Once Again the Official Target is Scrambling Rational Thinking, Do Pro-Social Purposes Make It OK?

What should horrify us more–the intention? Or the fact that numerous editors at Ed Week must have read the language and merely nodded. Because after all the idea that now “Teachers design spaces and experiences that rearrange the neurons in young people’s brains for pro-social purposes” is not news to readers of this blog. http://blogs.edweek.org/edweek/edtechresearcher/2013/06 /change_the_frame_two_ways_to_rethink_education_for_reform.html?cmp=ENL-EU-VIEWS2 is the link from last week. It is the lead-in to paragraph 4. And the author is the educator who first led me to focus on gaming after a conference he hosted at MIT.

Ramping up for the 90s version of these same “reshape the personality and values” reforms, which became infamous as Outcomes Based Education, there was a flurry of books on creating new kinds of minds. Willis Harman’s Global Mind Change from the previous post was one. Paul Ehrlich wrote New World New Mind and we also had The Axemaker’s Gift that gave us the useful Axemaker’s Mind metaphor to explain what is being targeted. Well, the sought goal has never gone away. Apparently the era of Positive Humanism (aka little c you-know-what) can only commence if the rational “ego-mind” that promotes individuality has been anesthetized. Put into deep sleep via K-12 education. To be reenforced periodically through lifelong learning and today’s new term–media education.

This time around we again have more illuminating books to guide us toward the future others want for us. First we have Ecomind: Changing the Way We Think, to Create the World We Want published in 2011. Ecologist Frances Moore Lappe, who also serves on a new global entity http://www.worldfuturecouncil.org/ (with Riane Eisler if you have ever read the Caring Economics post)  wants to reframe the “largely unconscious mental map made up of big ideas orienting our lives.” She points out a very useful phrase to keep in mind as we keep reading about Enduring Understandings and systems theory “lenses” and Understandings of Consequence that are to be provided in the Common Core classroom to help organize every student’s beliefs about the world and the past. “Can we remake our mental map?” Lappe asks. Because she points out that “while we often hear that ‘seeing is believing,’ actually believing is seeing.

Which will of course come in quite handy in an education now to be focused on the visual and modeling future scenarios on the computer.  Because the tech companies and their broadcasting allies globally have been quietly sponsoring (as in literally funding the conferences) the idea that “society has evolved from a literacy culture to a media culture. To be able to function in this new culture, people need to develop sufficient proficiency in media literacy in much the same way as people in a literacy culture need to be able to read and write.”

And if this is news to you the Common Core literacy standards do mention media literacy but no one seems to be focusing on the implications yet. Probably because they have not been reading the programs of the Media & Learning Conferences that started in Brussels in 2010 and noted the significance of the statement that “different media provide access to different parts of the brain.” And, yes, games are an important component of this new view of K-12 education as digital and media-based.

As the 2011 “Harnessing the power of Media to support Learning” Conference put it so succinctly, games are “tools to support training in soft skills and understanding of complex situations.” Of course this is all in the context of an assumption that globally we are moving toward a “more participatory,” equitable society. And to get there as a speaker noted, the role of education needs to be seen as the “physiological and psychological growth of the child.”

Why that sounds just like Student Growth in the US! What the feds are now requiring as the measure of an effective teacher. Just coincidental I am sure. Actually you have probably already noticed the shift to integrating media creation into the classroom. You just did not know it was part of an organized, ideological shift. Or that a conference would be organized to push “the underlying principle was that video production includes a whole process of skills which, once acquired, can be transferred to solve other complex tasks.” Oh good. What IB and UNESCO call homo faber–man the maker.

By the 2012 Conference called “Media as an Agent for Change in Education and Training,” a keynote speaker, Andrew Keen, was warning the audience that digital learning was a “form of ideology that is shifting us to a flatter global societal structure” with a “disappearing middle class.” We could heed his points that “such widespread democratisation in education is already leading to the radicalisation of education” if only anyone in the US or anywhere outside of Europe were being honest with the general public on what is really going on with these ed reforms.

