Not Going to Let the US Constitution Stop Us From Using Schools to Enshrine Global Social Justice and Human Rights

Do you remember how the French thought the Maginot Line of bunkers and armaments would protect them from a future German invasion after World War I? So Hitler simply went around and came from another direction. The head of the same group whose ecstatic rejoicing over the passage of the WIOA in the US Senate tipped me off that something transformative was envisioned, announced in this video on “Rethinking Accountability” in education in June http://www.unfinishedbusiness.org/20140707-henderson-common-core-an-important-part-of-driving-equitable-change/ that ‘they’ were not going to let the US Constitution get in the way of achieving human rights for all as defined by the UN’s Universal Declaration of Human Rights. That would be a human right to Just Economic Citizenship folks and an obligation for the rest of us to provide it.

Henderson does a shout-out to the 2 major US teachers unions, AFT and the NEA, and notes they are partners working on his Board as well as to his Vice-Chair, the General Counsel of maldef-the Mexican-American Legal Defense Education Fund. Legal amnesty and future citizenship for anyone who can make it to US soil is not a side issue. It is front and center of the Leadership Council’s (composed of 200 separate component groups) efforts to force the US towards Economic Justice and an Equitable Society and ‘building a More Ideal Union.’ Henderson points out that the “thousands of students who may not yet be citizens” need to be educated as if they were. You cannot watch that speech and especially the AFT President’s intro and not grasp that an invasion by migrants is viewed as a crucial means of fundamental transformation. It will radicalize education, the ballot box, and enable democratic local decision-making via participatory mandates of the relevant stakeholders in every community entitled to be consulted.

I want to pivot now to the suburbs because such a vision of Equality and Justice is simply impossible if suburban schools can still teach a solid curriculum of knowledge and students are allowed to retain the Axemaker Minds many brought from home. Now I could generalize about what I think will happen, but there is no need to do that. That same conference pointed https://edpolicy.stanford.edu/events/1201  to the new Consortium of Large Suburban School Districts as being essential to achieving its vision. Told you already that document was designed for trouble.  http://www.invisibleserfscollar.com/deliberate-cultural-evolution-via-developmental-psychology-to-force-social-change-or-gypsy-supers-lobby-dc/

OK, you say, that’s a hugely troubling vision, but we still do not know precisely what the desired template is. But wait (no, this is not one of the Ronco commercials pushing Christmas presents no one really needs) one of the participating Consortium districts, Fulton County in Metro Atlanta (not coincidentally also involved in EdLeader 21, Digital Promise’s League of Innovative Schools, and with that new affirmative Student Code of Conduct) announced the vision in an article in a local paper. ‘Problem-based learning’ would be the new view of curriculum instead of icky textbooks. High School will become a place “for all learners…[where] students and teachers come together.” It is a place where ‘different types of learning styles are addressed’ that provides ‘collaborative learning opportunities.’ Lots of collaboration and chances to sing kumbaya in unison on a daily basis to build community spirit.

A bit of sarcasm there towards the end. I know perfectly well what is involved in Fostering a Community of Learners. That’s why FCL has its own tag on the blog connecting explanatory posts. Now, we could also pretend ‘problem-based learning’ is not in fact a euphemism for what radical Paulo Freire called the cultivation of a ‘critical consciousness’ in each student in how they will now perceive their cultural and historical reality. http://www.thinkingtogether.org/rcream/archive/110/CulturalAction.pdf That would be true and creating Guilt in the Fortunate Students is as crucial for transformative change as creating Anger in Latinos and Blacks and Gay Students and anyone else who can be made to believe the world as it currently exists must now be redesigned for their benefit. Vengeance will be a plus too.

Anyone paying attention might have been able to make that accurate connection though. What’s the fun in that? No, being a research maniac entitles us to more vital info than that on what’s coming. The links we have found to the Study Circles made me want to look at what are called Folk Schools in Scandinavia. Could those also be related to this new suburban vision for high school? UNESCO defines the current vision of such a school as a place “whose point of departure is today’s living conditions and the problems we face” and “which do their best to open up young people’s eyes by confronting them with more genuine experiences and broader philosophies of life.” Now I happen to know that high school is using the term ‘authentic’ instead of ‘genuine,’ but yes, we do have complete alignment.

I am going to bring this vision forward to award-winning Finland and what is now called the Human Dignity Paradigm suitable for a “Diversity-Positive Milieu.” That vision is said to enshrine what is called for by the Universal Declaration of Human Rights. First though let’s go back to the year, 1948, when the UN adopted the Declaration to see why UNESCO wanted to push “The Danish Folk High School as an Instrument of Attitude Change.” It’s rather hard to escape the basic fundamental entry point needed for wholesale social change with a lead-off heading called “How to Create the Right Attitude of Mind in the Young.” Now in the No **** Sherlock Hall of Fame for all time great understatements in a bureaucratic report would be:

“the quickest and easiest way to create unity is to invoke terror.”

Now those readers who are Climate Skeptics may have a good idea where such a terror gambit may be lurking in the 21st century, but in general the report  wants to create an ‘ethical standard’ that will force everyone to voluntarily cooperate by committing to “a higher consideration than themselves.” Of course some of us immediately see that for what it is-the Public Sector and Friends Full Employment Act until Time for a Taxpayer Funded Pension, but let’s pretend anyway so we can accurately recognize what is really intended. The word ‘folk’ concerns a whole people and the values they are all to share. Remember new humanistic values are the absolute inner core of all these global reform efforts by people who really do seem to believe Marx might have worked if the implementers had simply had enough supercomputers, data, and the psychological  insights of the behavioral sciences.

A folk high school is designed to give each student a “comprehensive view of the world.” It stresses that “true life can only be possessed in common with one’s fellow man, and that some of the richest values a people possesses can be accepted and shared by all, rich and poor, high and low.” It is a place to build an “enlightened view of human and civil conditions” and a “blithe feeling of natural fellowship.” The latter is what we today might call a Positive School Climate. The folk school would be training its students in co-operation. Its value as a vision in today’s suburbs anywhere in the world is the fact that the typical Upper Middle Class student with educated parents who have made themselves available during those early years pretty much arrive at First Grade at close to the level of essential academic skills that are viewed as a long-term ceiling. To get to Justice and Equality for All obviously.

