Structuring Minds and Hearts to Quietly Gain Power to Act Directly on the Individual Citizen

You may have noticed that first I figure out what is really planned for K-12 classrooms and then I figure out why. It helps when I discover that certain foundations, like Rockefeller or Carnegie, have been financing specific education visions for decades. Hard not to intuit “So you believe this fits in with your other work and gets to the same ends as initiatives that now go by different names?” It’s almost like a Treasure Hunt except what drives me is a recognition that if this continues there will cease to be much treasure outside of political connections or a tax-free endowment. Being a dedicated researcher though I was recently reading Michael Cole’s  1989 The Construction Zone: Working for Cognitive Change in School laying out how to use classroom activity, especially via computer interactions, to create the desired ‘intrapsychological’ changes that would guide perception and likely behavior going forward. That precise word kept being used.

Now before you exclaim that I am not going to be in the running for How to Have Fun on a Weekend, let me say in my defense I knew I was going to be stuck somewhere for several hours and wanted a few options on what to focus on. So I was also reading Martin Erdman’s Building the Kingdom of God on Earth as suggested by a blog reader. Maybe that simultaneous pondering first of how, made the proclaimed why jump out at me. Back when the Protestant churches were far more influential than they are today, there was a pre-World War II global vision that they could be the institutions that to create the “state of mind which must precede any genuine progress toward world order.” That quote was by future Secretary of State John Foster Dulles in 1944 to the graduating class of the Princeton Theological Seminary.

It is precisely the same view of changing hearts and minds we now see in the schools, especially K-12 education. Education became the social vehicle for transformations in prevailing beliefs in a collectivist direction. Beyond this constant theme over the last 100 years that the way to change the nature of the real world, politically and socially going forward, “consists no longer in physical obstacles but only in the minds of men. The difficulty of so changing the minds of men, even in commonwealths so advanced, is hard to exaggerate…The work of effecting that change is essentially work for the churches; but they cannot begin it till political thinkers have clearly said what the change should be.”

Now substitute the word ‘schools’ there for ‘churches’ as the far more effective long term influence now. Also recognize from the last post that Uncle Karl is absolutely one of those political thinkers and that the principals and administrators dictating required classroom practices, and psychologists creating the measuring assessments, are all now actually looking to force and then monitor precisely just those sought changes in students’ minds and hearts. Now one more quote is crucial to what I really think is now intended under euphemistically phrased practices and policies like Competency-Based Education, digital learning, formative assessment or assessment for learning (notice next time you see that phrase that for is italicized just like that for emphasis).

In England before World War I, a politically influential group called the Round Table laid out its 20th Century international vision. It had ties to both the famous Rhodes Trust and to what is now the well-known Council on Foreign Relations. Deep pockets, influential, in a position to maneuver any agreed upon plans into place over time is a succinct way to describe any of these types of groups. What I care about, because I believe it was the goal that led these people to want to use both the churches then and the schools now, was a desired “power to act directly on the individual citizen.” That’s not the view of the role of governments in common law countries like the UK, the US, Canada, or Australia. Being upfront about these intentions and goals is a great way to prevent their ever happening.

Remember that 2004 Cooperation Agreement between UNESCO and Microsoft that global ed reform advocate and financier Bill Gates signed personally (November 6 post)? It explicitly mentioned Etienne Wenger and his concept of Communities of Practice: Learning, Meaning and Identity. Needless to say, I got a copy of that 1998 book so we know that to Gates, Microsoft, and the UN entities:

“knowing is not just a matter of information. In practice, understanding is always straddling the known and the unknown in a subtle dance of the self. It is a delicate balance. Whoever we are, understanding in practice is the art of choosing what to know and what to ignore in order to proceed with our lives.”

Except all this insider talk of intrapsychological structuring, mental maps, and cognitive change is actually about someone else designating in advance what is likely to be noticed and ignored. All those references to ‘lenses’ with no optometrist in sight. How’s THAT for the ultimate power to act directly? On the importance of guiding available vocabulary, limiting the genuine ability to read fluently, and moving away from a personal store of factual knowledge, here’s Wenger again:

“An adequate vocabulary is important because the concepts we use to make sense of the world direct both our perception and our actions. We pay attention to what we expect to see, we hear what we can place in our understanding, and we act according to our worldviews.”

That’s why we have a quiet but coordinated global effort per Wenger to mandate a shift in K-12 education so that the “focus [is] not on knowledge as an accumulated commodity–as the ability to repeat the past–but on learning as a social system productive of new meanings.”

Now we can infer that John Foster and friends and the Round Table would be pleased if they were still around, but we can in fact know what UNESCO, the Gates Foundation, and Microsoft have in store for us via this 2012 Video (23 minutes and well worth it) on the New Classroom Experience. https://www.youtube.com/watch?v=EG6PVCMb3tE Now this Learning Without Frontiers vision is linked by UNESCO http://www.unesco.org/education/lwf/ to the same troubling transdisciplinary vision of changing the student we examined in detail here http://www.invisibleserfscollar.com/opting-out-as-the-remedy-may-mean-accidentally-accelerating-nonconsensual-transformations/

Maybe Queenstown was picked to be the global Transdisciplinary pilot because it’s just so much fun to travel to the Barrier Reef in Australia at someone else’s expense. Let’s not let that non-updated website fool us since Learning Without Frontiers global conferences ran annually from 2005 to that one in 2012. Now those same aims are lurking in Charles Fadel’s Curriculum Redesign Project, GELP, ATC21S (17:42 mark in that video), and especially in KnowledgeWorks’ High Tech High and the work now of the League of Innovative Schools.

Since we have already examined all those entities previously on this blog, let’s briefly look at what confessions Anthony Salcito made in that video. Consistent with Wenger’s vision, Salcito is annoyed that “what we’re learning hasn’t changed.” He, and his employer we may presume, want to “fundamentally change what we are teaching and assessing” and “get ready for the workplace.” There’s that controversial School to Work vision again coming in by stealth this time. He is excited that it will be a different kind of workplace. I suppose that’s because Microsoft says so.  In what may be my favorite confession of the social engineering intent behind all these sought ‘immersive experiences’ that combine ‘visual representations and emotional connections,’ Salcito explains the “technology advances the emotional response.”