If you think this is just a European problem, then you are unaware that the New Media Consortium and this new view of education actually originated in the US. Headquartered in Austin, Texas, it just had its 15th anniversary conference. http://www.nmc.org/ And I listened to Karen Cator’s Keynote speech on “Participatory Learning-Powered by Technology”. And then I found the federal reports she mentioned. Which told me precisely how important ICT is to the new assessments. It allows a move away from “covering subject matter” to a “concern with cognitive skills, including those that have been identified as 21st-century skills.” The “subject matter content emphasis” of traditional schooling led schools to “neglect the higher order or complex cognitive components such as inquiry, problem solving, and explanation.”

The new assessments via ICT are “designed to handle the interdependencies among a learner’s actions in dealing with complex, multistep problems or inquiries.” Now remember from our previous posts that these complex problems are deliberately “ill-structured” or “Indeterminate Situations” for which there is no fixed answer. And the computer is obtaining a tremendous amount of data generated by students at an unconscious level as they try to come up with an answer. And we also know that part of the intended aim of this confusing structure is to force the students to rely on creative, deep intuition to apply existing concepts or big ideas to new situations. Then the computer can adapt to give students immediate feedback to get the students back on whatever the pathway the game or software designers programmed into the instructions.

Don’t worry. It’s not like game designers have said they intended to use these programs to target student’s belief systems. It’s not like the designers are using positive psychology principles to make the visual as compelling as possible. Book Number 2 this time around came out in 2010. Marina Gorbis from the last post mentioned The Watchman’s Rattle: Thinking Our Way Out of Extinction by Rebecca Costa. http://www.youtube.com/watch?v=oyYrSw26jNQ is her as the keynoter at last October’s Bioneers Conference. Costa is a well-connected sociobiologist who considers Capitalism to be an example of “Extreme Economics.” She views widespread public skepticism over Global Warming and whether climate changes are manmade to be an example of the kind of irrational beliefs that have led to catastrophic civilizational collapse in the past.

She says the answer lies in turning to Insight and the unconscious mind as the solution to the increasing complexity of the modern world. The insight she describes sounds much like Harman’s deep intuition or Alice Bailey’s creativity if you want to go even further back to the same pursuit in the 30s and the 50s. It’s once again the nonrational mind that is to be given free rein except for one big difference this time. Rebecca admits she wants to abandon the norm of analytical problem-solving or right-brain synthesis of facts. Rebecca also points out the part of the brain that thinks inspirationally is now known. It can be found in a fold in the brain called the anterior Superior Temporal Gyrus (aSTG).

Functional brain imaging can now show that when someone is using insight or intuition or creativity to solve a problem, this “little-known fold ‘lights up like a Christmas tree.” So radicals have targeted this nonrational, unconscious capacity as part of their Transformation to Utopia plans for decades. All of a sudden numerous commentators are talking about reorganizing the brain’s neurons. Literally. And in early March President Obama announced a brain-imaging initiative.

Costa wants people to make “novel connections rather than continue to rely on reductionist thinking.” The actual implementations in the K-12 classroom globally appear designed to give the aSTG a workout. That’s what all those references to Higher Order Thinking Skills are about. The part of the brain that thinks logically and sequentially is under concentrated, coordinated attack.

And all this desired New Minds for a New Future can be physically measured now.

And we could address the implications of all this for personal freedom and the legitimacy of the individual in the future. If only these reports and conferences and expressed intentions were better known.

 

Coercing Teachers to be Social and Political Saboteurs–What Can Be Done?

One of the greatest falsehoods, OK I’ll say it, Outright Lie, about the Common Core has been the repeated insistence that no one would be telling the teachers How. To. Teach. It seems like virtually everyone is. That’s the Whole Purpose of these New Teacher Evals and weakening Tenure. That’s why the NEA goes along. Well, at least its leadership who know the real long-term game. The delegates and members? Not so much.

There’s a reason that the teacher evals to be used now track back to people like Charlotte Danielson, Ray Pecheone, and Robert Pianta who were involved in forcing the related Outcomes Based Education (OBE) on classrooms in previous decades. Same goals of changing the student at the values and attitudes level. Just different language and different enforcement mechanisms so this national and international effort at student and teacher subjugation can be touted as “state-led.” Or the New Super’s Idea of Excellence and Quality Learning which seem to be Benign terms, right? Long time readers know better.

CCSSO (the political interest group that represents the chief state ed officers in each state and is financially sponsored by all sorts of businesses with a vested interest in its policies in a first rate example of Cronyism to the core) came out with Model Teaching Standards in 2011 after most states were on board. http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf is a copy if you have never seen it that mandates student-led and new assessment driven (funded in that 2009 Stimulus Act to the tune of hundreds of millions).

