Priming Delicate Minds for a Desired Disruptive Revolution, What is the Real Damage?

One of the great tragedies in American education over the last several decades, and this seems to be true of education globally, is the wolves or utopian dreamers who see schools and colleges as premier weapons to change how a society thinks. Or to prevent a voting majority from being able to think at all. These incendiary political ideas always come wrapped up in phrases of hope. When the strategy to impose a collectivist political theory or manipulative psychological practice makes it to the local school, especially the suburban schools that must be taken down to get equity, it shows up in euphemisms like school improvement, accountability, Best Practice, or a duplicitous charter.

So how do I know the intent? Well, as you may remember, we tracked the language of the charter back to the original 1988 proclamations of manipulation. http://www.invisibleserfscollar.com/what-happens-when-a-charter-pillages-minds-and-wallets/

Another way is play tiptoe through the footnotes and get your hands on the books and essays allegedly supporting controversial practices. That’s how we knew neuroscientists working for CASEL aspired to physically reshape students’ brains to gain desired personality traits. http://www.invisibleserfscollar.com/further-confirmation-of-the-planned-dominance-of-social-and-emotional-learning/  I watched the tapes after they were cited in the “research” support of the School Climate Center.

If you do not live in a state like me that got a Positive School Climate mandate tucked into that NCLB waiver authorities rejoiced over, President Obama signed an Executive Order on July 28, 2012 expanding the Positive School Climate mandate to virtually all public schools. I wonder if the advisors pushing that order were prompted by the Positive Psychology to Promote Social Change movement? You know the one that takes advantage of the malleable captive minds to promote alternative values that seek to extinguish that pesky unitary self and promote the amorphous Common Good in its place?

Or we could do what so many of my readers seem to want. Follow former Weatherman advocate for violent revolution Bill Ayers to see why a career as an education “reformer” became his next political move. To understand what makes education reform a viable next weapon for so many 60s radicals and utopian dreamers and greedy or envious gypsy supers, gypsy principals, and the omnipresent political transformation enforcers, the accreditation companies. I think we should explore the vision of Ayers’ proclaimed mentor, Maxine Greene.

For added interest, she is also an inspiring visionary to Linda Darling-Hammond, who served as Obama’s 2008 Education Advisor, and is heavily involved with the SBAC Common Core assessments many states plan to use to measure student progress. She also chairs assessment for ATC21S, the global 21st century skills movement. What drives her affects many students and taxpayers all over the world. Finally, Ayers’ co-author, Janet L Miller, is an education professor involved with the Best Practice movement trying to reimagine American high schools away from content. It is probably not a coincidence that Ayers wanted to be recognized in the 1998 book as a co-founder of the Annenberg Challenge in Chicago (CAC). That would be the one now President Obama chaired. Or that the Best Practice handbook thanks the CAC for development funding.

I have long recognized that Best Practice does not mean that a proposed practice has a good academic result. Frequently it is terrible. Best Practice is about imposing the socio-cultural vision for education and social transformation on a charter district, school or classroom. It is a political weapon and it is designed to break or deprive the logical, sequential mind that some people have of sustenance. Anything that would foster individuality or an independent view of self. Why? Well as Ayers wrote citing Greene, he is interested in “shocking ourselves into new awarenesses as a goal.” Sounds like the kind of cultural bomb that cannot be heard or seen but damages internally nonetheless.

Why do students minds need to be manipulated and shocked? Well Ayers says teaching can be a ” powerful and natural key to social change.” But you must move away from the “transmission of some certified, sanctified stuff.” That would certainly explain the real hostility to standardized testing. The kind of dialoguing and reimagining these “reformers” want going on in a classroom does not do well in a measurement of knowledge. Good thing Common Core is pushing formative assessments like group projects and portfolios instead.

What Ayers and Maxine Greene and Linda Darling-Hammond and another contributor Nel Noddings, who we met previously in the Caring Economics and Australian Student Wellbeing posts, are all interested in fostering in classrooms is “imagining a different world, a more humane social order.”  And these people are all professors in colleges of education. They credential future classroom teachers and principals and district supers. When they push a pedagogy not because it works to transmit knowledge but because it works to foster social, cultural, economic, and political transformation, you get the kind of reading wars and math wars and fights over values clarification that have recurred in district after district and school after school in recent decades. It’s not like these taxpayer funded functionaries can acknowledge openly there’s a declared revolution going on. We might try to stop the funding in time.

I joke a bit but what is not funny in the least is the shock to student minds is not just deprivation of solid content. There really is a great deal of what reads like mental torture trying to prepare students for a desired different future. They want to compel moral action. They want to use the classroom to create “horizonal persons”:

“sensitive to the common good and to their own inner spirit. Their continuous rethinking and re-creating of self nurtures community ventures.”