Not your desired emotional response, silly. The emotional response at an intrapsychological level that Planners have decided students need to have to prime that perception and those future actions. Beyond that confession, listen at 18:02 to hear that History is no longer about content, but rather a means to “learn leadership.” Algebra is now a means to learn holistic abstract thinking. Apparently the Planners would like to specify all those internal structures of mental interconnections, instead of having whiz kids develop their own. Neither controlled or equitable I guess. We might be troubled by what Institute for the Future’s Jane MacGonnigal declared as the intentions for Game Based Learning, but Salcito embraces it (19:26).  http://www.invisibleserfscollar.com/when-gaming-intends-to-shape-and-distort-our-perceptions-of-everything-around-us-viva-la-revolution/

Notice Salcito admits a desire to use Game-based Theory to “reenforce positive behavior.” Their definition of it, not ours. Likewise, he recommends Service Based Learning as a way to get students “fully away from content” in order to apply this theory of learning. This experimental theory of transformative political change created at the intrapsychological level in the minds and hearts of unsuspecting students.

There’s a much shorter Learning Without Frontiers video, also from 2012,  http://vimeo.com/50438579 that says that “if we get it wrong, we will jeopardize an entire generation” of students.

I am asserting that if this vision of learning goes as intended and planned, we will lose more than a generation of students. Education for transformation at an intrapsychological level is a superb way to generate economic famine for virtually everyone.

Real economic wealth lies in the human mind. And too many are currently determined to extinguish that believing falsely that this mind arson creates willing subjects and more for others.

You can see why I have so little patience for Opt Out as the final parental remedy and solution for what is being changed in the K-12 classroom.

With all these trackable declarations, it may turn out to be a “Look Squirrel!” misdirection while the intrapsychological structural changes are rolling along.

 

Locking in Marx’s Dream: Psychophysiological Means Precisely What We Fear as the Real Goal of Education

I always feel odd writing down that infamous name, but as I learned when I was researching my book, Uncle Karl is never very far away from the theories behind the actual classroom implementation. Sometimes the link is too direct and too huge in its implications for me to use a cute euphemism either. Especially when Marx is cited directly as the support that leads to all the current hyping of Neuroscience and Brain-based instruction. How direct? Well, Etienne Wenger from our last post wrote a book Communities of Practice: Learning, Meaning, and Identity that I found deeply troubling. Diving into the relevant footnotes pulled up a book I had never heard of that turned out to be $800 used on Amazon when I looked.

Not wanting to eat PB& J sandwiches for the next 6 months to secure a copy of The Concept of Activity in Soviet Psychology, I decided to go internet surfing to see what cited Soviet psychologist AN Leontiev actually wrote about “The problem of activity in psychology.” In case you haven’t noticed, the requirement of active learning and a shift away from print, lectures, and textbooks is what I would call omnipresent in the real Common Core implementation. Knowing how crucial learning tasks are I thought I would gain some more useful insights. What I was not anticipating was for Leontiev to lay out aims and practices I recognized from all my research and then cite repeatedly to pages from Marx and Engels or from some of Marx’s other works.

Suddenly euphemisms won’t do, not with stated aims like using education and carefully crafted classroom or digital virtual activities to literally “lead to a reconstruction of the ensemble of brain psychophysiological functions.” If the aim becomes analyzing which kinds of student activities produce what types of physical changes in their brains, it sure would explain all the interest now in functional MRI, adaptive software, and longitudinal data. When I read those words and others being attributed by Leontiev to what Marx and Engels really desired that are as provocative as stating:

“This convenient formula [of separating psychology and physiology] leads into a greater sin, the sin of isolating the psyche from the work of the brain”

Waiting until the next book could be published simply will not do. Just last week, independent of this research, someone asked me if I was familiar with the White House’s new Fattah Neuoroscience Initiative. The answer was no, but it did not take much insight to guess that it would be linked to John Holdren, which turned out to be quite correct. http://docs.house.gov/meetings/AP/AP19/20140227/101775/HHRG-113-AP19-Wstate-HoldrenJ-20140227.PDF is some recent testimony from him on all that federal activity involving the physical structure of the human brain. Notice though that Holdren leaves out that Digital Promise and the League of Innovative Schools also report to him and they happen to be carrying out precisely the kind of education activity that Leontiev wrote about.

Holdren also leaves out his long time ties to Paul Ehrlich and his stated desire for Newmindedness no longer grounded in a logical, rational mind. Just think of the implications of all this Neuroscience and Grit, Perseverence research for Ehrlich’s current global research project–MAHB–the Millennium Assessment of Human Behavior. Now that I have reminded everyone of the real current links to where K-12 in the US and globally is going, let me add one more thing. I found this graphic Leontiev book on servers at the Laboratory for Comparative Human Cognition at UC-San Diego. The place where Michael Cole and Yrjo Engestrom [see tags] have created the global base for Cultural Historical Activity Theory in the years since the Berlin Wall fell.

Happy 25th anniversary for that Happy Event by the way. Let’s commemorate that Death of Tyranny by continuing to expose that so much of the ideology we thought we were leaving behind in 1989 came on into the West invisibly through a new kind of psychology and a new vision for K-12 education. To bury such destructive required collectivism once and for all we have to know it is there. If you have not yet read my book Credentialed to Destroy: How and Why Education Became a Weapon, get it.

The findings on this blog are not a substitute for it. They are the icing, cherries, and birthday candles. It simply keeps getting more pertinent with time. Given Leontiev’s disclosures though, we simply cannot escape the fact that everything now envisioned for the K-12 classroom globally in the 21st century is based on  a decision “at the beginning of the 1920s” in the Soviet Union to “consciously structure psychology on the basis of Marxism.”

Specific cites and everything. That psychology is sensory in its base, not mental as we have historically assumed, which really does explain all the links in the previous post. It is a view of psychology and education that “in the modern world psychology fulfills an ideological function.” Yes, which is why Leontiev keeps mentioning its use to create a consciousness in people suitable for a “socialistic, communistic society.” All three words, just like that. Apparently all our encounters with communitarianism and the references to meeting needs are part of this vision linked now directly to Uncle Karl. There’s that softening euphemism again. I guess I just cannot quite adjust to open proclamations of intent of the sort Leontiev uses:

“It must not be said that psychology has exhausted the treasure chest of Marxist-Leninist ideas. For this reason we turn again and again to the works of Karl Marx, which resolve even the most profound and complex theoretical problems of psychological science.”

What do we do when the actual and only support for what a charter or Principal or District Office or foundation grant are mandating for a K-12 classroom turns out to be Karl Marx’s social theories for how to gain the kind of brain and personality that would fit his vision for the future? Here again is what Leontiev wrote, the old view of psychology and education:

“isolated cognition from sensory activity, from the living practical ties of man with the world that surrounded him…Introducing the concept of activity into the theory of cognition, Marx gave it a strictly materialistic sense: For Marx, activity in its primary and basic form was sensory, practical activity in which people enter into a practical contact with objects of the surrounding world, test their resistance, and act on them, acknowledging their objective properties.”