By the way, both the SBAC and PARCC assessments to change classroom practice and what gets measured as the results of all that expensive K-12 schooling use the OBE-influenced Norman Webb Depth of Knowledge template we have already talked about. http://www.invisibleserfscollar.com/the-intentional-insurrection-in-texas-supers-override-governor-legislature-and-taxpayers/ explains why Texas classrooms look like the actual Common Core implementation in other states. All mandating student-led, Depth of Knowledge, and the also OBE-tied Understanding by Design as the means to measure the results of the classroom.

Two more housekeeping matters teachers and parents and then I can get to the juicy part of this story. What is being mandated for the Common Core classroom also is called Standards for Teaching and Learning. It was developed in Chicago and has ties to the Chicago Annenberg Challenge, Bill Ayers, and someone even more famous from back when he was less well-known. http://www.invisibleserfscollar.com/didnt-the-president-just-admit-ccssi-was-a-ruse-to-change-classroom-interactions/ Finally, President Obama’s 2008 Education Adviser, Linda Darling-Hammond, just came out with a report (with Ford and Sandler Foundations funding) classifying Effective Teaching and what evals should be measuring in light of the behaviors required by those Model Teaching Standards linked above.  http://edpolicy.stanford.edu/sites/default/files/publications/creating-comprehensive-system-evaluating-and-supporting-effective-teaching.pdf

Now that’s a lot of legwork to change classroom practices without it being apparent. Why? Would you believe it goes back to the height of the Cold War and the early 70s and the Soviet Union and China and a very tense world? Yep. And the UN and trying to get everyone in the world during that tense time to change their education practices. Knowing perfectly well that changing education practices would only matter in free societies. In dictatorships, not so much. Which is why this report and its recommendations are so troubling. Not only does it tie to everything going on and being recommended for K-12 and higher ed all over the world right now. But it is clearly education to make one fit to be a subject. Tolerant of being told what to do.

This so-called “right type of education” for the global future was to be a revolution in man’s “inner space also; a new union of science and spirituality.” Yes I was laying a path in those last several posts where we started with Alice Bailey’s From Intellect to Intuition and there is even a listed Ford Foundation adviser who was officially a member of the panel issuing this early 70s UNESCO report. Again, what are the odds?

But to get this “interior revolution” that will lead to a “subsequent social revolution” requires a rejection of traditional instruction and pedagogy to one focused “above all” on developing “personality and attitudes.” Doesn’t that sound just like OBE?

See if this quote sounds like what is being mandated in the classroom and imposed on teachers and students by the accreditation agencies and eval criteria and Cambridge Education’s Quality Reviews and models like Spence Rogers’ Teaching for Excellence?

“Democratizing education will only be possible if we succeed in shaking off the dogmas of conventional pedagogy, if free and permanent dialogue is set up within the educational process, if this enhances individual awareness of life, if learners are guided towards self-education [sounds like the learner-centred classroom to me] and, in short, change from objects to subjects. Education is all the more democratic when it takes the form of a free search, a conquest, a creative act; instead of being, as it so often is, something given or inculcated.”

That’s the type of education the Communists wanted the West to adopt at the height of the Cold War. There was even a Soviet delegate on the panel and he admitted the new desired pedagogy was based on what the Soviets called psychopedaegogy. Which would explain its bloody history upon transferral to free societies like the US. http://www.invisibleserfscollar.com/how-much-innocent-blood-will-it-take-to-stop-sel-manipulation-for-political-gain/

Sorry but Toxic Social Goals call for Graphic Language if we are to have any chance of halting a Massive Social Engineering Project to remake the national psyche through education. In other places this “non-directive pedagogy” is also referred to as providing “psychotherapeutic data ‘centred on the client.” Given how much of Common Core is about using gathering, and responding to, data on actual student learning. Which is (elsewhere) defined as Changing Student Values, Attitudes, Beliefs, Values, and Behaviors, the acknowledgment that this is psychological data and based on Carl Rogers’ and Kurt Lewin’s work should give everyone involved in education pause.

