Destroying the Dominant Social Paradigm Via Education for 21st Century Political Power and Personal Gain

Who knew that targeting the Dominant Social Paradigm to facilitate future social change was so thoroughly underway in countries like Germany and the US and the UK by the early 80s that books were being written simply shorthanding the goal as DSP? No wonder Outcomes Based Education and systems thinking were needed via K-12 education reform globally starting in earnest in the 80s. Now that I have firmly attached my deerstalker hat on my head of curls and pulled out by magnifying glass to peruse the footnotes, let’s go back to Lester W. Milbrath and his Environmentalists:Vanguard for a New Society before pivoting to go through the troubling Brookings Institute presentation yesterday of the new Oxford report. Pushing for “a collective vision for society” and “shared global values around which a unified and enduring pathway for society can be built.”

Whew! Good thing thing Brookings has no interest in education or social policy or we might need to be worried about what they are pushing. Why? How? Who really benefits? will all need to become our habitual inquiries as we embark upon our continuing investigation into this hoped for wholesale transformation away from individualism and personal choices to a planned public sector centric economy and society. As we saw in the last several posts, this aim has gone on for decades but whether we know it or not, we are in the final stages.

So let’s go back to 1984 without Orwell to lead us and make it satirical. These have been very real, long term aims. To develop and then unite a new “sophisticated understanding of how the world works with a normative/ethical system that recognizes and addresses those realities.” That would certainly explain why as I traipse around the world via the Internet examining global ed reforms over the last 10 years or so I just keep encountering diagrams of concentric circles with “core values and core beliefs” at the center.

As Milbrath wrote, “social change begins, and is most fundamentally and widely expressed, in the beliefs and values of the people.” And I would add that this level is much easier to access in a mind that has been deprived of its own store of facts and lots of practice with logical thought. Which certainly explains why fluent reading and math and science textbooks and lectures have all come under attacks with explanations that never hold up to detailed scrutiny. That would be due to an organized effort to substitute “an agreed upon ‘story’ that guides the beliefs and behavior of the people.” Well, we didn’t agree. But annoyed by the failures of attempts in previous decades, politicians and profs and district supers and accreditors and state boards of education are brooking no opposition this time from anyone in the way of the desired little c common core. The prevailing beliefs and values to be targeted at school, at work, at church, and especially in higher ed.

Colleges really should just tell parents that a New Worldview comes with the tuition payments and drop the expensive subterfuge. Milbrath used another word in addition to Worldview and the now more common Mindset–paradigm. All of these terms quite simply mean the “belief structure that organizes the way people perceive and interpret the functioning of the world around them.” No wonder constructivism has become all the rage in the Common Core implementation and reading, math, and science instruction. Until reality can be changed, altering the widespread personal perceptions of it will have to do. And that is precisely what is under continuous and coordinated attack now via education. Think of it as cultivating mindsets suitable to prompt action for transformative social, political, and economic change every time you hear of a troubling incident at a university or a curriculum assignment designed to instill hate or confusion or fear.

Here’s what is officially under attack.  Every organized society has a dominant social paradigm–the DSP–which consists of:

“values, metaphysical beliefs, institutions, habits, etc., that collectively provide social lenses through which individuals and groups interpret their social world. [Doesn't the C3 Social Studies Framework and the Bronfenbrenner Ecological Systems metaphor presence make more sense now?]

Social paradigms condition individual goals and expectations, provide a definition of social problems, establish a structure of social and physical rewards for various types of preferred behavior, and create shared gains and deprivations which make social harmony in complex societies possible.”

Now things would certainly not be so harmonious if it were better understood that governments and their beneficiaries and allies have decided to use education to push for new structures and institutions and values and beliefs that reject “once accepted patterns and relationships among people.” I personally deplore analogizing individual choices and markets to slavery and colonialism as other once accepted patterns but then I hate a bad analogy. Milbrath was only too ready to create new premises “about the way we should structure our society and conduct our public business” and going after DSP was the way to do it. Still is but most people do not read the Great Transition documents the OECD is pushing now or the UN’s post-2015 report we have also considered. Much less this Oxford Martin global commission report http://www.oxfordmartin.ox.ac.uk/downloads/commission/Oxford_Martin_Now_for_the_Long_Term.pdf that came out in mid-October.

All of these sought global transformations get pushed at meetings we are not invited to and seek to dramatically transform our future and disregard the current political structures and safety valves we take for granted. Education is the way in and altering the DSP invisibly and quickly means the shift is an irreversible done deal while even the attentive are still arguing on whether the Common Core State Standards Initiative tramples  federalism. What? Under a US Constitution that provides no genuine protection when the means of attack is against the DSP once a majority of voters have been affected? We have to understand how the game is actually being played better. We have to understand the nature of political power.

If you do read that Oxford Martin report, don’t stop until you figure out who the C-30 companies are behind this vision and more importantly you trace the C-40 Cities to the core involvement of the Clinton Global Initiative, Bloomberg Philanthropy (also sponsored the NYC citylab recently), and the World Bank. All of this planned transformation has your tax money and the ability to incur debt, loads of contributions hoping for additional political careers, and the ability to regulate and impose public policy. No wonder everyone is talking about mayors and cities as being the correct level to impose change for the future. Usefully also with a high concentration of totally dependent voters looking for a public sector to take care of them.

Well, everyone cannot live at the expense of others and ignoring the inherent parasitic nature of governments under the best of circumstances is dangerous if we hope to keep even the current weakened levels of the economy (that everyone seems intent on redistributing). But getting that essential fact requires some knowledge of history and how can education built around problem and project-based learning create such necessary knowledge? And that seems to be much of the point behind the new games-based focus and design emphasis in the classroom. It encourages the kind of “trial and error [as] the basic element in this kind of social change; it constitutes a type of social learning.” That social learning intention is designed to create “a growing awareness that the present system is not working well.” Milbrath laid it out in his concluding chapter called “Can Modern-day Prophets Redirect Society?” Prophets like the regularly cited Paul and Anne Ehrlich and their rather troubled by now record of catastrophe hyping.

But students raised on a curriculum diet of “successfully navigating open-ended challenges” won’t know that. Expect more of these types of priming projects http://d1lhirsz7m8sbi.cloudfront.net/mindshift/wp-content/blogs.dir/42/files/2013/10/iLab_infographic_11x171.pdf as students are taught everything around them can be redesigned for a better 21st century. For everyone.

Just need to give the Governors at all levels more power and decision-making authority.

Meanwhile, students will be doing helpful things like:

“After collecting information, students then strive to infer the underlying thoughts and feelings of a user. By immersing themselves in the experiences of users and developing ‘deep empathy,’ they are able to develop a deeper understanding that can lead to key insights.”

Insights that guide future behavior without any likely connection to reality. Such a perception contrary to reality was so helpful for English Prime Minister Chamberlain in Munich in 1938.

So many had that lovely feeling of Peace in Our Time right up until the invasion emboldened by the false perceptions.

History and reality vs perceptions and hope and key insights from ‘deep empathy.’

Where would you place your bet on the 21st century future?

Staring Down the Sudden PISA & 21st Century Learning Hype Leads Straight to Planned Welfare State

I am going to interrupt our troubling tour into the psychological theories and practices being pushed on our students at our expense. Using euphemistic names like soft skills or student growth or metacognition or ‘innovative practices’ for suburban schools. Including lovely confessions that if it works in achieving desired behavioral changes in students it can be rolled out nationally. Some innovation. Certain school districts really need to stop calling parents anytime there is a school shooting tragedy or potential tragedy claiming that “student safety is our first priority.” Horse manure and lots of it. If that is true then we have a widespread epidemic of administrators and consultants pushing ideas on schoolchildren and parents at great expense and calling themselves “Doctor” without having the foggiest notion of what they are doing.

Which is entirely possible so that leaves it up to we the parents and taxpayers to get to the bottom of the tsunami of fundamental social, political, and economic transformation coming at us in time. We will need to point out to the current Living Large on the Public Payroll recipients that a vast expansion will simply lead to greater dysfunction and a complete loss of overall prosperity.

Now when I hear and read a coordinated push all of a sudden around a topic, I get to fall back on a specialist horde of knowledge that in fact remains quite useful whatever the OECD bureaucrats like Andreas Schleicher have to say. We have discussed what the OECD’s push to monitor subjective well-being globally will mean for education. What I know and may have forgotten to pass along is that everything the OECD pushes in education, and it is a primary driver globally, comes out of its desire for a public-sector dominant social welfare state and planned economy globally.  Especially in the US.

And Schleicher basically says so in this hugely troubling article from 2010. http://www.oecd.org/general/thecasefor21st-centurylearning.htm “Shifts in ways of doing business, of managing the workplace or linking producers and consumers” are just the kind of wholesale reimagining of our economy that we just keep encountering as attached to education reform. Like the changed Mindsets and New Worldviews created by humanist psychology theories and practices in the classroom, this is all a means to an end.

If you get a chance to read that 2 page paper you will see that Schleicher is describing 21st Century Learning in language that others have come outright and called dialectical thinking. It is to prepare students for a belief quite useful to proponents of wholesale fundamental transformation into Governors and Governed.

