Stimulating the Inner Springs Fundamental to Real Personality Change and Harmonious Social Progress

Did anyone guess that we had embarked on another Trilogy, except this time it was in Reverse Order as my personal experiences starting with a phone call to my home on December 17 sent me looking for answers? For a while now, the false narrative being constructed by various employees or allies of the Atlas Network members has both interested and angered me. Angered because it is frequently built on parroting some of my insights and research conclusions. Read Robin’s book, pretend to be an expert, get people to trust you, and take them somewhere I would never go.

For example I would never describe Bill Ayers and Linda Darling-Hammond as “Marxist Humanists” because they are admitted Marxists and rather proud of it. Hint: this is why Ayers was willing to promote violence. Marxist Humanism (see tag) is a belief that because capitalism has reached a certain stage of technological feats, namely computers and the Internet and communications technology generally (abbreviated ICT), there is now enough prosperity in the world that there need be no poverty anymore within countries or anywhere around the world. It’s why the UN’s Post-2015 plans for us are called “Dignity for All” by 2030. As one of my UN news blurbs put it after New Years, we are now Post-2015 and this agenda has begun. Understanding it accurately is very important.

That gets me back to that phone call. After hanging up in anger at what was said and pouring myself a glass of wine while I made dinner, I began to think about what had changed that day. Well, I had made a comment on the blog that I had ordered William Easterly’s book The Tyranny of Experts that had been an Atlas Network supported Hayek Lecture in London. So I decided dinner could be late, went down and wrote up notes on what was said in the phone call, started looking for financial connections among the known players, and examining commonalities as they popped up. In other words, I started behaving like the Due Diligence experienced lawyer I actually am analyzing a set of facts. I also got up early the next morning and proceeded to see what was in the Easterly book that people might not want me to grasp.

That’s what I meant about a Reverse Trilogy as we started with explaining what a Nyaya concept of justice was and how I knew that Easterly’s book did not accurately portray Hayek’s thoughts on the subject of economic and social rights. I have more than a provided talking points knowledge of Hayek as that post laid out. I also know what Marxism Humanism looks like and Easterly’s book and the Atlas Network’s support for it does give good reason to start to whitewash what the term actually means. For parents, Linda Darling-Hammond’s (LDH) pushes in education and Bill Ayer’s past make them known nightmares to be avoided. We have talked about Amartya Sen and his Justice concept and Development as Freedom in the first two posts. He is laying out a Marxist Humanist vision as nyaya and really so is Easterly in his book. If no one has ever actually explained MH correctly though and you now connect it with Ayers and LDH, that actual reality will be missed.

Sen coordinates a great deal with Professor Martha Nussbaum (also tag) on what they call Human Capability Theory, which also describes where P-12 education globally is going. If anyone is thinking I cannot actually tie all this to Uncle Karl, they do not have a copy of Democracy in a Global World covered in the last post. I went into that described alliance for good reason. Nussbaum also wrote a chapter and she tied the vision repeatedly to Uncle Karl by name. It’s also another reason why I found the open-ended Con Con advocacy from the Texas Governor so pernicious. The Chapter was called “Constitutions and Capabilities” and here’s a sample of the kind of direct ties I mean.

“When liberal democracies make constitutions, they typically base their work on a small core of intuitive ideas to which specific constitutional entitlements are referred…The basic idea of my version of the capabilities approach…is that we begin with a conception of the dignity of the human being, and of a life that is worthy of that dignity–a life that has available in it ‘truly human functioning’ in the sense described by Marx in his 1844 Economic and Philosophical Manuscripts.”

That’s what Easterly called for too without tying it to Marx. It’s what the Atlas Network’s members are actually promoting when they push his work or Sen’s. Back to my story of why I spent so much time researching over the holidays. I know John Dewey backwards and forwards from researching my book, but until I saw this post http://www.greattransition.org/publication/the-earth-charter-at-15 I did not know that Steven Rockefeller of the famous family had also written a bio on him published in 1991 called John Dewey: Religious Faith and Democratic Humanism. I ordered it in part because so many of the people who appear determined to control the narrative about what is really going on with the Common Core also aggressively wear their religious faith front and center. In fact, it seems to be a selling point on why their analysis can be trusted.

An example that had flowed out of my research was the Stand in the Gap Tour in fall of 2014 that David Barton had participated in. I had listened to a video of his speaking at a church in Dothan, Alabama and his description of what was desired reminded me of the cybernetic prearranged structuring of the Mind the behavioral scientists and admitted Leftists also want. That made Rockefeller’s book even more pertinent. As I read the chapter on “Democracy, Education, and Religious Experience” in particular I could see that this same Deweyan vision would create a desired worldview and amenable personality that would also work for a Muslim theocrat wanting to reconstruct the world starting at the level of the human mind (Tarbiyah) or a Christian fundamentalist also wanting to push social justice in the here and now.

I pulled the post title from the book and Stimulating the Inner Springs also fits with what the Hewlett Foundation and the CCSSO today push as the requisite Deep Learning. Isn’t this the real reason for wanting to control the narrative on education? Common means and common ends among interest groups and think tanks that are supposed to abhor each other? When I also mentioned the other day that Charter Schools that use cybernetic methods and adaptive personalized online learning are in a position to reap huge sums under the new Every Student Succeeds Act since those methods of manipulating the Inner Springs are effective and thus “evidence-based,” suddenly a drumbeat began online. That ended in that Project Veritas video that the Common Core was about textbooks companies wanting to make money. Well, they do but that is disinformation in an education environment where textbooks are going away.

In other words, like the phone call at home, do not write about the CMOs or online curriculums that also stand to benefit financially from insisting they are “100% Common Core Free” or who the financial backers are. No one may notice that the methods used are cybernetic and target those inner springs while telling parents this is a form of Classical Education. John Dewey understood that education “is a means of creating individuals” and David Coleman, Bill Ayers, LDH, and UNESCO are not the only parties at the education table interested in creating a certain kind of personality to fit with a desired vision of society and the future.

Last year I went to the Educational Policy Conference in St Louis and yesterday I noticed in a flyer trying to get me to attend that someone was parroting my Chapter 7 title language again, but also promoting the idea that the feds want to create a database of those values, attitudes, beliefs, and behaviors on students. Not really, educators want to know this so all those things can be changed. That actual cybernetic purpose keeps being ignored. The fact that Charters target these same areas and have to to expand and get their contracts renewed gets left out. Making Classical Education about ideas and not facts is another way to say it is also cybernetic. Looking into the Barney Charter Initiative Hillsdale has put together and its mention of the Circe Institute and its description of what is Classical Education, I thought “That’s cybernetic too and a good reason to control the narrative about the Common Core and shut down anyone who knows what ESSA actually says and who would actually benefit.”

I have long wondered in all the discussions of the College Board’s shift in its AP courses to Conceptual Frameworks and the use of core ideas as ‘lenses’ why people with Social Anthropology PhDs never accurately explain what a cultural lens is. APUSH’s restructuring was never about what facts to teach and yet people who by specialty are thoroughly trained in using cultural lenses never explain what they are. Now I know. If something reeks of the cybernetic means so many of the Atlas members are also pushing, it must not be part of the approved narrative. The truth is it is not only the admitted Left wanting to use education to force a “thoroughgoing democratic reconstruction of society” that “must be child-centered in the sense that it begins with the impulses, interests, and initiative.”

In other words, what ESSA calls “personalized learning with adaptive data” that entitles its pushers to funding as 21st Century Schools. It’s not just the admitted Left wanting to target, like Dewey, “the whole feeling, thinking, and willing person.” That’s why the parroting of values, attitudes, beliefs, and behaviors functions to inoculate the listener from recognizing that the person they are listening to may also have a comparable agenda. It’s not just the admitted Left and Dewey who want to frame what ideas are salient to the listener and what is likely to get ignored. Politics by Think Tank is all about controlling the Narrative.

It’s not just John Dewey or David Coleman who understand that “emotions are the reflex of actions” and that “if we can only secure right habits of action and thought, with reference to the good, the true and the beautiful [see what I mean about a Classical Education as the cited Circe Institute described it]“, then education will have created “a means of social control that does not violate the freedom of the individual child.”

Well, yes it does because all the false and controlled narratives keep the nature or existence of that control invisible. They make it seem like only a David Coleman, Linda Darling-Hammond, Bill Ayers, or other admitted Leftists have this goal for education in the 21st century.

I have run long again, but let me close with another quote from that chapter and a reminder that there are a whole lot of people pushing a vision of restructured American education using digital learning that they intend to financially benefit from. They also want a fundamental social and economic transformation where:

“To work and think in a community governed by this kind of democratic moral life is for Dewey the only sound approach to moral education in a democracy, which must rely to a large extent on a voluntary spirit of cooperation growing out of a multitude of common interests to maintain social order.”

Again, it’s not just the admitted Left that wants to enshrine collectivism invisibly and without outcry via education creating a “free play of instinctive sympathy and understanding.”

Lots of good reasons to control the Common Core narrative and guide and frame popular perceptions. Call me the mom who refused to play along and notices too much.

 

Leapfrogging Via Deceit that Crucial Last Obstacle to the Long Sought Convergence to Collectivism

Collectivism is one of those loaded words that sounds like I am trying to create a furor. Unfortunately, in this case, whatever the personal intentions of Texas Governor Abbott when he called Friday, January 8, for a Constitutional Convention, the actual release http://gov.texas.gov/files/press-office /Restoring_The_Rule_Of_Law_01082016.pdf may be one of the more deceitful documents I have ever read. It is deeply irritating to continue to be referred to as one of ‘the governed.’ Although since I live in Georgia, perhaps it is only Texans that are to be quietly subjugated at this point. Perhaps the author of the paper, a Texas Public Policy Foundation (another Atlas Network member) employee, Thomas Lindsay, who was previously with the National Endowment for the Humanities, is unaware that the phrase ‘We the People’ is now being used by radicals all over the world to promote the concept of a binding, collectivist, normative view of ‘democracy’.

Maybe the call of UT-Texas prof Sanford Levinson in his 2006 book Our Democratic Constitution: Where the Constitution Goes Wrong (And How We the People Can Correct It) for just such a Con Con that is tied to the Soros-financed American Constitution Society’s desire to have a new Constitutional vision by 2020 (began in 2005 as explained here) http://www.invisibleserfscollar.com/progressive-polyphonic-federalism-invisibly-binds-people-and-places-to-the-just-society-vision/ was somehow news to TPPF and Dr Lindsay. It certainly looks like a Convergence, however, especially given all the insistence in the paper that the Rule of Law is the core value America was founded on. Excuse me?

Maybe it’s just a coincidence that ‘We the People’ just happens to be the name of an initiative Community-Organizer Extraordinaire Harry Boyte, who inspired President Obama and has worked on White House education initiatives, has created to be the so-called Third Way, neither Left or Right, to use education to get his ‘cooperative commonwealth’ vision in place. https://www.kettering.org/sites/default/files/product-downloads/We_The-People_Politics.pdf Maybe it’s a coincidence that Boyte created that paper originally for a Dewey lecture in 2007 and it just happens to fit John Dewey’s vision for how to create the right kind of consciousness via education to fit a normative democracy where the law would bind everyone to the common good vision. The one laid out in the 2008 Democracy in a Global World book that I tracked from looking at Amartya Sen’s work covered in the last post.

