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.


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.



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.




Menticide: Deliberate Targeting of Our Frame of Orientation for Examination and then Assault Via Education

One of the primary creators of Systems Science and thus a behavioral science pioneer was a biologist, Ludwig van Bertalanffy. He was very involved in reconceptualizing K-12 education in order to implement research coming out of what he called the “emerging psychology of man”. He also called it “a new science of man or general anthropology.” This new type of ‘education’ and new ‘science’ views “man as an active personality system.” Please note that the Workforce shift in purpose I covered in the last post would require that activity emphasis in all K-12 schooling. Not coincidental in the least. In 1966 lectures, Bertalanffy described Menticide as follows:

“If a population is manipulated in the right ways, it cannot transmit, to coming generations, values and freedom it has lost itself; and this is precisely what psychological manipulation aims at and has widely achieved.”

He should know since not only was he a fellow at the Center for Advanced Studies in the Behavioral Sciences in Palo Alto shortly after it was created in the early 50s, but he was also a presenter at a 1957 conference on “New Knowledge in Human Values” held at MIT. Organized by the Research Society for Creative Altruism, it resulted in a book edited by famed, or notorious Humanist Psychologist, Abraham Maslow. Shortly after that book came out the NEA hired Maslow and his associate Carl Rogers to develop the new K-12 education vision we covered here. http://www.invisibleserfscollar.com/psychological-approach-to-a-humane-politics-restructuring-the-west-quietly-and-effectively-via-ed/

In order to be able to spot the same vision implementing this desired ‘science of man’ in subsequent education ‘reforms’ we have to truly understand what was sought at conferences we were not invited to, even if we could get around the technicality of not being born yet. That’s what old books are for. Professor Robert S. Hartman also spoke about creating a ‘moral science’ and a ‘science of values’ by controlling the meaning people associate with words and images. As we read his intentions, let’s just imagine how much fun he would have had with his social engineering desires with access to today’s Digital Learning mandates, where the Images are controlled and dramatize whatever the creator desires for students to believe.

In the kind of naivete and hubris that can be hard to read in hindsight, Hartman said that “as natural science has changed the world, so moral science, once it is developed and fully known, is bound to change the world.” In fact, he believed that “There will come a time when the problems and conflicts that now plague us will be as forgotten as the tortures of the middle ages and the clubs of the cave men.” Talk about famous last words.

Hartman explained how the moral science principles “puts the spine in democratic ideology” and would be the “future science of moral humanity.” If it reminds anyone else of where the lesson plans for the UN’s Global Goals and the linked video for the World’s Largest Lesson from the last post are going, there’s a reason. Hartman related that he had written a report to UNESCO’s International Institute of Philosophy on the development of this value theory “over the last five years (1949-1955).”

I am asserting that the “worldwide intellectual potentiality” is still what is being carried forward by the Systems Scientists like Ervin Laszlo or Bela Banathy and embodied into K-12 via misunderstood terms like Excellence, Outcomes Based Education, Competency, and what GEFF is peddling. Another conference presenter, Erich Fromm (a member of the Frankfurt School of confessed cultural Marxists and transformational social scientists. See Tag) lectured on “Values, Psychology, and Human Existence.” In one of those jaw-dropping epiphanies that brings together so much, Fromm stated that such a human science would first change values. Then it would need to be able to get at–assess would be a good description for what is required–and then alter what he called “man’s frame of orientation.”

That single phrase so thoroughly captured precisely what all the actual Common Core/ Competency/21st Century Skills implementation is now pushing and has been since at least the 60s. I even used one of my very favorite bookmarks to mark the page. From APUSH “Conceptual Frameworks” to Social Studies ‘lenses’ to Cross-Cutting Themes and Core Disciplinary Ideas to Enduring Understandings and Whole Child, everything targets a student’s Frame of Orientation. Growth Mindset being required and exalted is just a way of insisting that the orientation and its frames must be malleable to the Learning Experiences supplied. When listening to the World’s Largest Lesson video or all the Climate Change hype, remember that Fromm told us that “even if man’s frame of orientation is utterly illusory, it satisfies his need for some [internalized mental] picture that is meaningful to him.”

No need to wonder now why relevance, real world applications, ties to “authentic local and global issues” and “assessment primarily concerned with providing guidance and feedback for growth” are the new required focus for K-12 education.  http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_Teachers.pdf that is now being used for teacher professional development is just full of confessions on what teachers must be doing to the students so that they internalize what Fromm called a Frame of Orientation that will guide their future behaviors and perceptions. I especially liked page 27′s insistence that “the teacher understands critical thinking processes and knows how to help learners develop high level questioning skills to promote their independent learning.”

Apparently a neurologically embedded, deliberately created, and manipulated Frame of Orientation fosters independence and autonomy in this Orwellian vision of the future where Unknown=Independent. How does this creation occur? Why “the teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful learning experiences.” There is an crucial confession here in this “Application of Content” vision. School subjects now exist in order to be the means for instilling the desired Frame of Orientation. Then students collaboratively practice projects and tasks until the new values and beliefs are locked in place at an unconscious level. “The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local and global issues.”

That emphasis fits perfectly with the World’s Largest Lesson, but even more so with the UN’s expressed plans to use data, like a student’s frame of orientation and values, to also restructure the world’s economic, social, and political systems. To a UN bureaucrat, too many politicians, and most education administrators these days we are ‘systems’ to be redesigned with data. So apparently is everything else involving people. That is what the meeting in New York is about this week and the 15 year commitment where no one gets left behind that president Obama signed us up for is actually not really about stopping malarial deaths from mosquitoes. http://www.undatarevolution.org/wp-content/uploads/2014/12/A-World-That-Counts2.pdf is the blueprint that confesses:

“It is up to governments to put in place the rules and systems to realise this vision, working with domestic stakeholders and in the multilateral system, at regional and global levels. Governments, through the legal systems they enforce, are the ultimate guarantors of the public good.”

Because it worked out so well for all of us when in 1928, governments signed on to abolish war. In more utopian hubris:

“it is governments that can balance public and private interests and create systems that foster incentives without creating unacceptable inequalities, adopt frameworks for safe and responsible use and manage the international system that can transfer finance and technical expertise to bring the least informed people and institutions up to the level of the most informed. And it is governments that are elected to respond to citizens on their choices and priorities.”

Mercy me, somebody spent way to much time absorbing theories and not enough time learning genuine history and its constants. Now wanting to be Pollyanna instead of looking this awful overreach straight in the face for what it plans, let’s assume this paper gets dismissed as merely “the UN” and president Obama will be gone in 15 months anyway. In 2012, the National Science Foundation created http://www.nsf.gov/cise/aci/cif21/CIF21Vision2012current.pdf establishing a Cyberinfrastructure for 21st Century Science and Engineering and we and our various ‘systems’ are what need to be socially reengineered. In 2014 grants “Laying the Foundation for Data-Driven Science” were issued. http://www.nsf.gov/news/news_summ.jsp?cntn_id=132880 One of the bolded Data Infrastructure Building Blocks (DIBBs) program is to “drive innovation in education.”