“Promote students dialectical thinking–the understanding that what is ‘true’ now may not be true in the future and may not have been true in the past.” [Professor Robert Steinberg, 2009, ASCD, 'How to Teach the Other 3 Rs']

Andreas is quite busy and it was the sudden promotion of his July 2012 TED talk hyping PISA but not mentioning the planned roll-out in many American school districts this fall that is part of what caught my interest. It was called “Use Data to Build Better Schools” and the kind of schools to be remade will of course depend on what data is being collected. Schleicher was kind enough to mention in the 20 minute talk that it was international assessments like PISA that have globalized education. I knew that and it’s time everyone else did too. PISA is measuring student values, attitudes, and beliefs and how they apply knowledge (as in Big Ideas or Concepts like Social Justice) to novel situations. Non-linear, no clear cut solution problems that the students have never encountered before.  Can you say Messing with the Mind or Dialectical again or the more common Higher Order Thinking Skills?

There is another very troubling slideshow on “Learning in the 21st Century-Lessons from Around the World” http://prezi.com/fuvde8bjh6qg/learning-in-the-21st-century-policy-lessons-from-around-the-world/ that was Schleicher speaking last fall at WISE in Qatar, the World Innovation Summit in Education. So good to know that the Muslim world has such an interest in limiting the intellectual and economic capacity of the West. It’s especially interesting given that Schleicher mentions that 21st Century Learning is a way to “avert the risks” of new technology. Is that why Big Blue sponsored his TED talk? No more unapproved competition? If that kind of collusion strikes you as unlikely you might want to read the OECD’s “Better Skills, Better Jobs, Better Lives” detailing the extent of the sought collaboration among government and existing employers around a global skills agenda. With the foundation of the largest education company in the world   http://www.pearsonfoundation.org/pr/20120523-Pearson-Foundation-and-OECD-Launch-skills-oecd-org.html signing on as a partner.

I could be here all day explaining the elements but it is clear that 21st Century Learning is tied to the OECD vision of the future global society and PISA functions as the means of measuring how schools and teachers are doing in creating the new desired mindsets amenable to such wholesale political change. Hopefully even clamoring for it as expectations for middle class employment are dashed as the combo of government interventionism in the economy and divorcing actual knowledge from credentials creates its foreseeable dire effects.

That’s why the other component of the full-court propaganda press suddenly surrounding PISA caught my attention. It turns out on August 13, 2013 Simon & Schuster (owned by CBS. Think media education and UNESCO) published a book The Smartest Kids in the World: And How They Got That Way about who does well on PISA and how combining excellence with equity is necessary for being globally competitive. Now we know what PISA measures and that’s not my definition of smart. Is it yours? If you watch Schleicher’s presentation on prezi, you will hear the Ontario Premier touting Ontario’s success. It also has Ben Levin speaking but his authority on education reform has been compromised since his July 2013 arrest on child porn charges.

The Ontario Premier says that 4 in 10 Canadian students are now immigrants and it is important to change education to deal with that diversity. He points out Ontario is now considered high achieving because immigrant children and Canadian born children do equally well on PISA. If that is so, then they are practicing dialectical type, open-ended thinking in the classroom instead of academics and knowledge transmission and that is what PISA is picking up on. It’s Ontario’s business but we in the US and elsewhere need to not blindly jump aboard the PISA bandwagon like we are being led to do. Just look at the endorsements and reviews on Ripley’s book. Talk about the Appeal to Authority fallacy.

Ooops. I had forgotten her name. Amanda Ripley. She does human behavior and public policy stories for Time Magazine and The Atlantic. Since I assumed she knew the book title was deceitful to put it kindly, I looked into her background and discovered she was a fellow at the New America Foundation. When I took a look at what they were pushing with that troubling name, it turned out that shortly after the President’s reelection and through his inauguration, numerous public policy papers were created on the New America vision. That miraculously dovetails with precisely the sorts of things the OECD wants pushed globally. What. Are. The. Odds. The capstone, culmination paper was released in June and is called the Next Social Contract. http://nsc.newamerica.net/sites/newamerica.net/files/policydocs/Lind_Michael_NextSocialContract_2013.pdf

The New Social Contract completely remakes the America we have known and turns it into a public-sector dominated economic sewer. Complete with VAT, the federal takeover of Medicaid, turning health insurance into social insurance, eliminating “tax-privileged” retirement accounts, and best of all, federal revenue sharing to ensure regional equity of fiscal resources based on population. How exciting for California, NY, Illinois, and poor mismanaged Detroit. It’s a future that sees education and healthcare and state and local governments as the biggest employers and all at taxpayer expense.

“Privileged Americans should not be allowed to use sub-national jurisdictions as excuses for shirking their responsibility to contribute to minimum levels of public services throughout the United States as a whole.”

Welcome to the planned 21st Century America. I can see why that quote did not come out before Florida’s electoral votes were successfully grabbed for reelection.

That’s what we are dealing with behind all the rhetoric. No wonder OECD has taken up password protecting the pdfs surrounding its global Well-being conferences.

I am going to close with something federal Ed Secretary Arne Duncan said in connection with the 50th Anniversary of King’s March on Washington. He “called on educators and students to advance a civil rights agenda that presses for equal opportunities-and not just equal rights.”

He seems to be referring to the vision of that New Social Contract. But a knowledge of history and economics would reveal that the attempt is likely to destroy what does work. We are questing after a unicorn ride and pretending it is possible and jettisoning our current vehicle as we go a-dreaming. Some dreams are impossible.

How far down this road of creating new Mindsets and a new vision of the future will we go before we recognize we have expensively destroyed knowledge and expertise and social institutions we cannot easily remake?

Where will we be when the epiphany finally hits of all we have deliberately trashed? Ridiculously enough, in the name of education for all.

Some common core.

Digital Promise and 21st Century Skills as the Long-Sought Rapid Change of Minds for the Future

When I was looking for a way to explain what the effects would be from seeking new kinds of minds and personalities through ICT and tracking affective responses, I remembered the 1989 book New World New Mind: Moving Towards Conscious Evolution. Now I do occasionally pull books off the shelf to help illustrate a point vividly but the link of that book to the Digital Promise and 21st Century Skills initiatives is actually quite direct.

http://www.digitalpromise.org/how-practitioners-and-policymakers-can-work-together-to-innovate/ is a July 31, 2013 story on the meeting of League of Innovative Schools Supers and Admins with reps from the federal DoEd, the White House Domestic Policy Council (this push is a high priority for this Administration), and the Office of Science and Technology Policy. John Holdren heads OSTP and his long-time mentor and associate Paul Ehrlich of hyping various global catastrophes fame (with his own tag) co-wrote the New World New Mind book. Ehrlich mentioned and thanked Holdren for his help on the Acknowledgments page.

Chapter 8, “The Beginnings of Real Change,” makes it clear this is a global program to use education to change “the nature of our minds and the training we give them.” According to Ehrlich and Robert Ornstein: “although the problems that humanity now faces are immense, at least they are of our own making. The mismatch of our brains with our environments has been produced by millenia of effort, by the skill, ingenuity, and drive of our species–by the very minds that are now out of step with the world they live in.”

Ornstein and Ehrlich wanted to extinguish that independent ingenuity and drive some people have through “a revolution in the way we bring up children and in the way we teach and what we teach.” They recognized, as all of us now need to, that traditional “schooling also changes the structures of children’s minds significantly [they mean at a physiological level]. Reading, writing, and arithmetic, so commonly taught, are not [emphasis in original] natural acts of the mind, but are radical transformations of the way the nervous system operates. The mind’s default positions are for talking and listening…”

Which is precisely why talking and listening as the purpose of the Discourse classroom, and required projects and group collaboration and communities of learners, is such a huge focus of the actual Common Core implementation. It is why print literacy is minimized and media and digital literacy are held to be just as important. It’s not a better way to learn. It’s an active pursuit using ICT of these New Kinds of Minds. After all Joel Klein, head of Rupert Murdoch’s tech-focused ed subsidiary, Amplify, actually said that was the goal to my face at a luncheon last fall. http://www.invisibleserfscollar.com/ridiculing-the-1860s-mind-as-unsuitable-for-the-21st-century-cui-bono/

So New Kinds of Minds remains the pursuit almost 25 years later and the other Ehrlich/Ornstein goal then becomes changing prevailing attitudes on politically useful topics. Cultural-historical activity theory or CHAT is a learning theory imported from the USSR created to change  the course of the future by changing the dominant culture itself. Through school specifically but also education generally. I’ll put it this way CHAT theorists also care about what stories get pitched on the nightly news and what the headlines read. What themes will the typical person come to believe are an issue as they go through busy lives? One of the CHAT theorists, a Finnish prof who also works in the US. Yrgo Engestrom (also tagged), kindly put his Learning by Expansion’s theory’s purpose into explicit published words in 2010. http://www.helsinki.fi/cradle/documents/Engestrom%20Publ/Studies%20on%20expansive%20learning.pdf

The article acknowledges a reality that the Supers and ed profs and principals do not bother to tell parents, politicians, and taxpayers so I will: “there are two basic metaphors competing for dominance today: the acquisition metaphor and the participation metaphor.” Now I will stop quoting Yrjo for a minute to point out that the entire actual Common Core classroom implementation this blog has been describing is dedicated to requiring the participation vision. Using misleading terms like equity and excellence and Quality Learning to get there. As I have been explaining, every entity that has a legal ability to regulate or mandate what goes on in the classroom is insisting that participation now win this competition. And it gets hidden in the insistence on group projects and collaboration. But Yrjo was even more graphic about what his and other CHAT learning theories are designed to do and change.