Teachers being told they can no longer be the “Sage on the Stage” can relate to this passage decreeing that (italics in original):

“the teacher’s duty is less and less to inculcate knowledge and more and more to encourage thinking; his formal functions apart, he will have to become more of an adviser, a partner to talk to; someone who helps seek out conflicting arguments rather than handing out ready-made truths. He will have to devote more time and energy to productive and creative activities: interaction, discussion, stimulation, understanding, encouragement.

Unless relations between teachers and learners evolve accordingly, there can be no authentic democracy in education.”

And authentic democracy in education in the West would help the early 70s Advocates of Evil prevail in the Cold War. Such a psychologizing of education amounts to unilateral intellectual disarmament. Why? To prevent people who can accurately piece together a plan even though no one ever told them what was going on and how it related. There was and is supposed to be no whistle blowing in time.

So the Cold War is officially over despite Putin’s recent sabre rattling and war gaming, why is this still being pushed in 2012? Well, I believe UN Climate Chief Christiana Figueres gave the answer at the end of this recent interview with Yale’s Environment 360. My italics this time.

“It is the most inspiring job in the world because what we are doing here is we are inspiring government, private sector, and civil society to [make] the <i>biggest transformation</i> that they have ever undertaken. The Industrial Revolution was also a transformation, but it wasn’t a <i>guided transformation from a centralized policy perspective</i>. This is a <i>centralized transformation that is taking place</i> because governments have decided that they need to listen to science. So it’s a very, very different transformation and one that is going to make the life of everyone on the planet very different.”

The Cold War may be over. Aspirations of politicians and bureaucrats from the international to the local level to plan society and dictate what individuals are to do (or not) and how economies will work while living at taxpayer expense. Not Over in the Least.

Now that greedy reality appears to be perpetual. It survived the Cold War and is alive and well in 2012. And trying to force teachers to be Agents of Change in a social revolution that will not turn out well or as planned.

This is a good time to talk about this. On the front-end.

Producing Docile Instruments and Captive Souls–Putty at the Hands of the Predator State

Biddable was the term that came to mind for the Desired Heart and Mind from Alice Bailey’s New Education in the last post. The one with the support of UNESCO and its global cultural tentacles. No, I don’t visualize everyone in the classroom holding hands, wearing white robes, and chanting. That would be obvious and the point is clearly not to convert but to minimize everything historically that fostered that sense of individuality. What john a powell deplored fairly recently as the Unitary Self that needed to be destroyed. All this jockeying about the nature of  education, then and now, is really about creating the World-view or Mindset that will interpret the experiences of life it encounters. How Reality is Perceived. Permanently.

In fact that recent CCSSO C3 Social Framework I wrote about is stunningly graphic in its language about the “lenses” students are to practice using over years of classroom experiences. Probably one of the most explicit descriptions of “Creating a False Consciousness for Dummies”  you will ever read.

The first chapter in Bailey’s 1932 book is called “The Purpose of Education.” She does see it as private meditation about how to change the World. Without nuisances like a store of facts getting in the way of the Sought Vision of What Might Be. This quote is a little long but, I believe, this is the passage that gives rise to the mysterious “Sense-Making” Goals of Education now all over the world. Likewise, I maintain this is the source of what CCSSI means by “Understand” throughout the Standards. It also appears to be the driver behind the “Deep Learning” mandates we have covered. Page 32 if you choose to get a copy of From Intellect to Intuition. Emphasis in original.

“All education in the East is purely directed towards Sense-understanding, which . . . is the only way that can be shown as leading to a raising of the level of essential Being . . .The essential thing is not information, but understanding, and understanding can be attained only by personal creative application [now you know why Creativity is one of the 4 C's of 21st Century Skills and why the CCSSI assessments are to be about applications with no fixed answer about real world problems]. . .Sense-perception always means giving a thing a meaning; [not assigned by a textbook or transmitted by a teacher in a lecture] the dimension of Significance lies in the direction from within  to the outside . . . Information is gained from without to the inside; understanding is a creative process in the opposite direction.”

And that emotionally-driven sense-making of experience not grounded in Facts is what Bailey says develops the “capacity to function in the larger consciousness.” which would be highly useful to Schemers wanting to break the Western tradition of Individualism. It certainly sounds like the kind of web of interconnectedness the Systems Thinkers and Deep Ecologists desire. And in 1932 if Education was to be the global vehicle for this Change in Personal Mindsets, John Dewey must be the Prophet of Change. No one else had his influence. So my epiphany in the Car Pool Line as I read Bailey’s Goals was “What’s the connection between John Dewey and Buddhism?” Ding. Ding. Ding. We have a winner.