Let’s start pushing on all these ‘coincidences’ headed in a common direction. The quote that “Our nation was built on one principle above all others–the Rule of Law” is not simply false, it is false in a way that is useful in jettisoning the principles our Nation and its existing Constitution were founded on–the primacy of the individual. Lindsay is correct that at the federal level, politics is broken. That dysfunction, however, is no reason to reverence the Law so state and local governments can turn each individual into merely the Governed. It is facetious to argue, as that Con Con advocacy paper does, that “The whole point of the rule of law is that we comply with it even when we do not want to; otherwise, it is the will of man and not the rule of law that reigns supreme.” Huh? That’s the kind of sophistry a wannabe tyrant would assert.

As Daniel Hannan quoted Baron de Montesquieu as saying in his 2013 book Inventing Freedom: “I am in a country which scarcely resembles the rest of Europe. England is passionately fond of liberty, and every individual is independent.” When the phrase ‘We the People’ is used in various American 18th century documents it is referring to independent, sovereign individuals who believe in a “unique legal system that made the state subject to the people rather than the reverse.” That TPPF framing of the Rule of Law is the Continental View of the Law that Hannan contrasted with the very different “philosophy…from the common-law conception of a free society as an aggregation of free individuals.” It is a view of law grounded in collectivism, as Hannan noted, and “in particular, from Rousseau’s belief in the ‘general will’ of the people in place of the private rights of citizens.”

A conception of the Law grounded in the visionary who gave rise to both Fascism and Communism as the basis for a call to jettison the current Constitution is apparently what the admitted Left as well as quite a few Atlas members want as well. A reverence for individuality is an obstacle to the Convergence apparently. The US Constitution is in the way.  I am going to use a particular essay “The Global Public and Its Problems” to illustrate what was meant by John Dewey by the term ‘Creating a Public’ through educational practices. In 1927 Dewey wrote a book The Public and Its Problems which called for a communitarian form of citizen loyalty as being necessary to create the public will and values to make democracy sustainable. This is not democracy as some kind of representative government with periodic elections, but democracy in the sense that Boyte calls the cooperative commonwealth, Marx called the Human Development Society, and the UN now calls Dignity for All by 2030.

In other words, there are reasons that the concepts from a 1927 book remain relevant in the 21st Century as the first chapter of my book Credentialed to Destroy made clear. Dewey defined the Public as a community where “its members recognize a common interest in confronting problems they all face and see resolving these problems by means of collective action as a common good.” Regular readers will recognize the current concept of Fostering Communities of Learners as the measure of what constitutes being an Effective Principal as using the school to now prepare students for a future where they get to be a mere member of Dewey’s concept of a Public. Needless to say, Dewey’s Public needs a strong, anti-individual view of the law to bind individuals to this broader vision.

Here is where the story laid out in the essay gets really interesting and directly relevant to our Convergence today. “Problem-solving is used as a self-building process” where “education figures prominently.” In fact Dewey called on it, like Boyte,  for “bringing a certain integrity, cohesion, feeling of sympathy and unity among the elements of our population.” This, of course, can only happen in socioeconomically integrated schools with no tracking. The kind of deliberative democracy envisioned then and now can really only go on at the local level. In the late 1960s, that essay announced that (my bolding):

“the Eurocommunists (misleadingly so described because they included Communist party theorists and leaders from Japan and parts of South America as well as from Italy, France, Spain, and Great Britain) rejected this standpoint [the bourgeois/proletarian distinction] in favor of one that posited general democratic and political norms, potentially shared by them and by champions of capitalism within their respective nations.”

Couldn’t we describe that as the model for today’s Convergence we are seeing by the so-called Left and Right think tanks? Doesn’t that fit with the video in the comments of the previous post of Pastor Rick Warren this year moderating a forum with Professor Cornel West and Professor Robert George, the founder of Atlas member–American Principles Project? Have we once again returned to Dewey’s view of education, political life, and social policy that the Eurocommunists also used that “resisted both sides of this orientation by seeking common democracy building social projects.” I was at a forum last week where Policy Link founder Angela Glover Blackwell was the Keynote Speaker and the admitted radicals seem just as hesitant to admit they are now working with Big Business and Chambers of Commerce to advance their vision of a Just Future.

Yet we know that is already going on in the required local and state WIOA boards. It sounds just like the Eurocommunists who were “prepared to respect those with procapitalist attitudes, including capitalists themselves, insofar as they were sincerely prepared to engage in joint democracy-enhancing projects.” Isn’t that arresting to read as we continue to stumble across these clear collaborations and common visions among public policy think tanks and politicians that supposedly have nothing in common. Governments at all levels are in charge of us with the law as the enforcer of the vision in a world where suddenly “a Deweyan public comprising adherents of both egalitarian and neoliberal philosophies is possible, provided that neither camp is hypocritical in its professed commitment to solving common macro problems.”

No wonder Atlas member employees suddenly seem so fond of citing Justice Brandeis that “it is one of the happy incidents of the federal system that a single courageous state may, if its citizens choose, serve as a laboratory; and try novel social and economic experiments without risk to the rest of the country.” If the citizens consent. That must be why the University of Texas-Austin is working with Stanford on the national Growth Mindset study and doing such a loud and explicit declaration of experimenting on students to change their conscious and unconscious mental models. All consensual. Not.

Reverence for the Rule of Law and Education for Democracy are just the thing in a nation where a Republican Governor calls for a Constitutional Convention with a paper that tells us again that “It is wise, therefore, in every government, and especially in a republic, to provide means for altering, and improving the fabric of government, as time and experience, or the new phases of human affairs, may render proper, to promote the happiness and safety of the people.” That’s the view of Law from the Continent where as Aldous Huxley noted, rights are taken, but never given.

That’s the world of the Governed, the serf, and the subject, which is indisputedly where both WIOA and ESSA and a world where the White House has a Behavioral and Social Sciences Team working to change the nature of citizens at the levels of their minds and personalities. I just was not expecting the State of Texas to play such a prominent role in launching this new view of education and what it will now mean to be an American in the future.

Remember with Dewey’s methods comes the totality of his underlying vision. Suddenly the title’s reference to Collectivism is perfectly on point.

Can Bicameralism and Proper Presentment now bind individuals to everything 21st Century state and local governments choose to impose?

No wonder there is such a consistent push to teach through ideas, concepts, and themes now instead of a body of facts. Facts are a useful tool of the individual, but inappropriate without permission for the ‘Governed.’

 

Scientizing Public Policy: Implementing Orwellian Tyranny by Statute Via the Mind and Personality

I have spent the last several days since President Obama signed the “bicameral and bipartisan” Every Student Succeeds Act (ESSA) on December 9 reading the false and misleading statements from various think tanks and reporters, supposedly representing a wide spectrum of political visions. Probably the most intrusive and impactful federal legislation ever and hardly anyone writing about it seems to feel compelled to actually read the legislation before explaining what it will do. In school a false Cliff Notes explanation of a book is likely to get a failing grade and an inquiry into cheating. In public policy and journalism now, creating false beliefs about transformative legislation seems to be all the rage. I guess it is to be expected that legislation seeking to physically reengineer the human psyche using behavioral science research would also use a bit of that research to create these false, or simply incomplete, talking points being used to describe the legislation.

If that other “bicameral and bipartisan,” fundamentally transformative legislation from summer 2014-WIOA-was the federal legislation that no one who enacted it wanted to even speak of, its partner-ESSA-is the transformative statute that no one intends to describe accurately. Unfortunately though, the actual statutory language and its real purpose control what must now occur in P-12 classrooms. It lays out what has really been authorized for meaningful change at the level of our children’s minds and personalities. Remember that. Talking points and articles may influence how ESSA is regarded by parents and the voting public, but it has nothing to do with the actual required implementation. Because the points raised and language ignored have so much commonality article to article, I shifted the actual quote I pilfered for the title from ‘scientizing politics’, which is what I believe ESSA was designed to do, to ‘scientizing public policy.’

The reference to Orwell is not me being a clever wordsmith and trying to hype attention. There really was a conference in August 1984 (like his book title) in Cambridge, UK on George Orwell and the “potential for tyranny if the enterprise of politics is interpreted as being analogous to that of science.” I believe that is precisely what ESSA is designed to do. A huge number of reports I have read from the US as well as from all over the globe back that up. Recognizing that makes me want to at call attention to what is at risk and why it matters. This, I believe, is the true reason politicians of both parties and public policy types across the spectrum refuse to accurately describe ESSA. No one seems to want anyone to have much of a chance to recognize the purpose of all those euphemisms used in its language or the Red Herrings designed to be a cited focus.

What does it mean if politics is being falsely analogized to science? Instead of politics being about competing interests within a set of rules that values the individual, scientizing politics uses education and the law as its primary tools. These allow coercive implementation without consent from those actually bound and treat politics as a truth-discovery process. What’s the truth to be compelled for belief? I have warned before that there really is such a thing in political science as the Human Development Society. Karl Marx wrote about it and all its tenets are being put into place now legislatively via all those unread, except by me, provisions of WIOA and ESSA. That is not an ideological smear, but a factual recognition of the background of these ideas.

Whether widely known or not http://buildinitiative.org/Portals/0/Uploads/Documents/Four_Ovals_paper.pdf   lays out the federal/states framework of using federal money to intervene in meeting ‘needs’ from birth on. The two think tanks, AEI and Brookings, have recently published definitive plans called “Opportunity, Responsibility, and Security: A Consensus Plan for Reducing Poverty and Restoring the American Dream” that would also please Uncle Karl immensely. Notice that as much as certain groups have capitalized on criticizing that video of Congressman Tim Ryan saying social and emotional learning is to be the primary focus now of education, that cited paper calls for the same focus. Since I have already read that paper, I know that it makes it clear that the primary reason to have funding follow the student and vary in amounts based on categories of ‘needs’ at federal and state levels is a desire to force socioeconomic integration on all public schools.

I mentioned that goal last week at a program on Student-Based Budgeting and having it be portable like a backpack that was being put on by two Atlas Network members–the Reason Foundation and the Georgia Public Policy Foundation. Both acknowledged that was the goal, but it was a long way away. I pointed out that parents and taxpayers were not being told that was even the long-term goal in all the public programs around changing the nature of student funding. Following up on that discussion, I discovered that both Reason and the Cato Institute had published papers urging a shift in welfare policy to Universal Basic Income. In other words, the so-called Left and Right public policy makers seem to have agreed on implementing Uncle Karl’s vision with the only question marks being how much should be publicly provided vs merely publicly funded and provided under stipulated standards.

Since that apparent reality would probably not be politically popular in a world where a majority of Americans do want to close the borders and not work as a beast of burden for everyone who can physically make it here and then start having children, we get the very lies and misstatements about WIOA and ESSA and what they are really intended to accomplish that I have been noticing. As always when confronted with any attempt to politically install a false picture of reality in the minds of boys and girls and the adults around them, I turned  to a 1988 French book by Jean-Francois Revel that was translated into English in 1991 as The Flight from Truth.