The folk school model then, and a widespread failure to comprehend the radical shift that has taken place, is an essential part of what is going on globally in education under the mischievous labels of ‘reform’ and ‘remaining internationally competitive.’ Hiding under those banners is an actual determination by public officials to force “a broad outlook and understanding” among all students of a given generation “so that co-operation” in all areas can succeed. This of course requires a “will to solidarity” in each student, which is why that affirmative Student Code of Conduct, Positive School Climate mandates, and requiring Principals to create Communities of Learners to be judged as Effective and thus entitled to promotion, are so crucial.

None of this is coincidental. It all fits like a Bespoke Glove because it has been custom designed to fit together to force the desired effects at the level of the school, classroom, and each student’s mind and personality this time. When that 1948 report sneers at ‘examination schools’ and their failure to create the “mentality required to rebuild the world through all-embracing co-operation,” just substitute high-achieving suburban schools with a traditional content transmission focus. Then update to the 21st century and its tendency to stress social and emotional learning because facts can simply be looked up.

The 1948 version with the same intention of cultivating a mindset suitable for fundamental change was to ask “what is needed by modern society?” The answer then by UNESCO was it’s “not what a man knows, but what he both can and will do in co-operation with others.” Furthermore, that “is a capacity that needs training. Teaching and school work must be so directed that the pupil both sees the value and feels the pleasure of performing a task in common.”

That same requirement now goes by the name Collaboration and is specifically listed as one of the 4Cs required for 21st Century Learning. We’ve gone long again. Next time we are off to Finland to get lots more details on what is envisioned.

Everywhere that has ever had a successful economy.

Especially anywhere that ever valued the individual.

Global.

Priority Economic Citizenship for Some, Officially Sanctioned Status as Prey for Most of Us

A large part of what made America exceptional and historically prosperous officially died yesterday. It’s probably why there has been so little mention of a huge new source of funds to states and localities approved in a landslide yesterday by the US House.  So we are taking a side trip but still related detour from the last post to discuss what has been done to us by our political class. Booth parties. Do not call them public servants. Many obviously cannot be bothered to read what they force on us in every state and every locality now in the US. Straight out of the radical Left Handbook that we saw at this conference.  http://www.whitehouse.gov/files/documents/ostp/opengov/sond2%20final%20report.pdf

“The Workforce Innovation and Opportunity Act, which would update jobs training programs in the U.S., passed the House by a vote of 415-6 Wednesday afternoon and now heads to President Barack Obama’s desk. Obama applauded Congress for passing the bill last night and said he looks forward to signing it into law. ‘This bipartisan compromise will help workers, including workers with disabilities, access employment, education, job-driven training, and support services,’ Obama said. Labor Secretary Tom Perez called the bill “good for workers, employers and the economy as a whole.” Lobbyists and business groups were also thrilled.

- Who voted “nay”? Justin Amash (R-Mich.), Paul Broun (R-Ga.), Jimmy Duncan (R-Tenn.), Rep. Walter Jones (R-N.C.), Thomas Massie (R-Ky.) and Rep. Steve Stockman (R-Texas).” [Source of Quote is Politico]

Hardly any coverage of the statute. I probably would not have noticed it or read its 812 pages either if members of the radical groups that took out the New York Times ad commemorating the 60th anniversary of Brown v Board of Education and lamenting the lack of fairness and human rights for every person in the US  http://civilrightsdocs.info/pdf/NYT-CCSS.pdf had not been practically doing a lap dance at the prospect of WIOA passing. Remember how often equity comes up these days supposedly as a new legal requirement of what education must accomplish? I have warned repeatedly that the actual definitions of College and Career Readiness are horrifically low and to be binding on all students. http://www.isakson.senate.gov/public/_cache/files/a4766452-3945-44d4-bb34-f8a6670bf166/WIOA%20Final-bill%20KIN14299.pdf is the final bill.

On page 514 we find the official Congressionally approved definition of what it will now mean to be prepared for the workplace, which is also now the official, Congressionally approved, function of all K-12 institutions as well as community colleges. Remember that suburbs or small towns that wish to exceed this standard for all may be accused by the Civil Rights Divisions of Justice and Education of being discriminatory. In many ways this also nullifies the various discussions around the country over the Common Core or other academic standards. Students now are to have a combination of:

basic academic skills, critical thinking skills, digital literacy skills, and self management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of post secondary education and training.”

Yeahaw! That’s not just the floor. It’s the ceiling as well with political appointees from Big Business, Governments, Unions, and community organizing entities determined to bring about wholesale social change organized into required Local Workforce Development Boards (Sec 107) to make it so. Nobody in any of the permitted groups granted access to these or the required State Workforce Development Boards (p 34) has any interest in Axemaker Minds likely to blow the whistle on cronyism or create a genuine disruptive commercial innovation.

Instead we now get Congressionally approved and to be required Career Pathways (p 10) developed  by the Boards and Industry or Sector Partnerships (p 22) so that what students can do “aligns with the skills of industries in the economy of the State or regional economy involved.” The Middle Ages called the decision that others get to decide what each of us may become feudalism. The 30s and 40s called it Fascism and the 21st century calls it State Capitalism. It is now here in the USA.

No wonder neither side is trumpeting this monstrosity. Thinking about images from what appears to be a planned invasion of the US southern border that simply could not happen without a great deal of official sanctioning, I want to go through some of the considerable ways WIOA gives English Language Learners lots of funding and a priority place at the table of those boards and future employment opportunities. We may not be offering political amnesty yet, but my reading is we certainly have offered economic citizenship without regard to legal status. Now of all things.    https://www.raceforward.org/practice/tools/compact-racial-justice-agenda-fairness-and-unity is an example of the kind of community organizing and democracy revolutionizing that is now intended in the name of race and ethnicity.

To give all of us a better idea of what democracy and equity and fairness and progressive change now mean, I am going to use a 2011 lecture Princeton prof (and Obama colleague and citizenship education advocate) Danielle Allen gave. https://www.youtube.com/watch?v=zrW6HNi9-QU The New York Times featured her vision of a radically transformed Declaration of Independence in a story last week on July 3. In my mind that makes her vision an officially sanctioned one by those with fundamental transformation on their mind.

She views it as the job of governmental institutions to secure and enable factual equality. By this she means five facets that governments must now see to. First, everyone is to have Equal Agency and Political Equality under a Principle of Non-Domination.  Next is a Principle of Equal Opportunity that individuals must have the capacity to pursue their own happiness and that governments and politics will now be used to bring about the material resources needed. Start listening at about the 17:00 mark if you do not believe me.