What happens when doing all that as a physical, sensory activity involving group participation becomes the very assessment of student ‘achievement’ or Growth?

What happens when the purpose of digital learning is to access a student’s internal “picture of the world” so that learning tasks, virtual reality gaming, and adaptive software can provide virtual and physical experiences to alter that picture in desired ways? Ways that are chosen by others for their intended effects on the student at a physical level.

What happens when, having cited to Marx and Engels on the effect of vocabulary and words generally on consciousness and perception, educators then do everything they can to limit vocabulary, manipulate the words and concepts that are supplied, and minimize the historic role of print on the mind?

What if K-12 education seeks to circumscribe human thought in the 21st century so that it is “nothing else but a derivative of practical activity”? With the stated goal being a “true solution to this problem of the origin and essence of human thought.” And why is human thought problematic?

Because independent rational human thought with access to a store of facts does not submit to Overlordship easily. All these required practices hiding now as pedagogy and Effective Teaching are all actually about subjugation of the mind.

And personality too. Leontiev’s Chapter 5 has with a lead-in header of “Personality as a Subject of Psychological Investigation.” How’s that for aspirational? Do free societies do that nonconsensually using deceit? That analysis, by the way, has to get to the relationship of “motives and needs” just like innovative education seeks to do.

Let’s end with an aspiration that does explain all the intended use of social and emotional learning and an emphasis on the Whole Child. It fits with all the current UN hype of the post-2015 Sustainable World that will meet the needs of all. It fits with the goals we have encountered that we become a “Spirit Society”. This is how Leontiev ended his vision of a new kind of education arising from a scientific, materialistic psychology grounded, he declared, in Marxism:

“Lost from view here is the fact that it is necessary also to go through a transformation of material consumption, that the possibility for everyone to satisfy these needs does away with the intrinsic value of things that satisfy them and eliminates that unnatural function that they fulfill in private ownership society…”

Lost no more and just in time. Historian Richard Pipes in the book mentioned in the two previous posts pointed out that even animals show repeatedly that acquisitivesness is innate. Trying to dislodge what is innate via K-12 Whole Child education premised on practical activity and social participation is simply not going to end well.

Now would be a great time to start recognizing the ancestry of all these required changes in the nature of education.

No more euphemisms. Not with the stakes this high or the aims so personally intrusive.

Tyranny Over the Mind: Constraining the Egocentric ‘I the Knower’ Approach in Favor of Participation

Let’s go back and look at the priceless historical value of what is being quietly taken away. Then I will show more of the ways this stealth robbery is occurring through K-12 education. How it both hides under legal mandates most are unaware of and in known initiatives that have unappreciated aspects. You know how I explain in my book and on this blog that Radical Ed Reform is like a giant jigsaw puzzle where the pieces fit so the gears can then engage as designed? Turns out that aspect has a name no one bothered to tell us about. “Plug-and-Play” is the new phrase I stumbled across. We may be the players on the proverbial chessboard of this game we are funding, but no one intends to let us plan our own moves anymore.

The book Property and Freedom: The Story of How Through the Centuries Private Ownership has Promoted Liberty and the Rule of Law reminds us that when governments at all levels decide to “seek not just freedom but opportunity…not just equality as a right and a theory but equality as a fact and as a result,” those aims of social equality require actual coercion. Lack of consent is not an option. Professor Pipes, after quoting President Johnson, points out that “once the elimination of poverty becomes a state objective, the state is bound to treat property not as a fundamental right, which it is its supreme obligation to protect, but [my emphasis] as an obstacle to social justice.”

What I want to add is if that is true of physical things, property in the form of personal knowledge, values, attributes, and beliefs is even more at risk as an obstacle. Those personal characteristics of each of us, so targeted now through a Whole Child social and emotional learning emphasis, are precisely what can recognize the loss of what is being taken away. Those are the qualities that allow an individual to stand before a stampeding herd and try to turn it in time. Those are also forms of personal property in the sense recognized by Pipes when he wrote:

“The right to property in and of itself does not guarantee civil rights and liberties. But historically speaking, it has been the single most effective device for ensuring both, because it creates an autonomous sphere, in which by mutual consent, neither the state or society can encroach; by drawing a line between the public and the private, it makes the owner co-sovereign, as it were.”

Since I am neither “oblivious to the consequences” of what these reforms in K-12 education are actually intended to transform, nor as yet unable to “even speak my mind” on the effects of “subordinating individual rights to group rights,” here are some specifics that abrogate any inkling of that personal sovereignty. If you took your solace from the vision of the last post  from a belief that that particular view of the future would not happen, I am guessing KnowledgeWorks failed to send you a copy of the blueprint it created for remaking the traditional high school. Let me fix that omission. http://www.knowledgeworks.org/sites/default/files/High%20School%20Race%20to%20the%20Top.pdf

Does anyone have a personally autonomous sphere when governments decide to partner with the “local workforce system” to prescribe what students are now to know and be able to do? All students are to achieve the stipulated “competencies and learning objectives.” If that sounds innocent enough, with only some overtones of social engineering, how about a requirement that the “knowledge and skills” be suitable for being “applied to complex situations regardless of content area.” That’s sounding quite preprogrammed isn’t it? How about learning objectives that “provide the specific tasks a student must complete to demonstrate proficiency.” Should governments be dictating that the “days of direct instruction are numbered,” while stipulating a requirement for “engaged learning that ignites students’ intrinsic motivation”?

That will require a great deal of personal probing, won’t it? Hard to respect the integrity of the person though in a blueprint that actually has an Element 3 calling for “public-private partnerships” with community organizations and businesses. Whose needs will be met in creating “customized learning pathways for all students”? Pathways for those of us who avoid the woods at all costs and hate looking at maps basically decide where we may tread without being arrested or maybe stepping on a snake. Whose interests are determining these Pathways and how do students get to move beyond the stipulated “essential skills such as collaboration, initiative, global awareness, creativity, critical thinking, and perseverance”?

The federal government’s partner in many of these workforce readiness visions for K-12 education is an entity called Jobs for the Future. They have created an initiative that is also probably off your radar called Students at the Center. It guides the actual classroom implementation while staying hidden to the typical parent, school board member, or taxpayer. An excellent strategy for getting your way without messy controversy. Tracking through those footnotes though pulled up this vision of education in 2020 where education globally now expects less disabling curricula than the historic emphasis on print. http://aim.cast.org/w/resources/indira/text/2020LearningLandscape.pdf;jsessionid=2418E9C0A6ADC89C46B5764CE1F45E0D

Yes, you did read that right since apparently we belong to the last generation that need worry about reading instead of “multimedia experiences” we are immersed in. A print emphasis in school is to be seen as a matter of injustice. Since I covered why print is so liberating to the human mind in Chapter 2: “The Danger of the Fluent Reader”, I will simply refer blog readers there. Please also note that this vision where by 2020, “the basic platform for education is no longer print media” is being pushed by the same group that forced the pernicious Universal Design For Learning into the Common Core in the first place (see Chapter 7 on that). The repeated insistence now in education globally to proclaim the Death of the Gutenberg Era is nothing more than an attempt to constrain the independence of the human mind when it can access books and other information without restraint.