Bailey herself said that the purpose for what she called the New Education was the “training and development of the individual for social ends, that is, for the largest service to man. . .” We exist to be instruments in other words. Sounds like Dewey too.  Now it turned out that linking Dewey and Buddhism produced an avalanche of links. I am going to give the essence of what is pushed and links for anyone’s further investigation.  And this really matters. It turns out to be inextricably bound up in the UN’s Vision of Education for All and its Sustainability initiatives as well the definitions of Global Citizenship we keep hearing vague references to.   http://www.daisakuikeda.org/sub/resources/works/lect/lect-08.html&pid=print is the seminal lecture from Columbia Teachers College on June 13, 1996 by Daisaku Ikeda, Buddhist philosopher, peacebuilder and educator called “Thoughts on Education for Global Citizenship.” It lays out the similarities between Dewey and Makiguchi, the Japanese inspiration for SGI, Soka Gakkai International (check its partner list if you want to check its active participation among the Who’s who of Global NGOs).

Since everyone reading pays their taxes wanting education to be about:

“true happiness is to be found in a life of value-creation. Put simply, value-creation is the capacity to find meaning, to enhance one’s own existence and contribute to the well-being of others, under any circumstance.”

You do realize that “well-being” obligation and definition of Student Growth is straight out of the Belmont Challenge we chronicled as the Blueprint for Redevelopment of the Global Society, politically and economically going forward by 2020, don’t you? With UNESCO involvement. Read on. This cannot be coincidental.  Ikeda desires education to be about the “all-encompassing interrelatedness that forms the core of the Buddhist worldview.”

Now I have an idea. To get around those sticky concerns about the separation of Church and State, especially in the US, let’s call the interrelatedness a System or Web and require students learn about it. Maybe in the new C3 or Science Frameworks. Then it appears Secular and Perfectly Permissible. In fact, we can take the phrase “Buddhism seeks to cultivate wisdom grounded in this kind of empathetic resonance with all forms of life” and call it Ecology and Sustainability and Systems Thinking. Then it gets to come into the classroom to alter the Student’s Permanent World-view. In a religious way. Without saying so.

In fact Ikeda sees the Concept of a Global Citizen to be grounded in the Buddhist concept of the Bodhisattva–”one who strives without cease for the happiness of others.” Americans get to secularize that Buddhist concept as College and Career Ready as we have seen. Here’s also a 2002 Speech at the Ikeda Center for Peace, Learning, and Dialogue at Harvard called “Democracy and Global Citizenship: Creating Value by Educating for Social Reform” by the Director of the Center for Dewey Studies commemorating the 50th Anniversary of Dewey’s Death. http://www.ikedacenter.org/thinkers/hickman_lecture.htm Hint: Hickman’s Vision for finally enacting fully Dewey’s work looks a lot like the CCSSI and global education reform implementations we have been chronicling.

I want to pivot though to a March 2009 lecture called “Daisaku Ikeda and John Dewey: A Religious Dialogue” http://www.iop.or.jp/0919/garrison.pdf which chronicles the similarities to Buddhism but calls Dewey’s vision for education and the schools “religious humanism.” Here’s a taste:

“The primary difference between ‘religion’ and ‘the religious’ for Dewey is that religion confines itself to a special domain of human experience usually associated with the supernatural and, therefore, does not intervene to alter the affairs of daily living.”

Dewey wanted to change the nature of the world, politically, economically, and socially. His education vision starts with classroom activity that “moves forward to restore the wholeness of the self through right relationships of dependent origination in the world.” Not just the new 3 R’s again but the impetus for all the Group Projects and Mandates of Collaboration. What Ikeda and Dewey want is education that is a “religious” experience as in students who “feel the desire to engage the world to transform it and make things better while experiencing a sense of being sustained by the larger whole that they serve.”

But no one, except me, is being forthcoming with the public around the world that these are the visions and ends being mandated for 21st Century Classrooms. All we get are vague “the process is more important than the content” or “must now be a student-centered classroom.” No one mentions Alice Bailey’s troubling one-world vision from the Cold War Era that is no friend of traditional Western culture. Or Ikeda’s vision that is admittedly grounded in attaining Buddahood in this life. We now seem to be calling that Service Learning and insist that it is Suitable for All Students because it is Engaging. Or Dewey’s Political Vision for Social Reconstruction Education grounded in his admitted Atheism.