Next is a Principle that Allen calls Epistemic Potluck. Believe it or not this relates to the affirmative use of the Student Code of Conduct we met in the last post. It also relates to what is called ‘problem-based learning’ in the new vision of high school that goes with this equity and democracy vision. Told you this was a related detour. The idea is that ‘knowledge’ is no longer about experts or specialists or a textbook, but rather the product of democratic conversations among participants magically deemed to be equal no matter how ignorant or emotionally aggrieved anyone is. These conversations will produce a consensus or shared understanding that will be pertinent to solving problems. We have also encountered this same deliberative democracy idea as the Rockefeller Process of Communication For Social Change.

Fourth is the Principle of Reciprocity. Those who have more have an obligation to those who have less so they can supposedly be truly free. Freedom is no longer to be treated as something that comes before the primacy of equality. Finally there is a Principle of Co-ownership of Equality. Allen describes this as a “communitarian commitment to egalitarian sharing of difficulty and prosperity grounds the social bond that sustains a free polity.” Marx was more succinct when he described the same principle as “from each according to his ability and to each according to his needs.” Allen literally wants a communitarian commitment “to social decision-making” and governments empowered to make her vision and what a majority now decides to be necessary for happiness so.

We went back to look at Allen’s Vengeance Will Be Ours Finally Vision because the WIOA not only integrates Adult Education and Literacy for those with deficient skills but mostly for every English Language Learner on American soil. On page 546 WIOA calls for this to also be ‘integrated’ with civics education. That integrated model for those who are supposedly dispossessed comes straight from Marxist radical Paulo Freire even though the statute forgot to mention that. Since you may not be familiar with his work or view of education, here’s an objective source on where this all leads. http://tx.cpusa.org/school/classics/freire.htm Remember community organizers intent on race-based transformational activity are eligible to provide and be paid for WIOA adult literacy, workforce, and civics ed training.

I wish I could say something pithy about WIOA or how it will not be as bad as it looks. If you get one of the federally funded jobs as a trainer at living wages or become a Director or staff member of one of these new Local Workplace Development Boards, you win. The Chamber of Commerce wins. English Language Learners clearly win as they are constantly carved out as Individuals with barriers to employment. The rest of us not so much.

Bound without notice. Prey without consent.

Welcome to US official public policy in 2014.

 

Megachange & Macroshift: Daily School Experience to Fuel a Revolution in Consciousness

Megachange is a term used to celebrate how classroom computers can “‘break down the barriers that traditionally separate the preletterate from the letterate [yes, that is the spelling. Literate is reserved now to mean the hoped for change in ways of thinking], the concrete from the abstract, the bodily from the disembodied. ” It puts the focus on the visual and how things are used. It dislodges the “privileged position of text” and allows “dynamic media” to guide perception of the world. It no longer sees ‘learning as facts and skills to be acquired.” Instead, via the data captured by adaptive software, digital learning will allow room for what was supposedly rejected by traditional, instructional oriented education, which “had no explicit concern for feelings or for personality or for development of the individual on a level that was not reducible to such specific atoms of learning.”

That discussion of megachange was from an MIT Professor, Seymour Papert, in his 1993 book Children’s Machine: Rethinking School in the Age of the Computer. Papert’s work is seen by the well-funded Edutopia site as relevant to how digital learning should be implemented under the Common Core. That means that Papert’s theories of Constructionism [seeming to update Piotr Galperin's theories via the computer] come in as do his desire to create a new view of knowledge grounded in experience. He wants to see a shift in organizations, communities, and in our view of knowledge–from hierarchy to hetarchy. Nothing is to be treated as inherently superior and hetarchy creates a “system in which each element is equally ruled by all others.”

Of course, element is used here not as a modular component of a computer program, but as a substitute for actual people. Hetarchy is a communitarian concept where the will of the majority binds all. Democratic, but tyranny for the minority. It fits right in with a cooperative commonwealth or King’s Beloved Community concept of the future, but is definitely not grounded in our current political structures and institutions. That of course is where the Holos Consciousness comes in. Papert thanks Nicholas Negroponte by name and mentions his founding of the MIT Media Lab in the book. Why did I start with megachange in education instead of going straight into the nature of the Macroshift? Because this is how the Ervin Laszlo defined the Breakthrough Scenario to get to a Holos Consciousness in a critical mass of people:

“A new vision of self, others, and nature surfaces on the Internet, on television, and in the communication networks of enterprises, communities, and ethnic groups…Global news and entertainment media explore fresh perspectives and emerging social and cultural innovations. The public’s goals and ambitions become reoriented–toward ‘the good life’ conceived not as amassing the greatest possible amount of money and material goods but as finding meaningful personal relationships and caring for others and for nature…”

Yes, I do get how much of that is going on now, including last Friday’s announcement the US is turning over control of the Internet to the same UN-affiliated entity, ITU, that is pushing the Information Society vision so hard now (including the recent Sakhalin Declaration on IML-Information and Media Literacy). Does this part sound familiar as well? “Funds and capital are channeled from military and defense applications and the demands of an affluent minority to the needs of the people who make up the bulk of the society. Measures are implemented to safeguard the environment, create an effective system of food and resource distribution, and develop and put to work sustainable energy, transport, and agricultural technologies…More and more people enter the Internet and other communication systems  as active dialogue partners. Their communication reinforces solidarity and uncovers further areas of mutual interest.”

That’s the vision of a World shifting towards a Holos Consciousness. It follows that quote with a blurb from Gandhi that “our world has enough to provide for people’s need, but not enough to provide for their greed.” Of course we have all noticed that the people pushing this so-called planetary ethic of altruism from school district offices to the universities to charitable foundations are exceptionally well-paid from taxpayer funds or tuition or untaxed endowments or trusts. Like Al Gore’s jetting about, the point is not how the creators intend to live, but how the rest of us should. My observation in my book and this blog on where education reform always ends up sure does make more sense when we understand that “a macroshift is a transformation of civilization in which the technology [ICT in case that is not obvious] is the driver and the values and consciousness of a critical mass of people the decider.”