Headed by Ken Koedinger at Carnegie Mellon and funded as LearnSphere, this project is premised on “Educational data holds the same potential to guide the development of courses that enhance learning while also generating even more data to give us a deeper understanding of the learning process.” Whatever the personal intentions of individual professors, LearnSphere is precisely what Hartman, UNESCO, and Fromm hoped to one day have as a cultural tool for transforming human nature. Or at least trying. I am not done yet though. The CIF 21 document compares the kind of human systems data that will now flow from our Cyberinfrastructure to the astronomical mapping of an area of the universe known as the Sloan Digital Sky Survey. The aspiration and intention is “from individuals and communities, to address far more complex problems of science and society than previously possible” and “advance innovation in society.”

One more tie so the inexorable nature of this juggernaut is indisputable. Remember MIT prof Alex “Sandy” Pentland from this post?  http://www.invisibleserfscollar.com/redesigning-education-globally-to-humanize-personalities-and-make0each0one-of-us-more-susceptible-to-peer-pressure/ He is not only involved with the UN groups that produced that What Counts report and many Working Groups, including Education and Workforce Development, to gain implementation at state and local levels. He is also involved in the Kavli HUMAN Project as an advisor.  http://online.liebertpub.com/doi/pdf/10.1089/big.2015.0012 It’s not just a Big Data project to “Understand the Human Condition”.  It’s not just that Kavli used that same analogy to the Sloan Digital Sky Survey. It also seeks to yield “detailed behavioral phenotypes that characterize the myriad ways in which humans express their genetic endowment in different environmental settings.”

And we wonder why Opt Out is to be no longer allowed once a state or district gets “meaningful formative assessments” or why we all need SMART energy meters.

Because we and our children in Preschool through higher ed are to be part of “a discovery dataset that would revolutionize the social and natural human sciences.”

Now I’m done.

Federal Reserve, Texas, and the UN System Usurp Our Children’s Precious Prerogatives Via P-12 Education

So much going on as the cards have to now be laid down. The End Game we saw in the UN’s Ban Ki-Moon’s “Dignity For All by 2030″ global program commences in earnest in our children’s classrooms and in their very ‘desired mental states’.  That latter graphic phrase was used at the March 8-13, 2015 59th Annual CIES Conference held at the Hilton in DC and called “Imagining a Humanist Education Globally Ubuntu!” Take a look at it and keep that phrase in mind as we move through today’s tsunami of disclosures.

Anyone wanting a link between today’s disclosures, GEFF, the UN System, the Common Core, and School Choice can look at all the links laid out in this bio of former Intel Chairman, Craig Barrett, on the Board link of an expanding chain of Arizona-based Charter Schools. http://bsischools.org/about-us/board-of-directors Most links should ring a bell, but it is the co-chairing of the Skolkovo Foundation Council that is behind GEFF and the Re-Imagining Futures Agenda by 2030 with MIT, Russia, and Silicon Valley that brings so much into the same circle with what I have been covering in recent posts.

Plans for Us and our Children is one way to put it.  David Coleman, confessed Common Core Main Architect and now President of the College Board, just spoke at the NYT Schools of Tomorrow Conference about changes to the SAT. He said that there would be no more “SAT-type words” that few children recognized and only showed up in a high-stakes arena. Instead, everyday important words like “analyze” and “synthesis” would be looked at to see if prospective members of the Ideological Elite were interpreting concepts and themes correctly, and showing proper use of the Dialectic, after their years of carefully selected Learning Experiences. This would of course give a final glimpse into the Desired Mental States to see if the youngster merited a slot in one of the higher ed institutions creating the Planners of Tomorrow prepping us all for the 2030 Agenda.

OK, Coleman did not phrase it quite like that but those were the example new SAT words he gave. They do resonate with whether students have developed the desired Worldviews, don’t they? Will they apply the desired strategies and techniques in everyday practice just reeks of something Moscow State or U of Belgrade would have pushed in the 70s to join the Party Elite. The vocabulary word I did not know when I took the PSAT decades ago was ‘usurp’. I came home and looked it up promptly. It means “to take or hold in possession without force or without right.”

Usurp is still a useful word in the 21st Century, but only if accurately describing and conveying to others what is being planned for us and our children, remains a desired goal. It does not fit though with what the Planners want to allow. As we will see, Workforce Readiness is the Euphemism-du-Jour to cover up a prescribed state of deliberate ignorance, coupled to cultivated false beliefs, and overlaid with new communitarian values.

To explain why there is a global call for Competency, let’s look to a 1978 book originally written in Polish by Leszek Kolakowski and translated as Main Currents of Marxism: The Breakdown . Frustrated, his words tell us precisely why ignorance is now needed.

“Human thought developed and produced science by enlarging the area of knowledge that was not subject to arbitrary judgement, thanks to the Platonic distinction between knowledge and opinion, episteme and doxa. This distinction, of course, leaves no room for an ultimate, all-embracing synthesis [bolded by me as a reminder of Coleman's desired new SAT concept of knowledge] in which thoughts, feelings, and desires are merged in a higher ‘unity’. [Alert readers recognize the whole purpose of a Whole Child emphasis and what goes by the euphemism 'Excellence' in education].

Such an aspiration is only possible when a totalitarian myth claims supremacy over thought–a myth based on ‘deeper’ intuition [Deeper Learning--a 21st Century Core Skill], so that it does not have to justify itself, but assumes command over the whole of spiritual and intellectual life. For this to be possible, of course, all logical and empirical rules have to be declared irrelevant…”

Relevance, one of the New 3 Rs. Perhaps instead of declaring facts ‘irrelevant’ they can just be asserted as Inequitable and Not Accessible to All Students, especially given our more diverse 21st Century population. Maybe those logical and empirical rules can be asserted to be inappropriate for a “culturally-responsive curricula and pedagogy” and inconsistent with a Real-Life problem-solving emphasis where a single, unambiguous answer is supposedly highly unlikely. Yes, I am listing many of the explanations for all these shifts we keep hearing, but Kolakowski grasped what is still going on because he lived in such a police state.

“The object [striven for] is a unified body of knowledge which despises such trivial aims as technological progress, and whose merit is to be one and all-embracing. But there can only be such knowledge if thought is allowed to shake off the external compulsion of logic; moreover, since each person’s ‘essential’ intuition may be different from that of others, the spiritual unity of society must be based on other foundations than logic and facts.

There must be some compulsion other than rules of thought, and that must take the form of social repression. In other words, [this 21st Century Learning as I update this 1978 language beyond Herbert Marcuse and the Frankfurt School] system depends on replacing the tyranny of logic by a police tyranny. This is corroborated by all historical experience: there is only way of making a whole society accept a particular world-view…”

P-12 education reforms globally have been created around a hope that there can be two ways to force the acceptance of a particular world-view. That is the reason for the deliberate insistence on ignorance that gets covered up with a variety of explanations. Yet the insistence students arrive at a ‘shared meaning’ and without complaint become merely members of Communities of Learners makes it clear teachers and administrators are expected to have an iron fist within the velvet glove of ‘meaningful learning experiences.’ Now to three exceedingly influential plans driving this underlying tyranny in the classroom.

In 2014 the Texas Association of Workforce Boards created the vision for all P-12 in that state, once again showing why they did not need to participate in the Common Core formally–”The Workforce in Texas: Aligning education to meet the needs of Texas employers.” Is that really why people have children in Texas or choose to move there–to be molded to the desired mental states that meet current employers’ needs? Not the desires of the family or personal hopes and dreams based on a lively, logical mind that recognizes when their autonomy is being usurped and can say so?