Has anyone noticed an accelerating push around IB programs? Did you know that when people like Linda Darling-Hammond describe their dream type of assessment for the future IB is the one they point to? Did you know IB has revised its required Theory of Knowledge course for its Diploma Programme? It has already been rolled out with the first schedules assessment in 2015.The IBO Guidelines added religion as a New Area of Knowledge since Religious Knowledge Systems have “a major impact on how they understand the world, permeating their thinking and influencing their understanding of other AOKs ..for many, religion provides a backdrop to all the other knowledge they have.”

I do believe that new found reverence for religious belief only extends to certain beliefs since the New TOK officially wants to cross out the following:

* Unsustainable absolutist conception of knowledge

*Black and white thinking: no perspectives (objectivism) or just perspectives (subjectivism)

*Egocentric, “I the knower” approach

* Naked, monolithic, quantitative Ways of Knowing

That last one certainly explains all the fascination for non-linear problem-solving based on instinct instead of logic or known algorithms. As I explained in Chapter 4 of my book “The Danger of the Analytical Thinker”, none of these ‘reforms’ is really about a better way to teach a subject. It’s always a means to change the student at a psychological level. It also tries to train the student in a reverence for the collective and shared knowledge instead of personal knowledge.

Speaking of cronyistic public-private partnerships and a shared knowledge push, others have pointed out that on November 17, 2004 Bill Gates personally signed a Cooperation Agreement between UNESCO and Microsoft. My chief concern was laid out in Appendix 3 on creating “communities of practice” and students becoming merely “a participant of a community,” instead of the autonomous individuals they have historically been in the Western tradition of the always related individualism, property, and freedom. Requiring “shared practice” in education and the classroom is not free. Neither is having UNESCO or Microsoft or Mr Gates developing a required “perspective on knowing and learning that informs efforts to create learning systems in various sectors and at various levels of scale, from local communities, to single organizations, partnerships, cities, regions, and the entire world.”

Well, that’s an ambitious vision of shared knowledge. Rather authoritarian too. Will you or your children adapt well to a sense of ‘empowerment’ no longer coming from what you can do on your own or who you choose to work with? Instead, CoPs “facilitate ‘empowerment’ through their members’ ability to participate in a community and allow the participants to drive the community.” There’s apparently no scheduled Opt Out if we simply want to escape being a required participant in the community or a ‘mere’ member of society.

Come on Robin, you say, quit sounding like you’d prefer the option of being a hermit. Well, OK, let’s look quickly at what the cited creator of these CoPs has in mind in education. No need to speculate    http://wenger-trayner.com/wp-content/uploads/2012/01/09-10-27-CoPs-and-systems-v2.01.pdf Wenger wants to see the student as a “social participant, as a meaning-making entity for whom the social world is a resource for constituting an identity.”

Oh. Good. Grief. First Prescribed Pathways and now Preformed Molds for fostering a Desired Identity in order to “organize our participation.”

And people keep wondering why the actual focus is so psychological.

See where requiring Equity is taking us?

 

Censorship Before the Fact: Prescribing What the Child Does and Believes Invisibly but Reliably Binds the Adult

The problem with censorship, apart from the loss of personal liberty not to have governments intervene in what we think and how we must act, is two-fold if you are a wanna-be Steerer of Human Keels in the 21st Century. Some information always gets through and everyone knows that their flow of information is being regulated and manipulated. By using K-12 education globally in the 21st Century to “control learning experiences” or creating behavioral goals for what students are to “think and do” and then euphemistically labelling those aims as “standards” or “outcomes,” our Steersmen get to create what I am going to call Censorship Before the Fact.  They intend to rule and they get to control what most of us will pay attention to, or ignore, in our daily lives. Plus we will not try to resist what we do not even recognize is there.

Win, Win if the 21st Century continues in the existing desired direction globally where those who are elected at any level of government are being told repeatedly they get to govern, in the literal sense of the word, those who elected them. We cannot resist what we are unaware of and my job on this blog now and in my book previously has been to point out the things that are intended to bind us without our active knowledge or genuine consent. Yesterday this story caught my eye http://legalinsurrection.com/2014/09/is-hong-kong-on-brink-of-its-own-version-of-tiananmen-square/. I knew at least the Hong Kong people could see how the same education reforms being adopted in K-12 globally have been designed to change what their young people value, believe, know, and perceive.  http://www.invisibleserfscollar.com/using-education-to-shut-down-free-choices-and-then-redefining-as-personal-autonomy-orwell-lives/

I want to go back to the 2014 book The Fourth Revolution that I first mentioned in the September 21 post (2 back).

“China is doing more than promoting a web of connections: It is deliberately promoting a model. When foreign officials come to China [Heads Up!! This means our mayors and state Governors and Chambers of Commerce on 'Trade Missions'], their tutors at places like CELAP [China Executive Leadership Academy at Pudong. It is elsewhere described as the 'cadre training school' that is "an organization bent on world domination"] now emphasize the virtues of the Chinese model–the way the state can focus on national champions or attract foreign investment into special economic zones or ensure the entrepreneurs join the Communist Party [substitute believe and act on the desired Big Ideas and it will fit the era here of new SATs and formative assessments] and thereby contribute to political stability as well as economic dynamism. They also compare China’s sleek government [no visits then to their troubling Ghost Cities] with America’s gridlock and India’s chaos. The government has seeded Confucius Institutes in universities across the world and is trying to use the Boao Forum for Asia as an ideological counterweight to Davos.”

We can just imagine how joyful the veterans of these trade junkets to China are to have had the US Congress enact that Workforce Innovation and Opportunity Act in July now requiring all states and localities to create state and local economic development plans tied to education.http://www.invisibleserfscollar.com/priority-economic-citizenship-for-some-officially-sanctioned-status-as-prey-for-most-of-us/ I just want to point out that the Confucius Institutes mentioned are the same ones the College Board announced a formal alliance with this summer. Common Core Chief Architect David Coleman even made a very odd servile comment about “They are the Sun and we are the Moon.” The Boao Forum mentioned left Asia for the first time for a meeting and decided Seattle, Washington with Microsoft support and Bill Gates keynoting was a good place to meet. Bush Treasury Secretary Hank Paulson, who presided over the taxpayer bailout of political favorites during the financial meltdown in 2008, also is deeply involved with Boao.