And how do we guide consciousness to what is desired? By altering “values, worldviews, and ethics.” People need to change “their preferences, priorities, values and beliefs,” which is of course much easier if they are convinced that the planet is in environmental crisis from human behavior and the current nature of the economy. Let’s put last week’s Climate Depot story of junior high students unable to sleep because of concern over global warming catastrophes in light of this aim. The emphasis in the 90s on what was then called outcomes based education and what is pushed as social and emotional learning, Whole Child, and soft skills now makes so much more sense with the admission it is:

“the values, beliefs, and ethics that can bring our macroshift to a humane and sustainable conclusion. These ‘soft’ factors in the life of society are the new imperatives of our time–they are even more essential to success than the traditional ‘hard’ factors of economic, political, and business engineering and reengineering.” If the duration of this same intent and targeting of consciousness over decades surprises you and seems a bit conspiratorial, the Preface to the Macroshift book actually contains a shout-out to the creators of the 1970s World Order Models Project, by name, although WOMP itself is not mentioned. Many people have told me the WOMP post is the most alarming wake-up call they have ever read on this blog.

http://www.invisibleserfscollar.com/reorienting-world-order-values-via-the-intervention-of-activist-education-and-progressive-politics/ The described organic reorientation of K-12 education fits perfectly with Papert’s goals for computer learning and the recently announced global curriculum redesign project with many of the same players involved with the Macroshift to a Holos Consciousness. It also ties the transition to the goals of “socialism with a human face’ described in that post. Yes, quoting Gandhi about needs is so much better from a PR standpoint than attributing the desired planetary ethic to Marx. However, the desired slogan of “Live in a way that enables others to live as well” is unquestionably a simple restatement of Uncle Karl’s small c vision–his human development theory. It was also tied to society getting to a certain stage of technological development that would supposedly allow everyone’s needs to be met without beggaring everyone.

In ancient times all roads led to Rome. In the 21st century all education and other radical reforms of institutions and political structures seem to always wind back to that chronically unemployed 19th century moocher with a toxic vision. Which is why we keep the vision without attributing it back to the notorious name where it really started. Marx WAS right that consciousness was the essential component of getting a desired revolution in the real world. He was wrong though to believe it would be a natural by-product of social class. Holos Consciousness or insisting that learning be about concrete experiences that are relevant to real world problems are both just the latest attempts to alter consciousness in ways advantageous to anyone with hopes for radical transformation. Computers again are just a tool that lets those experiences be programmed as desired.

It is in light of these transformational goals that the push for mindful, contemplative experiences should be seen. It is how students get the announced goal of a new kind of rationality. One that, as Papert noted above, does not privilege print. It is no accident that  Macroshift uses the Greek term for the written word-Logos-to describe the kind of rationality it wants schools and the media and entertainment to squelch. It claims “Logos-inspired evolution was materialistic and conquest-and-consumption-oriented. The alternative to it is evolution centered on human development and development of human communities.”

By admission this Holos Consciousness is rooted in deep spiritual practices. It is a “collective evolution” with nothing but disdain for the individual. It is all about “adjusting our values, aspirations, and behaviors.” The latter of course is accomplished via the collection of data on students using poorly understood definitions of Competency, Student Growth, and Student Achievement.

At no time are parents ever likely to hear the phrases–Marxist Humanism, Holos Consciousness, or the planetary ethic. Yet compliance with all these visions, which are in fact euphemisms for each other, will be actively guided, measured, and cultivated.

From the reading selections to learning tasks to classroom topics and vocabulary to the nature of the open-ended problems on assessments and projects and digital curricula and online games.

Quality Education Shapes What Will Be Valued and Provides Unifying Concepts to Guide Political Consciousness

Now that we know that there is a deliberate global coordination to redesign the very nature of school curricula, I thought it would be helpful to understand what these various entities and institutions believe constitutes ‘knowledge’ in the 21st century. After all creating a ‘Knowledge Society’ has been the UN’s euphemism for their intended economic, social, and political transformation since at least 2005. (Explained in the conclusion of the book so I am merely adding now to what is there.) In 2013 UNESCO created a report called Renewing the Knowledge Societies Vision for Peace and Sustainable Development by Professors Robin Mansell and Gaetan Tremblay. We will be using the definitions usefully laid out in that report.

We might be tempted to equate knowledge with facts, but that would be an erroneous translation of what is to be meant by the word now. “Information and knowledge are not the same because knowledge requires interpretation by human beings.” Now if there was a Cliff Notes Guide to all these plans of transformation, it would now say in bold print that phrases like “quality education,” “teaching and learning” that we have now retranslated into the original obuchenie from the psych theories, and “competency” among others are ALL about deliberately guiding that likely interpretation. Why? This editorial from a UK paper a few days ago provides the answer. http://www.theguardian.com/sustainable-business/behavioural-insights/2014/feb/14/seven-dimensions-action-climate-change . It wants not a set of disparate facts, but a “more energising set of associations” that create a “political consciousness” that will then act predictably in response to raised issues. How? Because each person will “connect with the deep roots of the problem.” Deep Learning in other words.

So with education and the media working in tandem planners and politicians hoping for radical change can create, and then manipulate, that deliberately cultivated mindset. That worldview. Those perceptual lenses. Why? Because the knowledge societies intend to push for “new forms of political deliberation, representation and decision making” and to make that seem like a matter of individual choice in a democracy when it actually could not be more planned. As the report mentions “what is valued in tomorrow’s knowledge societies will be shaped by the strategies and actions towards information, communication and education that are taken in the near term.”

Given that recognition by people pushing for radical transformation it really should bother us that in September 2013 there was a first ever international conference in Sakhalin, Russia organized by UNESCO on “Internet and Socio-Cultural Transformations in Information Society.” Most of the discussed documents remain in Russian, but an English translation of what the participants agreed upon said that ICT should be “embraced” by the knowledge societies “as an essential but not sufficient component of converging the nano, biological, information and cognitive sciences and technologies.” It even assigned an acronym for that merger–NBIC. The participants agreed that “the Internet creates a basic environment for the socialization of future generations, changing their values and ways of thinking.”

Now if that reminds anyone else of Paul Ehrlich’s decades old push for New Minds or what I have described as the official Statist desire to eliminate Axemaker Minds, let me continue to quote from what these advocates of ICT use in education readily acknowledge:

* Logocentric, narrative ways of thinking is losing its dominance, getting supplemented and partly replaced by ‘clip’ mentality characterized by a lower degree of logical connectivity, criticality and consistency.

*Consciousness immersed in cyberspace largely loses the ability for supra-situational activities and long-term planning. As a result traditional models of intellect-enabled basic processes of social control are defied.”