I appreciate the explicit nature of that Texas declaration and the reason I know about it is that the US Federal Reserve System, the world’s most influential public-private partnership, whose product we all carry in our wallets and hit the ATMs to use, just published Transforming US Workforce Development Policies for the 21st Century.

https://www.kansascityfed.org/~/media/files/publicat/community/workforce/transformingworkforcedevelopment/book/transformingworkforcedevelopmentpolicies.pdf is the link to the 670 page Warcry to officials and politicians at every level of government to restructure the nature of the political and economic structure in the US, with an emphasis on Public-Private Partnerships. They touted the Texas Statement and especially the vision of economic and community development created by Project Quest in San Antonio, Texas. When the people in charge of a nation’s money supply proclaim Saul Alinsky’s community organizing tactics to be a national model, maybe we have turned quietly into a Police state still hiding behind Euphemisms. Chapter 4 in particular covers the “Connecting Education to Careers in the 21st Century,” which has become the sales pitch, as we have seen, for an education grounded in ignorance and manipulation.

Anthony Carnevale, the lead chapter author, and cited throughout the book, was actually the author of this same vision of education grounded in ignorance, which he laid out in the New Workforce Training Manuals created for the Department of Labor, during the same Bush 41 years when Lamar Alexander was the Education Secretary. The emphasis of those manuals and Carnevale’s various degrees in ‘cultural history,’ ‘social science and public administration,’ and a Public Affairs PhD are detailed in this post.   http://www.invisibleserfscollar.com/anesthetizing-any-ability-to-blow-up-or-contaminate-a-chosen-politically-useful-narrative/

Obviously I cannot cover that entire book in a post although I did read it over the weekend, just like I have read Carnevale’s Workplace Manuals. I wish there was speculation about what is going on or that the Kolakowski quotes were not so entirely apt. Over and over again the book acclaims Congress passing WIOA–the Workforce Innovation and Opportunity Act I have been warning about since it passed (July 10, 2014 post). It gets praised regularly as a “Bipartisan and Bicameral Agreement,” making me wonder what legislation that Congress passes is not Bicameral. Alliteration though bolsters the overall giddiness at the nature of the fundamental transformation mandate.  It also makes it appear that politicians at every level wanted WIOA because this is the vision the private Federal Reserve already had for the American people, society, the economy, and the future generally.

Finally we have a video created to be a part of “the World’s Largest Lesson” to be held globally in classrooms this Friday, September 25. In honor of the launch of the UN’s Post 2015 Sustainable Development Agenda to shift us all towards Dignity for All by 2030, https://vimeo.com/137728737 is the video. http://www.globalgoals.org/pt/2015/09/17/welcome-to-the-worlds-largest-lesson-materials/ is the link to lesson materials already available in ten languages. The video makes it clear that there is ‘plenty’ for all of us and that the world and its ‘systems’ and institutions can and should be redesigned so there is ‘enough’ for all of us going forward. We can ‘share.’

That’s where I want to end because that video and this UN vision can only be attempted in a world of profoundly ignorant or misguided people. As Kolakowski noted, even trying necessitates a police state of power usurping at all levels of government. This is largely hidden though because already prevailing ignorance, false media hype, and these confounding, ubiquitous euphemisms. All obscure the reality lining the Road to 2030 that we keep coming across from every direction.

Ubiquitous-another one of those useful descriptions of reality that the College Board no longer wants students to have access to or practice with.

Manipulating the Human Mind and Personality Via P-12 Education to Engineer Transformational Social Change

Notice how I did NOT write K-12. In most states and countries now, if we do a little digging, we will find early learning standards that put a heavy focus on social and emotional learning. That ‘P’ stands for Preschool, which is apparently where the transformation to new values and a new kind of mind and habits of thinking, must begin. A GERG (General Evolution Research Group) associate of Csik’s, Bela Banathy, and Ervin Laszlo and husband of Riane Eisler discussed in this post  http://www.invisibleserfscollar.com/rigor-relevance-and-relationships-the-new-3rs-to-get-to-a-caring-economics/ , David Loye, was kind enough to explain in a 1991 book that the systems thinkers had a new ‘schema’ for the mind. The mind could be programmed via education to become the “evolving guidance system for each person and for humanity as a whole.” From a book Ervin Laszlo edited called The New Evolutionary Paradigm that was a part of the World Futures General Evolution Studies, Loye wrote:

“Mind in this schema is further defined by viewing our time, the late 20th century, as a pivotal evolutionary dividing point between the dominance of the Truncated Mind and the crucial emergence and spread of Actualizing Mind, in which guidance sensitivities are more fully operative.”

Truncated Mind is a new term for what I have previously nicknamed the Axemaker Mind, but to build on what is laid out in my book Credentialed to Destroy , phonetic fluent reading and traditional Algebra build that Truncated Mind. Critical Thinking as defined now by P21 or Richard Paul, Excellence in education, and Competency help build that Actualizing Mind, even if none of the educators implementing its tenets in the classroom have never heard of GERG,  any of the Laszlos, or David Loye and Riane. Since the last post I also managed to get my hands on a 1966 lecture the creator of General Systems Theory (GST), Ludwig Von Bertalanffy, gave at Clark University. Titled “Toward a New Image of Man,” Bertalanffy stated that the purpose of GST was to create a model for a new psychological theory suitable for psychosocial change–people, economies, cities, societies.

In other words, it fits perfectly with the Social Systems Redesign work we have encountered in the last several posts and also with John Dewey’s vision laid out in my book. Loye was darn forthcoming as well about the need to “focus on human cognition, which shapes human action” in order to create a normative social theory that could close the gap between reality as it now exists and the “ideal developmental forms that must be the prime concern of all policy makers.” From what I can tell the politicians and policy makers at every level and both parties are glad to oblige now in 2015, but no one is being honest about what is up.

I think the vision of Heart-Core Learning we met in the last post is Loye’s Actualizing Mind. When Lucien Vattel writes about “a society that grossly overvalues the mind above the heart” and seeks an “education system that values both how we feel and behave, as much as what we ‘know’”, he is laying out the current form of the same argument as Loye and all the rest of the social transformationalists. Move away from the Truncated Mind and the P-12 education that produces it. Go for Deeper, experiential, Whole Child learning achieved through collaborative Projects and authentic role playing experiences–what Vattel called “interacting, playing, and making”–to build that needed Actualizing Mind.

Everything I have read from GEFF and any of the systems scientists and out of the Fuschl and Asilomar Conversations is all supporting this same vision. It is the inner workings of the mind that is Ground Zero for the needed transformation and a P-12 education centered in Competency is the way in. Loye started his discussion with citing several Club of Rome reports from the early 70s and ends with the 1977 one that Ervin Laszlo was in charge of that called for “the need for accelerating a fundamental shift in values.”

When I read that, it was hard not to think of the now ubiquitous Positive School Climate mandates and the suggested remedies to supposedly combat bullying. Getting at the inner workings of the student’s mind and personality even more directly though is the ASCD-sponsored 16 Habits of Mind push that aligns with the developing Thinking Skills push from the 80s and early 90s. ftp://download.intel.com/education/Common/au/Resources/EO/Course_Resources/Thinking/Habits_of_Mind.pdf

Empathy, cooperation, “having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known” sounds like just the very traits needed to implement a transformative theory of normative social change. Just the habits needed to persevere with actions to push for change whatever the difficulties encountered in the real world. If any of us were designing Habits of Mind suitable to create an exuberant change agent, one could hardly do better than what Costa and Kallick developed or what Critical Thinking and Thinking Skills (Marzano’s 1985 Framework for McREL) actually turn out to be fostering. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198604_jones.pdf from 1986 also laid out creating such “higher-order thinking and metacognitive strategies at all levels of schooling” and for all students and sold it under the appealing title of “Quality and Equality Through Cognitive Instruction.”