All of that is relevant to what is coming to the US, Canada, UK, and Australia, but those are connections no one is supposed to be making. Since I have the planned template and blueprints, I know where to look and what counts as connected that would be off most people’s radar screens. We know though from Michael Barber’s Oceans of Innovation report for Pearson covered here http://www.invisibleserfscollar.com/descending-to-a-connected-kleptocracy-via-the-digital-learning-and-climate-change-ruses/ that he, the US Department of Education, and Pearson all see China and a collectivist future as where K-12 education reforms are going globally. I am sure it is totally coincidental that the book was published by a Pearson entity and the authors write for a different Pearson entity–The Economist.

Pearson, Microsoft, Intel, and a new entity headquartered in Washington State which has gathered actors from all over the world–Collaborative Impact–have developed a partnership designed to promote a new consistent vision for K-12 education globally. This lays out their vision  http://www.newpedagogies.info/wp-content/uploads/2014/01/New_Pedagogies_for_Deep%20Learning_Whitepaper.pdf You may have noticed that today’s post is less about the how of K-12 ‘reforms’ and more about turning a spotlight on the mostly invisible end game. Before We are Bound and while the Necessary Keels are still being laid in the young people who are the voters of tomorrow.

Point Number 1 is that the report acknowledges these are all experimental practices based on behavioral theories. Students are guinea pigs because it is the desired change that is important, not the people being changed by fiat. Secondly, the list of organizations involved includes the federally-created Digital Promise and thus the White House sponsored League of Innovative Schools. Please do not tell me there’s no connection to the Common Core. Yes, because it has already passed Go, collected $200, and gone straight to the Competency-Based Next Generation learning all these entities are pushing globally. Third and most crucially, the wholesale changes are explicitly about “What kind of learning work prepares [students] to be healthy, happy, productive members of our new societies?”

Participants in a Collective in other words. Ruled and Governed. Although Michael Barber is a key component of this partnership, the Lead Global Change Agent is Canadian Michael Fullan. In his 2001 book The New Meaning of Educational Change, Fullan cited personal communication to him from Barber, who was then heading up the equivalent large-scale reform in the UK for Tony Blair. Usefully for us, is the statement that for governments to be successful in the long term requires “creating frameworks for the accountability of public services including education.” Remember in our new “joined-up capitalism” we have private vendors but public regulation of what they do and how they do it. The mirage of free enterprise. Corporatist Enterprise as I have seen it called. Anyone surprised to learn that last week the Center for Reinventing Public Education and Fordham released those very accountability standards to go along with the Common Core?

Secondly, Barber acknowledged K-12 reforms are only a means to a transformative end. Getting there requires “placing education at the heart of a wider approach to social and economic renewal.” Elsewhere Fullan wrote that schools and adults needed to leave “Nostalgia behind” them and focus on the “knowledge and skills your children will need as they become citizens and workers in the future.” Notice that order and the assumption education is about fitting future life roles, not equipping anyone for independent. rational personal decision-making. One more time, Fullan made it clear that this new type of learning that is about changing, prescribing, and then monitoring students’ thoughts and behaviors and ‘reculturing’ the schools to require just that was to “enable the present generation to adapt to this radically new and demanding world.”

Adapt means change. Adapt means transform. Legally imposing this via K-12 education is the kind of Censorship Before the Fact that would be resisted if done visibly or to adults with Axemaker Minds.

I want to stop here so next time we can tie everything we know is coming to our schools and classrooms to the latest vision (2008) to come out of WOMP apart from that Richard Falk essay cited in the previous post. It’s called cosmopolitan democracy and it ties to everything in this post and the previous ones on e-Governance and Deliberative Democracy grounded in Dialogue. It also fits with the Sharing Economy so many of our mayors and cities are signing on to.

Since no one else is willing to admit that all these global K-12 education reforms are about “moving from the polis, founded on borders, to that of the cosmopolis, founded on sharing,” I will keep at it until Epiphanies Abound.

I guess we have also found yet another reason why traditional American History is becoming forbidden. Did I mention the former Head of the Gates Foundation, Tom VanderArk, started pushing the Gates-funded/Russian-created Big History last week as well?

Or as I like to call it, History Suitable for a Collectivist Future anywhere in the World.

Treasure of Social Comity Requires Sacrifices of Individual Sovereignty

Many of us have seen news reports in recent days on student walkouts in the Denver suburbs. The School Board wants to ensure that certain traditional areas are still emphasized in American history, while the students see the intervention as propaganda. The adults involved seem a bit shocked that what they see as facts is seen by high school students as an attempt to manipulate their belief systems. Why can’t the students properly understand who the People in the White Hats are in this controversy they seem to want to ask?

I think it would help if everyone understood high school is too late to introduce facts and knowledge into a curriculum that has long been about shaping values, attitudes, and beliefs in desired directions. The federal ed lab in Aurora, Colorado, McREL, after all, originated the transformational concept in K-12 education of Second Order Change http://www.invisibleserfscollar.com/second-order-change-why-reform-is-a-misnomer-for-the-real-common-core/ many years ago to force irreversible change in students’ worldviews.

We can only repair the damage done if we appreciate what has happened in our schools and why. It relates to the e-Governance we started looking at in the last post as well as the creating the shared visions and collective purposes needed to effectively bind the individual to the decisions made by others. In his 1999 book The Double Helix: Technology and Democracy in the American Future, Edward Wenk laid out the new vision of politics our students are actually being prepared for. Government is to be “considered as a steering system and not simply a power broker.” This fits, attentive readers will remember, with the admitted use of conceptual understandings and the manipulated social construction of reality to create an invisible steerable keel in the students who are tomorrow’s citizens. Student-centered learning then instead of the subject-centered emphasis of old is necessary to build that keel. The ultimate consequences also fit with what Hayek warned us of in the previous post.

When the School Board tries to interject facts into the classroom, without appreciating that the keel is already there, it becomes easy for the adults closer to the classroom, who know what they have constructed over years, to steer the outrage. Facts=Propaganda if the Keel is already in place without parents, students, and most taxpayers knowing it’s there. Why is it there again? Ultimately, this generation of adolescents is being and has been primed to regard politics as a term used to “describe how elements of a diverse society use their power to bargain collectively, then strategies and tactics for their achievement, all within an agreed upon set of values and rules of engagement. This is American society in action.” That’s the vision of American society and politics the students are acting on, while the school board is still locked into a vision of traditional representative government.