Revel noted just how unusual it is to find people “who possess a taste for facts and an interest in truth.” He called it the “anomaly of intellectual curiosity” and since I have definitely been driven by that curiosity all my life, his descriptions seemed like a good way to describe what ESSA, its required Higher Order Thinking Skills and Understandings (HOTS), the embedded Competency-based education, the required behaviorally-oriented performance standards and assessments, etc. are all hoping to foster in the minds and personalities of the students who will be tomorrow’s voters.

“The power of ideology is rooted in a human lack of curiosity about facts. When a new piece of information reaches us, we react first by wondering if it is going to reinforce or weaken our habitual mode of thought…The ideas that interest us the most are not new ideas, they are ideas we are accustomed to. [or which preschool through higher ed intends to make us used to as Relevant, Engaging, and Culturally Responsive]. The prodigious progress of science since the seventeenth century prompts us to invest human nature with a congenital appetite for knowledge and an insatiable appetite for facts.

But what history teaches us is that if Man does indeed display an intense intellectual activity, it is above all to construct vast explanatory systems as verbose as they are ingenious-systems that induce mental calm by providing an illusion of global comprehension, rather than by encouraging us humbly to explore reality and to expose ourselves to unknown information. To grow and develop, science has always had to struggle against this primordial human tendency which surrounds it and combats it from within: indifference to knowledge.”

The refusal to describe WIOA and the deliberate inaccuracies surrounding ESSA build on that recognized general indifference to knowledge most people possess. As Revel recognized and so does every behavioral scientist and educator seeking to ‘scientize politics’ in the 21st Century: “Man’s major foe is deep within him. But the enemy is no longer the same. Formerly it was ignorance; today it is falsehood.” Those mental systems that can induce calm or motivate action from a deep, emotional level must be created by education under ESSA in each and every student.

Looking for that presence, and manipulating what is found as needed to create the desired dispositions and generalized knowledge and skills to be the future citizen a Human Development Society needs, is precisely what ESSA prescribes. It is what assessing for HOTS, personalized learning based on data, and ‘well-rounded learning experiences’ are all about. The entire concept of 21st Century Schools required to receive all that funding under ESSA goes back to another reason why education and the law are being used now to Scientize Politics without permission and with organized, active deceit from the public sector and its public policy advocates. We are being forcibly shifted from our historic emphasis in the West of a community organized around moral order to a moral community organized around shared common purposes.

ESSA, WIOA, and those reports I provided as examples above, all assume a shift to an “overriding community interest” where everyone’s designated needs must be met. Individual rights to pursue our own interests and, apparently, our own knowledge of actual facts, get trumped by the desire to plan people, places, the economy, and supposedly ensure economic justice for all, regardless of background or personal productivity. Again, since being honest about this shift and a widespread recognition of what the consequences are likely to be is simply not good for a political career or even fundraising prospects for the typical think tank, we get lies and descriptions of legislation based on talking points with no actual curiosity for the facts.

Education necessarily has to be altered at all levels to support this clear, but unheralded shift, because a society that locates its sources of social cohesion in moral community is “necessarily more vulnerable to shifts in attitudes and behavior patterns that might reflect individual departures from the shared purposes of the community.” At least we know now why a communitarian ethos and shared understandings just keep popping up in the required implementation of a Positive and Safe School Climate.

Everything from the Career Pathways requirements to the new descriptions of K-12 as Workforce Development to the mandate that all educational practices promote Equity and meet needs actually trace back to this shift to a moral community where:

“Persons are tied, one to another, by their common identification to the collective, with their shared sense of nationhood, race, class, or ideology.”

As an anomalous seeker of facts with an insatiable curiosity about the likely effects in the reality where we all dwell, let me be the first to point out that this has historically been a tragic path for any society to actively cultivate.

Just because our elected public officials have arrogantly voted to impose this vision on us using education and the law, with an assist on the falsehoods part from the media, doesn’t mean we have to acquiesce.

The way out, as usual, is the recognition of what is really going on.

Even is it is not a politically approved pathway anymore under federal law.

 

Greed as the Driver to Force Education to Create Socially Engineered Human Beings under Federal Law

The only good thing about the huge Every Student Succeeds Act (ESSA) dropped on Monday, November 30 that sailed through the House Wednesday evening, December 2, to move on to the Senate is that we finally have a truly fixed body of language to analyze. After writing my book Credentialed to Destroy: How and Why Education Became a Weapon back in 2012 examining the actual implementation and what its true effects would be, and now this blog dealing with real time subsequent confessions, I have joked that ESSA read to me as smoothly as if it were written in Latin and I was Cicero.

Before anyone jumps to the conclusion that my reference to greed is merely the Pay for Success language that is unmistakably there, let me say the Greed I am talking about is not just for Success or Social Impact Bonds. It is Greed for Compliance that permeates ESSA. What local school districts and governments as well as states must agree to do, in schools and to children, in return for those luscious federal dollars. First though here is a news release from a well-connected organization bragging that just the Pay for Success components of ESSA add up to $2 billion a year. http://results4america.org/press-room/press-release-michele-jolin-evidence-based-policy-provisions-essa-game-changer-federal-education-funding/

Results for America with its ties to President Obama’s Office of Social Innovation and Civic Engagement and Cass Sunstein’s Nudging initiatives along with the UK Behavioural Sciences Unit and its interest in cities (Remember my Learning Regions post November 11, 2015) http://www.bloomberg.org/press/releases/bloomberg-philanthropies-announces-first-cities-selected-to-join-what-works-cities-initiative/ . They also created a relevant vision back in March with Atlas Network member AEI. http://www.results4america.org/wp-content/uploads/2015/03/2015-3-18-Moneyball-for-Education-Report.pdf

The co-author of that report, Bethany Little, is a partner at the same Education Counsel that is tied to Clinton’s Ed Secretary Richard Riley. It was hired by the Common Core’s sponsor, CCSSO, to create the competency-based education successor for the Next Generation States pushing innovative practices. Not a surprise then to see that paying for Success or just Compliance with the same reading, civics, or math constructivism that political radicals who call themselves Social Reconstructionists have fought for decades to impose on K-12 (Chapters 2-4 of my book, which is how I recognized what ESSA described)  features so prominently in what ESSA really forces. The local school district, charter school or any eligible entity, wanting those luscious federal dollars to flow to their local economy (think of students as just the excuse), agree to do whatever is specified. Is that really returning ‘control’ to the states and local schools with just federal ‘guardrails’?

The answer of course is it depends on what those requirements are. In addition to the insights only my book covers that are now more pertinent than ever because of what is in ESSA, I think the best summary of what schools must do in return for federal dollars is contained in Title IV–21st Century Schools. Of course every state and school wants those funds so let’s see what they must agree to do. First, provide “access to, and opportunities for, a well-rounded education for all students.” Secondly, create “school conditions for student learning in order to create a healthy and safe school environment.” Lastly, provide “access to personalized learning experiences supported by technology and professional development for the effective use of data and technology.”

Anyone out there saying, “what’s wrong with that? Next thing she’ll be complaining about apple pie.” Here’s the problem. ESSA was trying very hard not to have any damnable sound bytes that might have stopped passage. Most of the egregious language in what passed the House or Senate originally is gone. Instead we get euphemisms. Fortunately for us Tyranny Busters with Axemaker Minds my research is like a glossary of euphemisms. Part 1 on well-rounded education is the UNESCO term used all over the world now to denote non-transmissive or examination type education. Instead education must now be geared to develop the human personality as a harmonious integrated being. (Tarbiyah calls this education for shakhsiyah (personality/identity) for anyone craving an explicit link to the previous post.)

Maybe not such a good euphemism then to fend off scrutiny from what is really being promised in return for federal dollars. Part 2′s promises also sound glorious and vague. Apart from implicating all the Positive School Climate and that nesting a la Matrushka doll model from the previous post, what do I really have against Part 2? Well, in researching that last post I spent time researching what is going on the UK. The madrassas there are terribly pleased about legislation adopted since 2000 imposing obligations of social cohesion and racial equality on every school and community. Ofsted is the inspector to check for school compliance in the UK and in 2009 they defined the legally required community cohesion that schools must also demonstrate as follows:

“…working towards a society in which there is a common vision and sense of belonging in all communities; a society in which the diversity of people’s backgrounds and circumstances is appreciated and valued; a society in which similar life opportunities are available for all; and a society in which strong and positive relationships exist and continue to be developed in the workplace, in schools, and the wider community.”

I know everyone reading will be shocked that this also fits with Intercultural obligations UNESCO adopted in 2004 and has now moved to force globally as part of its Rapprochement of Cultures decade and the initiatives from the last post. There goes the supposed ambiguity attached to complying with Part II’s obligations. How about Personalized Learning and that data obligation? That of course is where the true manipulation and reengineering of each student at a neurological level comes into play. I have written about this some and it is what my second book’s research covers in depth.

Luckily for us this  http://www.educationdive.com/news/new-measurements-promote-efficacy-of-personalized-learning/409798/ states Gates has spent $5 billion promoting personalized learning. Part 3 is not terribly ambiguous either in its intentions. This is especially true when the chosen evaluator Rand is also who the White House chose to create the Intrapersonal and Interpersonal Competencies it wishes to make the new focus of education. http://www.invisibleserfscollar.com/confessions-of-a-coordinated-cabal-intent-on-psychological-rape-with-impunity/

Rand was also the chosen evaluator for the federally-financed Change Agent Study in the 70s that was used to create strategies for effective implementations of the behavioral sciences in schools going forward. I am sure none of their Effective Schools template is embodied in ESSA.That would be why the new chosen statutory phrase is ‘evidence-based.’ It is how the compliance of the local schools is to be judged. Literally as in “is the school or district providing programs, activities, and experiences that comply with these listed objectives for 21st Century Schools?” Compliance and greed is how the Social Reengineering gets forced with hardly anyone, I suppose, truly aware of what Congress is mandating.

The real problem is the total reimagining of economies in the 21st Century by think tanks supposedly on the Right and Left, by governments at every level, and on a Bipartisan and Bicameral basis (as Congress is describing its support for both ESSA and 2014′s related WIOA (see tag)).  In a 2014 report called “Impact Investment: the Invisible Heart of Markets” the true vision of the 21st century global economy is laid out. This is what both WIOA and ESSA (as well as other legislation and programs) intend to quietly force on the US. It is to be quite lucrative as well for the insiders, foundations, and investment banks cited in the report. Would anyone be shocked to know Gates and Soros are both involved and all the UN entities and the OECD?

As former Obama Treasury Secretary Larry Summers is quoted as saying “This is ground zero of a big deal.” Under Paying for Outcomes, we learn that “impact-driven organizations need access to markets in order to generate income from the products and services they offer.” Me too, please. It’s thus not people creating a market for things they want. It is governments creating markets by mandating that every person in the world has a right to have their needs met. Think of impact investing as trying to monetize poverty for the benefit of politicians wanting political and social control and high-net worth individuals looking for a certain return. To quote:

“the largest markets, however, could be provided by governments paying for impact. There is an urgent need for a revolution in government purchasing, with paying for the successful delivery of specific outcomes at its core.”