Did you know John Dewey was one of the founders of the ACLU? None of this would be news to the ACLU so determined to take Judeo-Christian influences out of the public schools. So much for claims Secularism is the Goal. A different Kind of Spirituality is a More Accurate Description. One Useful to Those who Seek a Stronger Economic Role for the State that does Not Want to Worry about Pesky Individuals Impeding Progress Towards a Sure to be Great Collectivist Future. Yes, the post title is based on something written about Stalinism  in 1954 on what the State there needed in Citizens. Seemed apt.

All the great historic civilizations of the past recognize that it is spiritual values or ends that influence individual behavior or social culture. When Madalyn Murray O’Hare and the ACLU took the prayer case to the US Supreme Court, they were really trying to take out the traditions that impeded a different Vision for where the US should go. SCOTUS was in no position to know the reality of Sought Influence I have laid in this post.

These prevailing Values and Ends are what Ikeda and John Dewey and Milton Rokeach and Peter Senge and Spence Rogers and William Spady and Outcomes Based Education and Systems Thinking and Competency all want to change.

They are the key to how individuals interpret reality and their concepts of moral order. And right now only the Communitarians and Collectivists are at the table to influence the Values and Ends allowed into the Classroom.

Now what are we going to do about That going forward?

Are the New 3 R’s and the Student-Centered, Inquiry Driven Classroom a Means to Eastern Spirituality?

We are so trained to defer to religious beliefs as a private matter and something that, at least in the US, Government is supposed to stay out of, that it can take a sledgehammer hit to force us to look at what was staring us in the face all along. I would write stories and then run into the advocates as teachers in a California Wisdom Center. And ignore it. I have traced many of the education reformers/professors to discussions about Third Order Consciousness. And ignored it. Mustn’t be controversial.  It’s a private matter.

I wrote posts about sought Deep and Continual Personal Change  within each Student and ignored the clear references to Meditation Practices. It’s just not how I think. It’s an area I did not want to go to. I have written about Peter Senge and his Systems Thinking and his Presencing book but chose to overlook the links of his sought education and organization practices to his Buddhist practices and beliefs. Again we want to see spirituality as a private, personal matter. Bringing it up and discussing it are off limits. Even when personal Spiritual/ Internal Values are clearly targeted by the Full Personality/holistic education/Systems Thinking focus we are discussing.

The Sledgehammer forced me to confront this Reality recently when I was filing some of my research and glanced at a xeroxed Preface called “Education Trends in a World Crisis” from a 1954 book Education in the New Age. Now its author, Alice A. Bailey, is a controversial New Age enthusiast/Theosophist and apparently much more (you can search out the more lurid details. That’s not my point) but the description in the Preface fit the emotionally driven, intuitive, nonrational mind we have been chronicling. That was the desired Goal. Bailey was the one describing the Sought Mental Global Reality in Students and Future Voters we have been examining in terms  of synthesizing Tibetan spirituality practices.

She was the one writing about using education globally to “resynthesize the objective and subjective, the extrovert [the West] and the introvert [Oriental Asian] civilizations and to achieve a great orchestration of culture.” When you mention culture like that and it turns out the book is a write-up of a 1953 seminar in Chicago funded by the Ford Foundation and you go on to describe your education “project” as based on a UNESCO document you have my full, undivided attention. Most of what we have encountered throughout this blog’s journey traces back to UNESCO involvement and Ford funding. The Regional Equity Movement now is a high priority of Ford and they have hired a John Goodlad confederate, Jeanne Oakes, away from UCLA’s Center for Democracy and Education. She is behind most of the research claiming academic tracking is a bad idea. Ford Foundation employees edited Breakthrough Communities: Sustainability and Justice in the Next American Metropolis. The book I got the Van Jones essay from.  Same involved employees were listed as part of that CA Wisdom Center I already chose to ignore.