Instead, of Run as Fast as We Can away from such pernicious personal consequences, we get open embrace and advocacy. Apparently the loss of reason and an ability to think well is useful to the planners and funders (like the foundations financing so much of this) of these knowledge societies. Maybe it’s because such Manipulated Minds are thought to be useful for the hoped for sustainable development. After all one of the Earth Charter International Recommendations Outcome Documents from 2012 openly declared that the Just Transition hoped for would require “a shared vision of ethical and spiritual values that inspires and guides cooperative action for change. Shared values awaken a sense of common purpose and build community spirit.” Reading manipulative language like that from people who are lying to us about what they are really up to always makes me want to chuckle with the irony of it all.

Won’t work, never has. The only question is how much destruction of individual minds and personalities will continue to occur before enough people begin to grasp the true causes. With this kind of deliberate mind arson I suppose the hope is to keep an electoral majority mindless and manipulated with these politically useful values. Well, values is not all we get along with the taxpayer bill for all these machinations.  We are also to get Competencies says the 2013 report to “empower people to make changes in their lives.” How thrilling. And you wonder why I developed the metaphor of the Invisible Serf’s Collar to describe what education is being used to do.

The UN hoped-to-be Overlords and their agents like politicians and profs and accreditors and school district supers all believe we also need “information and media literacies.” These “need to encompass conceptual competencies such as critical thinking, innovative approaches to problem solving; practical competencies for navigating in media and information environments; and competencies such as social networking, digital citizenship and cross-cultural interaction skills.” No wonder one of the leading advocates for this global ed vision, Marc Tucker, used the metaphor “On the Shoulders of Giants” to obscure that there will be no such further building on or transmitting the great cultural knowledge developed over centuries.

Again the Sakhalin participants also mentioned that it was “against this background [the deficits ICT and the Internet are actually promoting quoted above] that the promotion of competencies (skills, knowledge, and attitudes), united by the term ‘media and information literacy’ (MIL) gains importance. MIL ensures responsible safe and critical use of networks for free access, production and exchange of information necessary for living and receiving quality education, as well as for scientific progress.” Now since the next sentence talks about “contemporary socio-cultural processes,” the scientific progress is in Marx’s view of societies inexorably evolving towards communism based on levels of technology. It’s not a Newton dropping his apple to discover gravity view of what is science.

I want to end with another extended quote from the 2013 report because it is so telling about how important to the planners of transformation it is to create predictably guided perceptions at the level of each individual. It is why the nature of the curricula, the classroom, the teaching practices, and what the student is to be doing ALL had to change. My bolding.

“Knowledge is a more complex concept than information. It cannot be reduced to the mere addition of unrelated information elements. Knowledge is a concept that implies meaning, organization and structure. It refers to articulated sets of meaningful observations, analyses, and interpretations that are developed over time (a/k/a a learning progression for those who have read my book) and available for each generation to be discussed and criticized. Access to knowledge implies not only access to technical devices and to stocks of information, but also involvement in learning processes. There is no knowledge without learning.”

So we are to get deliberately created Mindlessness because of the digital learning push as Quality Education globally. What mind is left gets deliberately organized and structured to perceive relationships wherever planners believe it will be politically useful. And why again?

For purposes of the need to drive action for transformative change or not to rise up in time and combat those who are acting.

Oh. My. Word. No wonder the nature of knowledge had to be redefined for such a vision.

Shifting the Way People Relate and Feel Towards One Another is the Crucial Leverage Point

When we encounter the exact same point being made over the decades despite dramatic differences in circumstances and intervening events, we have located an important handmaiden to ideology. So before we talk about what is intended, let’s go back to 1983 for some wisdom from a veteran European observer of what were the methods of choice during the Cold War. That great ideological struggle that my research says morphed in its strategies and tools but never vanished as we were led to believe. In his book Why Democracies Perish, Jean-Francois Revel has a chapter on “Ideological Warfare and Disinformation.” Since I believe education and especially this forced, largely invisible, psychological emphasis of changing personal values, attitudes, feelings, and dispositions was, and is, a means of ideological warfare, I looked for some advice from the past.

“its job is to fight propaganda not with counterpropaganda but with truth. Unfortunately, this is not something democracies are good at.

They are disadvantaged from the start by the long odds against halting the spread of utopian notions with plain facts. [http://futurewewant.org/ is a link to an example of how ed reform globally is now intertwined with these utopian visions of the future]. And they are unskilled in defending themselves against communism’s falsification of these very facts. [Today it is the idea that the crisis of 2008 and the global downturn proves free markets do not work and the public sector must intervene even more]. As weapons in the ideological war, propaganda and disinformation have a double objective: to concoct false images of Communist reality and of its leaders’ intentions and to circulate through the non-Communist world the plausible lies and deformed versions of events best calculated to disorganize the world.”

Disorganize the world. Still useful if you want economic and political power. When I first read a description of Transformational Outcomes Based education and watched it being pushed in the 90s all over the world everywhere with a tradition of liberty and cherishing individualism it struck me as a coordinated attempt to gain unilateral intellectual disarmament. When I read Psychosynthesis complaining about how those “who identify themselves with their mind and are proud of their intelligence” have “lopsided development” that is difficult to change but those with a “loose self-identity” are more adaptable and amenable to change it gave me pause.

Let’s use education to force a laying down of that mighty weapon–the human mind–lest it develop changes in unapproved directions. We may not be dealing with Capital C Communism anymore but we certainly are dealing with a ruling elite wanting to use the financial and coercive powers of the public sector globally to dictate what any of us can be, or become, or perhaps even do, in the future.

And the media, educators, and NGOs like the UN and the OECD or the World Wildlife Fund are all definitely spreading plausible lies and deformed versions of events that are easy to challenge with truth if enough people are aware and still have Axemaker Minds. Did you know though that there was ” a great and important law of the psychological life?” Roberto Assagioli laid it out in just that language  in Psychosynthesis as a tool to be used to “achieve the right inner attitude toward other people and to successfully perform intended actions involving others.” What Assagioli called the “loving will.”

Doesn’t that aim sound almost the same as what  Maslow and Rogers and the NEA started pushing in 1962 as the new focus of education where “the important thing is not the specific method used but rather the way people relate and feel toward one another in the classroom?” And this change was important because “pessimistic views regarding the nature of man and methods of discouragement have to be discarded. One has to enter wholeheartedly into a cooperative adventure with those involved.” As Revel and others have noted, we are changing only one side in the Cold War or in the dangerous world of 2013 as we glance at Syria and evil on both sides with chemical weapons use staining multiple hands. Only one side is being asked to disarm and just “feel” that all can be fixed if we just “refashion our interpretation of the lived environment so that we can intelligibly act within in it.”