“Consensus must be generated” so that governments can steer with a “high degree of harmony” towards a vision of Equity and social and economic justice for all. Many K-12 and college students have been thoroughly embedded in this vision for years. The Common Core is merely a means to make sure it is in place everywhere. Public or private. Suburbs, cities, or rural areas. To align the US with what is going on in other countries towards the same ends.

We adults are the ones who simply assumed that the education template had continued on much as it had previously been. Once social comity becomes the established goal of the future at all levels of governments, then “social functioning needs a consensus on goals and a mechanism for its generation and fulfillment.” We get that mechanism by K-12 and higher ed signing on, as well as the media, plus “whoever controls technology.” No wonder their related foundations are so involved.

ICT generates the visual images that serve as a “kaleidoscope” of what the future might be and are not bound by whatever has successfully existed before. Wenk wanted everyone to recognize that “Government is not mainly or the only machinery of governance. In American democracy, everyone should consider themselves part of government rather than holding it at arm’s length and figuratively holding the nose. Only by engagement through enlightened civic literacy, civic discourse and commitment can the diverse needs and desires of all be negotiated.” Hence the C3 Social Studies Framework and CCSSO prescribing desired Citizen Dispositions. As someone deeply steeped in history, this is a prescription for disaster, which is why accurate knowledge of the past is no longer being encouraged or much tolerated.

All the push surrounding Digital Learning and Laptops For All it should give us pause since Wenk recognized, and aimed for, what substituting those manufactured visuals and virtual reality would do to “critically alter the consciousness of the receptor.” That would be the student, your beloved child that you dropped off this morning and entrusted to a system intent on transformation. Well aware of the question that Wenk saw and intended to use: “What does information technology do TO us as well as FOR us.” In Wenk’s world government, industry, and people will all interact and then be bound by what the decision-makers decide. People are supposed to become satisfied with the ability to offer their opinions to “those who govern them.” If this seems like a scifi book or limited to one idealogue, it’s essentially the vision laid out by Marina Gorbis of the Institute for the Future in her 2013 book and speeches globally. http://www.invisibleserfscollar.com/weak-humanscomputersexpert-modelling-of-captured-data-is-this-your-approved-vision-of-the-21st/

It’s essentially the vision of the future and our new obligation to function as a collective that Richard Falk (of the Carnegie and Rockefeller-funded World Order Models Project) laid out recently here http://greattransition.org/publication/changing-the-political-climate-a-transitional-imperative . The new APUSH Framework and the La Pietra Conference we looked at in that trilogy of posts make much more sense when we are aware of a well-funded and determined effort across decades “about moving from the here of egoistic state-centrism to the there of humane geo-centrism.” Since Falk’s angry quotes at the time of the Boston Marathon bombing show he in no way wants a reality of hate to get in the way of his vision of the future, we can be sure that today’s tragic videos of sliced off heads will not change the vision either. It is up to us to recognize it.

Whether most of us are aware or not, Falk, the OECD, the UN entities, and public officials at all levels are pushing education and land use regulations designed to create the “citizen pilgrim” who “combines the identity of a participant in a community and the acknowledgment that the desired community does not presently exist, that its essential nature is to bond with a community that is in the midst of a birth process.” No wonder those Denver high school students believe accurate facts from America’s past constitute propaganda in the present. They are participating in a birthing process and many may hope to become midwives of it. No wonder we just keep encountering a required communitarian mindset lurking behind actual definitions of being Career Ready or having a Positive School Climate.

If everyone with political power globally is pushing a comparable vision of the collective future and that vision requires what Falk called “drastic shifts in political consciousness,” then preschool, K-12, and higher education will become dedicated to creating those very shifts. Those students are merely showing they are heeding the “call for an engaged citizenry responsive to the need and desire for a reconstituted future as well as a repaired present.” Why, it’s that Neanderthal School Board majority showing it has not yet yielded to the Transition clarion call that requires “infusing both political leadership and the electorate with the values and perceptions of the new realism.”

That again is the new realism that is actually not very realistic to those of us deeply grounded in knowledge of the past and conversant with what has ever created mass economic prosperity. No, we are apparently to be stuck with education designed to create over years “the engaged pilgrim devoted to the here and now of political action (as well as the pursuit of a visionary future), whether by way of exhibiting empathy and solidarity with the sufferings of those most vulnerable or by working toward innovative steps serving human and global interests.”

The good news in all this is that these students have been consciously subjected to behavioral engineering so that they will have Growth Mindsets that are malleable to change. They are only irreversible if parents, taxpayers, future employers, and the students themselves remain unaware of the deliberately constructed Worldview.

That they were subjected to fuzzy math and Whole Language precisely so that their perceptions could be manipulated.

The key to deconstructing the keel is to know it is there.

The key to defeating these open declarations of a planned transition to collectivism is knowing they exist.

Consider this post as joining my book Credentialed to Destroy: How and Why Education Became a Weapon  to be clarion calls towards defeating these collectivist aspirations. While there is still time.

Sounding the alarm truly is the beginning of the way back from the precipice.

Journey to the Center of the Core Yields the Yoke of Citizen-Centric Governance to Force a Shared Vision

I still remember my shock that so many famous and powerful Americans endorsed the view in the March 2013 book by Moises Naim that simply assumed that the American people were now to be Governed as if they were collectively a ship in need of steering by politicians.  http://www.invisibleserfscollar.com/using-education-to-make-giving-more-power-to-those-who-govern-us-the-common-vision/ Silly me. Turns out there was just a delay in the people at those conferences committing the planned vision to writing. It also turns out, in a carryover from the previous post, that managing the public’s perceptions, expectations, and beliefs about the proper role of government in the 21st Century is a crucial component of the ‘emerging governance relationship.’

Nothing quite as useful as a globally connected consulting firm explicitly committing these new relationships to writing. This is from a 2009 Accenture paper called “From e-Government to e-Governance” as well a letter from their Public Service Managing Director Sean Shine, explaining the new relationship between citizens and their government “that is all about genuine engagement of people in their own governance.” So much for those of us who think we are engaged in our own governance when we pay taxes from hard-earned money or set unpopular curfews for precocious teenagers. No, ‘citizen-centric governance’ may sound good, but it assumes without consulting any of us that:

“It falls to government to balance the demand for increased choice and flexibility with fairness and the common good. Governments can achieve that balance by striving for equality of outcomes for all constituents–that is, by ensuring that everyone has the chance to experience the same social and economic conditions, or at least similar improvements in these conditions.”