Sledgehammer moment caused me to go check to see if Bailey’s book was still in print. The answer? Yes, with its Twelfth Printing listed as 2012. This year. Someone thinks this is still a relevant global vision. For UNESCO’s Education for All globally? For its Decade of Education for Sustainable Development? To promote the Orwellian named, John Dewey inspired, Quality Learning, globally? Only one way to find out. So I bought Bailey’s 1954 book as well as a 1932 book, with a 1960 copyright published in 1972, called From Intellect to Intuition. You see I remembered the kind of emotionally-driven, Arational Minds being sought via education http://www.invisibleserfscollar.com/blending-sustainability-and-education-to-gain-arational-nonlinear-minds-and-new-behaviors/ and wanted to see if part of the impetus for rejecting Axemaker Minds was coming out of this Altered Consciousness to fit with Eastern Spirituality emphasis. That would be a huge, emphatic YES!! More on that shortly or in the next post. Remember I am providing those dates above for a reason. Think of World Affairs at those times.

Bailey’s Goal for Education is not the least bit modest. She wants to inculcate a World-view in each person on the planet Earth that “will make possible a planetary civilization by integrating whatever trans-temporal and trans-spatial truths about man and the universe we can extract from all regional cultures in their local times and places.” That was Thomas Berry’s Bioregional Vision too. Also involved with the CA Wisdom Center I ignored.

Bailey was seeking a totalizing World-view or Governing Ideology that guides one through all elements of daily living. Her aspiration, in 1954, was that the World-view taught provide “the kind of overall synthesis that Marxism and neo-Scholasticism provide for their followers [no need then for individual free decision-making], but to get this by the freely chosen cooperative methods that Dewey advocated.”

That would be the Student-Centered, Inquiry Driven Classroom John Dewey wanted with its Quality Learning goal. http://www.invisibleserfscollar.com/why-quality-learning-may-be-the-last-thing-you-want-for-your-child/ . The kind of classroom and practices the accreditors like AdvancED and consulting companies like Cambridge Education mandate in their reports about Quality. Now. In 2011 and 2012.

That would be the same Quality Learning that is “intuited rather than deduced, felt rather than described, and is immediate to the situation [concrete real world problems in context] rather than removed from it [the forbidden abstract conceptualizations within the privacy of your own mind with your own set of known facts].

Now it is time to pivot to the 1932 From Intellect to Intuition since the sought focus in Quality Learning is feeling and intuition as well. The book is about meditation and “leading man into his heritage as a human being” through educational and psychological practices so that together these two “lead him to the door of the mystical world.” This occurs by training students to use Direct Experience and then turn inwards toward themselves to Reflect upon it. Remember the constancy of this phrase? “The heart and mind become united in their endeavor.” Bailey’s idea is that through “right education,” emotionally-driven, experiential education, (No she did not use the word Hands-On Education but that would be the 21st century version of her idea), the “mind and soul” learn

“to be receptive towards impressions emanating from the mind.” This to Bailey is meditation but to work it requires moving education away from “education of the memory and the cataloguing of world knowledge.” Sound Familiar? Can’t be “the old education with its memory training, its books and lectures and its appropriation of so-called facts.” This is the actual CCSSI implementation model. Cannot be about the teacher transmitting knowledge. That’s a Barrier to a Mind open to Bailey’s New Knowledge. Must be about the New 3 R’s–Relationships, Rigor, and Relevance.

Bailey talks a lot about Right Relations with all of humanity in her books. That was the first tip-off that reminded me of the New 3 R’s. I remembered Willard Daggett in CCSSI training of teachers saying that “Relevance makes Rigor Possible.” I got he meant relevance makes an emotional approach primary. Then I read the following passage in Bailey’s book on creating the Meditative Mind:

“The question may be asked, what is the easiest way to teach oneself to concentrate? . . . one way that may be employed is to utilize what has been called the ‘expulsive power of a new affection.’ To be profoundly interested in some new and intriguing subject, and to have one’s attention focussed on some fresh and dynamic matter will automatically tend to make the mind one-pointed.”

That passage on getting to an inward feeling focus that is not rational provides a good definition of Relevance. But it also makes the arrival of the new C3 Framework, Social Studies Standards, from the previous post, even more important. Making the classroom focus Questions about “societal issues, trends, and events” that the student is interested in is precisely the kind of “new and intriguing” and “fresh and dynamic” matter Bailey wrote about so long ago.

I am just getting started. This turned into quite an illuminating inquiry once I recognized where I had to look. Except my inquiry is not John Dewey’s definition.

Mine is driven by facts and open declarations of intent.