Precisely what Ofsted looks for or Rand. What impact investing or as it is now called in the US–Moneyball for Government–needs is specific standards or measures of ‘success’ or when objectives have been ‘achieved.’  Can anyone say Common Core or Competencies? In fact, it was the constant recurrence of words used in both the House and Senate ESEA Reauthorization drafts that first caught my eye. This is also how charters, and whether they get renewed or the lucrative ability to expand at taxpayer expense, really work. Fascinatingly enough though the well-connected KnowledgeWorks that is tied to Education Counsel and thus Moneyball issued a frightening Forecast 4.0 this week. It not only made reference to Impact Investing as the “New Civic Funding,” it also mentioned under ‘Educating for Impact’ that “What if School Social Impact Scores became critical metrics for attracting funding, partnerships, and community engagement?”

It would also go well with a forced community cohesion mandate a la UK or all the communitarian obligations in Positive School Climate and Democratic Education too. There is a lot of information in this post so let me close with another document that came out today as the UN announced a “Global Alliance to Monitor Learning.” Interesting timing, huh? With ESSA just passing the House, but there is a mention of A4L. Not a lot of new acronyms in my world at this point, but that was one. When I looked it up http://www.uis.unesco.org/Education/Documents/assessment-for-learning.pdf , it showed me a Theory of Change that fits completely with what ESSA has just set up to send money to local communities in return for compliance with the UNESCO vision. The one no one locally has to even now about.

Quality Learning for all children and youth turns out to be first about Activities, then Intermediate Outcomes, Outcomes, and finally Impact. All in a document tied to the Brookings Institute and its sunsetting Learning Metrics Task Force. I wrote about LMTF and its use of Competencies and the nice Rockefeller Foundation letting them use its Bellagio retreat. That would be the same foundation that coined the very term ‘impact investment’ back in 2007.

How coincidental, huh? Behind a push globally along with others about using tax dollars to force “measurable social outcomes” including reengineered human personalities. Each to be primed and motivated for fundamentally transforming existing social, political, and economic structures.

Perhaps to a motto of Not Serfs Yet, we should add “And No Ambiguity Left as to True Intentions.”

 

Minds, Souls, & Attitudes: Whistleblowing the Tarbiyah Project for Islamic Education Imposed for ALL Students

The multiple tragedies in Paris on Friday in Paris did not change the topic of the Conclusion of this Trilogy. The ramifications of a document that came out of my UNESCO Lifelong Learning research, written by two Malaysian profs and presented at a 2011 Computing and Informatics Conference in Indonesia,  http://www.icoci.cms.net.my/proceedings/2011/papers/86.pdf is what has flushed out the other Ideology that fits 100% with the actual implementation I tracked first in my book Credentialed to Destroy, and now as additional details come into place, through this blog. By Ideology I mean in the cultural model sense used in the last post, but essentially it is the values, beliefs, and concepts a person sees the world through–the personal and social belief system or Worldview that guides individual and collective behavior.

The Arabic word for this is tarbiyah and it means education for Total Human Development, which is why its mandated practices and tenets dovetail so closely with that other M word that grew out of the political and human philosophy of Uncle Karl. I had never heard the word before yesterday. I had planned to write about the still troubling hijacking of acceptable religious belief systems using the secular K-12 classroom as laid out in an atrocious UNESCO/ UNICEF report sponsored by the Arigatou Foundation called “Learning to Live Together: An Intercultural and Interfaith Programme for Ethics Education.” Looking at that long document and its recommended activities and project-based learning and role-playing experiences, it was obvious this global targeting of each student’s values and beliefs, whatever their religion or lack of it, was already in place in various mandates I have covered.

I had pulled that ICOCI “Visionary Model of an Islamic Learning Community” in part because it had a nesting graphic that worked like a Russian Matrushka doll with the student at the center just like the Aspen Institute wanted in that “Students at the Center of a Networked World” report created by a Task Force Jeb Bush disturbingly chaired. It extends outwards to classroom, school, community, and workplace, and then global, so it also fits with something a psychologist named Urie Bronfenbrenner developed. The C3 Social Studies Common Core Framework already hypes BEST (see tags), which also fits with the Learning Cities/ Regions emphasis from the last post. So not only did the push not seem limited to Islamic communities and countries, the link mentioned that Learning Communities, which we already know are to be required in US schools under the definition of what constitutes being an Effective Principal (see FCL tag), are based on a concept created by the founder of the Muslim Brotherhood in 1943.

Saturday morning then, I decided to reread that link carefully, and it said that the late Hassan Albanna used usrah as an education medium laying down its three components of knowing each other, understanding each other, and helping and caring for each other. I am leaving out the particular Arabic terms although these, and usually the symbol from Arabic script and a verse from the Quran, are consistently provided throughout every component of anything involved with this Tarbiyah Project.

Before anyone thinks I have to go to the other side of the world to track this, Tarbiyah was created by a native of Philadelphia, Dawud Tauhidi, who “embraced Islam in 1972. He studied at Lehigh University and later studied Arabic” at U-Penn. In 1980, he graduated from the famous al-Azhar University in Cairo where President Obama chose to go to address the Muslim World. His degree was in Usul ad-Din and Tauhidi’s masters and PhD in Islamic Studies are from U-Michigan. The Tarbiyah Project materials frequently cite to Michigan ed standards said to reflect the Project.

Now we could stick with that 2011 link which tells us “ICT will play a role in helping the democratization of the usrah system” so we can keep its tenets in mind as we look at various digital learning initiatives. I can look at the various prescribed features of the Tarbiyah Project and recognize the complete alignment with what is being mandated for US classrooms in NCLB waivers, Positive School Climate XO’s, civil rights laws, etc. Most of my regular readers and anyone who has read my book will be able to as well. Phrases like ‘continuous improvement’ that are what every administrator and anyone involved in student and school accountability track verbatim.

I have also tried to explain the focus on concepts and the desire to internalize what students will then use to guide perceptions and interpret daily experiences. Not only is that a component of Islamic education for holistic development of the Whole Child so they will learn to “be Muslim,” there was even a reference to the term ‘Enduring Understandings’. It has a tag as does its creator Lynn Erickson. Tarbiyah and Tawhid state that the heart and its transformation are to be the ‘core of education.” Anyone remember the subtitle of Erickson’s book on Concept-driven education? Stirring the Head, Heart and Soul. Did the Georgia Social Studies teachers down at the State DoE in 2009 receiving Conceptual Development training under a Bill Crenshaw know they were being trained to provide Islamic Education consistent with Tawhid (Spiritual Literacy) and Tarbiyah? Probably not and I doubt if the overpaid administrator knew either. That’s the beauty of K-12 globally now. People are pushing concepts they do not know the background of because there’s a lucrative job there, promotions, pensions, and frequently being a Change Agent through curriculum was the whole basis of the education doctorate.

And in it comes with virtually no one having the knowledge or incentives to look further. Did you know the Tarbiyah Project also likes to use that tired metaphor about education needing to move beyond the ‘factory-model’? With the name of the creator and project it will be easy to pull up lots of reports now, but this is too important to have to take Robin’s word for the alignment. Would you believe that in 2014 the US-China Education Review, perhaps excited about the implications of the 2013 Beijing Declaration and Learning Cities from the last post, published an article called “Revisiting the Concept of an Integrated Curriculum and its Implications for Contemporary Islamic Schools.” Again we have Malaysian profs who probably assumed they were talking among like-minded insiders.

It cited to the ‘Tarbiyah Project’ of Tauhidi and how it is an “entire curriculum approach” that can become embedded through standards and “involves integrating Islamic knowledge into every subject of the curriculum and, hence, the inevitable need to rewrite the curriculum.” This integration, which deplores self-contained subjects like algebra or chemistry, also goes by the name ‘Islamization of knowledge’. It “mainly involves integrating all subject disciplines into the Islamic Weltanschauung.” The German phrase for Worldview as the new focus of education.

So when you look at the Tabiyah Framework and its Universal Concepts, remember that the Next Generation Science Standards, with its CDIs-Core Disciplinary Ideas and CCCs-Cross-Cutting Concepts and themes, fits fully with what Tauhidi laid out. Maybe just in time for Bush 43 to allow the US to rejoin UNESCO. Anyway, evaluating Tarbiyah against the Common Core and competency-based education is so much easier with the boast that the Tarbiyah Project:

“promotes the inspiration and transformation of students through the process of teaching and learning in order to transform the world in the future. It has integrated the national curriculum with Islamic principles and output of a ‘brain-based research’. Hence, it avoids pure rote learning and makes learning more meaningful using students’ ability to think and comprehend.”

So the so-called Thinking Curriculum is consistent with Tarbiyah as are all the SEL and Whole Child Initiatives. Anyone reading the Overview should also remember the New 3 Rs of Rigor, Relevance, and Relationships because all are mentioned repeatedly as well. They even make it into Essential Learnings and Key Outcomes and Indicators that formative and summative assessments will be looking for and creating through Project-based Learning and cooperative projects.

Unless the pending reconciliation of the House-passed Student Success Act and the Senate-passed Every Child Achieves Act no longer reflects the language of either bill, the forthcoming ESEA Rewrite will be enshrining the fundamental concepts, values, beliefs, and attitudes of what it means to act as a Muslim per the Tarbiyah Project into federal law. Making the implementation point the states and local schools means nothing as Tarbiyah also fits so well with the Learning Cities/Regions focus that first brought it on my radar screen. Remember Chapter 7 of my book where I made the title about the Common Core always being about changing Values, Attitudes, and Beliefs? Here’s an enlightening quote:

“The ultimate aim of this Islamic education is closely related to character building, i.e. producing an integrated Islamic personality that requires Islamic values as its foundation. Hence, these two elements, i.e., beliefs and values, should be considered as key elements in the implementation of the Islamic integrated curriculum.”

What are those values? Well, the ubiquitous communitarianism we have located everywhere from what makes a Positive School Climate to what are Career Ready Practices is a key component. Tarbiyah is noted in footnotes as being consistent with Bloom’s Taxonomy and Howard Gardner’s Theory of Multiple Intelligences. Tarbiyah was not mentioned in any of the Rapprochement of Cultures materials I read or in the Learning to Live Together required practices and activities for the classrooms, but they all fit like puzzle pieces assembling a photo vista once we know about the other initiatives. Remember how the purpose of the creator of a theory or practice comes in even if the implementer is unaware?

Islamic values and beliefs, Tauhidi and these cited others say, thoroughly permeate what is being required and implemented in the US and globally under a myriad of names. I have used tags and Proper Nouns for phrases to bring some of these out. In a world where people can be shot for drawing cartoons or anything maligning, I am reluctant to quote all of the references in the Tarbiyah Project documents and appendices to the Prophet, Quran, quotes from verses, or further Arabic names for what is desired to act as a Muslim instead of knowing about Islam. The Tarbiyah Project aligns with what is already being imposed, including the kind of dramatic change in pedagogy and instructional practices laid out by the Ultimate in American insiders here last week.  http://www.gtlcenter.org/sites/default/files/Using_New_Assessments_Educator_Evaluation.pdf We can all wish that a focus on Student Growth and the required Effective Teaching did not align so well with Tawhid and Tarbiyah.

How can free people survive in a world where the required practices all trace back to either Marxist theory for an ‘all needs met’ society or Islamic theory? In the Learning to Live Together report that was to be the basis for this post, the UNICEF/UNESCO writers make it clear just how regulated people are now to be to fulfill the UN’s agenda. No deviations or amendments allowed and they even said that.

