for Anticipatory Democracy Created by Reinventing Governments

Anticipatory democracy may sound like a mouthful, but it’s really just a nerdy term policymakers created to justify governments at all levels becoming the decision-makers. We see it in the Inclusive Prosperity, America Next, and Dignity for All by 2030 vision from the previous two posts. Goals for our collective future are set out at forums we are not invited to and then officials decide how to get there from the present. Do you know what “Anticipatory Democracy and Aspirational Futures” http://www.jfs.tku.edu.tw/wp-content/uploads/2014/01/152-S06.pdf  always needs? It needs to develop a shared vision for the future across a broad spectrum of society that justifies governments as decision-makers. How can it do that? Well, it might want to seize control over the Internet now, but even before there was an ICT industry, every radical with transformational plans knew to look to education.

On February 17, 2015 the well-connected KnowledgeWorks put out its vision for the ESEA Rewrite wanting it to be grounded in Competency, including social and emotional ones, and for the federal, state, and local levels to operate together as a single system. http://knowledgeworks.org/sites/default/files/policy-political-landscape-k12-competency-education.PDF Sounds like polyphonic, progressive federalism to me as we covered in a previous post. Now I am assuming knowledge of Competency as laid out in Chapter 4 of my book Credentialed to Destroy and how it fits with the real Common Core implementation and learning progressions. What I want to do here is overlay the pertinent visions we are dealing with where people have confessed the need for New Mindsets, perceptions, and personality traits that will fit with their new visions of what governments at all levels are to be doing in the developed world.

Nobody was ever going to put us on notice or ask our permission. This was to be a fait accompli and somehow tenacious me has stumbled across it all with my constant listening and reading and musing over “why are they saying that? It’s not how the world has ever worked. What’s going on?” Now my reaction to the manipulative deceit of the language in that America Next report sent me scurrying back to a cited book from 1992 called Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector . It made me see what was going on in the name of Outcomes-based education and School to Work in the 90s in a whole new light. Remember how I have been bothered by the sudden ubiquity of all the references now to ‘Governance’ and our being governed? Read this (my bolding throughout this post):

“Governance is the process by which we collectively solve our problems and meet our society’s needs. [In other words it's a euphemism for what Marx called the purpose of his Human Development Society]. Government is the instrument we use. The instrument is outdated, and the process of reinvention has begun. We do not need another New Deal, nor another Reagan Revolution. We need an American perestroika.”

Interesting choice of language in 1992. Since the Reinventing book also cites Harlan Cleveland multiple times, let’s overlay this post into what my book laid out on what seems to really been going on in the 80s and 90s and who was really to undergo the wholesale restructuring. In this new vision the “job of government is to steer, not to row the boat.” Well, that grabbed my attention given the number of times I have encountered the idea that Competency-based education is creating a desired keel at the useful level of the student’s mind and personality. This is the fundamental vision of what the 1992 book called “third-party government” where governments look to third parties to carry out the public objectives they have set. So please do not disingenuously describe it as free enterprise or limited government or conservative policymaking.

A confessed goal of steering society and “using public leverage to shape private decisions to achieve collective goals” is using sovereign power for personal manipulation and control over individuals. Pure and simple. This Entrepreneurial (R)evolution needs a Crisis, which is basically what a hyped ‘skills gap’ and high unemployment provides. It needs Trust in Government, which requires an absence of factual knowledge about the past. It needs Shared Vision and Goals, which is precisely where education again comes in. Where better to go about sculpting “the key element is a collective vision of a city or state’s future–a sense of where it’s headed.” That was John Parr, executive director of the National Civic League, speaking in the book. Parr went on to say: “If you haven’t put that [vision] together, it’s very difficult to make these innovative approaches work, because people become so confused about the role of government. They become very confused about why government is changing.”

If that quote is not hitting anyone else like a ton of bricks given all the hype on a new paradigm for education, how about the open declaration that the cultivated shared vision about the new role of governments “simply assures that enough of the community shares the leaders’ vision to overcome the opposition.” No wonder we keep hearing all those mentions of democracy. Has there ever been a more meaningful confession of majority rules? Now the Reinventing Government book left me breathless because it fit the facts I have noticed or laid out in my book so well going back to the 60s. It said the original version of this reprivitization/steering vision though had come from Peter Drucker and cited a 1968 book The Age of Discontinuity.

Now the 1992 book did own up to needing to change the “mental image of government” each of us has, but Drucker thankfully set out a graphic description of the kind of education for ALL students that would be necessary to fit his vision that “after 250 years, political theory and social theory” would once again join together. If that sounds like the historic concept of the individual is about to go poof, Drucker did call for a “new individualism” and a “new concept of freedom.” To clarify “the purpose of government is to make fundamental decisions and to make them effectively.” Next time you hear that “citizenship dispositions” is a stated purpose of Competency education and the Common Core, remember that Drucker wrote that “In a free society, the citizen takes responsibility, above all, for his society and its institutions.”

Drucker’s vision called for education and learning grounded in skills that would be the “cornerstone of tomorrow’s education for everybody.” This would not be an academic education grounded in subject content and he wanted the focus to be on nonverbal experience and performance. Like performance standards and assessments and learning experiences? What is now being described as Competency education suitable for the workforce or college open to all sounds like what Drucker called in 1968 his “education of technologists.” Education suitable for an equitable society where governments now do the steering and see that all people’s needs are met.

Drucker’s “education of technologists” had three essential components. Now when Drucker says “apply knowledge to work” or “using theory” he does not mean book knowledge. He means what we are now encountering as Enduring Understandings, core disciplinary ideas, cross-cutting issues, and other terms for the supplied Big Ideas and ‘lenses’ to be used to guide our interpretation of the world. Drucker wanted “an infinite number of people capable of using theory as the basis of skill for practical application in work.” What today we would call Project-based Learning and Competency-based education. If my interpretation of the likely end result of Fostering Faithful Followers seems a bit too cynical it’s because we have not yet covered the other two essential elements. “Equally important is the training and formation of perception and emotion in school.”

In the next post I want to talk about how the push to make Equity an essential obligation of the federal government makes this steering vision and collectivism necessary. We need to challenge that fundamental false premise before all that is left is a discussion over means. Meanwhile, I want to end with a quote that fits the current, actual K-12 implementation as well as where something in higher ed called the ETS Proficiency Profile is taking us. Remember what I always say about the purpose of policies and practices attaching to them even if the school and classroom users remain unaware. Drucker and the Reinventing Government authors were very graphic. Here goes:

“Perception and emotion are trained, developed, and disciplined only in the experience of performance, that is, only under the challenge of objective standards that exist no matter what the individual’s ability, inclinations, or proficiency.”

Those are standards in the sense of goals for everyone. That is a vision that allows for Student Success for ALL. It fulfills the current attempt to create a federal civil rights obligation grounded in quality education that provides Equity and Excellence.

And at its fundamental foundation it uses governments in the Developed World to steer economies and society to finally fulfill what Uncle Karl called his Human Development Society.

One last revelation from Reinventing Government in 1992–A Global Revolution–that fits with the worldwide push towards Competency.

“If the rise of entrepreneurial government is an inevitable shift rather than a temporary fad, as we argue, one would expect it in other nations as well. And to a startling degree, it has. A similar process of transformation is under way throughout the developed world.”

Using similar mechanisms for comparable reasons.