The key dimension underlying the acquisition vs participation “dichotomy is derived from the question: Is the learner to be understood primarily as an individual or as a community?” The participation purpose comes down on the community side of that question in direct contradiction to the West’s historic belief in the primacy of the individual. That is the question at stake in all these ed reforms. Pushing for this new answer behind our backs and without our consent is precisely what Digital Promise and 21st Century Skills are really about.

Yrgo again kindly says there are three more dimensions at stake with all these learning theories like his that are designed to push participation as the new radical vision of education to create “new activity structures for society.” Think workplace, neighborhoods, political processes. These ed profs and administrators have great ambitions while they are living at taxpayer expense. In each of these questions, it is the part I bolded after the “or” that is what is stealthily coming at us like a high-speed freight train whatever our state says it is doing on the Common Core. And in other countries too. Oh, and the ICT focus is a huge tool for gaining this shift.

*Is learning primarily a process that transmits and preserves culture or a process that transforms and creates culture?

*Is learning primarily a process of vertical improvement along some uniform scales of competence or horizontal movement, exchange and hybridization between different cultural contexts and standards of competence? [Think of this as hip hop being as valid a means of communication as a well-written insightful factual paper]

*Is learning primarily a process for acquiring and creating empirical knowledge and concepts [reflects reality in other words] or a process that leads to the formation of theoretical knowledge and concepts?

Now theoretical knowledge and concepts is of course another term for ideology but what do you expect from a theory designed to achieve massive social change as a direct successor to Uncle Karl’s now infamous theorizing? Yrjo leaves no doubt where we are all going with this quote: “While traditional schooling is essentially a subject-producing activity and traditional science is essentially an instrument-producing activity, [expansive] learning is an activity producing activity.” [his italics]

Now that kind of graphic lay out of intent to create transformative action in students is what is coming to our classrooms but the graphic warning is nowhere in sight. Instead we get far more innocuous sounding initiatives being paid for by the National Science Foundation such as Janet Kolodner’s “Learning by Design’s Framework for Promoting Learning of 21st Century Skills.” Janet is also the listed PI for the troubling and related NSF Cyberlearning push that I described here  http://www.invisibleserfscollar.com/the-need-to-know-as-we-understand-it-today-may-be-a-lethal-cultural-sport/ Now Janet’s CV is simply too solid for me to believe that she really thinks that a case-based method that is suitable for adult med students, who have a well-stocked brain of knowledge and analytical skills to be where they are, is somehow suitable for middle schoolers who generally have neither.

The truth is the whole Next Generation Science and Learning By Design and Case-Based Learning is just a rejection of science as an “instrument-producing activity” as in sharp ingenious minds or new unapproved technology without saying so. What Ehrlich and Ornstein sought in their book so long ago. It’s the excuse for a classroom centered around social interaction and designed to limit the cultural transmission of knowledge built up over generations that makes humans a very special species and some people downright extraordinary in their impact on all of us and the direction of civilization.

Kolodner sees people as “goal processors who make our way through the world trying to achieve our goals” which strikes me as a horrifically hobbling vision for the future. Like so many other reformers she wants to shift our daily perceptions going forward and limit us to our previous experiences coupled to theoretical framing school will provide. Yrjo would approve. The end result of these classroom activities are students who are adaptable to uncertain, new, and rapidly changing conditions. Which of course the ed reforms intend to drive. Students who are capable of complex communication and social interaction. The world trembles at the thought of a superpower preparing ALL students to be in the habit of listening and asking questions of each other and making presentations. We also get students capable of non-routine problem solving and self-management which is starting to sound a great deal like David Conley’s definition of College and Career Ready  created for the Gates Foundation.

Finally, students learn to be good systems thinkers and to see themselves as embedded in systems. Even if it is not true in reality, it is such a useful metaphor to get students to see themselves as part of a community instead of an independent individual.

No wonder Paul Ehrlich is running around giving UN presentations that humanity is more than 5 years into a global program to radically change human behavior.

Yes indeed, driven by education reforms that are poorly understood and collectivist political theories masquerading as learning theories.

 

Part 1 of How to Mount an Invisible Political Coup: Contemplative Education

What do I mean by contemplative education? Exactly what you fear I mean. And this is not a matter of personal religious preferences. This is a matter of the same individuals pushing social and emotional learning in the classroom as a legally mandated component of education reform and the Whole Child initiative of the Common Core. Then turning around and pushing the same programs and practices as core components of incorporating Buddhist and Eastern spirituality practices directly into the classroom.

Somehow it is deemed “secular” though because although the teachers may get lessons on “Educating the Whole Person in the 21st Century: An Evening with Sraddhalu Ranade” or Shamatha techniques to enhance meditation, you just ditch that B word at the classroom door. But you deliberately keep the practices. Which means the intentions come right along with it. Whatever the parents and students and teachers targeted through professional development are told.

And this is not an aberration either. As the 2012 article “Contemplative Practices and Mental Training: Prospects for American Education” makes clear, this is where 21st Century Skills is actually going. This is where CASEL’s work (see tag to right) is going and the article was written by founders and affiliates of CASEL. Also the creator of PATHS that I wrote about here  http://www.invisibleserfscollar.com/promoting-alternative-thinking-strategies-is-this-really-mental-health-first-aid/ goes back and forth pushing the practices as creating New Agey Mindfulness for entities like the Garrison Institute (where Systems Thinking Advocate Peter Senge serves on the Board) and then calling it SEL, depending on the audience. Same with Inner Resilience’s Linda Lantieri. Just look at the back and forth on her schedule in recent years. Contemplative Education also cites Tools of the Mind as one of its amenable programs. Being introduced like PATHS in Kindergartens and elementary schools.

These articles I will mention today make it clear that the metacognitive skills that David Conley also calls College and Career Ready   http://www.invisibleserfscollar.com/now-more-than-five-years-into-an-attempt-to-help-organize-a-near-total-revision-of-human-behavior/ are also to be grounded in these contemplative practices. So this is not a lurid detail designed to get you alarmed about what’s really taking place in K-12 education. Instead as this 2010 Mind and Life Summer Conference brochure makes clear, creating these “mental skills and socio-emotional dispositions that we believe are central to the aims of education in the 21st century” becomes the whole point of preschool and the K-12 years.

And it’s not just students being targeted, educators will also be expected to use these contemplative practices.http://www.mindandlife.org/pdfs/sri_conference_brochure_2010.pdf That’s you teachers, like it or not. Apparently such practices foster those to be mandated “communities of practice” that determine who is an effective principal. No coercion there. Just look at the pictures and speakers and topics and tell me how you would ever turn this into “secular” practices.

All of this is to be introduced first and then investigated to “explore the development of mind and the effect of contemplative practices on mind, behavior, brain, learning, and health of young people and those who care for and educate them.” And if that sounds like students are to be made into guinea pigs of the State, all these articles I have mentioned so far want and expect that these regular practices and experiences in the classroom will produce physical changes to the brain. Specifically the Prefrontal Cortex that we already knew CASEL wanted to target. We were just missing where these practices originated.

There is no ambiguity here that “Many people believe that the kind of education needed in the 21st century includes developmental outcomes well beyond academic learning, including young people’s social, emotional, and ethical development.” The cite after the quote is to Nel Noddings (who also has her own tag), thus making it quite clear that this Contemplative Education push aligns to what is called the Student Wellbeing Initiative in Australia. Explained here about a year ago.  http://www.invisibleserfscollar.com/if-education-transforms-values-and-feelings-and-beliefs-to-control-behaviors-are-we-free/

The articles make it clear that these physical neural changes to the brain are hoped for as a means of fostering compassion and empathy for others and other politically manipulable “prosocial behaviors.” It does rather feel like something that belongs in a book or short story of science fiction, doesn’t it? And not coming to a classroom or school (including privates. I saw the list) with the intention of “bringing together the converging disciplines of developmental neuroscience, contemplative traditions, education, and social and emotional learning our goal is to create a synergy to inspire and support rigorous research and action to support the development of the whole person (including both students and educators) within more caring and effective families and school communities.”