Does anyone else appreciate that is where all the hyping of ICT portals and building “social networking and community sites [that] also enable citizens to participate in their governance as never before.” No incentive to infantilize a population with these aspirations for the future. Not when the entire government apparatus is to be about meeting citizen needs and guiding what “citizens expect and want from government.” Now won’t the actual Common Core implementation come in handy here? The Digital Learning emphasis? Anyone think there is a reason to sculpt a misleading but politically powerful conception of what the future might be if consultants from meetings we were not invited to state that:

“Web 2.0 technologies present governments with an unprecedented opportunity to bypass the media [not to mention parents and local school boards] and directly engage citizens in a more mature, reasoned and productive discussion about the strengths and shortcomings of government. [No danger of bias or omissions here.] In this way, public service organizations can, for the first time, play an active role in shaping citizens’ perceptions of government by providing the public with instantly accessible, intelligible information and analysis–enabling a more balanced and objective debate in which citizens are able to consider governments’ perspective.”

Now if that’s the intended propaganda to be launched at adults with taxpayer funding, we can just imagine what will make it to the still malleable minds in the classroom. Completely lost for anyone will be any perspective grounded in the history of what comparable social justice aspirations did in Europe in the 20th century. That led Friedrich Hayek to write in “The Mirage of Social Justice” that:

“the more dependent the position of the individuals or groups is seen to become on the actions of government, the more they will insist that the governments aim at some recognizable scheme of distributive justice; and the more governments try to realize some preconceived pattern of desirable distribution, the more they must subject the position of the different individuals and groups to their control. So long as the belief in ‘social justice’ governs political action, this process must progressively approach nearer and nearer to a totalitarian system.”

Now before anyone accuses me of introducing the T word without sufficiently laying a proper foundation let’s remember that Hayek was writing from personal experience of One Thing Leading to Another. Secondly, if I had a dollar for every time the books or papers I read now used phrases like “shared vision,” “collective aspirations,” “consensus essential for democracy must be built,” or “unified social purpose,” I could head to the beach for some R&R. We saw it embodied in the goals of both the Rockefeller-funded Communication for Social Change and the Club of Rome-created Structured Design Dialogue to produce common political will.

If you would like to believe I am simply collecting injudicious comments made for paying customers, Accenture’s vision fits with the 2014 book Innovative State: How New Technologies Can Transform Government written by the first Chief Technology Officer of the United States Aneesh Chopra. He points out that as a candidate Obama “had mandated that his staff insert a default paragraph about the importance of harnessing technology into every speech.” The idea laid out repeatedly is that “government could be a platform.” Government becomes “a way to engage the public and let them tell us what was important and then support them in accelerating their consensus to a common solution.”

We have open admissions of trying to manage those citizen beliefs and perspectives that go into the now to be required consensus and common solution. If the guiding hand does seem to be getting quite heavy in the direction Hayek had seen before, how is this quote for the naivete on what government is. “When the relationship is participatory, when the relationship is open, it really does foster a sense that the government is not a thing; it’s what we do together.” [Italics in original passage]

Some people have the legal power to coerce. Others generate taxes to the public sector while some live off those taxes. Those are not balanced, equal relationships even if government was not trying to rig how it is perceived in the 21st Century. All while singing the joys of the Big Data being collected on its citizens and the need to minimize any distinction between the public and private sectors. This is Chopra’s vision towards the end of the book. He makes Pollyanna seem like a sourpuss by comparison:

“Today, we need to explore new frontiers not only in terms of the problems we try to solve but in the manner in which we attempt to solve them. Collectively and creatively. Much more is possible, if the government makes the populace part of the process so the greater number of people can assemble and share their ideas and gifts for the greater good.”

Lighting dollar bills afire is one way to describe the likely consequences of that vision or an excuse for borrowing more from the Chinese. Speaking of which, the second book I mentioned enthusiastically advocates that the West adopt the Chinese vision of state-directed capitalism. Anyone think there might be a connection to the Chinese willingness to fund US deficit spending to push an ICT-centered vision for meeting citizen needs and achieving social justice for all? The Fourth Revolution: The Global Race to Reinvent the State also came out in 2014 and it’s laying out a comparable blueprint to Chopra and Accenture. If we could shift government by acclamation anymore, we would be close to a global fait accompli.

Alarmingly the book tells us that the current leadership of our primary deficit financier believes that “Western democracy is no longer efficient; that both capitalism and society need to be directed; and that getting government right is the key” to the future. Something to remember as we have trillion-dollar deficit plans in the US as far as the eye can see. It would be wrong to assume it’s just an another interest-bearing investment for the Chinese. It’s also probably good to know that Accenture has a long-term formal relationship with the World Economic Forum when we read that “the one thing that the world’s tycoons agree upon when they meet at the World Economic Forum in Davos is that the Chinese state is a paragon of efficiency–especially compared with the fevered gridlock of Washington or the panicky incompetence of Brussels.”

I think we have a Convergence of visions here around what the purpose of citizenship will be going forward globally. I think we Americans are taking too much solace in the protections of the US Constitution when it’s obviously seen as just another old document that can be bypassed now by many powerful decision-makers, here and globally.

I think we are dangerously assuming the world will continue as it has been despite so many open proclamations. If enough people had simply read what I have documented, they would immediately see how much danger we are in if we continue unaware.

It usually takes three taps for me to write about a painful topic. I listed two 2014 books here and I found the Accenture materials later. The third book is called The Double Helix: Technology and Democracy in the American Future. Unfortunately, it fits with the later books even though it came out in 1999.

Fortunately, I am aware of its aspirations for us as well and we will cover that in the next post. The non-science types like me though should appreciate that the reference to the Double Helix is all about how to force cultural change.

Wenk thinks government “serves as a steering system to set goals arrived at by consensus.”

Really starting to hate that word.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Ballad of the Long Sought Shift to Being Educable, Not Educated: Adaptation Via Dissolving the Logical Mind

Do you ever wonder where these titles come from? The second part comes from descriptions in the 2004 book The Great Adventure: Toward a Fully Human Theory of Evolution that I will end this post with. First it described eliminating the “bricks and mortar” of the tradition-oriented logical mind. Later, the same book, having laid out its plans on using K-12 education to get a more “flexible,” intuitive, mind, then proceeded to describe how to lock those changes firmly and invisibly in place. Long term readers can probably guess that those changes will be hidden in the real definitions of Student ‘Growth’ and ‘achievement’ and whether the student is showing progress to being Workplace or College and Career Ready. The techniques used to dissolve that logical mind and practice new behaviors come in using strategies created in the classroom via activities billed to parents as ‘rigorous’ and involving ‘Higher Order Thinking Skills.”