Can we? That last quote has jumped across a time gap of almost 50 years but has the same pursuit. From the UK this time and a report called “Transforming Behaviour Change: Beyond Nudge and Neuromania.” http://www.thersa.org/__data/assets/pdf_file/0006/553542/RSA-Transforming-Behaviour-Change.pdf Before we get to that November 2011 report, let’s go back for that great psychological law: “images and mental pictures tend to produce the physical conditions and the external acts corresponding to them.” Another way of saying this is to point out the “immense power of images.” Assagioli says:

“It seems high time that this law should be utilized for higher and more constructive purposes [than advertising is what he means], and the fullest use of it should be made for the purpose of psychosynthesis.”

As I first explored in this post http://www.invisibleserfscollar.com/when-gaming-intends-to-shape-and-distort-our-perceptions-of-everything-around-us-viva-la-revolution/ , educators and the ruling elite and those who would like to join have a modern day tool in the computer and adaptive software and especially the coming classroom emphasis around gaming that would have made Assagioli and Maslow drool. No wonder UNESCO sees media education as the means to achieve Marxist Humanism. No wonder CCSSI wants media and digital literacy to be as important as print literacy. The power of images. Especially when schools define ‘engaged learning’ as the goal and immersion in a virtual reality as the means. Then the student can regularly try out utopias or envision potential future catastrophes that MUST be avoided. And precisely what will tell a student that something is in fact unworkable in reality or unlikely to really happen? An actual catastrophe with real lives?

The “Transforming Behaviour Change” report talks about preparing the “brain for social bonding and empathy” but what if we are bonding with bullies who have no desire for Peace in the real world? What if we are being primed to use the “motor-power of imagination” to redesign an economy and society in ways that ultimately cannot maintain the prosperity we will need to consistently keep most people well-fed? Feeling and intuition may create adaptability to transformative change but it is only knowledge that can deal with the inevitable consequences. And personal knowledge is precisely what is being extinguished in order to gain a widespread personality that seeks, or is amenable to, such wholesale change.

“The baby will have disappeared with the bath water” before most of us will even know any water has been drawn. But meanwhile the ruling elite will be “reworking the foundations of economic models” as that 2011 document put it. In a disinterested way of course. No wonder the report keeps mentioning George Soros. We simply use student-centered education to “change your sense of who you are and what you value” and voila! Reimagined human societies and economies can be ours. Education merely needs to create “the development of an inner authority which can ‘write upon’ existing social and psychological productions rather than be ‘written by’ them.”

Maybe we could call that inner authority the common core or triune consciousness (see previous post under that tag) obtained via the techniques of psychosynthesis brought in to achieve a Positive School Climate. All as we chase after this OECD-endorsed utopian vision of “21st Century enlightenment” to get “successful lives in well-functioning societies.”

“Behaviour change becoming an explicit goal of government policy” sounds like something from a science fiction novel, doesn’t it? Not a well-funded initiative of  the present called the Social Brain Project. Never forget please that the US and UK are already working together as lead partners in seeking behavioral, economic, and social change as part of the Belmont Challenge and Future Earth Alliance [see tags] work. Hiding conveniently from prying eyes over in Sweden. So once again this is NOT a matter of pulling together sensational quotes. However, I do intend to end with one more from the Social Brain Project so we can ponder what freedom will mean in such a future vision.

“The ‘Think’ approach is more democratic, and contends that if we deliberate collectively as rational agents responsive to argument, we will find a suitable course of action and collectively follow it through.” Now the Social Brain Project clearly likes all that collective decision-making on behalf of all of us but it thinks the “Think’ approach is too reliant on reason and not enough on the unconscious mind and habits. It wants a ‘steering’ approach to behaviour change that “literally changes the subject.”

The subject is not Algebra or English. It is us and our children.

Being launched via transformative education into a world where our perception of reality and new values and attitudes are to be shaped just as surely by deliberate propaganda as anything a Khrushchev or Brezhnev ever sought to do during the Cold War.

 

Decreeing the Interdependence of Environment, Economy, Society and Cultural Diversity in the 21st

Can you imagine what your workday would be like if your boss or the owner of the company actually  had their own secret boss? Who was giving marching orders on what you should do or not do? You think you know what you are expected to do but there’s this whole other agenda going on in your workplace beyond your sight. It would be confusing and unsettling to say the least. Likely nothing you were being told as feedback would quite make sense.

That is essentially the role that UNESCO now plays in education globally. At both K-12 and higher ed and increasingly professional schools. Hugely influential about the nature of the degree programs that credential the teachers and administrators. Through the poorly understood accreditation process, UNESCO can influence what local school boards themselves can now get involved in or risk property value destroying revocation or just watch status. Then there is the dynamic that promotions from teaching into the much more lucrative administrative positions or from principal to the six-figure world of the Central Office all go to those implementing UNESCO positions with fidelity. Even if only a few recognize that UNESCO and its declared drive for a new Scientific Humanism globally for the 21st century is where so many contentious pushes originate. At the Central Office any chance for your own school district or lucrative post-retirement (or even while also still on the district payroll) consulting jobs go to those who implement with fidelity. Whatever the parent or student outcry.

So failing to understand the role of UNESCO or the accreditation process is literally a failure to grasp what drives what can go on in a school or classroom. Whatever the intentions of parents, school boards, legislators, Congress, or Governors. And that’s apart from currently having a federal DoED that expressly seeks to work in tandem now with UNESCO. If Romney had won the Presidency in the US in 2012 or if you elected a Republican governor, UNESCO remains a primary driver of policies and practices. It would just be less overt.

So when Bulgarian Irina Bokova campaigned to head UNESCO and return it formally to Julian Huxley’s pathway to an evolving Scientific Humanism that has nothing to do with the Renaissance and everything to do with Uncle Karl, it was going to affect local education virtually everywhere. Formal initiatives like the CCSSI in the US or Core Skills and Wellbeing in Australia just give the UNESCO agenda a vehicle to hide in. A vehicle that gets Bokova’s Agenda, or as she called it, her Mission Statement, into the classroom or online software program, where it can begin to alter Worldviews and Values and Beliefs. Just as she has openly declared. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/BPI/EPA/images/media_services/Director-General/mission-statement-bokova.pdf

You may not believe in global governance or that education should be about shifting away from the Western concept of the primacy of the individual to the Eastern concept of the responsibility of the individual to the group but Irina and UNESCO do. And they have huge, poorly understood powers to bring about change. And the fact that Russian speakers at a UNESCO meeting in Paris are saying that this New Humanism and communism (little c, see earlier posts) are the same should really give us pause.