And yes the word “Growth” which is to be how students are now measured, and what the feds have decreed teacher effectiveness be tied to, is used over and over again in all these Contemplative Education papers. Virtually synonymous with what constitutes “positive habits of the mind and heart.” Or “more adaptive brain functioning and prosocial behavior.”  Here’s one more link since what is sought really does have to be seen to be fully appreciated  http://www.garrisoninstitute.org/component/docman/doc_view/62-developmental-issues-in-contemplative-education-april-2008?Itemid=66

To link this even further to our earlier discussions of global awareness and global competency, the 2010 MLSRI brochure even mentions that at this point ” the use of contemplative practices in educational settings is hypothesized to promote resilience, decrease at-risk behavior, and cultivate positive qualities.” Just a theory in other words and thus ripe for research in American classrooms determined to squelch individualism and the rational mind. The brochure then goes on to mention that this desire for research was the topic of a 2009 “agenda-setting meeting in Washington, DC that brought together world renowned developmentalists, educators, neuroscientists, and contemplatives including HH Dalai Lama.” then it cites to the website created to commemorate that meeting. How’s this for a name that gives up Intentions? educatingworldcitizens.org .

Since popping over to that site might be inconvenient at the moment, let me tell you what you would find. A conference with the title “Educators, Scientists and Contemplatives Dialogue on Cultivating a Healthy Mind, Brain and Heart.” And if you still do not believe this will permeate the actual implementation of the Common Core and related global ed reforms, how about sponsorship by the Ed Schools at Harvard, Stanford, UVa, Penn State, and U-Wisc/Madison? How about the college at George Washington where Communitarian Amitai Etzioni teaches (also has his own tag). Rounding up the list of sponsors are CASEL and the American Psychological Association.

Finally, since we just had a poignant July 4 holiday in the US where many of us saw symbols but not enough celebration of the integrity of what the Declaration of Independence really means, there is the overall title of the conference.

Educating World Citizens for the 21st Century

Who apparently are no longer to know what freedom from government oversight and direction actually means.

At least that’s the current intention. Getting on to being time for a Civil Insurrection. Because clearly without one we are about to get invisible mental and psychological ones.

 

Turning All of Us into Piggy Banks or Dependents Who Need Direction and Aid and Desired Dispositions

Following up directly from the presentation discussed in the previous post, do you believe that the “best way to prepare students for the future is to equip them to invent it?” Can we in fact design the future we want if we are just all determined enough? What makes one a good inventor? Passion or knowledge? How well do most group efforts where consensus and majority rules prevail work out in the real world?

How about education designed to “plant the seeds of peace in children’s minds”? Will that work or is the West, especially the US, simply disarming, mentally and emotionally, its young people while real threats still await? Both of those quotes come from Fernando Reimers, the Harvard Ed School professor who used to be an official with the World Bank, whose three dimensions of global competency were explicitly mentioned in that P21 video. If something is being incorporated by reference into classrooms to get at student values, attitudes, and beliefs, and create new dispositions and behaviors, we had best know what it is. Now. Before we have a toxic collective common core in a majority of voters.

If you are reading this outside the US, we now have our explicit link from a European journal of all this to the 2001 Citizenship initiatives in the UK and Australia I first described here http://www.invisibleserfscollar.com/mandating-global-citizenship-mindsets-by-assessing-whether-students-adopt-social-altruism/ . Canadians who have never read the 2012 Shifting Minds report from C21Canada should find it. Global indeed in every sense of the word. Not speculating here and it’s not just an American problem. Even though there are apparently additional gold stars and bounties available for change agents whose theories gain international acceptance. Just ask Pearson’s Michael Barber.

What are we dealing with here then? Well, to quote Reimers we “could call these dimensions the three A’s of globalization: the affective dimension, the action dimension and the academic dimension.” By “affective” Reimers means the “development of character, affect, and values” around a “global common framework of values” such as the UN’s Universal Declaration of Human Rights. I took the title from my own observation that everyone in the world having a right to a certain standard of living means a global class of administrators redistributing from those with the duty to provide to those waiting to benefit from the goodies. History shows the national leaders will want their cut and no one has an incentive to get off the dole or taxpayer teat. Especially if it is just there. At least until the money dries up completely and then where are we? Gimme anyway? And all this gets administered by bureaucrats from the UN or OECD who want tax-free salaries and benefits that only have a reason to exist as long as dependence and tragic dysfunction remain. Anywhere. More lucrative jobs if misery then spreads.

A Global Problem-solving focus is Not a prescription to get better. In other words, global education around competency and sustainability is actually likely to be unsustainable and make existing problems worse. The power to coerce gets used where it exists even if the students mean well in all these Youth Movements being fostered in the name of:

1. “A positive disposition toward cultural difference and a framework of global values to engage in difference. [I always sensed IB was a stalking horse for something bigger for everyone. Yikes!] This requires a sense of identity and self-esteem but also empathy toward others with different identities [remember here how critical Irina Bokova views the relationship between UNESCO and the new UN initiative--the Alliance of Civilizations]. And interest and understanding of different civilizational streams [with a spin that Bokova and AOC and Reimers approve of] and the ability to see those differences as opportunities for constructive, respectful and peaceful transactions among people. This ethical dimension of global competency includes also a commitment to basic equality and rights of all persons and a disposition to act to uphold those rights.” [cites make it clear this is an economic justice/John Dewey definition of democracy, not a structure of government].

Second is the skill dimension that develops the “motivation to act and the competency to act.” By that Reimers means “addressing personal and collective needs and of achieving sustainable human-environmental interactions” through those internalized Global Values created via the Affective Dimension (I am combining about 3 different sources for Reimers. All are the same vision and written since 2006). Reimers wants students to learn to “live these [Universal Declaration of Human] rights (not just to know them).”

Third is that academic dimension and notice it IS knowledge but it is supplied knowledge and concepts to prompt the desire to act politically. To invent a different future around a collective responsibility for the wellbeing of humanity. “To understand the interconnectedness of the entire globe on a range of issues, environmental, political, demographic, and recognize their importance.” Again Reimers–”global competency encompasses the skills and interest to understand the basic interdependence of human beings and the environment on a planetary scale.” Now that’s a definition that will require a global class of tax paid administrators intent on coordinating and regulating and outright restricting.

Here then is a direct quote of the academic dimension taken from Reimers book by way of the NEA Foundation’s website (to show their support and intent I suppose), ALL students will need “Deep knowledge and understanding of world history, geography, the global dimensions of topics such as health, climate and economics and of the process of globalization itself …and a capacity to think critically and creatively about the complexity of current global challenges.” [aka systems thinking, paging Peter Senge and Bela Banathy].

So to be clear Global Competence also comes in under definitions of what constitutes 21st Century Learning. Even if you are not in a Senge affiliated district or state like Nevada, let’s say you live in the Atlanta area where the large districts of Cobb, Fulton, and Gwinnett have joined the 10 districts piloting Ed Leader 21′s Suburban Consortium http://www.edleader21.com/index.php?pg=33&id=2 that will delight their taxpayers no end as they discover no where to run from the policies and practices that led to the dysfunction of the Atlanta cheating scandal. The DC area is in the same situation as Fairfax County, Arlington City, and Prince Georges and Montgomery Counties in Maryland also close off the escape route. And Charlotte, Greenville, SC, and Miami-Dade to complete the long sought attempt to level academics in the suburbs and shift those home-instilled values and dispositions.

I mentioned proof above of global coordination of all these citizenship and global competency initiatives, here’s the 2007 link http://www.citized.info/ejournal/Vol%203%20No%202/Vol%203%20no%202.pdf . It puts a new reason on why we really needed a single set of national standards in the US. Too many of the states you see had created civics and citizenship standards that focused on developing the dreaded accurate knowledge among young people. And since having the federal government push this formally was just not available, as usual, one of the charitable foundations, Carnegie, picked up the tab and “the National Centre for Learning and Citizenship at the Education Commission of the States convened a series of meetings with civic policymakers and practitioners.” Instead of knowledge, these meetings “encourage policymakers to conceptualize citizenship education as ‘strands’ of civic competency that encompass civic-related knowledge [because direct instills patriotism?], cognitive and participative skills, and civic dispositions.  Equally important, there was agreement that these citizenship competencies are best developed through a coherent sequence of learning experiences that extend from kindergarten through twelfth grade.”

Get ‘em emotional often and early for many years in other words should make for igniting a reliable  generation of social change agents. Having “primary grade children …discuss the nature of ‘fairness’ and create a better school environment” are the experiences that “provide the civic foundation for middle and high school.” Where they will be primed to attend Youth Forums in Costa Rica to hear Al Gore or the Global Youth Summit next year in China.

That’s how and why all of these earth-shaking mental and psychological changes get instilled in your child or a majority of voters. And the elections in the West gradually get used to mandate a taxpayer-financed fundamental shift.

That UN and education superintendents and university administrators and too many politicians at all levels and every party are determined to give a 21st Century try.

And because they are adults who have spent their careers living off either the public sector’s ability to extract taxes and incur debt. Or live off the tax-free and compounding wealth left by Andrew or John D or Model T Henry or even today’s Bill, Melinda, Eli, and Warren, they are tragically unaware of what will happen when we make the purpose of education–Global Competency or Sustainability or Transformational Outcomes Based Education–turning out the rational, independent lights of most individual minds.