It’s a one-way street though where the beliefs and perspectives of some groups and religions must be respected, while K-12 education deceitfully wipes out any religion, beliefs, or values that venerates the individual.

At least now we do not have to wonder why strange stories about required Mosque field trips and forced studies of Islamic pillars just keep cropping up.

Now let’s see what sunlight can do to this planned transformation without consent. It should trouble us all greatly that Tauhidi cited Abraham Lincoln’s famous quote about whoever controls school curriculum being in charge of the forms of government in the next generation.

Hopefully not, for all of our sakes.

 

Harnessing the Willingness of the Populace to Fill its Role in These Plans Via Deceit at all Levels

Part Two begins with the UNESCO General Conference meeting in Paris that last week enacted what it already abbreviates as FFA–Education 2030 Framework for Action: Towards inclusive and equitable quality education and lifelong learning for all. UNESCO is celebrating its 70th anniversary at this meeting and fully intends to use “Quality Education” to achieve its long time agenda of “Building Peace in the Minds of Men and Women”. That’s what Rapprochement of Cultures and Human Rights Education were about from the last two posts. I happen to have the up-to-date official definition of Quality Learning at the ready for us:

“there is an acute need to foster skills, values and attitudes that will enable people to overcome religious, linguistic and cultural differences, to coexist peacefully, and to discover shared human, moral and ethical principles…we attach great importance to enhancing quality in learning by..raising awareness of shared moral, ethical and cultural values, and promoting tolerance of differences [at least certain kinds of differences as the Oregon bakers discovered].”

It is that internalized belief and value system we all have that is being consistently targeted, isn’t it? They do intend to build peace at the level of the mind, or at least prevailing perceptions that it is possible. To discover why let me introduce you to a new definition of ‘culture’ and something I had never heard of–Cognitive Anthropology. See where footnote surfing gets us? To quote a cited book, Cultural Models in Language & Thought, “this school of anthropology came to stand for a new view of culture as shared knowledge [hence the boldfacing above]–not a people’s customs and artifacts and oral traditions, but what they must know in order to act as they do, make the things they make, and interpret their experiences in the distinctive way they do.”

Sound familiar? That’s what Competency gets at, what Higher Order Thinking Skills assessments evaluate for, what the Maker Movement and Project-based Learning have students emphasize, and what the local school administrators mean when they hype ‘quality learning experiences’ for all students. When the White House Summit this week on reimagining American high school showed a film Most Likely to Succeed   touting High Tech High in San Diego http://mltsfilm.org/ they were pushing a vision of education developed by cognitive anthropology research. The title of this post tells us why. Education–preschool, K-12, higher ed, and adult–is looking for “insight into those conditions under which cultural models [what Quality Learning internalizes. See above] are endowed with directive force and hence with ideological potential.”

Gulp. The essence of the phrase “sustainable development” is finding cultural models that can be internalized as values, beliefs, and attitudes that will reliably guide and prompt desired future behaviors. If that sounds authoritarian, it is. It fully intends to rely on ‘statutory enactment’ and ‘political regulations’ to be binding, but those things and ‘financial incentives’ cannot carry the load fully. Education for All throughout a lifetime, from cradle to grave, is needed to always be malleable and subservient to political power. No rebellions and no resentment, at least not overtly. In what may be my all time favorite phrase taken from a 2006 book Learning Cities, Learning Regions, Learning Communities: Lifelong learning and local government,  written by a professor and UNESCO consultant Nicholas Longworth:

“Top-down authoritarian structures are no longer in vogue and leaders in cities and regions will need to know how to harness the creative energies of thousands of people for the good. Shakespeare’s ‘tide in the affairs of men’ becomes also a tide in the affairs of local and regional authorities.”

Remember this as your Congress Critter or Senator Lamar Alexander hypes the ESEA Rewrite returning power to states and local districts and schools. Remember it as your State Governor files his WIOA plan, with its state and local boards, with DC. This is all consistent with the UN vision for achieving its 2030 Dignity for All agenda via Learning Cities and Learning Regions. The FFA mentioned above says so. We may not know any cognitive anthropologists or behavioral scientists, but the UN does, and it knows:

“Social life depends on the fit between what is socially required [see above and previous posts] and what is individually desired [Quality Learning games this]. So, too, the designs of those who would rule society and those who would benefit from this control over others, depend upon the willingness of the populace to fill its role in these plans. Therefore, states and other agencies promulgate ideology [Equity for All; Catastrophic Global Warming] persuading people to do what they otherwise might question or resist…To be successful, ideologies must appeal to and activate preexisting cultural understandings [Quality Learning again]…to be convincing, an ideology must pose as either legitimate or inevitable.”

Now we know why Outcomes-Based Education just keeps coming back as my book laid out and as a speaker from the well-connected Georgia Partnership for Excellence in Education confirmed just last night. The stipulated outcomes are what can ‘grip us’ and act as an internal compass as Human Rights Education called it. That FFA stated that “Education is at the heart of the 2030 Agenda for Sustainable Development and essential for the success of all SDGs.” Front and center and running through everything, crucial to education, beginning ‘at birth’ and continuing ‘throughout life’ is the ‘concept of lifelong learning.” This time it is FFA bolding that phrase and luckily for us the footnote is on that page and not at the end. It was all-encompassing though and sent me scurrying for the cited technical paper. That’s when the Learning Cities and Regions came rolling out so here’s the quote:

“In essence, lifelong learning is rooted in the integration of learning and living, covering learning activities for people of all ages (children, young people, adults and elderly, girls and boys, women and men) in all life-wide contexts (family, school, community, workplace and so on) and through a variety of modalities (formal, non-formal and informal) which together meet a wide range of learning needs [what new state funding formulas all seem to emphasize] and demands. Education systems which promote lifelong learning adopt a holistic and sector-wide approach involving all sub-sectors and levels to ensure the provision of learning opportunities for all individuals.”

I was a history major and I recognize a variant of Mussolini’s infamous definition of Fascism, even if the State force is divvied up at multiple levels from the global to the local all the way to an insistence on student-centered learning: “All within the State, Nothing outside the State, Nothing against the State.” Remember authoritarianism is not rejected, just any perception of a top-down, centralized imposition. When I found that Lifelong Learning Technical Paper, it revealed a supposedly binding set of documents from 2013 called the “Beijing Declaration on Building Learning Cities” and ” Key Features of Learning Cities.” Locating these and reading through them it became apparent that I had been living through and attending meetings clearly implementing this Learning Region agenda. No wonder I accidentally learned so much as my book pulled together in alarming detail.

I now know that for sure and not just by inference because a few days ago the San Francisco region issued what it called the Roadmap http://www.bayareaeconomy.org/report/a-roadmap-for-economic-resilience/ that fits with every tenet aspiration of a UN Learning Region down to wanting to create a public-private partnership of elected officials and civic and business leaders to guide an Economic Development partnership that would be qualified to access federal funds as one of the 380 duly-qualified Economic Development Districts. Lots to build Learning Cities and regions on, huh? The report thanked those that have gone before and listed Atlanta, Chicago, Seattle, DC, and Los Angeles.

Between the last post and this one I went out of town and part of that trip involved driving Interstate 75 through Dalton, a reminder of the Aspen/fed Communities that Work Partnership http://www.aspenwsi.org/communities-that-work/overview/ that just commenced. WSI is Workforce Strategies Initiatives because in Learning Cities and Learning Regions, we all know that K-12=Workforce Development=Economic Development=Living itself under that definition of Lifelong Learning. Get enough physically juxtaposed regions and cities in one federal program or another, including Community Broadband that the close-by Chattanooga just issued bonds to finance, and our Learning Regions start knitting into a Learning Society committed via the law and education to Lifelong Learning–everyone, everywhere, all the time.

Quickly as I am running out of time, at the end of September 2015 a Second Learning Cities Summit was held in Mexico City and it set out the above as Guiding Documents for cities and regions to formally join the UNESCO Global Network of Learning Cities. Maybe our mayors or city council members do not plan to tell us though and simply go to conferences like PolicyLink’s October Equity Summit in Los Angeles where the principles are all asserted with federal officials mixing with local and with community organizers, implementing a global agenda without telling us officially.

Maybe the recognition comes from something like an ASCD Whole School Whole Community Whole Child Poster http://www.ascd.org/programs/learning-and-health/wscc-model.aspx once we know about the Lifelong Learning/Learning Region formal agenda and seeing how it fits like a jigsaw piece to a puzzle. When we read about “more collaboration and partnerships with families, industry and business, voluntary associations, people active in cultural life are needed,” we need to recognize this is not just some random public spiritedness and desire for collaboration. It derives from official global policy for a new kind of cultural model internalized within the mind and personality.

We will close with the aspiration laid out by the Chinese Vice Premier at the 2010 Shanghai World Expo that this UNESCO agenda of Lifelong Learning is to “facilitate the comprehensive and personalized development of each and every individual.” Now take the top-down authoritarianism rejection and marry it with the bottoms up intent of Human Rights Education. This is Part 2 of a Trilogy, remember?

The Key Features Framework has a Greek Temple graphic with Sustainable Development across six pillars that basically summarize elements of the vision as the Major Building Blocks of a Learning City and three steps laying out the needed fundamental conditions. The left side of the pediment at the top is “Individual Empowerment and Social Cohesion.” Get it? The collective is what empowers the individual, even if it is only an entitlement to basic skills. The right side joining it is “Economic Development and Cultural Prosperity.”

Now would be a good time to remember it does not say Economic prosperity. It would also be a good time to remember that new definition of Culture the Cognitive Anthropologists created set out above.

 

 

 

 

Bottom Up Peace Built By Education From Below Within the Student’s Mind and Emotions

This is the start of a Trilogy where I cover precisely how the Rapprochement of Cultures, Human Rights Education, and Education for Democratic Citizenship as envisioned by the UN entities, make it all the way to your local school, public or private, and your child’s classroom, without anyone recognizing what is really going on. In the materials that back up this and the remainder of the Trilogy there is not a single mention of the International Decade of the Rapprochement of Cultures. As we will see though, RoC fits invisibly with everything being required. In fact, so does fedEd’s recent insistence that a biologically intact transgender boy must have unfettered access to a high school girl’s locker room. It also is a currently undisclosed initiative tied to the likely 2016 Democratic nominee for President financed while she was Secretary of State.

The phrase “Bottom Up Peace Built From Below” is straight from the RoC materials and the remainder of the title fits with how to do it. To show just how long this has been sought in a way that feeds into the timeline in my book Credentialed to Destroy, let’s go back to the Democratic Education book then Princeton prof Amy Gutmann published in 1986.

“Teachers typically resist changing their teaching methods, often on the well-intentioned misperception that their obligation is to impart knowledge, not to develop the moral character of their students.”

What kind of moral character then is the new purpose of education and the schools and so crucial that parents must not be allowed to somehow ‘exempt their kids’? Character that will allow each student to recognize each other as equals “for deliberating and thereby participating in the democratic processes” for restructuring society going forward. That was Gutmann’s vision long before she became President of the Ivy League, U-Penn. The purpose of Preschool to higher ed for her was to create a “common set of democratic values that are compatible with a diverse set of religious beliefs.”