Everybody, it turns out, wants to create those very traits of minds the systems thinkers intent on transformational social change globally say they need. How should we feel when we discover that the Convergence Center’s Advisory Board on Re-Imagining Education included a medical doctor known for creating the area of Neurobiology whose vision for ed fits perfectly with Loye’s Actualizing Mind? http://kripalu.org/article/322/ Now when you look at “Awakening the Mind–Neurobiology and You” and its constant references to Mental Well-Being necessary practices, remember all the mandates in the ESEA Rewrite to providing for students’ mental health needs and whatever promotes mental well-being. Does that translate into a legal mandate from Congress to extinguish the Truncated Mind and build the Actualizing Mind in its place?

Siegel is at UCLA, which is also where the federally-funded School Mental Health Project is located. Anyone believe Siegels’ references to mental well-being are not designed to turn his desired practices into a legal mandate for all schools? Let me add one more tidbit: there are numerous stories on the Internet that Senator Lamar Alexander’s favorite book is called A God Within by Rene Dubos. Now I recognized Dubos as being frequently in the bibliography of references for most systems thinkers. In its Chapter called “On Being Human” Dubos explained that ‘The God within mankind is the spirit of purposeful and creative adventure.” That certainly sounds like a transformational mindset, especially with all the hype over purposeful behavior and envisioning the future.

Maybe Lamar as an ex-Governor really liked the vision from the previous page that “Over most of the world, the homeostatic feedbacks of supply-and-demand economy are giving way to new systems manipulated by government intervention.” Yes, that is unfortunately true and the date of the book’s publication in 1972 also coincides with an overall decline in mass prosperity with plenty of people wondering what has happened since. Note: crony interventions by governments and ‘systems redesign’ starting at the level of the human mind do not work very well, apart from enriching politicians, former ones, and their friends.

Loye did detail some tidbits I want to pass on because I can see their continued relevance now. In discussing programs for the needed fundamental shift in values, Loye mentioned that: “”for well over a decade, psychologist Milton Rokeach and associates throughout various parts of the world have been carrying out experiments using Rokeach’s Value Scale to explore value structural stable states. This work includes the induction, via cognitive dissonance, of the psychological equivalent of chaos states, and testing the effectiveness of interventions designed to produce fundamental and enduring values change.”

And we wonder why we have had an uptick in school shootings. What Loye did not say, but I know, because I have several of Rokeach’s books and have written about him and his links to Tranzi OBE is that Rokeach created the educational use of the term Competency to obscure the values and non-mental skills focus of this shift. We can see why the euphemisms ‘Objectives’ and “Outcomes’ also get used to hide the nature of this shift.

Anyone else read about Linda Darling-Hammond retiring as a Stanford ed prof to start a Learning Policy Institute recently? Here is a useful fact to keep in mind that Loye just happened to mention right after the Rokeach paragraph.

“The most comprehensive and well-financed study of ‘chaotic’ or transformational values change has been carried out over the past six years [about 1985 then] by California-based SRI International [Stanford Research Institute goes by just an acronym now], one of the world’s largest research institutions. Basing its VALS (values and life styles) program on the work of psychologist Abraham Maslow, SRI social scientists regularly update a data bank on more than 100,000 Americans to predict changes in attitudes, values, and preferences that will affect the American and world economic, social and political systems.”

Wow, how’s that for a confession? One of those SRI social scientists, Marina Gorbis, now heads the same Institute for the Future that works with KnowledgeWorks to develop visions for education in the future.

That would also be the same Maslow that the NEA hired back in 1962 to create its desired new vision of education grounded in psychology. http://www.invisibleserfscollar.com/psychological-approach-to-a-humane-politics-restructuring-the-west-quietly-and-effectively-via-ed/

The truth is that the same vision has now been pursued for decades by people who turn out to be connected to each other and the same institutions. Only the names for the vision seem to change.

Changing the functions and structure at the level of the human mind and then locking it in physiologically.

No wonder there has been such deceit.


Neurological Social Engineering Designed for Collectivist Political Purposes: the Real Purpose of K-12 Standards

I really wish there was still some doubt on what Learning Standards or Competency actually mean or what they intend to alter. No one is openly admitting to us that in the future all that is desired are ‘existential competencies’, a ‘natural science worldview’, or a mind that can be easily read via Knewton adaptive software. We may find the aims sickening, but apparently the planning locations have been glorious. Can you believe our invite to the April 1-3, 2015 Global Education Futures-Forum California: Toward Learner-Centered Lifelong Learning never arrived? We could have stayed at the Five-Star Rosewood Sands Hill Luxury Hotel  in Menlo Park and planned the future of learning globally while hanging out with tech titans there for the Global Technology Symposium. With rooms starting at $600 a night, we too could have lived the Jet Set Life while planning how to meet people’s ‘needs’.

Since we were not invited and did not get to nestle our heads in high-thread count linens, who was there and how did this catch my eye? In early August ISSS-the International Systems Science Society-had its annual meeting in Berlin. Speaking on education were Alexander Laszlo, Ervin’s son and like him a former ISSS President, and a Pavel Luksha. Luksha is Russian but is involved with a project with MIT called Re-Engineering Futures. The California Forum was part of that work getting ready for a Kazan World Skills conference in May, the global World Skills conference in Brazil in early August, and then on to Singapore this fall. The final vision gets presented in Davos in January once again amidst the private jets, luxury linens, and foie gras This is all apparently how global plans can get marketed as local or even as something called the North Carolina Plan laid out in the comments with links on the previous post.

http://www.edu2035.org/ is not a hot link because something is screwy with my computer this morning, but it is the site for the Global Education Futures Forum. What I am describing can be found there. Please pay special attention to the GEFF Advisory Board since it is linked to the Center for Curriculum Redesign because Charles Fadel is a listed member as is an Under Secretary of the OECD. Knewton has a representative which is why this week’s Wired article on the ability to read student’s minds is timely. Another listed member of the GEFF Advisory Board is Alexander Laszlo, who undoubtedly learned about collectivism’s need for a subjective mode of consciousness from his dad instead of the Grimm fairy tales most of us heard as children.

Finally, we have former Gates Foundation exec Tom VanderArk listed, which means that the Brookhaven Innovation Charter just approved in Georgia (links in comments on previous post) that says it is based on VanderArk’s White Paper and the Hewlett Foundation push around Deeper Learning is tied to the GEFF vision. So are school districts like Fulton and other League of Innovative Schools districts that we have covered as bringing him in to consult and train. The entire state of Utah and the concept of Competency (just the means to stealthily impose that subjective mode) get implicated because next Tuesday and Wednesday, September 2 and 3, 2015 there is a Statewide Joint Conference there on Competency-Based education with VanderArk as the speaker on both days. Also speaking is Marc Tucker of the National Center on Education and the Economy so we also have the Common Core being shoved away as we get back to NCEE’s New Standards Project from the 90s, renamed now as Competency-Based Education.