To “instill seeds of peace” in a dangerous world. To create influential guiding beliefs that are false. To mandate “perspectives” because we wish that is how the world worked.

Breaking the individual and collective piggy banks and then where will we be?

Laundering Notorious Ideas in Degree Programs to Gain Radical Social and Political Change

Can you imagine if your new District Super or a School Principal or the head of your state’s Workforce Development Panel announced that they were basing their mandates for the classroom on psychotherapy techniques developed at the Tavistock Institute?  Insights from a man best known for his work “stemming from his psychoanalysis of patients in psychotic states.” Now I know Psychanalysis is a change of pace from all those theories and philosophies pretending to be a better way to teach or learn while leaving out their ancestry in the Soviet Union or 19th Century Germany or aspirations of how to gain a Model for a new collectivist World Order as our last post openly touted.

Well kind of openly. It was open in the book and conferences. By the time these ideas make it to coursework for a Masters in Public Policy or a Doctorate in Educational Leadership or Curriculum or School Improvement, we might get more euphemisms. Laundering Ideas to Gain Committed Implementation with Fidelity relies on a large helping of Ignorance with those Degrees.

But maybe the Degree Holders should know something is wrong. I first encountered the name Wilfred Bion in a Masters paper for the Humphrey Institute for Public Affairs called “Eleven Distinctions” and written by a Bryan F Lindsley. Now I am not picking on Bryan as his paper popped up as I was researching innovation and my idea that it is actually being touted so much now to create the conditions to make it much less likely in the future. But since 2009 Bryan has been the Executive Director of the Minnesota Governor’s Workforce Development Council. So his ideas on what constitutes thinking and the purpose of education are relevant and Common Core related education reforms have been a big part of his job.

His paper contemplated creating Learning Work Communities which would go hand in hand with the high school reform model we are quietly seeing in the states. Plus it fits with what we saw being pushed in the Twin Cities in their Living Cities and Regional Equity involvement. Not to mention that Minnesota is where community organizing visionary Harry Boyte lives and works with his aspirations that the US become a “cooperative commonwealth” in the 21st Century. And Minnesota was where the Asia Society went recently to trumpet Global Learning and a Metropolitan Business Plan centered on the new economy. You know the one centered around Green Energy and Sustainable Planned Development involving public and private groups?

So Lindsley is quite influential in a state interested in being cutting edge on shifting to a planned Regional Economy centered on Sustainable Development. And his mentors in his Masters program have been quite busy in getting him to focus on how students supposedly Learn How to Think so they can develop self-efficacy (20 points to the first reader who thinks of psychologist Albert Bandura or the California 2010 Equity Frameworks) and an ability to overcome frustration (another 20 points to remembering Carol Dweck and Fostering Growth Mindsets instead of Fixed Ones).

I am joking, kind of, because Lindsley actually did not mention either Bandura or Dweck but he used their ideas that we have discussed previously. Those ideas have a history and a purpose that come with them even if the Degree Holder like your School Principal or Learning Community Assistant Super are ignorant of it. Lindsley then went on to say:

“In an influential essay entitled “A Theory of Thinking,” pioneering psychoanalyst W.R. Bion examined how ‘inability to tolerate frustration can obstruct the development of thought and a capacity to think.’ By learning to control frustration, learners are able to solve complex problems by determining the causal forces in play [how precisely? By role playing Isaac Newton?] and then determining ways to influence these forces through action. For Bion, this is the entire purpose of thinking. It is about exercising competency when confronted with real-world changing conditions.”

Now I found that passage to be alarming at so many levels I just had to find out who Bion was. You can imagine my horror upon finding the info in my lead-in or Bion’s involvement with the National Training Laboratories in Bethel, Maine. But let’s face it, most Graduate students presented with such a passage would not have investigated further. It would simply be taken as a given theory of the new breakthroughs in Learning or the Social Development Model. Something to be foisted on schools and teachers regardless of outcries.

Genuine outcries since these are actually theories of the Mind developed from working with deeply troubled patients. Bion created these theories to go after the unconscious part of the Mind and change that. “Unconscious functioning” was how he described it. Decreeing an organized assault on it should not be in anyone’s job description outside of a well-advertised psychiatric clinic.

But being a stickler for such details is no way to get mass social change and increasingly Education Doctorates are being upfront that credentialing Social Change Agents is their stated mission. They just leave out the details of the ancestry of the theories and models. Which means we have a collision course going on right now as the definition of an Effective Principal becomes about creating coercive behavioral Learning Communities. When Collaboration is touted as one of the 4Cs of 21st Century Skills. When Randi Weingarten, President of the AFT teachers union wants to postpone Common Core assessments for a year to make sure they are measuring the desired objectives of Critical Thinking, Problem Solving, and Teamwork.

Because it turns out that there is a surge of interest now in Bion all over the world because of his 1961 book Experiences in Groups, based on his research between 1943 and 1952, and the desire to incorporate his theories into creating better group dynamics in schools and reorganized workplaces.  No mention of the ancestry of this “lens for understanding the dynamics of groups and organizations” or Bion’s “fascination with the dark undercurrents of human interaction” as a 2010 Working Group paper in the UK described it. But not for our benefit as parents or taxpayers. Nor will there be any warning to us or the Credentialed Mandaters of the acknowledged “danger of attempting to work ‘below the surface’ in this way”.

The Powers-that-Be who want radical social change ASAP have decreed that Bion’s research on creating a “Work-Group Mentality” will be useful in fostering their New World and revised Human Nature. So we get deliberate targeting in the classroom of each student’s “capacity to contain emotional tensions, conscious and unconscious.” Apparently the desired emotions and ways of thinking are easier if the group has a purpose. You might want to keep that in mind every time you hear the words “our vision” and “our mission” in connection with education and schools.

So the development of a Work-Group Mentality, WGM, is said to constitute Student Growth. Which not so coincidentally is now to be the measure of TEACHER Effectiveness. And WGM is defined as a willingness to take action in the real world coupled with an engagement with the “psychic reality of group life.”

That psychic reality is quite simply about making school address the “tension between shared intention and individual differences.” The Learning becomes a matter of developing “good interpersonal chemistry” and a recognition that any “intellectual understanding” a student has is “mobilized not for personal advantage or pleasure but ‘in the service of the mission.” The utopian vision behind all these group projects and mentions of Teamwork and Collaboration, that are essential components of Common Core Comes to the Actual Classroom, is the idea that:

“By valuing each other’s areas of expertise, for example, trusting each other and speaking frankly to one another, new ways of thinking, relating and acting together can emerge.”

So Bion’s theories fit in perfectly well with the collectivist vision of a planned economy and society we keep encountering as part of all these education reforms. And there’s a reason. It comes from the UN’s aspirations of global Education for Sustainable Development–that Decade Long Program running quietly from 2006 to 2015. But that toxic political, economic, and social vision gets omitted in most discussions of the Common Core except on this blog.

Also omitted is the truly shocking ancestry of all the psychological theories and political philosophies designed to change values, attitudes, and beliefs. To redirect and channel the very ability to think at all. Plus the focus on the “emotional life” of the group, with all this being gathered and kept as data on Growth, is not being talked about either.

So it is now known to us but not known to most Edudoctorate holders or Workforce Development Directors being paid with your tax dollars to force implementation in every K-12 classroom.

Now what do we do?

Treating Western Society and its Economy as a Train in Need of Rebuilding and Central Direction

When you get down deep into the aspirations on using education to shift the West away from its historic focus on individuals and economic freedom to considering new, untried forms of organizing societies and economies, you quickly come upon the desire that “learning” NOT reenforce currently existing “systems.” The fact that what is being called systems are actually people, like me and you, who are supposed to have legally protected rights to autonomy and private decision-making gets conveniently left out. That the countries to be reorganized have a history of success in the unprecedented opportunities available to their people gets left out. That free markets where they exist have delivered unprecedented prosperity to even the poorest among us also gets left out as inconvenient facts. Systems. Just systems that can be rebuilt with enough Big Data and supercomputers into a smarter planet. No one stops to ask whose vision of “smart” is being imposed.

Our friend, psychologist Urie Bronfenbrenner of Ecological Systems Theory and transforming the West as an experiment fame  http://www.invisibleserfscollar.com/imitating-the-ussr-in-striving-to-discover-how-the-child-can-become-what-he-not-yet-is/ understood well that the theories he and others were creating were not based on some type of hypothesis about factual reality. They were and are aspirational. If implemented, these psychological and political theories become a means to “transcend the contexts given to you to produce societal change and personal developmental change.” That would be personal change in Uncle Karl’s sense of the word.  http://www.invisibleserfscollar.com/who-knew-karl-marx-had-a-human-development-model-or-that-it-fit-our-facts-so-well/ . Or now hiding so well under the real definition of Student Growth. With lots of personal affective data being collected and shared to see how the developmental Learning is progressing.