I can remember being bored in school and always bringing a book to read, usually history. But at least I didn’t have teachers playing with my psyche pushing me to be a “horizonal person” to gain some hoped for utopian future of altered human sensibilities. What did these classroom political pursuits do to young minds? Again:

“Horizonal persons do not define goodness and morality in terms of sets of rules or regulations but rather in terms of increasingly more satisfying moral principles.”

And what is a moral being in their eyes?

“A moral being . . . is a thinking and reflective individual, alive to the paradoxes and dilemmas of life . . .[who] wrestles with the formulation of superior moral principles which can cope with problems of equity and justice for society at large. A moral person . . . is someone irresistibly drawn by the good.”

I make this retort from a great deal of historical knowledge about political theory. A moral person to them has been trained via the classroom to think like a communist idealogue without knowing that is the mindset being deliberately cultivated. No wonder emotion and few facts are so important to this reimagined classroom that has been going on in some places for at least two decades. That’s a lot of psychological manipulation that neither the teachers (I hope) or the students understood the purpose of. But the typical education professor did.

I am going to close with a quote from Nel Noddings from the same tribute to Maxine Greene. The essay is called “Ethics and Imagination” and discusses the importance of role playing for creating the kind of compassion desired for the sought transformation– the new, supposedly better world. It is not enough to:

“imagine ourselves as victims [though] emotion is aroused, and that emotion may increase our compassion for other victims, or it may create hatred for oppressors, or both.”

Politically useful emotion apparently but not sufficient to spark the desired revolutionary attitudes and values (those are Professor Noddings emphasis italics, not mine. Bold is mine).

“when we look at the perpetrator, we are again comforted because we are not, could not be that monster. But when we look at a scene of suffering and see both possibilities for ourselves, then a new horror provides a starting point for real moral growth.

Because confronting “the powers of darkness” is politically useful to fuel a revolution apparently. To get to a Caring Economics? Not unless the school or classroom is actually a gulag for conversion while minds remain malleable.

Does any of this sound equitable or just?

4 thoughts on “Priming Delicate Minds for a Desired Disruptive Revolution, What is the Real Damage?

  1. One thing that I have found when discussing this with my husband is that you need to be careful not to get too caught up in the question of whether any of this will work like Ayers, Greene, Darling-Hammond, et al, think it will work. That’s not the point — in the 20th century Stalin, Hitler, Mao, Pol Pot ALL FAILED to do what they (claimed they) intended. The point is that they killed something on the order of 100million people trying.

    The bigger point is that the most serious cultural damage, especially in the former Soviet Union, is the inculcation of ever more finely attenuated envy and covetousness in the general citizenry. There is absolutely no danger that the Disruptive Revolution will result in a utopia of wonderfulness — but there is a terrifyingly real possibility that the schools will produce a population which has no skills at all beyond sitting in the midst of squalor seething in rage that there is someone somewhere who has something, and who must be punished for this terrible inequity.

    • cathy-That’s a great point. None of us should be in the position of having to ask a school principal why they are pushing policies that killed 100 million people. What’s even more upsetting is the deliberate creation of grants and lucrative promotions tied to doing just that.

      I am off taking another hard look at the Regional Equity Movement as I read yesterday that the philanthropic foundations are being pressured to follow john a powell’s (from the previous post) recommendations on targeting their donations. In the REM policy books, the message being cultivated over and over is that the inner cities are poor because the suburbs allowed the middle class to move away.

      Governments create zero sum or negative sum transactions. That’s not how market economies work though. Someone else is not poor because you work hard or created a desired product or service. That is not at their expense.

  2. Cathy, you made a really good point about not letting discussions of this get lost in the weeds.

    Personally,.I see the problems in education beginning even earlier than many of the folks who subscribe to this blog. My focus is the history of ideas. By profession I am a History Prof. with a lot of background in both religion and philosophy. I see the problem as beginning in the late 19th century when the educational model began to change from focusing on content to socialization, this was certainly reinforced by the so-called Pragmatism of Dewey, which aimed at molding the attitude of the young and introduced relativism to the stream of educational assumptions. Certainly, there were later developments that expanded on this and compounded it, but I believe the first slow poison began then.

    Great post Robin. Thanks for your insights.

  3. A friend of mine made this comment when I shared your article with her:

    The bigger point is that the most serious cultural damage, especially in the former Soviet Union, is the inculcation of ever more finely attenuated envy and covetousness in the general citizenry. There is absolutely no danger that the Disruptive Revolution will result in a utopia of wonderfulness — but there is a terrifyingly real possibility that the schools will produce a population which has no skills at all beyond sitting in the midst of squalor seething in rage that there is someone somewhere who has something, and who must be punished for this terrible inequity.

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