All of this fits perfectly with what my book Credentialed to Destroy foresaw. Chapter 4 on Competency is even more timely now than when it was written. One of the themes of the California Forum apart from the death of the Gutenberg Era and divvying up the billion dollar EdTech market was “How will educational ecosystems for emerging social practices be created?” Now I can scream all day long that the new forms of assessment are not in fact tests and are looking to create and monitor desired behaviors, but there is nothing like the concept of virtual reality prisons to make the point. This is from a GEFF 2014 report called Future Agendas for Global Education .

In following up on all the intended uses of gamification and virtual reality in education of the future, the report mentions that “Besides that, gamification can be efficiently used to redesign the penitentiary system.” Now when we read the following quote, we need to appreciate that if these adaptive software and virtual reality worlds are powerful enough to remediate dysfunctional behavior, what is the effect of constant embedding over K-12 on normal minds?

“application of maturing virtual simulations can allow (within the coming decade) to create realistic virtual worlds, ‘virtual jails’ that help delinquents correct their dysfunctional behavior and acquire socially acceptable ways of conduct–for instance, re-living the criminal action from different positions (of a violator, of a victim, of a police officer who searches for an offender, etc.) and their mastering the proper way of acting [Mastery Learning?]. Such educational solutions could become a more humane way to rehabilitate criminals–and similar solutions can be applied to help re-qualify ‘accidentally alienated’ citizens, e.g. those dismissed from jobs due to skill mismatch. We believe that, since early 2020s, virtual reality worlds will be used as temporary holding places for unemployed and as a cheap alternative for vocational education & training. Also, virtual worlds that help replace dysfunctional behavior patterns with functional ones can be used to deal with traumatic experiences and improve lives of ‘clinically normal’ people that suffer from dependencies, bad habits or fears. ‘Psychodrama worlds’ where people play together and live lief stories of each other could gain wide popularity as an alternative to group therapy by mid-2020s, not only (and not so much) as a clinical psychotherapy, but as part of standard educational trajectory for a majority of population.”

Now in a world where following the misleading phrase Career Ready Practices as the new purpose of K-12 leads us straight to a communitarian obligation to others and so does the now obligatory Positive School Climate, do we really think ‘dysfunctional behaviors’ will be cigarette smoking and eating disorders? No because the next paragraph states that “any gamified practice has an educational dimension, because the game clearly defines desirable and undesirable behaviors.” That is what makes it educational in this Brave New World that is no longer a work of fiction at all. Educational Dimension=altering human behaviors. No wonder the ESEA Rewrite the US Senate passed binds all states to use performance assessments to examine academic results. All behavioral too.

Honestly I think the life of Five Star luxury being pursued to foist this education and Future Transformation vision must addle the brain at some level. How else to explain an insistence that “we now know too much” and that we need only “adequate science and technologies to be maintained and developed going forward.” No wonder we have repeated proclamations that the Gutenberg Era is over. It created the concept of the individual and liberated the human mind. Our wannabe political Overlords want to take all that away and the tech companies want to sell public officials the means to do just that.

What parent when they opt for a Charter School for their child that hypes 21st Century Learning or who wishes for vouchers to escape bad neighborhood schools understands that they are really tapping into a GEFF plan to “reorganize the institutions of cognition and knowledge management.”? Now given the sorts of facts I turn up and papers and confessional books through the decades I can appreciate why this collectivist vision needs Mind Arson and knowledge management.

Repeat after me: We will NOT acquiesce.

Please take the blinders OFF about what formative assessments and a Whole Child focus around digital learning really mean. Otherwise, these planners want to create a Neuroweb of manipulated collective consciousness that is reminiscent of what Star Trek called the Borg. When people in positions of power with access to taxpayer money at the global, national, state, and local levels write of a desire to transform K-12 education and the very concept of learning and wish to “create semantic Internet and supporting artificial intelligence solutions that will structure human knowledge, and scientific knowledge in particular,” we need to listen.

Now we know why digital learning is so crucial to all these future models of education. It’s not a better way to teach math or reading or about making backpacks lighter. It’s about rewiring the brain for collectivist political purposes and it is a Bipartisan pursuit going on all over the globe.

Thankfully we know about the agenda and the links into our local classrooms. Will accurate knowledge reach enough parents and taxpayers in time or will the manufactured hype surrounding the Common Core continue to obscure the actual story?

Knitting Binding Fidelities of Consciousness Individually and Globally Because the Test of a Knife is If It Cuts

We already knew the essence of what makes us individuals was being targeted each time the social science profs described us a a ‘system’. Now it appears the social scientists and educators are comparing us to cutlery. Assessing whether we will perform and behave reliably and as expected. That really is a translated quote from Dilthey as to what the Human Studies, or as he also called them–’the moral sciences,’ were interested in monitoring and measuring. “Dilthey was anxious that his methods should be put to practical use. [Actual quote translated from German] ‘The usefulness of methods emerges from their use, just as the test of the knife is if it cuts.’” Since this is 19th Century Germany and the aspirations for the future, we now know that ultimately the knife could cut and the Germans would march thoughtlessly and emotionally to war.

Now remember all the data being gathered on students, the formative assessments, the open-ended questions on mandated tests, and the soon to be federal requirement to use digital technology to push ‘personalized learning’ and read this quote.

“So, how people think and feel, how they perceive the world and what they strive for, is due to a mental structure which has resulted from the moulding influence of physical, social, and cultural factors upon the innate configuration of the mind.”

Learning standards like the Common Core in the US and a Competency orientation generally seek to grasp the essence of the innate configuration of each student’s mind. Then activities, projects, or group problems can be chosen in a personalized, individualized fashion to manipulate that mind, at a physiological level, to interpret the world as desired. To act in it and on it, reliably. I will let that unfortunate social engineering reality sink in while I tell you where the first part of the title came from. In 1976 Harvard sociology prof Daniel Bell wrote a blueprint for aligning the social, cultural, political, and economic systems in the US away from the focus on individuals. Called The Cultural Contradictions of Capitalism, it sought to shift the US to what he italicized as state-directed economies and state-managed societies.

To accomplish that shift without a full-scale uproar over coercion and the loss of liberty required a ‘public philosophy.’ I believe that K-12 education, first via what used to be called Tranzi OBE and now going by Competency, Excellence, and a Whole Child emphasis was picked to be the means for shifting the prevailing consciousness of each student away from “an individualist ethos which at best defends the idea of personal liberty, and at worst evades the necessary social responsibilities and social sacrifices which a communal society demands. In sum, we have had no normative commitment to a public household or a public philosophy that would mediate private conflicts.”

Now remember that imperative every time you hear Collaboration as a necessary 21st Century Skill or ponder why the targeting of new values seems to pop into every assignment.  Bell bemoaned that “without a public philosophy, explicitly stated, we lack the fundamental condition whereby a modern polity can live by consensus (and without it there is only continuing conflict) and justice.” By the time Bell wrote the Afterword for the 20th Anniversary Edition of the book, he added another way of describing the needed public philosophy: “the binding fidelities of consciousness, rooted in history and tradition, kinship and race, religion and nationality, that shape the emotional consanguinity, literal or fictive, among individuals and make them one.”

In 2015 we seem to be calling such a still desired mandate Deeper Learning and required Communities of Learners in each classroom and the entire school. Anyone hoping that the plans for economies and societies have gone stale has not read the nature of the proposed  regs under WIOA just issued by the federal government. Between what is required in each state’s plans, sought in each plan, and who must benefit from the various programs, the long-sought vision is unquestionably here. What I am also saying is that the true purpose of the ESEA Rewrite, now in Congressional Conference, is to force schools to inculcate the needed public philosophy in each student, to be instilled via ‘meaningful’ assessments and required state academic goals (misleadingly labeled ‘content standards’ to deceive) grounded in behavior.