We have a new global Change Agent to talk about. A professor who split his time between Finland and the University of California at San Diego, Yrjo Engestrom. His writing is important to our global story because of his Theory of Expansion and the influence of his book Learning by Expanding. Exciting for him and concerning to us, his Activity Theory is clearly the influence behind what are now being called euphemistically the Learning Sciences. As in the April 2012 Rand Corporation report for that Global Cities Education Network discussed here http://www.invisibleserfscollar.com/misportraying-the-conspiracy-covers-up-the-broader-plans-of-political-and-economic-transformation/ . The report is called Teaching and Learning 21st Century Skills: Lessons from the Learning Sciences and it again shows why making poorly understood and defined goals like 21st Century Skills the new purpose of education has so much potential for anyone with aspirations for stealth cultural transformation.

Hidden at least in the West except at conferences of the like-minded. We know Urie was downright confessional on his aspirations in print. So quite frankly is Engestrom in his books and articles if you take the time to read them. What a fun weekend I had! The train metaphor in our title comes from Engestrom but he is quoting a frustration that Urie had with education in the US and the West generally. That human development in the West “takes place like in a moving train. One can walk forward and backward through the cars, but what really matters is where the train is going.”

I personally am hoping if I am being likened to a train car that I get to be a sleek luxury bullet train car and not something Amtrak has operating. But I digress. Engestrom then went on to say that Urie’s train metaphor “exemplifies the central problem embedded in most of the available societally and ecologically oriented analysis of development” [those originally Marxian or Soviet theories get to hide now by just being referred to authoritatively as the Learning Sciences. See above].

Here is the money quote that could have come from a myriad of social and behavioral scientists and education professors. Think of Engestrom as their voice too.

“The environments or societal contexts are seen as historically changing, but not as being constructed and reconstructed by the people living in these contexts. Contexts are imposed upon, not produced by humans. Nobody seems to be driving the train.”

Luckily as my regular readers now know the videogaming vision attached to the actual Common Core implementation will give students plenty of practice in constructing and reconstructing worlds. Even embedding them in strategies of what to do after a Zombie Apocalypse. How exciting and engaging! Engestrom’s sentiments on wanting a driver of a collective train are not the least bit unusual for someone who grew up with Uncle Karl’s theories of historical progression. In fact author Arthur Koestler who was so disillusioned by the turn Stalinism took that he wrote one of the great novels of the 20th Century, Darkness at Noon, could never quite shake his dislike of spontaneous, undirected processes where ever they occur naturally. Like in biology or chemistry. He still wanted direction. Central direction.

The kind that comes from cultural evolution if you can make education about transforming personal and prevailing values, attitudes, beliefs, and feelings. What became notorious as Outcomes Based Education but now hides quietly as unappreciated definitions of Student Growth and Learning. Still there but unlikely to be detected except maybe by hyperactive due diligence attorneys who read too much. Now Engestrom’s globally influential work made no attempt to hide just how much it was grounded in Soviet theories of dialectical materialism and how to try to push “a historically new form of activity into emergence.”

He certainly did not write in 1987 or again in 1999, when his book was translated into German and Japanese and he wrote a new Introduction, like someone who saw Uncle Karl’s or Soviet theories generally as assigned to the ash heap of history. For supposedly comatose or dead theories they appear in his pen to be full of vim and vigor and still existing hopes for transformation. I suppose it helps that our guard was down because “We won!”

In 1991 Engestrom wrote an article, published in Great Britain, that is clearly the blueprint for the reimagining of high school we are seeing globally and in the US as a component of Common Core. The article was called “Non Scolae Sed Vitae Discimus: Toward Overcoming the Encapsulation of School Learning.”  Now if that title was not pompous enough sounding, the actual article goes on to lay out “The Formation of Theoretical Concepts by Ascending from the Abstract to the Concrete in Instruction.” Developed by V V Davydov based on Uncle Karl’s theory of finding defining relationships that can then filter everyone’s everyday analysis of reality, that theory was the subject of a great deal of research for decades in the Soviet Union and elsewhere. And it does not seem to have gone gently into that dark night either.

And neither ‘abstract’ or ‘concrete’ in Davydov’s theory have the meaning we commonly associate with them. ‘Concrete’ is NOT seen as “something sensually palpable.” Abstract does NOT mean “something conceptual or mentally constructed.” No, in this Davydov/Engestrom theory ‘concrete’ means the “holistic quality of systemic interconnectedness.” Which means that all of our encounters with Systems Thinking and Peter Senge and Appreciative Inquiry that push to teach students to see the world as interconnected and interdependent and full of relationships are back to Davydov’s theories.

Which in turn are explicitly supposed to be an updated, supercharged version of Dialectics. That’s not me alleging that. It’s me quoting those statements and then recognizing where else they are now being used. It also means that dialectical view of ‘concrete’ absolutely saturates that C3 CCSSO Social Studies framework I wrote alarmingly about here. http://www.invisibleserfscollar.com/tearing-up-the-fabric-of-a-free-society-the-new-college-career-and-civic-life-c3-framework/

It is behind the 21st Century definition of ‘transferable learning’ in that Rand Global Cities Education Network report mentioned above. It is why we should be alarmed by that report asking “students to make analogies between a topic and something different, such as between ecosystems and financial markets.” Which are actually not analogous but neither the teacher nor the students are likely to recognize that. And if they all believe there is a connection and they act on those beliefs, we are back to our consequential false beliefs problem. Donald Schon’s Generative Metaphor who is absolutely cited by Engestrom by name.

The same guiding but false belief problem comes in when that Rand report “asks students to generalize broad principles from a specific piece of information.” Oh yes, that’s a good thing to practice. Practice creating and relying on dogma without anyone pointing out that is what is being practiced. No wonder students are being asked to computer model the discredited Limits to Growth scenarios from the 70s as part of Common Core science. It may not be factually true but it can now still be influential on future behavior. Plus bolstering that perceived need for transformation.

Some of you may have noticed that Common Core makes lots of references to student conceptual understanding for an approach that is so hostile to factual information. That is entirely possible if we are back to dialectical view of what concrete means as the real operating definition of conceptual understanding. Davydov’s ‘kernel’ becomes Common Core’s ‘lens’.

Which means that all of Davydov’s or Engestom’s or Uncle Karl’s aspirations for these theories come in too. Unannounced and so unopposed. No wonder the Chinese government thinks the Learning Sciences views in that Rand report are suitable in Shanghai and Hong Kong as well as the West.

They were subjugation theories against individuals and economies when they were written and they remain so now. Even if only a few of us appreciate those facts now.

Or should I say yet? And be more optimistic?

Constructing an Alternative Vision of Either the Natural or Human World As the Basis for a College Degree

Somehow the Beatles song “Say You Want a Revolution” just popped into my head as I was typing that title and preparing to give you the full quote from “The Degree Qualifications Profile” published by the Lumina Foundation in January 2011.  http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf is the link if you want to give this egregiously bad idea a good look. The quote I am about to give you is on page 13 under “Intellectual Skills, Engaging diverse perspectives, bachelor’s level”:

” Constructs a cultural, political, or technological alternative vision of either the natural or human world, embodied in a written project, language, political order, or technological context, and explains how the alternative perspective contributes to results that depart from current norms, dominant cultural assumptions, or technologies–all demonstrated through a project, paper, or performance.”

Perhaps performing a Dance of Despair of what will happen if fossil fuels remain in use and we remain a consumer-oriented society that values economic freedom. Art students could show the lovely Green World that would exist if we returned to an agricultural economy that used windmills and water wheels for power. Oh, that’s right, no artificial damming. Make that just windmills and solar cells and lots of back breaking labor as we return to washing our clothes in streams and drying them on rocks.

I wish I could say I am being facetious but that is close to the vision in these books and speeches (they do leave out the details about laundry but I remember those Little House books well) that underlie this supposedly new economy for the 21st Century that needs a new way of thinking. One that is not very keen on thinking as it has been traditionally understood in the West from the Enlightenment on.

In fact to read Peter Senge and the systems thinkers he represents who aspire to shape K-12 via Common Core or the Lumina DQP I am talking about today or Deep Ecologists like David Orr and Thomas Berry from this post   http://www.invisibleserfscollar.com/we-need-a-radical-change-in-our-mode-of-consciousness-even-a-new-sense-of-being-human/ is to constantly be assaulted with an insistence that the 21st Century must embrace radical new minds, mainstream Eastern spiritual practices in everyday life starting in K-12, develop a communitarian economic system that would destroy prosperity, constantly teach and monitor whether students, K-12 and college, are regularly demonstrating that they put others and the common good before their interests, etc.

I have written about the consequences of these initiatives before but the Lumina DQP really is an assault on how little of the past any student is to be allowed to know. And if you think the colleges and universities can escape this noxious mandate, the accreditors got on board almost immediately to “test” Lumina’s framework.  And the accreditors control who gets to participate in the federal student loan program. That’s a lot of leverage for the entities behind the 8 Year Study and developing “objectives” and “outcomes” and alternative assessments to distract the typical taxpayer or parent paying the bill that the focus of first K-12 and now college is shifting away from the transmission of knowledge.