Except we were not supposed to know. And honestly too many Principals and Central Office Admins are too busy blindly pushing whatever will get them the next promotion to care or even pay attention to the real implications of these policies and practices.   http://instituteforscienceandhumanvalues.com/articles/philosophical%20reflection.htm
from February 2012 is a Dutch prof who attended the symposium and was alarmed by what he heard.

So when UNESCO and its Moscow-based Institute for Information Technologies in Education (ISTE) published “Media Literacy and New Humanism” in 2010, it was intended to change education globally to get the Mindsets and values and beliefs UNESCO seeks for a radically altered global future. Behind our backs. Without our consent. But still coming to a classroom or university campus near you soon because of the way education really works. And the relationship between the real drivers like the accreditors or charitable foundations or even multinational corporations (who simply prefer to do business with a government Ministry that can also regulate potential competition) impacts the actual implementation. Not any “standards” or outcomes that contradict the new transformative purposes of education.

So it is not kooky to talk about UNESCO. Instead, it borders on negligence to do work in education and not be aware of its role. And when UNESCO seeks to turn education and the role of the media globally into a partnership designed to limit what we can know or do and what we are to believe, we need to take them at their nefarious word that they are quite serious. This was italicized in the foreword to the original report:

“Considering media literacy from intercultural perspective, the authors describe its role in the world where the notion of the uniqueness of each civilization as an isolated, self-sufficient entity is no longer valid: Humanity must force the media system as a whole to shoulder the obligation to stimulate this intense intercultural relation that the global world demands of us. We must force it to act as an interpreter and translator–cultural translation–among all of humanity’s diverse codes: between our codes and the codes of the Other. In other words, the goal is to align the entire media system with the obligation to make a systematic effort at mutual understanding among all the collectives, peoples. societies and communities in this global world.

And if a certain group’s designs or expressed intentions are incompatible with a sought just, equitable, and peaceful world, do you make the presentation or curriculum about the actual reality or the sought one? See our problem? This alliance may be news to us but probably not to anyone heading up a global media or advertising or even a tech company. It’s simply what passes for the Way Things Now Are at the conferences we do not get invited to. Its assumptions basically pass into the water of influence that filters down from there.

I will say that I did not see a single reference to Uncle Karl in that report. But a restatement of his theories and metaphors so thoroughly runs through it that the book/report would qualify for plagiarism under any campus honor code I have seen. Basically it could be satire of how to get to the same end result without using the M word. Marx talked about the mode of production, the report makes the mode of communication the trigger. In either case though ICT is that trigger and it is time for education and the media to concentrate “on the processes of constructing personal identities” ready for the socially networked world and an era of “universal relationships.” Not too far from the language used in President Obama’s recent high-speed broadband and digital learning edict.

Marx may have come up with the metaphor that “All that is Solid Melts into Air” to describe the time of tremendous change http://www.invisibleserfscollar.com/all-that-is-solid-melts-into-air-but-does-it-really/ but that quote might have triggered the real link. So the report cites NYU Prof Bauman and a Spainard instead for the insight that “our (everyday) life has abandoned the solidity of the past and become liquid.” Likewise, Marx’s outrage over what he called the alienation of man gets turned into statements about “a kind of personality dominated by being alone together.”

In case you are wondering what UNESCO seeks to do about all this, oh, nothing much. They just want to use education and the media to “decisively influence our psyche and our character.” Later, they get even more explicit on the goals: “transforming both the manmade environment around human beings and their interior,  that is their intellectual capacities and mental skills.” Two points for every reader who recognizes an intent to gain an EcoMind and prevent Axemaker Minds.

We would be here all day if I quoted every horrifically troubling intention. The next post will have to be the how. Here are some of the highlights. This New Humanism really benefits holders of existing technology since it wants veto power over technological development in the future. So there will be a high degree of cronyism as “the new 21st century humanism must foster a critical sense that is alert to the hypertechnologized environment and capable of discerning between what should be retained and revamped.”

Also the “new humanism in the global communication society must prioritise a new sense of respect for multiplicity and cultural diversity and must support media development with the goal of consolidating the new culture of peace.” Well, kumbayah, at last. A brief look around the world  tells us not to hold our breath but that knowledge is just not going to affect the classroom or newsroom. No, because “now is the time for us to be capable of reviving the classical idea of the cosmopolitan, universal citizen, with very clear rights and responsibilities, that entail a planet-wide commitment.”

And in the Brave New World connection that you just could not make up, here comes Aldous’ brother Julian as the inspiration for this 21st century vision. A vision that explicitly targets “our value system” as UNESCO and ISTE inform us that “We are calling for a global, evolving humanism, in the words of Julian Huxley.”

Do tell. And I will. More in the next post.


 

The Need to Know as We Understand It Today May be a Lethal Cultural Sport

That needs to be radically restricted if not abolished root and branch. So said anthropologist Bernard James in his 1973 book The Death of Progress in a passage so reminiscent of Paul Ehrlich’s long-expressed desire to use education to create  Newmindedness and James Burke’s to create Non-Axemaker Minds that I just HAD to borrow it. And for similar reasons too. See what I mean?

“There is a sense of desperation in the air, a sense that . . . man has been pitchforked by science and technology into a new and precarious age. [In this age] the final period of decay of our Western world, the predicament is clear. We live on an overcrowded and pillaged planet, and we must stop the pillage or perish.”

And like the Bioregionalists and the Ecology educators like David Orr, it’s always the rational mind that is the central target for change. http://www.invisibleserfscollar.com/we-need-a-radical-change-in-our-mode-of-consciousness-even-a-new-sense-of-being-human/ . There was one modern scientific discovery and technological innovation though that didn’t send Professor James into a social engineering frenzy–the computer and communications technology. What today usually gets abbreviated as ICT or as the National Science Foundation likes to call it–Cyberlearning. As in let’s throw tens of millions of taxpayer dollars or new debt into making ICT the focus of all education. K-12 and higher ed. No Cronyism there.

http://www.edweek.org/ew/articles/2013/01/03/15cyber.h32.html?tkn=TLLFZjQZBrz3EptDVf4qQPg2Wz33qWsMGN2A&cmp=ENL-EU-NEWS1 is the January 3, 2013 story called “Federal Effort Aims to Transform Learning Technologies.” Since I have written several posts where education professors and administrators and UNESCO reports explicitly acknowledged that such Digital Literacy efforts actually are designed to gain Equity in Achievement by limiting the ability to think, I decided to look into this expensive program further.