It all links together. Let’s go back to the 1960s first to a professor, Philip H. Coombs, who also served in the Kennedy administration before bolting for Paris to help UNESCO (the UN entity created in 1948 for the express purpose of using education globally to gradual shift culture away from the West’s historic focus on the individual as my book explains) set up its International Institute for Educational Planning. In 1967 President Johnson, a former elementary teacher with a life-long reverence for John Dewey (the reason that matters is also in the book), initiated an International Conference on the World Crisis in Education in Williamsburg, Virginia. The resulting book The World Educational Crisis pointed out that K-12 needed to “expand and democratize itself and that keeping “the old logistics, curriculum, and hallowed monolithic standards” would be:

“as if a specialized gift shop for the well-to-do was summoned to convert itself into a massive department store for consumers of every description, including a thrift basement for those in straitened circumstances.”

Now, of course, all students are being asked to accept to offerings of the thrift basement. Elaborate name changes and unknown initiatives as we saw in the last post simply obscure the dramatic shift. Interestingly, it all still fits with what LBJ, Coombs, and UNESCO all wanted back in 1968 (italics in original text; bolding from me):

“Educational systems must undergo a shift of emphasis. The new stress must be not so much on producing an educated person as on producing an educable person who can learn and adapt himself efficiently all through his life to an environment that is ceaselessly changing.”

That’s the new goal of K-12 education in the West, which is why the academic results have been deteriorating ever since. Those insiders who know the real reason cannot remain empowered to bring about the change desired via the schools if they admit to what is going on. People like me now, who know and can prove the reality, always run up against parents who cannot bear to know. The problem is these sought changes are psychological and the Common Core in the US and 21st century skills everywhere mask that reality.

Continued ignorance means that techniques that really are grounded in acknowledged brainwashing techniques are being imposed on teachers and students in our classrooms. Let’s continue our journey to examine how crucial this ability to have an adaptable mind and personality is to those who really want wholesale political, social, and economic change. Always seeking ambitious administrators willing to impose this on classrooms.

Around 1986, just after the 1985 agreement on education among the US, USSR, and the Carnegie Corporation (the same one Richard Riley is now a Vice Chair of that is now pushing Competency-Based Next Generation Learning to guide the real global shift) was signed (www.americandeception.com is a good source for the actual document), a study began under the banner of the US Department of Labor. It produced in 1990 a series of Workplace Basics, Training for a Changing Workforce, manuals that provide the actual Blueprint still being followed in today’s K-12 education reforms.  The longest and most graphic of the books on The Essential Skills Employers Want lays out the need for students and employees to “transcend logical and sequential thinking and make the leap to innovation.”

Where have we heard that hostility to the Axemaker Mind before? Paul Ehrlich’s 1989 pitch for Newmindedness. What a timely coincidence. Now tell me if this quote from the 1990 manual does not sound like today’s sales pitch for a Growth Mindset, instead of a Fixed Mindset? “Each adult brings a different personal data base of experience and learning to the workplace. This base cannot remain static because our lives are a caldron of experiments responding to the need to adapt to changing circumstances.” Students in school are to be targeted for change for the same reason. Analytical, rule-based thinking like traditional algebra, geometry proofs, or grammar all impede this desired adaptability. It is fascinating to me that the professor, Lauren Resnick, who created the terms ‘rigor’ and Higher Order Thinking Skills back in the 80s is quoted by name in the book making this point:

“School should focus its efforts on preparing people to be good adaptive learners, so they can perform effectively [aka be competent or proficient] when situations are unpredictable and task demands change.”

The now-ubiquitous goal that Students should Learn How to Learn is also in the 1990 manual of new Workplace Basics. It goes back to citing notorious Humanist psychologist Carl Rogers and his 1969 book Freedom to Learn to illustrate the concept of Learning to Learn: “The only man who is educated is the man who has learned how to learn…how to adapt and change.”

I had a reader recently who also teaches ask me how the omnipresent concept of ‘problem-solving’ under the Common Core differed from the classic (if painful) classic math word problems. Let’s use the still relevant definition from the 1990 manual: “Problem solving is the process of bridging a perceived gap between what is and what ought to be.” A very useful skill indeed along with adaptability if fundamental transformations are the real goal and education and people have become mere conduits or tools to effect the sought changes. Here’s another useful tool: the POWER Model of Problem Solving.

Project a vision of how the situation should be different

Observe the discrepancy between what exists and what should be

Work out, after considering choices, an action plan and implement it

Evaluate/monitor progress and achievement

Revise plans as indicated by evaluation findings

As someone who has read many of the blueprints involved over the decades with these sought transformations, that POWER model is precisely what Big Data and supercomputers and governments at all levels think is the new way to plan societies and economies. Education at all levels simply needs to produce the people with mindsets and worldviews to either tolerate the wholesale shifts or to embrace them. Both involve dissolving the logical mind of the Enlightenment and believe me, the advocates just keep saying that.

Interestingly too, here is the new definition of leadership. Notice how useful this will be to bringing about wholesale change, especially when it becomes the entire basis for graduate degrees, as in education or public policy doctorates.

“The most successful leader of all is one who sees another picture not yet actualized. He sees the things which belong in his present picture but which are not yet there.”

Now imagine if a willingness to ‘problem solve’ using the POWER Model or be a leader as described above gets you lucrative jobs or grants from massively rich charitable foundations or public sector jobs where promotions are tied to how aggressively you push this transformational vision to make students ‘adaptable’ and ‘trainable.’ You would get precisely what is going on now as this Next Generation Learning graphic across all sectors and institutions from Ford makes clear.   https://fordngl.com/sites/fordpas.org/files/ford_ngl_three_strands_graphic_0.pdf

On July 17 and 19, 2000 there was a meeting of so many of the long time advocates for transformation social and political change using education in Toronto, Canada. They laid out their plans to use a “teacher-student-driven, globally active alliance between evolutionary systems science and humanistic, transpersonal, and positive psychology to kick-start what is needed.”

What was needed, of course, is that very same adaptability and malleable mind and personality we just keep encountering as the new goal of education. To be educable, not educated. Learning how to Learn and Growth sound so much better than the real goals of a “radical expansion of brain, mind, and consciousness” that will allow step-by-step achievement of “personal, cultural, social, political, economic, educational, and technological evolution.” The term revolution probably better describes what is sought, but since these fundamental changes are all supposed to be bloodless, evolution sounds better. Plus it fits the invisible shifts involved over time until the dramatic changes over time can be locked into place.

How? Through a moral and spiritual transformation in what enough people to be the majority electorate value and believe about how the world works, what they are owed by others, and what the world should be.

David Loye in that The Great Adventure book laid out “how to actually build it.” Next time we will trace that blueprint against the real implementation. It started last week where I live.

Unless you want the next generation to remain psychological adaptation guinea pigs, this is something all parents and taxpayers need to know. This is no time for rose-colored glasses.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

To practice striving for a shared view in conversation.

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

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

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

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

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

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

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