Truly if someone in the Soviet KGB had hatched a scheme during the Cold War and afterwards on how to take down the US specifically and the West generally via its noetic system it would be hard to top the very policies and practices the accreditation agencies have imposed. Whatever their actual intentions or rationales accreditation has been and continues to be a highly effective and lucrative means of national and international cultural destruction.

Finishing up Peter Senge’s 2005 book Presence and its description of an integrated science I found horrifying but that I also recognized from recent carpool comments as I drove, it hit me how much Senge’s systems thinking reminded me of Marx’s famous quote:

“It is not thinking that determines being, but being that determines thinking.”

I think that is just as wrong as can be and I imagine you do too. After all we are essentially having a mental conversation through this blog to discuss some very troubling and potentially tragic ideas. My thoughts and all those private conversations I have had with amazing minds, some long dead, are a large part of the adult I have become. And that’s precisely the problem. That’s not a factual quote or something Marx and Engels and their admirers believe to be true so much as something they want to be true. It is aspirational.

Add in the reality of the K-12 monopoly and who may teach and what and how.  And now all of higher ed, public and private, is subject through the accreditation agencies and their powers to penalize noncompliance via the student loan program. Greedy schemers or political idealogues or just naive ignoramuses making a living as Professors or Principals or Supers and pushing whatever is required are now in a position to realize that Marxian aspiration from so long ago.

To make sure that nothing in education, K-12 or higher ed, public or private, occurs that bolsters the independent, abstract thinking capacity of the individual that would disprove that doctrinal statement. To try to undo the belief system and any Axemaker Mind attributes that came in from home or via religious practices. Instead, if you look at the math wars and reading wars and values clarification and SEL and implementing Dewey’s vision and systems thinking and 21st Century Learning, it is all about the Being side of Marx’s political aspiration.

In fact that is also one of UNESCO’s primary visions for education and Education for All–Learning to Be. Coincidence? I rather doubt it given what historians who have tracked UNESCO practices and preferences have written about which side they empathized with in the Cold War. Do you think celebrating the 100th Anniversary of Ho Chi Minh’s birth is a good reason for an official celebration?

Back to the DQP now that we have put all of these previous posts in a firmer context of where this is all going and why it matters so much. To each of us. Anywhere. It is clear that the DQP builds on the “standards for teaching and learning” ruse version of the Common Core we described here http://www.invisibleserfscollar.com/didnt-the-president-just-admit-ccssi-was-a-ruse-to-change-classroom-interactions/ . Every description either mentions “learning” or “outcomes” as the goal. The DQP even says explicitly that (their italics, not mine):

“beyond what graduates know, what they can do with what they know is the ultimate benchmark of learning. They emphasize a commitment to analytic inquiry, active learning, real-world problem solving, and innovation–all of which are vital in today’s evolving workplace and in society.”

It’s that 2nd sentence that is the real killer because that assumed evolution is based on a rejection of capitalism and free markets and individuality and fossil fuels and personal liberty. That’s the Ecosystem redesigned and planned economy with the tech companies gathering data and running models so that government agencies can tell citizens what behaviors are deemed  Sustainable and permitted or unSustainable and forbidden. Every bit of college coursework envisioned by that DQP pertains to physical activity and experiences and projects examining and solving “a contemporary or recurring challenge or problem.” The student even “justifies the importance of the challenge in a social or global context.” No refusing to get on board with the need for a Transformation with a capital “T.”

It is hard to imagine the Soviet or Chinese thought police or the administrators of Moscow or Beijing Universities in the 1970s having more interest in limiting what their citizens were allowed to know or do than what the “standards for teaching and learning” prescribe for Common Core in K-12 or the DQP pushes in higher ed.  And then we have initiatives like AACU’s “Character Traits Associated with the Five Dimensions of Personal and Social Responsibility.” When did personality attributes become a matter for the federal government to intervene on? Or state or local?

Can someone please tell me where freedom is hiding in this vision of education? In the fact that there are no gulags yet?

Trust me, between systems thinking, SEL, and deep learning the mind will become its own permanent prison. And then what? What happens when you have expectations of a future without the knowledge or skills to back it up? What happens when the schemers finally begin to recognize central planning fails for reasons other than inadequate computing power or insufficient personal data?

See Mom. Told you I would make good use of that history major. No wonder it is being officially disallowed.

 

Self-efficacy, Cultural Proficiency Training, Critical Reflection, and Change Agency Development

That’s what Success for All under the Common Core actually embodies. Tucked away in a 2010 Framework for Equity and Transformative Improvement in Education we have a statement on why “deeper learning” strategies had to be added as a primary goal as we discussed in the last post. And why we needed the Common Core State Standards Initiative in the first place. And why it is really about a limited number of essential skills. You see, school is now to really be about “a broadened definition of what we mean by ‘success.” All students are to build precisely just those skill sets I listed in the title. Why? Well, they will:

“equip citizens with the capacity to engage more fully in educational settings, in our ability to more fully understand life, and to create more effective public institutions. The ‘critical reflection and change agency’ skill area in particular is vital for building deepened understanding around the complex relationship between our economic, environmental, and social well-being, and participating in helping to improve these arenas and ensure that practices within each are just.”

Let’s mull that over for a minute. That would explain how all students, whatever their background, can learn. It would also increase graduation rates as everyone can become an active change agent in the society they feel is unfair. To simply redesign society to be more just. Except society was never designed in the first place. Our Western institutions evolved out of need and survived because they worked. If not perfectly, well enough not to be toppled in a wholesale search for something that might be better. This idea that school is now to be about priming students to help build better government institutions is nonsensical. Who will staff these better institutions? Better trained public employees to be of better service to the citizens seeking justice? With those sets of Skills?

The Framework calls the skills in the title a pivotal choice and italicizes the sentence. I will too.

“Hence, to make a collective decision to narrow the overall goals of skill-building in educational systems is to limit how well we prepare current and future generations to participate in and transform our institutions and social structures.

I wish we would quit talking about skill-building altogether and get back to actual knowledge. But those skills? Participating in and transforming public institutions and social structures is not the purpose that springs to mind when you put your 6 year old on the school bus or when you proudly sit there waiting for the diploma names to be announced. “Capable of organizing a march for equity without supervision” is not my idea of a 21st century skill that makes you diploma worthy. But those are in fact the listed deeper skill sets and reasons for broader notions of student success. Why? The stated reason is It will allow credentials to go to “those from low-income backgrounds, who are students of color, who may live in extremely challenging home and community environments, and who may have been struggling severely in their academics for many years.”

But they will not know anymore and the only economy that can take care of young people without genuine knowledge and skills is a stagnant state-run one with no actual growth. Which means no revenue to pay the costs of the government and its aid to the miseducated Change Agent Generation it is creating. Even in the popular delusion that we are going to retreat to some type of equitable post-carbon economy with a Land worship agrarian existence like the Native People had before Westerners showed up with the oppression of private property, there is no prosperity anymore. Not to mention a terrible set of misguided beliefs about what tribal life was like. Self-sufficiency means no surplus and no reserve against famine when natural disasters strike. I have been reading the Bioregional Plans all this week and none of them indicate they were written by anyone with a modicum of sense.

This education goal is delusional at so many levels. Which is why we need to be talking about it now. As this nonsense is going into place. As the high school Honors Lit teachers are jettisoning real book discussions in favor of Mind Mapping ideas with drawings. The 2010 Hewlett Education Program Strategic Plan we quoted from in the last post even acknowledges that the Common Core State Standards Initiative was just an excuse to get “states and schools to revisit assessment, curriculum, and instruction.”

Because this kind of a Perceive Need to Change Society and then Plan How to Do It Curriculum just does not score well on tests of actual knowledge and skills. So the 2009 ARRA Stimulus Act funded those new ways of measuring students first. One impediment down. The curriculum is what goes on in the classroom which is part of the reason to push digital tablets and computers and I-Phones and Kahn Academy tapes at home. It leaves the classroom for social interaction. The students themselves essentially become the curriculum.

Examples of Cultural Responsiveness listed for each student go beyond “appreciation for and tolerance of diversity” although that is listed as the first level. The second involves “uncovering individual conscious and unconscious bias, how these play out at classroom, school, and district levels, and beginning to draw on the backgrounds and knowledge of students and their communities as strengths and assets.” I guess the Second Level could be called the Getting to Know and Appreciate You, All of You, Curriculum.  No wonder there has been a move to get rid of Honors and Gifted classes. They interfere with this new “overall educational environment” of personal interaction as the primary point.

Finally, the Third Level of Cultural Responsiveness is to “focus on structural inequality and how power differentials among demographic groups, conscious and unconscious bias, and decisions about how to structure public institutions and deliver services have created predictable barriers and stratified outcomes for people of color, low-income people, and other specific groups.” As the Framework bluntly puts it:

“Without knowledge of structural inequity and how to remedy it, we will not have the capacity to become true agents of change for a more just society.”

The assessments then are designed to be formative–changing the student and measuring the extent of the changes in these skill sets and values, attitudes, and beliefs. That’s the purpose of the learner-centered classroom instead of the teacher-centered one we traditionally associate with education. It still had content as the focus. And content would not be equitable. As the Framework said at another point: “if we do not develop deep knowledge of the past and how we created our present social conditions, we will be doomed to continue them.” So instruction also had to be targeted and was.