Remember my receiver analogy from the last post? Dilthey recognized that the Human Sciences needed to assess each student because “if we wish to know the meaning of behavior we must know the meanings of the behavers.” How’s that for putting student-centered learning into its true context? Dilthey recognized that out of man’s psychological reactions and attitudes to the world (now accessible on each student via all that DATA flowing into state longitudinal data systems) “grew world-views. World-views were the result of the giving of content to the forms of the mind by the historical stream. [now the Learning Registry or SAS, Pearson, Amplify, AIR, etc] They were the primary patterns in which the sensory impressions of the external world were organized. They, therefore, basically determined the thoughts, values, and action of the individual.”

Anyone beginning to get nervous about what personalized, brain-based learning actually means?  And world-views need not be true or factually grounded. Dilthey again: “Worldviews, then, were not universally valid views of the world, but rather systems of values which were widely shared.” Wrong, but commonly believed is simply not going to end well for any of us not currently in public office at the local, state, or federal levels or working for one of the agencies pushing this. Speaking of data, Bell in his 1996 Afterword also reminded us that the essence of the Post-Industrial Society is that “information, not production, became the control system of the economy.” So all the hype about manufacturing is more to aid the transition to state-directed economies and state-managed societies than anything grounded in fact.

The employers concerned with inadequate skills are actually seeing the real effects from the pushes in the 80s and 90s to make instilling a public philosophy the primary purpose of K-12 education. Back in the original 1976 body of the book, Bell explained that the public philosophy was to be “the single overriding principle…to which all persona, as members of the community, must subscribe.” In fact, Bell sought “to find a social cement for the society” in 1976, interestingly enough about the same time as state or national think tanks hyping liberty, freedom, and free enterprise began popping up.

Wouldn’t it be ironic if part of the actual purpose in some funders’ minds was to deceitfully create a means to quietly guide, and shut up, anyone noticing a shift in values and political programs? In the name of School Choice all schools, public, private, or online, could be forced to be institutions that would force the “restatement of what is legitimate (the grounded values) in a society.” That reality sure fits the facts I personally have encountered and what teachers in private schools and charters now tell me. Bell was aware and annoyed at how much the West, and the US especially, reveres the individual. His goals were:

“Where bourgeois society separated the economy from the polity, the public household [and now WIOA] joins the two, not for the fusion of powers, but the necessary coordination of effects. The public household requires a new socio-economic bill of rights [WIOA again!] which redefines for our times the social needs that the polity must try to satisfy. It establishes the public budget (How much do we want to spend, and for whom?) as the mechanism whereby the society seeks to implement ‘the good condition of human beings.’”

We can see why politicians, university profs, and district administrators are being less than forthcoming about what is really going on. All the known facts, statutory language, regulations, and anything else designed to control the classroom implementation and the social and economic consequences dovetails with all these declarations. Our students are living in a world where education is to become a means of human study. The declared intentions are to use the behavioral sciences and data from students to instill the requisite values, behaviors, and beliefs to be the needed social cement. Grounded neurally as the prevailing consciousness among a majority of future voters.

In a February 14, 2015 post I covered the just released America Next Education Reform report and its declared ties to the Heritage Foundation in particular. I just did not equate an acceptance of a welfare state as being a conservative position. Bell also called for what was laid out in that 2015 report except he attributed the same idea to economist Alice Rivlin, with an emphasis “not on public provision, but on public financing of care.” In fact, Bell reiterated his preference by saying that “what some liberals and some New Leftists have rediscovered are the virtues of decentralization and competition.” Maybe, after two failed attempts at fundamental transformation in the US, we can see why everyone with aims to steer public policy might be shouting “Local Control” in the kind of Bipartisan manner we saw with WIOA and now with the ESEA Rewrite.

I know it is quite mean of me to read what no one ever assigned to me and grasp what no one ever intended to tell me. That’s just how language intended to have legal effect works sometimes. That’s why this vision needs Axemaker Minds and to a large degree print itself to go away. Much better to embed the students in a controlled virtual reality that can be made to function in whatever way best produces the desired Public Philosophy.

I have a Public Philosophy too. It is to save as many students as possible and this great nation and other countries from a toxic vision that has already caused too much unappreciated harm.

We are now where Bell hoped to get to back in 1976 and then 1996. We had best all grasp the implications in time. Our Governors, Senators, mayors, and legislators do not intend to tell us.

It is what it is and we must deal with this head-on.


Engineering Human Souls to Challenge and Redesign a Profoundly Unjust Status Quo

Remember the old strategy of accusing someone else of the precise wrong you are actually up to in order to obscure your own mischief? This recent story in Foreign Policy magazine called “Beyond Propaganda”  https://foreignpolicy.com/2015/06/23/beyond-propaganda-legatum-transitions-forum-russia-china-venezuela-syria/ would have us believe only authoritarian countries like those listed are intent in the 21st century in what the article describes as “what the Chinese call ‘thought work’–and the Soviets called the ‘engineering of human souls.’” Since my book Credentialed to Destroy and recently this blog have been full of techniques, practices, and theories that unabashedly track back to the USSR and even Stalin’s druthers, I thought that declaration of intent deserved a place in one of my titles. Especially if I can trace it all the way into the current draft of the Every Child Achieves Act of 2015, scheduled to come up for debate in the US Senate next week on July 7.

I can now do even more tracing than that though, all the way back to what Frankfurt School member (look it up if unfamiliar) and social psychologist Kurt Lewin called the Principles of Re-Education. I found this recently in a 1951 book on using Curriculum Change in K-12 schools to engineer social change and new kinds of Human Relations. See if this quote doesn’t bear a striking resemblance to what came to be called Outcomes-Based Education (covered in my book) in the 90s and what now gets covered as Conceptual Understandings and Core Disciplinary Ideas or “Lenses”, a Whole Child/SEL focus that is written into ECAA as well as most state waivers I have seen, and the reason ‘tests’ are being eliminated in favor of performance assessments like tasks and Project-Based Learning. Italics in original.

“…The re-educative process affects the individual in three ways. It changes his cognitive structure, the way he sees the physical and social worlds, including all his facts, concepts, beliefs, and expectations. It modifies his valences and values, and these embrace both his attractions and aversions to groups and group standards, his feelings in regard to status differences, and his reactions to sources of approval or disapproval. And it affects motoric action, involving the degree of the individual’s control over his physical and social movements.”

If that’s too long, Lewin also put it more succinctly in writing that the “basic task of re-education can thus be viewed as one of changing the individual’s social perception.” To the degree that the actual language in ECAA or in Competency-based education local initiatives mirrors Lewin’s focus for re-education then, the real purposes of these classroom shifts and mandates are the same as his. Even though that goes unstated and even unknown by the local teachers or administrators and politicians pushing the change. Even Project-Based Learning and the Maker Movement hype should be filtered through another Lewin confession that “a factor of great importance in bringing about a change in sentiment is the degree to which the individual becomes actively involved in the problem…Lacking this involvement, no objective fact is likely to reach the status of a fact for the individual concerned and therefore influence his social conduct.”