Democratic Education is all about ALL schools helping to “develop the cooperative moral sentiments–empathy, trust, benevolence, and fairness.” She goes on to cite the same John Dewey I cover in Chapter 2 of my book because of his ideal of a school “whose aim is ‘not the economic value of its products, but the development of social power and insight’ pointed to such a morality” in each student.  The presence of such values, cooperative sentiments, beliefs about others, etc are the very learner ‘outcomes’ to now be assessed by schools. How do I know for sure? Last week as part of that Youth Summit and in preparation for the UNESCO General Conference that opened this week in Paris, UNESCO and friends published a rather graphic report Curriculum Development and Review for Democratic Citizenship and Human Rights Education to lay out plans to force EDC/HRE into every subject in every classroom all over the world.

In the bibliography at the end is a cite to a 2014 report called “Teaching Respect for All Implementation Guide” that caught my eye since I had just written the Rapprochement of Cultures post. Found it with UNESCO profusely thanking the US Department of State for “their generous financial contribution and continuous support in the development of the Teaching Respect for All project” that launched in January 2012. Maybe promoting HRE was more important than Benghazi security, but the always italicized Teaching Respect for All was financed and launched by Hillary or her subordinates.

Want to know what its definition is on what constitutes ‘individual achievement’ by a student? In the lead-in under “Part 1-Set of Key Principles for Policy Makers” is the definition that “through education” students will demonstrate the “acquisition and application of awareness, knowledge, skills, and values for the sake of a peaceful society in which individuals treat each other with respect.”

Those are not personal characteristics for students to acquire in addition to math, science principles, historical knowledge, or literature enjoyed for its own sake. ALL school activities are intended to create themes, practices, values, and beliefs needed for “learning to live together as one community.” Amitai Etzioni must be beside himself at what Bill and Hillary have been up to now using their power, influence, and our tax dollars. Remember UNESCO Director-General Irina Bokova and her admission that education was about promoting ‘scientific humanism’?  http://www.invisibleserfscollar.com/decreeing-the-interdependence-of-environment-economy-society-and-cultural-diversity-in-the-21st/

A quote from her at the launch of TRforA (its new acronym) leads off “Part 2-Set of Key principles for Headteachers [Principals in the US] and NGO Managers” that “building respect in and through education [is] ‘essential for promoting a new humanitarianism for the twenty-first century.’”  Yes, indeed, we have the US State Department, under Hillary and President Obama, underwriting HRE globally and quietly in the US to “enable the education system to fulfill its fundamental aims of promoting the full development of the human personality [a term straight out of Uncle Karl when translated into English] and appreciation of human dignity, of strengthening respect for human rights and of delivering a quality education for all.”

In addition to the focus on Competency and values, attitudes, and beliefs laid out in detail in my book as the real Common Core implementation, this HRE mandate gives the rationale for fed ED suddenly determining in April 2012 (just months after launch) that IDEA be read to require PBIS and other positive psychology interventions in all classrooms with all students to avoid stereotyping. It also fits with the push to issue an Executive Order for Positive School Climate in late July 2012 and all the efforts to hype bullying and disparities in School Discipline offenses. Since I led with the transgender mention, let me quote the relevant part of the “key approaches necessary to successfully counteract discrimination.”

“Pupils and students may have multiple cultural, ethnic, and racial backgrounds, or understandings of their sexuality, which means that these forms interact. These attributes are best understood as real aspects of their identities and as attributes that may be open to change or new interpretations. Pupils and students have a right to self-identify with cultures, sexualities, ‘races’, genders, or ethnicities in ways that feel authentic to them. The authenticity of one’s identity should never be dismissed or seen as insignificant.”

That is the philosophy driving the fed Office of Civil Rights and it is straight out of the HRE we financed. If they have a copy, so should we, but since UNESCO links are quite unstable you will notice I just give titles. Education now, apparently from little tykes on, is actually about “strengthening mutual tolerance and cultivating respect for all people, regardless of colour, gender, class, sexual orientation, national, ethnic, or religious orientation/identity.” TRforA targets “learners of 8-16 years old, and aims to build curiosity, openness, critical thinking and understanding among youth learners, thus equipping them with awareness, knowledge, and skills to cultivate respect and stop discrimination on all levels.”

Even if it takes false narratives or the kind of manipulative mental framing put out last week with regard to STEM. http://www.frameworksinstitute.org/k12-stem-learning.html If you are like me and rather drenched in facts and logic, we can notice that what is an accepted identity and beliefs is not for everyone, especially high school girls unable to mentally cloak a boy’s visible genitalia in the assurance that only social constructions matter. If anyone hopes the reference to ‘critical thinking’ leaves some subject matter intact, the very use of the phrase ‘critical race theory’ and ‘pedagogy’ makes it quite clear how intolerant tolerance intends to be.

“Curricula must dedicate time to sensitive issues, such as discussing stereotypes and recognizing injustices. They must take a reality-based [I can hear some of you snickering from afar] and relevant approach, which recognizes groups’ histories of suffering and marginalization, and provides learners with the critical skills to react to discrimination.”

I am guessing this is where perceived Microaggressions and White Privilege come in and I am supposed to feel bad about being a bookworm when I was younger or teaching myself to read. I actually think that “Curricula should fully incorporate education to fight racism, xenophobia and discrimination at every level, rather than teaching these lessons as separate subjects” may do quite a bit to bring back what was called the Generation Gap decades ago as older adults wonder why young people are becoming such ignorant, self-righteous twits. We may never see the phrase a ‘Whole Child emphasis’ the same again after reading another key approach that “Going beyond cognitive skills, curricula should equip learners to learn about the issues as well as empower them to act in response to racism and discrimination. Learners need to receive training in conflict resolution and in speaking out against social injustice.”

We are all going to need training in conflict resolution if we have to listen to young people deliberately educated to feel both slighted and empowered to transform an existing world they neither understand accurately or appreciate. Since only quoting the Implementation Guide’s key approaches can reveal the true horror of what is intended in the name of school transformation and student success to be appreciated, here’s another: “A fundamental commitment to create an emancipatory culture of schooling that empowers all pupils and students. This includes practices that allow pupils and teachers to work together to acquire, analyse and produce social and self-knowledge.” And we wonder why we keep being told the change to a competency-based emphasis is needed to be ‘internationally competitive’. That’s a framing that works and explaining the true purpose would likely send us all into a frenzy.

I mentioned the “Curriculum redevelopment” paper release last week  so let’s close with some of the aims it was also up front about. “The wider aim of EDC/HRE is the establishment of sustainable and participative forms of democracy based on respect for human rights and good governance.” Those human rights principles are described as “non-discrimination, inclusion and participation, and the rule of law.” That’s an affirmative, anti-individualistic view of the rule of law http://gluna.wildapricot.org/resources/Human%20Rights%20Day%202014 /The%20Rule%20of%20Law%20in%20the%20Universal%20Declaration%20of%20Human%20Rights.pdf  that is necessary as Harvard Law Prof Mary Ann Glendon described it so that “human affairs are not forever destined to be determined by force and accident, but that they can be affected to some extent by reason and choice.”

Mary Ann is one of Amitai Etzioni’s favorite law profs for obvious reasons. Remember how my Chapter 7 pointed out the real Common Core implementation was all about changing values, attitudes, and beliefs? Remember how that is what learning now means as well? “Efforts to promote EDC/HRE involve the development of dispositions, extending beyond knowledge and skills to include behaviours and actions. research has shown that such dispositions are fostered through participatory and learner-centred teaching and learning processes…” that would be the real reason lectures and textbooks have to go.

Somehow I am sure the now ubiquitous explanation of the antiquated ‘factory-model’ of school is just another group-tested framing meme to alter prevailing behavior without opposition.

See you later when we take on Part 2 on how this is all coming in now and invisibly.

 

 

Rapprochemont or Civilization Surrender? How to Force Global Solidarity Starting with Preschool Education

In case anyone wonders how that UNESCO Roadmap to the Global Action Programme even came up in a discussion of what might be applicable in your neck of the woods, the just-ended Connected Educators Month touted that Youth Summit in Paris last week. Anyone unaware of CEM might want to know it ties to fed ED, virtually all the ed trade and professional groups, and the tech companies involved closely with the to-be-required digital learning. Poking through that Youth Summit and its materials taught me quickly that there is an EDC/HRE global initiative. That stands for Education for Democratic Citizenship and Human Rights Education and it declares the “decisive role of school in shaping the young generation, transmitting cultural, moral and civic values and creating the premises for new social change.”

Initially I had written “wanted us to know” but let’s face it, none of these planners, summit attenders, UNESCO or OECD employees, etc, actually plan to tell us anything. We were certainly not going to be told that preschool through high school needs to provide a “shift in mindset and social responsibility” to deal with the peoples and cultures of the world and that this “holistic approach to rebuilding and reconciliation” and “integral human development”  cannot “be achieved effectively without unhinging the idea of nations and cultural communities from the nation-state.” And we wonder why APUSH does not want to glorify American exceptionalism or our Founding Fathers and is now promoting the concept of Dialogue around an Interactive Constitution.

Those were quotes taken from something else being kept quiet from us that was promoted in a session at the Youth Summit called “Mobile Cultures for Dialogue” that announced that in 2013 the International Decade of the Rapprochement of Cultures commenced. Think of that name as you look at the hordes now from Syria or North Africa in Europe or the arrivals in the US from Central America or the resettlements of Somalis and others from certain parts of Africa. Yes, all those migrations/invasions, depending on your perspective, do appear to be a part of the UN’s Post-2015 plans for all of us. UNESCO has now put up a Summary from its first Expert Meeting held March 24-25, 2015 in Paris to create a framework to implement the RoC agenda.

I know everyone will be shocked, shocked, not that there is gambling going on in Casablanca, but that UNESCO views “Citizenship education in a plural and interconnected world” as the means to implement this agenda. “Key message to be instilled: Human values drive a dynamic process to develop responsible citizens.” Apparently citizens who have divorced themselves from fealty to that evil nation-state. Before we examine what is coming at us unbeknownst and without our approval in the present, let’s go back to an interview Amitai Etzioni gave in 1999 that was uploaded by the University of Goettingen in 2013. Not only is Germany the destination of choice for these Migrants in search of a cohesive society to meet their needs, it, like the US, also appears to be Ground Zero for finally bringing the Active Society into fulfillment.

Since we all love a good confession from the politically connected, let’s just listen now to these past declarations of intent and methods of choice. “I was very connected to cybernetics. So the social cybernetics [science of control, remember?] which I tried to develop stated that one of the four conditions for successful social change is the support of the people. Therefore it was not a top-down concept. [or must not be perceived to be since we have tracked to the UN and the OECD]… Because the good society is communitarian [people] believe in shared virtues…you need true participation to set new mores…eight months is not a very long time for reaching shared understandings.”

Although media can help and UNESCO and Etzioni both have called on it to do so, education remains the primary tool for creating these values of solidarity and all this must be done at the local level as early as possible. Last week two papers came out in the US seeking to accomplish precisely what the Active Society needs and the UN entities and the OECD all want. https://cdn.americanprogress.org/wp-content/uploads/2015/10/30051800/StandardsAlignment.pdf is tied to Etzioni as one of its co-authors is a JD/ Masters in Ed Policy candidate from GWU. Now that’s how you get to both recommend transformative practices for education and also create the legal mandate to make it bindingly so. Just what the Active Society and UNESCO recommend.