There are apparently to be lots of tales of racism and oppression and exploitation to create the spirit of Transformation desired. To instill it deep within each student’s core beyond the range of conscious thought.

Is it too late to stop this vision for American education? I hope not because this National Equity Plan is a prescription for widespread disaster. And the resulting death of the America we know and most of us love and the loss of the freedom to make our own decisions and  widespread prosperity like the world has never seen before will not be an accident. And it won’t be manslaughter.

This is intentional. The only possible excuse for what too many adults living at taxpayer expense are pushing is that they do not know the likely consequences of what they are deliberately pushing.

And that’s not much of an excuse. And I for one am taking names.

So our question for most of these Principals and Supers and Professors and some of the Teachers needs to become: “Are you an Inadvertent Insurrectionist of this fine country with a few warts that can be fixed? Or an Intentional One?

We taxpayers and parents have every right to know. And we need to know soon. Like last week in some districts.

 

How Much Innocent Blood Will It Take to Stop SEL Manipulation for Political Gain?

That rather graphic title should probably include “or financial gain” to cover all the motives. But that would have made for too long a title. Honestly it is difficult to fathom how after the horrors of the Columbine High murders in 1999, which actually started as a desired bomb plot to blow up the school, anyone involved with Transformational Outcomes Based Education would not have begged for forgiveness. OK, that’s not realistic in our litigious day and age. No one would want to acknowledge their pushed SEL practices might have had a role in initiating the tragedy.

But at least we could have hoped for a Cease and Desist from continuing to actively cultivate the emotions and trying to alter the student’s consciousness. Why continue the practices Columbine was already notorious for before that tragic April day? In an effort to profitably create a Consciousness for Revolution as we discussed in the previous post, some of these manipulated students, usually bright boys, seem to be getting stuck in the cultivated horror and fracturing into the evil school officials and education professors unwisely pushed on students. We will never know the actual causes but we have too much correlation with SEL not to be careful in continuing these deliberate pushes for psychological and emotional transformation in students.

I do not want to linger on such tragedies. But the memories of these SEL connections seem to be fading enough that the manipulative practices are coming back into classrooms and common practice. As part of the implementation of Common Core just like they were part of the 1990s push for comparable radical transformation. And in a substantial percentage of cases with these horrific school shootings where the place seems to be part of the rage, we  find an active policy of pushing SEL and an affective orientation and changing fundamental values, attitudes, feelings, and beliefs as a core function of the targeted school.

Since the typical reader of this post will not be in a position to recognize the names associated with the creation of the Transformational OBE political and social change theory, know the various euphemisms associated with OBE core practices, or be able to put back together the Transformational OBE template even when all has been renamed and broken into parts, I am going to have to share a personal story. I am not doing it to try to get anyone in trouble or point fingers of deliberate intent or malevolent neglect or even negligent disregard of crucial facts from the past. I honestly believe people never knew or have forgotten the links. And we still need that Cease and Desist.

That all these tragic practices are now being pushed again all over the world may be because it is what the accreditation agencies want or because it is now the road to a lucrative next promotion or because it seems superficially like a noble, utopian refocus for the schools to help all students. It is certainly what UNESCO wants as part of its Education for All transformation of the West. Perhaps there is a naive sense that this time there will be no further tragedies because the motives for good results are deemed pure. Whether it is called Student Wellbeing as in Australia now or the Positive Behavior and School Climate now in Canada and the US, it has the same common genesis in the pre-Columbine Transformational OBE when motives were openly discussed and the emotional elements at the core were the feature to be touted. Euphemisms were not yet necessary. That’s where we need to go back to.

My story was generated by an IB High School in Fulton County Georgia informing the parents that some of the faculty had been sent for summer training in Colorado called “Performance Excellence for All Kids (PEAK).” The Principal who had come from Charlotte-Mecklenberg the previous year had brought PEAK with him. He sent out a letter wanting to raise $120,000 for the training this year for all the school’s teachers. On the first day of orientation this past week, he eagerly announced the redirection of everyone in the high school towards the IB Learner (Change the Student) Profile,  http://www.amersol.edu.pe/fdr/curriculum/strategic_planning/IB_Learner_Profile.asp is a link to the 10 Attributes if you have never seen it, and the Relationships, Rigor, and Relevance push I have already written.http://www.invisibleserfscollar.com/rigor-relevance-and-relationships-the-new-3rs-to-get-to-a-caring-economics/

Oh, and instead of PBIS as in Positive Behavior Intervention System, the high school will now have a Positive Behavior Incentive Program with an everyday emphasis on whether students are demonstrating the 5 Desired “P’s.” Polite and Punctual were two mentioned before I dazed into Oh. No. Not  Again shock. First no content and now this?   http://www.invisibleserfscollar.com/you-mean-i-cant-teach-because-the-economy-should-not-grow/

Fellow Parents at the high school presentation would have heard the word “success” almost as often as the word “engage” but are unlikely to know that in the 90s William Spady and Spence Rogers called their Transformational OBE push for schools the High Success Network. Here’s a 1994 discussion from the insider industry publication Educational Leadership explaining the different Levels of OBE and the goals of the High Success Network.  http://www.ascd.org/publications/educational-leadership/mar94/vol51/num06/Choosing-Outcomes-of-Significance.aspx

Careful readers will notice the 10 Life Performance Roles described for Transformational OBE basically dovetail with the 10 from the IB Learner Profile. That’s how breaking up, renaming, and finding a new more palatable vehicle works. I think that is the UNESCO influence showing. I can also look at an Australian middle school that adopted the Coalition for Essential Schools template and the ATLAS-Authentic Learning for All Students-template that came out of US reforms in the 90s and their rhetoric and programs also dovetail with that IB Learner Profile. Probably the Benjamin Bloom influence on the models UNESCO has pushed all over the world since the early 70s from the Summer Institutes he did for them.

PEAK’s “Teaching for Excellence” model says explicitly it is grounded in what was previously called OBE. It also proclaims its incorporation of Mastery Learning, Bloom’s baby. For those of you keeping track, Bloom was a student and close friend of Ralph Tyler who created OBE in the 30s to obscure the real transformative, anti-academic aims of the Progressive Education Association’s Eight Year Study. I explained that here  http://www.invisibleserfscollar.com/is-common-core-a-catalyst-to-dramatically-alter-system/ and here http://www.invisibleserfscollar.com/if-standardsoutcomesobjectives-what-is-the-real-common-core/

The links are necessary to fully appreciate just how closely tied in all these ideas and people are and why they keep recurring. Plus the teachers have enjoyed their summer and are now back to deal with the troubling implications of the real Common Core paradigm. They need this information and so do the parents, like me, who are being forced to put children into schools using practices with such a tragic past and a political aim to gut this country’s current economic system. Plus a deliberate targeting of our political system grounded in the importance and primacy of the individual.

Both aims are being sought  by using the schools to remake the child’s personality and filtering mindset. I have little doubt this template is being replicated elsewhere in the Fulton County district and in Charlotte where PEAK came from and in school districts all over the US. Since you are unlikely to know where to look to figure out what is going on, here’s Spence Rogers’ published definition of the SEL dynamic behind “Relationship-Driven Teaching”:

“Fostering positive feelings as a motivational strategy in the classroom requires creating a learning context that enables students to value the activities enough to want to learn and to achieve. Learning occurs only when what is being presented is meaningful enough to the student that he or she decides to actively engage in the learning experience. People often judge an activity as meaningful when it satisfies deep-rooted human emotional needs. When those needs are met in the classroom, students want to learn and to achieve to the highest standards.”

The very idea that the teacher who cannot teach a Chemistry course grounded in knowledge is now going to engage students at a deep emotional level is both atrocious and absurd. This is also manifestly the Marxist theory of the Mind where only physical activity and social interaction count or are wanted. No private, personal thinking allowed.  Especially the logical, abstract, Axemaker Mind kind. Now there is hopefully no way either this pushing principal or his boss, Robert Avossa, who also came from Charlotte, have any idea of the tragic history of Transformational OBE or its nefarious purposes. Although I am greatly concerned with what Avossa meant when he told the Broad Superintendents Academy in 2011 that he wanted  a “level playing field in American education.” That is not the spiel he gives parents and taxpayers back home.

This was long with links because this matters. This is a totalitarian template that is to go into operation to attack students’ minds and unconscious emotions to try to change behaviors starting this Monday, August 13. If all these facts are not sufficient to get the super, his central office staff, and the just-following-orders principal to change their minds and back off, well at least the now well-informed parents and taxpayers will know how to treat them. Like you would any adult wanting to live off your tax money while risking bloody outcomes in order to foment a political transformation of this magnificent country that they apparently do not appreciate.

Let’s teach them better values and attitudes and beliefs. We have Gypsy Principals and Supers everywhere now in the US. These two are just the symbols of a very full ship of Change Agents. Perhaps the ship could take a field trip to Cuba to have a hands-on learning experience with the full template being pushed for profit.