That quote would also account for all that role-playing we are seeing pushed as the new way to do history and social studies. Anyway, I will come back to the present but not quite yet. We do get to officially tie these sought K-12 changes though to the WIOA required systems thinking and Uncle Karl’s Human Development Society that also goes by the name of little c communism. We also get to tie it officially to the Carnegie Corporation and Rockefeller Foundation’s World Order Models Project from the 70s I have written about before. It turns out Ervin Laszlo (who has a tag) may be pushing a Holos Consciousness now with the Dalai Llama and Club of Budapest http://www.invisibleserfscollar.com/evolution-to-a-holos-consciousness-is-certainly-not-my-idea-of-education-reform-is-it-yours/ , but in 1974 he wrote about the need for a new “conceptual synthesis” as being necessary along with new values to get the needed behavioral change.

“if the coming world order will be a viable one, its conceptual synthesis will be explicit, far-ranging, scientifically-based, and pregnant with normative guidelines for practical behaviors.”

And monitoring for the presence of that conceptual synthesis, or what Lewin called the change in cognitive structure to guide perception and thus future behavior, is precisely why the Civil Rights groups want ECAA to mandate that all states and districts must assess for Higher-Order Thinking Skills and Understanding. Laszlo makes it clear that the phrase “scientifically-based” means “guidelines for concrete action” that will be necessary to bring about the “needed societal-cultural transformations” toward the necessity of meeting the ‘needs’ of all the world’s peoples. I have covered the Human Development/Little c vision before but this is officially what collectivism looks like as described by Laszlo:

“The rights of individuals, organizations, nation-states, multinational, national, and regional actors are defined in relation to the equitable distribution of goods, services, and institutional patterns required to meet the demands of human need fulfillment on all principal levels, with especial attention to the basic needs for survival, safety, and group belongingness.”

Laszlo recognized that perceived coercion a la the authoritarian states we started this post with creates hostility to changing values and behaviors as needed. He suggested that communication (one of the 4 Cs of 21st century learning) could be used to change the value and belief structures subtly. These planned “systematic communication techniques provide a much more suited and humanly dignified method of producing adequate responses in people than any coercive technique bypassing the individual’s will and self-determination.” Laszlo called this approach psychocivilization and both Competency-based education generally and the language used in ECAA just reeks of transitioning the US to it. It also fits with UNESCO’s push starting in 2010 to Media Education to cover all aspects of the desired tools of communication to shift the globe towards Marxist Humanism. http://www.invisibleserfscollar.com/decreeing-the-interdependence-of-environment-economy-society-and-cultural-diversity-in-the-21st/ Yes, it was that explicit and fits with what Laszlo envisioned too.

Laszlo concluded with a mention of John Dewey as in: “As Dewey emphasized and humanistic psychologists constantly reaffirm, people require objective goals toward which they can strive and toward which they can progressively approach, rather than states of saturation where the goals are achieved and there is nothing more left to do. The goal is in the seeking, not in final possession.” Now that is a horrifyingly dictatorial view of people as pawns of the powerful, but let’s face it. That IS the intention for the 21st century where political power wants to dictate our goals to us and how we are to behave and even perceive the world and our experiences. What we have is a desire for authoritarian power over the individual in the US and elsewhere without the adverse consequences on compliance of that being accurately perceived and perhaps fought.

Now I am ready to come to the present and what the Consortium on Chicago School Research called “Foundations for Young Adult Success: A Developmental Approach”. http://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Report.pdf That June 2015 report that begins with “Every society in every age needs to grapple with the question of what outcomes it hopes to produce in raising its young.” Now if that seems to be a case of sloppy pronouns, it’s not. The report asks that we all take on a “collective responsibility for all young people.” Gee, didn’t Uncle Karl have a name for that and isn’t that what Laszlo also envisioned as the reason we needed a psychocivilization? The latter part of this post’s title comes from the report’s complaining that:

“there is an fundamental tension between preparing children to live in a world that is often cast as a tacit acceptance of a profoundly unjust status quo and equipping them to face, navigate, and challenge the inequitable distribution of resources and access that so often limit their opportunities and constrain their potential.”

The July Newsletter from the UCLA Center for Mental Health in Schools calls for “Equity of opportunity at school as a civil right”, which plays right in with that CCSR Report. As someone who has read ECAA as well as all these books and reports I am hereby asserting two crucial points. First, that the language in ECAA about meeting students’ ‘learning needs’ is intended to incorporate the ‘developmental needs’ criteria laid out in that  are laid out in that CCSR framework for Young Adult Success. Further, the identified key factors of young adult success (agency, an integrated identity, and competencies) and the listed four foundational components that underlie them (self-regulation, knowledge and skills, mindsets, and values) are intended to use federal law to force Kurt Lewin’s Principles of Re-Education into every classroom and upon every student.

It also reflects the necessary components for Laszlo’s vision of using General Systems Theory and a conceptual synthesis to force an internalization of the needed change in consciousness for the desired future. When the CCSR Framework touts success as “young people can fulfill individual goals and have the agency and competencies to influence the world around them,” that is language straight out of the USSR and the 1930s when Stalin sought to change the purpose of K-12 education so that Soviet students would come to see themselves as purposeful actors capable of acting on and changing their physical and social world.

I am not really alleging that. I have Luria’s autobiography and the books published in the early 50s by the Carnegie-financed Russian Studies Center at Harvard. It is what it is and we get to recognize the similarities in language and purposes across the decades and continents. I have already written that in my opinion ECAA fits with what UNESCO and Brookings are pushing countries to quietly adopt as the Learning Metrics Task Force that will fit the UN and the OECD’s Post-2015 Agenda. Now I am saying the language also encompasses what Lewin called the Principles for Re-Education and Laszlo called a psychocivilization.

And I always say, “with the methods and theories come the proclaimed purposes.” And the US Senators pushing this and who vote for ECAA can take their place as the most Effective Marxist Change Agents of the 21st Century, whatever their personal intentions.

Because John Dewey, Ervin Laszlo, UNESCO, the OECD, and Kurt Lewin could hardly be more forthcoming about their intentions for these changes.



Sneaking Into the Cracks to Instill the Outlined Characteristics of the New Soviet Man While the Fatal Conceit Returns

Once again what may seem like just a graphic means for me to try to grab attention to the level of sought intrusion turns out to actually be a quote of declared intentions from someone who matters. In this case we are back to the Remake Learning Playbook, where the Executive Director of the Mozilla Foundation, Mark Surman, described how to reach “everyone’s hands and minds. And this means everyone.” Now Hands and Minds may seem like a clever phrase, and I have heard State Ed Commissioners gush about it so we know it gets hyped in the meetings we are not invited to, but what it is really getting at is Action (Hands) and what will compel someone to act in the future (Mind; Emotions). Surman in hyping the potential for innovative learning experiences to force Equity and “tackle systems change”, pointed out that “networks have the potential to slowly transform potential by sneaking through the cracks.”

Hands and Minds and Sneaking through the Cracks–this may be an effective way to use the schools for transformation, but it’s an invisible to most one. When Surman wrote about “young people have the skills and mindsets they need to thrive in today’s world,” his writing could be taken from the English language and 2015 and the American continent and taken back to the 30s and Eurasia and translated into Russian. Stalin too was anxious to turn his young people into purposeful change agents ready to act on and to bring change to their surroundings. To shift the emphasis from the world as it had been and what currently existed to what might be with enough collaborative effort and the right set of guiding ideas.