Doesn’t everyone want Standards for Nonacademic Skills that cover Preschool through Third Grade and start with Sharing, then “self-control, and then “building relationships with peers and adults.” Fits well if the community and collective action, instead of the individual, is to be the required means of political action. Notice too that the Early Learning Outcomes Framework was changed in June 2015 to add ‘perceptual development’ for the little tykes and to delete ‘general knowledge’. Might get in the way of pitching all these false narratives.

The Achievement Gap Institute at Harvard wants to move “Beyond Standardized Test Scores: Engagement, Mindsets, and Agency” http://www.agi.harvard.edu/projects/TeachingandAgency.pdf that in the name of Excellence, Effective Teaching and what will be measured to keep jobs, and Equity manages to make the new classroom focus creating the very kind of personal characteristics needed so that everyone feels their responsibility to others.

Since not everyone is as click happy as I am when I see a link, please notice that the cited mindset scholars network combines Growth Mindset, Grit, Perseverence, and Civil Rights expectations as a matter of law into what is slipping in there. Clicking further we find the National Mindset Study that is funded by Carnegie and is involved with the “brain’s ability to restructure itself” and for the students “to internalize those messages [provided] via writing exercises.” Ding. Ding. Ding. So the human brain will neurologically restructure itself over time in response to manipulative reading and writing exercises. This is thus a known way to create false beliefs and acceptance of carefully cultivated narratives that promote social and political transformation.

Etzioni wrote about the need for ‘authentic consensus’ and spoke of the need for the bottom-up support of the people and this is how it gets created. Early Learning Standards wanting to target Perception and social and emotional learning. That Harvard study seeks to focus on developing student’s ‘purposeful initiative’, Why does that matter? Because that bridges the gap between what the students have internalized as values and beliefs about the world and motivating them to act to change the world. That’s what now constitutes Effective Teaching. It’s not about knowledge. It’s about cultivating the beliefs, values, attitudes, and behaviors needed to either push for, or go along with, transformative social change.

Now we can go back to the Rapprochement of Cultures, which oddly enough is being financially sponsored by the same Saudi Arabia with no desire to take in any of the North Africa or Syrian refugees. It is formally sponsored by Kazakhstan, one of the world’s most notorious dictatorships, which is rather a tip off that this agenda is actually not about a goal to “enhance dialogue between cultures based on dignity, tolerance, and respect.” It’s only certain cultures, religions, and beliefs systems entitled to such deference and respect. For an idea who, we can look at the backgrounds and previous initiatives of the invited experts listed at the back of the summary or we can see what President Obama, Jeh Johnson, and a Merkel spokewoman said here http://linkis.com/dailycaller.com/2015/de8UL

When I originally outlined this post I actually mentioned a Tripod of needed false beliefs and narratives that this Rapprochement plans to push that refuses to listen to any facts, no matter how provable they are. Before I knew the background of the ‘experts,’ it was clear this initiative intended to impose a one way Affirmative Claim against the West to protect certain cultures and religions and to provide endlessly for any adherents that managed to physically make it within the borders. If you wonder why I went back to the Etzioni quote on not being top down, Recommendation # 6 calls for “ensuring civil society [Etzioni's preferred term] is paramount in recognition of their pivotal role in transforming social norms, attitudes, and behavior, as well as nurturing peace from the ground up through promoting positive principles and ideals.”

That’s what those two cited papers do from just this week. It’s what the new required PBIS, Positive School Climates, and Restorative Justice practices do. Since Harvard and the state of Massachusetts are listed partners, and the location of, the UNESCO/OECD Center for Curriculum Redesign created by Charles Fadel, it is very unlikely that the paper is not part of the RoC vision for the “creation of a sustainable, socially-cohesive society.” If anyone thinks I am somehow just trying to pull at the heart strings by tying terrible visuals of the hordes in Europe or crossing the Mexican border to the education agenda, Common Core, and competency based education, let me close with a few more quotes. Not my bolding.

” 7. Promote the respect for the inherent human dignity of migrants, refugees and asylum-seekers and enhance societal understanding of their value and contribution [to, sic] the impalpable dynamics of ideas and in enabling the rapprochement of cultures. Achieving a better balance between migrant rights and duties could result in peaceful coexistence and cultural diversity.”

Notice that ‘could’ because UNESCO is granting a human right to come anyway and an obligation for us to provide and change our existing culture via ‘quality education’ to change prevailing beliefs and values. Notice that the Rapprochment, said to be the biggest initiative UNESCO has ever undertaken, is intimately tied to that physical presence in nation-states that are no longer to have border or cultural primacy themselves. Now as I finish think of the NEA and their CARE Guide and the Southern Poverty Law Center and its Teaching Tolerance initiative that teachers are being taught to implement as part of the Common Core training.

” 8. Strengthen existing and nurture new forms of global solidarity, including through the media, which foster mutual understanding and tolerance, and counter hate speech, racism, xenophobia, radicalization, violent extremism and genocide. Voices of tolerance must be stronger and they must be better supported to maximize impact and reach.”

Education under RoC, that is in fact coming to your local schools with the force of law, “can be a means to resist and overcome political forces, in particular, identity politics that seek to counter pluralism within self and society.” Got that? Only a bigot would refuse this RoC agenda. If you think the hostility to existing nation-states is just in one place this is how Rec #2 ended:

“Social responsibility with respect to safeguarding and promoting culture also needs to be extended beyond the realm of the nation state in favour of its universal value for humanity.”

I am not jingoistic nor bigoted, and I did not go looking for this agenda of Rapprochement. It has a trail that leads to fed Ed and others involved in what goes on locally.

We no more have an obligation to ignore this Suicide of the West by Menticide than most of us would ignore the assassination of Archduke Ferdinand and his wife if we could stop it by speaking up.

So I am.

Obscuring Coercive Control and the Active Society Launch: Heralding Lethal Arrows as Rays of Light

To appreciate just how much our beliefs guide our perceptions and actions, let’s assume that we know something is coming at us in the sky, but we cannot know precisely what until we are at risk. At that point it may be too late to duck or put on armor and use a shield. Safety requires we make assumptions beforehand. If we are fully armed, we risk deflecting truly helpful rays of light. If we believe nothing bad can happen, the lethal arrows can slay us while we remained unawares until the last moment. Perception matters, especially when the expressed desire is for wholesale social, economic, and political change without any recognition in time. To avoid timely and effective resistance, the architect for the global transformation blueprints to what was described in 1968 as the Active Society, sociology prof Amitai Etzioni, insisted on a need to “rely less on direct coercive control.”

Control needed to be indirect and out of sight and especially embedded in situations where its presence would be binding but unappreciated. I wrote Positive School Climate in the margin of the book at that point and administrators insisting that all classrooms use Restorative Justice Practices as part of an obligation to practice positive behavior tenets. It’s coercive and intended to control future behavior. Desired attitudes, values, and beliefs get practiced until they become unconscious Habits of Mind, but what parent would be tracking at this level? What lawyer would follow the statutes, regulations, orders, and case law declarations to figure out the binding template if they did not have a school district for a client or work in the public sector? It was a good plan, but what is created to be binding has threads that can be followed authoritatively.

To anyone who has ever called me a conspiracy theorist, I do not theorize, except in my kitchen when I am winging a recipe. I am, however, a very able Tracker of Openly Declared efforts at Colluding to use Political Power to bind people and places against their will to a vision of the future. Here we go again describing events that have occurred within the last week that have kicked the creation of the Active Society into high gear. Professor Etzioni wrote that the Active Society, in order to sell the necessary collectivism, would need a guiding vision. He asked “which creeds have sufficient transcendental force to overcome tribalism?” Tribalism had nothing to do with the Apache nor is it an excuse for a casino in a non-gambling state. Tribalism was a belief that the pertinent community to which a moral obligation of care and meeting needs was one’s family or at most the nation-state.

That was unacceptable during the height of the Cold War, when Professor Etzioni sought to make the moral community the entire globe–all of humanity. Education needed to become about creating values that would extend to “all men” and creating an authentic consensus around the need to act to create the desired transformations–locally, sub-nationally, nation-states, and then globally. This is the so-called Third Way superseding both capitalism and socialism and last week the transition began in earnest. For once, let’s move chronologically. On Thursday, October 22, the OECD released “Schooling Redesigned: Towards Innovative Learning Systems.” It launched with this rather graphic admission of transformative intent:

“In the past, education was about teaching people something. Now it is about making sure that individuals develop a reliable compass and the navigation skills to find their own way through an increasingly uncertain, volatile, and ambiguous world…how well education systems develop knowledge, skills, and capacities and of what kinds, is increasingly centre stage in public debate.”

I am not sure using duplicitous terms like Rigor, Higher Order Thinking Skills, Student Growth, or College and Career Ready is what I would call a center stage debate. I would call it an attempt to declare something to be the subject of consensus when it would not be at all if the true goals were accurately described. Remember that the useful Authentic Consensus can be as false as can be if the point is for defenses to be down as the lethal arrows approach. I cannot cover the whole report but number 6 of the 7 Learning Principles laid out for this vision of coordination among “global and local players” was to use assessments that had formative feedback mechanisms to create the desired knowledge, skills, capacities, and values. Number 7, by the way, was “promote horizontal connectedness across learning activities and subjects, in and out of school.”

That is one way to describe guiding the student’s perception of the real world and how it works. Let’s move to Friday’s news dump with the White House and fed ED announcing a November summit to redesign American high schools. That is the day after the OECD Redesign Schools paper and several weeks after UNESCO released, on September 29 just after the official approval of the Post-2015 agenda at the UN’s opening, a vision to guide the redesign of secondary schools globally. Called “Unleashing the Potential: Transforming Technical and Vocational Education and Training,” TVET in all schools and for all students “must be the master key that can alleviate poverty, promote peace, conserve the environment, improve the environment, improve the quality of life for all and help achieve sustainable development.”

TVET will go wonderfully with the WIOA federal legislation on July 2014 that no one still wants to talk about, even as the State Plans come due within the next several months. The required local workforce boards, development around sector strategies, and which groups are in line for special treatment also dovetails with the TVET/UNESCO vision. Probably not coincidental that UNESCO calls for A Shift in the Development Paradigm and cites Amartya Sen who in 1989 helped Amitai Etzioni found the Society for Advancing Socio-Economics going forward. Sen’s approach is declared to be the UN’s approach to rejecting the “economic and material view of development that dominated the past century.”

This more “holistic and humanistic view of development…presented human development as a process of enlarging people’s choices and enhancing human capabilities and freedoms.” One is not free, in this view, if one’s needs are not being met and this TVET reimagining of high schools and call for planned economic development is all about economic justice and social equity for all. Now it is Saturday, October 24, and fed ED has embargoed its Testing Action Plan for release at noon that day. Since I am pretty sure that timing was not to provide reading material for bored football fans with long drives ahead, it appears to have been timed to make it to the Sunday edition of the New York Times. The Times hyped it as directing states to stop overtesting.

http://blogs.edweek.org/edweek/campaign-k-12/Assessment%20Fact%20Sheet.pdf is the actual plan and as you can see, it calls for the very kind of formative assessment that the OECD laid out as the desired mandate for School Redesign two days earlier. The Plan, of course, also limits states from much testing of substantive knowledge anymore and thus prevents much chance of a well-stocked mind of the sort UNESCO began criticizing back in 1968 (two posts ago). How are these federal ‘guidelines’ for contextuating what must go on and doing it at the local level? Global mandates coming out of the UN and the OECD and being put into place by federal directives of what is desired, but unappreciated because of the slant of the news coverage even for those with some awareness.