As usual I am not speculating, in 1950 the Russian Research Center funded by Carnegie at Harvard under an initial 5 year grant that began in 1948 published a book by Barrington Moore on the Role of Ideas in Social Change. He wrote about the role of planning to the Soviets and their use of it as a “technique of deliberately controlled social change…Socialist planners, he [Trotsky] said, should not have the attitudes toward their figures that an astronomer has toward the movement of the stars, which he can predict but cannot control. Socialist plans [should not be] products of passive prediction, but rather [conceived] as tools for action.”

Now if anyone has any doubts that today it is people, especially children, who have been selected to be both the targets of such intrusive change and the means for achieving it in broader realms like the workplace, society, and the economy, take a look at the All-Inclusive Criteria for Becoming A Brilliant Star: Striving for Excellence. http://www.edpsycinteractive.org/brilstar/brlstr10.pdf is just the latest in the determination to make Learning about combining thinking, feeling, and action. There’s also a new Taxonomy by Robert Marzano schools and districts are being urged to use to turn students into Self-Systems, where their the “attitudes, beliefs and feelings that determine an individual’s motivation to complete a task” are being tracked and manipulated. ftp://download.intel.com/education/common/in/resources/dep/skills/marzano.pdf

Now just ponder the significance of those aims being on a tech company-sponsored site and their participation in the 21st Century Skills global push, ATC21S and Charles Fadel’s Center for Curriculum Redesign. http://educacaosec21.org.br/wp-content/uploads/2013/08/Character-Education-Sao-Paulo-Charles-Fadel.pdf In the last post I mentioned Israel Scheffler, let’s see what he wrote back in 1960 in The Language of Education in proposing a “novel [hard to detect] use of the term ‘curriculum’” where the definition would be

“programmatic, that its point is precisely to apply the familiar term in a strange way, in order to rechannel the practice associated with it. In particular, the programmatic point is to extend the school’s responsibility, hitherto limited to a so-called formal course of study, in such a way as to embrace the individual social and psychological development of its pupils.”

Sounds like Whole Child to me or what ECAA called meeting the non-cognitive needs. No wonder the Rockefeller Foundation wanted Scheffler at Harvard in 1952 if in 1950 Moore wrote in the Section called “Today’s Dilemma” in the Chapter “Theory of Equality” that:

“In contrast with Western ideas, which begin with the individual and extend to the group and society as an instrument serving the needs of the individual, the Soviet concept of freedom stresses the role of society and the group. The Russians are fond of asserting that the full development of the individual’s capabilities and personality is possible only under the socialist organization of society.”

So what happens now when district administrators, statutes, and politicians at every level of both parties abbreviate that push as the “full development of the individual’s capabilities and personality” as the goal? Is that possible in a society where individuals still are empowered vs political institutions hyping Equity and necessary ‘governance’? What if those goals are set out in a Beta Credentials Framework created by Mozilla frequent Partner–the Lumina Foundation–http://connectingcredentials.org/wp-content/uploads/2015/05/ConnectingCredentials-4-29-30.pdf that is intended to bind while remaining unseen.

What if that Framework discloses not just desired ways of Thinking and Personal and Social Skills, but that in the US and internationally there is a Tuning Process to standardize and circumscribe knowledge in each of the disciplines. Also notice the admission of what I warned about in Chapter 4 of my book-the US is adopting Qualifications Frameworks that will bind employers into hiring quotas. There is a recurring theme through the Playbook, the Agency by Design “Maker-Centered Learning and the Determination of Self” mentioned in the last post, and that Lumina Credentials Framework. Young people are to be trained, primed, and credentialed to act with no body of knowledge available to be a barrier to a willingness to act.

When the purpose of all education becomes about how can “students come to see themselves as capable of effecting positive change in their own lives and in the community” and “muster the wherewithal to change things through making,” we are back in the aspirations Nobel-Prize economist Friedrich Hayek called The Fatal Conceit: The Errors of Socialism in his last book. When the declared aspirations are to turn these fostered dispositions and beliefs into “habits of mind” guiding from an unconscious level, we cannot afford to be waved off from a discussion of the likely consequences because we may not have ed degrees and those with them think this is all A-OK. After all, I have listened to Ed Doctorate admins brag about using notorious brainwashing techniques on reluctant teachers without any idea there is any notoriety attached to what they are suggesting.

We parents, in other words, and just average concerned citizens who know what made this country great and what has always doomed civilizations in the past have to be the Cavalry. Even the rare politician with an excellent mind seems to get bad advice from their staff or the ‘conservative’ think tanks on the issue of education and that’s apart from not bothering to read the binding language they are willing to enact or appreciating the presence of a Scheffler Programmatic Novel Definition.  This parent read all the references to designing and making new ways of being in the world and remembered something Harvard psychologist Jerome Bruner wrote in 1951 in the Foreword of the other Russian Research Center book we have covered.

“speak of the need for a psychology that may support democracy. For man’s image of the nature of man is not only a matter of objective inquiry; it is and has always been a prime instrument of social and political control. He who molds that image does so with enormous consequences for the society in which he lives.”

Now we have this exact aspiration of molding going on, but hiding behind terms like Whole Child, learning needs, student-centered or personalized learning, Maker Movement and others that obscure the nature and purpose of the true K-12 and higher ed shift. I can at least track all these shifts and recognize the fallacies involved and go looking for someone far more authoritative and experienced with the tragedies of these idea to cite. What did Hayek mean as the Fatal Conceit? He described it as the socialist or Planning belief that “man is able to shape the world around him according to his wishes.” Sound familiar from even a typical city council meeting these days or a faculty luncheon?

I cover this somewhat in my book Credentialed to Destroy: How and Why Education Became a Weapon, but with the Maker Movement and Agency by Design and engineered Competencies and Habits of Mind bringing all these aspirations once again to the forefront, let’s go back in history to recognize the likely consequences. Historically, economic prosperity arose in “those communities [where] individuals were allowed to make free use of their individual knowledge.” Now in the name of Equity we are limiting and prescribing what is to be known. That would be the Antithesis of what works and is entirely consistent with the norm noted by Hayek where “common local knowledge or that of a ruler determined the activities of all.” Make that rulers plural now between the mayors, legislators, governors, Congress, and the OECD and UN entities.

Talking about the fall of the Roman empire, Hayek noted that the decline and final collapse “came only after the central administration in Rome increasingly displaced free endeavour. This sequence has been repeated again and again: civilisation might spread, but is not likely to advance much further, under a government that takes over the direction of daily affairs from its citizens.”

That is precisely what is being attempted in the US and elsewhere all over the West in 2015 and education is the most formidable arrow in the Planning and Future Alteration Quiver. I do not bring back expressions like the New Soviet Man to hype, but as a reminder that the techniques are the same and so are the goals. The West, and especially the US, is supposedly the place with the technology and wealth to meet everyone’s needs globally. What Uncle Karl called little c communism and the Soviets never thought they were ready for.

The global entities and too many foundations and grievance interest groups think now is the time and we are the place to push for this peaceful shift via education, the ballot box, federal spending, and raw political power. It won’t work for the reasons Hayek cited, but we all have to be able to call a Spade a Spade and recognize what is being attempted, how, and why.

Stopped by powerful governments, parasitic officials, and obtuse politicians is not the epitaph any of us want with an upcoming 239th Anniversary of the Greatest Country in History looming.