I could say on Sunday the political authorities rested but apparently GEFF advisor Tom VanderArk was busy tweeting that a 2014 paper called “Accountability for college and career readiness: Developing a new paradigm” fit the fed’s Testing Action Plan perfectly. It, too, was all about formative assessment of meaningful learning (likely to guide perception and future behavior) and using activities that would help create the desired perceptions, knowledge, skills, values, and capacities that would create a likely motivation to act and act as  desired. These get called ambiguously assessments for learning. Notice that the fed’s action plan gives no parent any right to see all the data flowing from all these to be required formative assessments. Also notice that the NYT story I saw admitted that the Common Core initiative was really about specifying desired ‘skills.’

We are up to Monday, aren’t we? I was planning to write about all this dovetailing and how it fits with the launch of the Active Society and the reengineering via education of people to be the malleable desired systems yesterday. Then I discovered that October 26 was the opening in Paris of UNESCO’s Youth Summit to follow through on the “UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development.” Another lost invite where we could have cruised the Seine. That Roadmap opened with this chilling confession of what is really intended:

“Political agreements, financial incentives, or technological solutions alone do not suffice to grapple with the challenges of sustainable development.. It will require a wholesale change in the way we think and we act–a rethink of how we relate to one another and how we interact with the ecosystems that support our lives.”

Now who needs to theorize about global conspiracies with these kind of explicit confessions?

I will cover the implications of what is going on this week in Paris in the next post.

In time hopefully for us to take precautions against what are clearly lethal arrows.

 

Quoting Che Guevara and Importing Personalizedategic from Russia Seems Odd for a Cold War Victor

Buckle Up. Once again we are being played now in a way that fits the Blueprints from decades ago. Let’s look together so we can shield ourselves and our children from the deliberate assaults on our very Consciousness. In the last post, when I chose the “Incarcerated by their Minds” quote, I knew it fit with the expressed goals for what a Whole Child emphasis and Student-Centered learning were really designed to do. What I did not know yet was that ‘Consciousness as a Prison’ that needs to be broken out of was a favorite metaphor of many of the New Age writers and Systems Thinkers we have encountered. The 1968 SRI study we began looking at in the last post recommended a 1978 book New Age Politics: Healing Self and Society. In a Chapter on how to see through to the prison, it laid out what needs to change and why as follows (my bolding and comments in brackets):

inner structures, to deep-seated changes in states of mind, points of view, custom and routine, personality and consciousness…this is the level where the Six-Sided Prison can be found.

This third level of history isn’t impossible to change; but it is the hardest to change. It is…a ‘transformation of culture so large that it isn’t an event any more.’ No wonder most political activists have chosen to ignore it! [but not education, sociology, psych, or poli sci profs].

And yet–and yet–if it’s true that governments and economic systems determine the nature of events, as the Marxists say, then it’s also true that the third level of history determines the nature of the governments and economic systems, and the context, the atmosphere, the quality of events. [Remember the omnipresent PBIS and Positive School Climate with only the rationales varying].

If we simply ignore the third level of analysis until ‘later’ we’ll end up with no social evolution at all, in any deep sense. And we may end up with a stronger Prison.”

I mentioned the Cold War, a theme I developed extensively in my book, but Mark Satin in 1978 cited that Alexander Solzhenitsyn and the other Russian dissidents were actually pushing a “material limits to growth” and “calls for political and economic decentralization” that sounds much like what the UN is now calling Localization per the last post. Turns out someone has planned a Local/Global spin for a while because Chapter 16 of Satin’s book was called “Localization: Celebration of Diversity” with a vision for community-based decision-making that could be something Amitai Etzioni, the Ford Foundation, or the Brookings Metropolitanism vision would call for today (because they are). The Russian component of the New Age Politics book ended with this vision–

“Once understood and adopted, this principle diverts us–as individuals, in all forms of human association, societies and nations–from outward to inward development…”

There’s  a rather constant drumbeat for this now apart from all the social and emotional learning and restorative justice practices in schools and classrooms we have looked at. This is bigger and from every direction as adults and all institutions get targeted. Last Thursday I was at the “Wisdom, Moderation and Opportunity” put on by an Atlas Network affiliate, the Georgia Public Policy Foundation, with speeches with ties to other Network members. The Luncheon Keynote Speaker, Arthur Brooks, president of AEI, insisted that to be a Conservative required having the Heart of a Servant. A true, little c conservative, would probably know from history that telling people what must motivate them is authoritarian, not conservative. Those systems thinkers we met in the September 28 Menticide post pushing how to force Creative Altruism into future human personalities would have loved that speech.

Call it Conservative and then describe a long-pushed Progressive, Internationalist, or Communitarian Idea seems to have been a common theme among speakers. From citing constantly an obligation to meet people’s needs and aid their well-being to the audience hissing when a questioner asked Nevada legislator Scott Hammond, about the actual student choice in his touted “near-universal Education Savings Account legislation,” there was a decided emphasis on a vision of the future that fits perfectly with what Uncle Karl called the Human Development Society. Which is fascinating timing as Friday, the Great Transition Initiative (has a tag as I have previously tied this to the OECD and what the PISA assessment is really driving) released this jaw-dropping paper.  http://www.greattransition.org/images/GTI_publications/Foster-Marxism-and-Ecology.pdf

If I covered everything in that confession that tied to these various programs and education initiatives I have been describing, it would turn this post into a book. Instead, let’s go to the section called “The Great Convergence” and remember the Re-Imagining Education link from two posts ago from the Bipartisan Convergence Center. In the GTI link we are told:

“Development, particularly in the rich economies, must assume a new form: qualitative, collective, and cultural–emphasizing sustainable human development in harmony with Marx’s original view of socialism. As Lewis Mumford argued, a stationary state promoting ecological ends, requires for its fulfillment the egalitarian conditions of ‘basic communism,’ with production determined ‘according to need, not according to ability or productive contribution.’ [Footnote is to Marx and his Gotha Programme book].

Such a shift away from capital accumulation and towards a system of meeting collective needs based on a principle of enough is obviously impossible under the regime of capital accumulation. What is required, then, is an ecological and social revolution that will facilitate a society of ecological sustainability and substantive equality.”

That agenda is the UN’s Vision 2030 and Sustainable Development Goals that our political leaders have already signed us up for. They are not citing Marx or basic communism, at least to us, but this is the grounding nevertheless. As Foster admits “In this Great Transition, I believe socialists will play the leading role, even as the meaning of socialism evolves” [Required Heart of a Servant, perhaps?] as we all are shoved, with deceitful definitions and government programs no one tells us about, for “establishing more egalitarian conditions and processes for governing global society, including the requisite ecological, social, and economic planning.”

Existing inequalities and hype over Climate Change then are just excuses to plan and tell most of us what we can be and what we must do. When the Frameworks Institute last week put out a report “Talking Human Services” http://frameworksinstitute.org/assets/files/humanservices/nhsa_mm_final_2015.pdf , they intended to reframe prevailing perceptions in ways that fit with this desired communistic Human Development Society. They simply left that part out of why something is ‘desirable’ or not. The Notorious Che Guevara comes into this vision because of a 2008 speech John Bellamy Foster gave in Australia that was published as http://monthlyreview.org/2008/11/01/ecology-and-the-transition-from-capitalism-to-socialism/

Foster made it clear that the emphasis, per Che, would not be economic development but on the “need to develop socialist humanity.” That’s the part the UN leaves out when they tout Human Development as a goal. It means “a revolutionizing practice that revolutionizes human beings themselves.” When the Georgia DoED speaker stated that PBIS and Positive School Climate were not going away, he meant that the entire emphasis of school, starting in preschool, has changed. Social and emotional learning are not add-ons. The mandated shift is this revolutionizing process that targets ‘inner development,’ internalized images of how the world works, and appropriate future goals.

The obnoxious audience response to a heartfelt attempt to bring pertinent facts to the sales pitch of School Choice was a reminder to me that the current head of the cited ESA designer–the Friedman Foundation, Robert Enlow, is just one of a myriad of figures who keep popping up with ties to Seattle Pacific University. Others were Richard J Spady and Richard Kirby. (Civilization Building Leadership and the UNESCO-tied ed vision Nurturing Civilization Builders) That latter book cited a Tatyana Tsyrlina who is now Tsyrlina-Spady and an adjunct at SPU. In 2009 she started the Russian-American Education Forum, an online journal that first came up when I was looking at Arizona charter schools. It can be read in English or Russian, which means odd words come up like Personalizedategic.

I am quoting in particular from the November 1, 2010 Newsletter http://www.rus-ameeduforum.com/ but any of the newsletters describe a supposedly Russian vision for education that is being implemented in US schools. It explains the reasons for the task emphasis that figures so prominently in the actual Common Core implementation (Chapter 7 of my book) and also the real rationale behind “student-centered learning.” As students master each task, it “has some personal meaning for each of them.” Remember inner development? Well, the Russians do because they give us the reason for Rigor and assessments where there is no single correct answer.

Under “Personality-developing model,” we finally learn that “Personality development is possible only when a student’s level of knowledge and skills cannot meet the requirements of a given educational situation.” This gap then pulls a student’s “needs and motives” into play and forces the student to “exercise introspection and stimulates their self-reflection.” The “self-reflection is a primary contributor to personal development” and gets at the inner dimension–”the inner learning process, and its interconnected structural elements” consisting of “students’ activities, personal experience, and self-reflections.”

This Personality-Development model “helps students accumulate necessary skills and experience related to self-realization, self-organization, self-regulation, self-control, and self-management.” It sounds just like what the CCSSO is calling Competency-Based education in the US and what UNESCO calls the same thing globally in English-speaking countries.

It also “forms and develops personal values and has a strong effect on both intellect and motivation.” Sounds like everything our transformational social engineers need, so what’s Personalizedategic? That’s the final model that relates to the real world and remembers that “one of the main objectives of education is to prepare students for future adult life.” Sound familiar? It also explains all the various Redesign of High School initiatives. How about “the teaching process should include a system of interconnected, complementary situations that stimulate students’ personal development and challenge them to design key life strategies.” Now remember, this is translated from Russian into English in what could hardly be a better vision for mental disarmament of a once, and maybe future, foe.

Examples of life strategies are “choosing future profession, choosing a college, or realizing personal plans. Strategies are most likely successful when students know how to identify and utilize their personal traits, I-concepts, and real life situations, for the promotion of their success in the real world.”

Big shifts in the nature of education. Revolutionary shifts. Every one of these shifts targeting inner development gets hidden by terms like College and Career Ready, Student Growth, Every Child Achieves, and Success for All.

Now look at everything the UN is pushing and the events in Iran and Syria and think about what Putin knows about the true nature of the Cold War and how to invisibly overwhelm a population without firing a shot.

No wonder he is so cocky and chose to come to New York City in September for the final rollout of what has been building up for so long.