The National Science Foundation’s Cyberlearning Initiative is very much in the Limit the Capacity to Think,Make Tool Use and Social Interaction the Purpose of School, Tradition. You know the one that has everything to do with taking down the basis for Individualism and free markets and disruptive technology innovation and nothing to do with the transmission of useful cultural knowledge from the past? Since that would bolster the rational mind and each person’s ability to conceptualize the future for themselves? Or be ingenious? Oh, but I am getting ahead of myself again.

This 2008 NSF report that must have the tech companies salivating is called “Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge: A 21st Century Agenda for the National Science Foundation.” That mouthful, which I quoted in full for a reason, goes a long way towards explaining the NSF’s agenda in creating all the poor math and science curricula in the 90s that became notorious in the Math and Science Wars. Which is important now as NSF also goes after higher ed courses to gain equity in credentialling. Moreover, it explains the education vision in both that USGCRP 2012-2021 report http://www.invisibleserfscollar.com/if-reality-is-ignored-or-disregarded-when-do-we-become-a-state-against-its-people/ as well as that troubling Research Goal 6 described in the previous post. And also NSF’s work on the Belmont Challenge and the Future Earth Alliance. Busy folks. In fact, “Altering Minds and Behaviors without Telling You” might be a good 21st Century motto for certain parts of the NSF. So convenient isn’t it that  NSF now reports to a close Ehrlich colleague, John Holdren.  He is not telling us either although if you read his past books and articles, he already has.

Consistent with that remake the world and control human behavior aspirations is cyberlearning as a means of “steering” humanity and signalling

“the intertwined tapestry of concepts relating the goal-directed actions, predictions, feedback, and responses in the systems (physical, social, engineering) for which cybernetics was to be an explanatory framework.”

Yes, long before Peter Senge took up the mantle of Systems Thinking to make a lucrative living foisting it on schoolchildren and naive business executives, we had Norbert Wiener who helped develop Cybernetics to try to make human systems more predictable and controllable. And, no, nobody EVER asks us “Pretty Please” or May I?”. So Cyberlearning is based on Cybernetics theories and involves Learning in a networked world. And the NSF report wants to make it quite clear that cyberlearning involves “learning with” the tablets, Smartphones, and laptops that are currently being pushed at great expense. Absolutely does not mean “learning about” the ICT infrastructure. Mercy no, that might bolster the abstract, logical mind and we need to prevent those as much as possible in the 21st century. No matter what the cost in dollars or forgone future prosperity or destroyed individual promise.

In fact on page 11 of that report you can find a chart called “Advances in Communication and Information Resources for Human Interaction” that puts working with symbol systems like reading and math and academic content very low on the totem pole of 21st century aspirations for students. And what makes it to the top you ask reluctantly? Why, that would be “Virtual Observations [aka videos], Collaborations, Social Networking, and Web 2.0.” I kid you not. That’s the Marxist/Deweyan ultimate wish list of Social Interaction, Participation, and Engagement as the purpose of education. It also dovetails to the 1989 UNESCO agenda described here. http://www.invisibleserfscollar.com/values-and-vocational-creating-citizen-drones-via-education-worldwide/ . The report still guiding education “reform” globally.

One of the creators of that chart is heavily involved with Cyberlearning and Informal Learning generally. Stanford Professor Roy Pea is not only in a position to “Do Lunch” with the Ehrlichs and Linda Darling-Hammond and so many other of our Transform Education Schemers but he was kind enough to do a Cyberlearning slideshow in 2011. That got uploaded on August 15, 2012 just in time for the new school year.  http://www.slideshare.net/roypea/berkeley-cyberlearning-030811final . Have fun with the whole show but it is Slides 17-19 that really caught my eye. They make it quite clear Professor Pea considers ICT and Cyberlearning to be a Lev Vygotsky mediated tool.  Complete with pictures.

Vygotsky, for newcomers, was a Soviet psychologist determined to use pedagogy and education to create the perfect Soviet man (and woman I am sure). He understood that cognitive tools can either strengthen the abstract mind (like reading phonetically) or weaken it (like ICT substituting for personal knowledge). Slide 19 leaves no doubt in my mind Professor Pea very much understands what Vygotsky aspired to do in his research. Disrupt previous cultural-historical processes [also known as knowledge of the past] in favor of something new. A different future and culture. As in Designing New Minds, Values, and Overall Personalities I suppose. And Pea also leaves no doubt (Slide 49) that the expensive National Education Technology Plan is part of all this mind-weakening, Transformative, Design a New Future through the introduction of new Cognitive Tools, assault.

Designing the Future. Now how hubristic, as in Will Lightning Strike at the Nerve?, does that sound? But sure enough, on January 18, 2012, there was a Cyberlearning 2012 Summit in DC we were not invited to. So we will have to rely on this helpful graphic of what went on. http://cyberlearning.sri.com/w/images/b/b9/Illustration_Banner.jpg . And there on the far left we see “People and Technology Working Together Designing the Future.” Apparently all it takes according to the graphic is the NSF using multimillion dollar grants to bribe educators and institutions who will in turn Transform Education. Making ICT and the Internet and the Visual instead of mental the Whole Point of Education.

Well, that will affect the future as we shut down much of the human capacity to think rationally that brought, quite literally, Civilization. Print and the mental manipulation of it played a big part. Especially after the invention of the printing press and the Reformation made literacy widespread in the 16th century. Leading to the explosion of knowledge and technology Bernard James wanted to stop in our title.

But can we really design the future? I don’t think so. But let’s talk about that latest bit of public sector hubris in the next post. We will look at what Ehrlich and UNESCO and the European Union and NSF all have in mind when they talk about Foresight Knowledge.

Because I am a firm believer that forewarned is forearmed. Especially about Foresight.

Sorry. Couldn’t resist that.

 

 

 

Truly Effective Teaching Involves the Awakening of All Three: Heart, Mind and the Soul

The graphic levels of personal, psychological, manipulation laid out in the Chapter on “Whole Systems Thinking in Education and Learning” (from the same source as the Change the Filtering Mindset from the last post) sent me scurrying for a way to put what was going on into perspective. It fits too well with what was being pushed in the name of Transformational Outcomes Based Education in the 90s for me to pretend “Oh No, they do not really mean that.” It fits with the actual PBIS/Social and Emotional/Deep Learning Emphasis of the CCSSI classroom implementation I have been profiling for months.

This is the reality, folks, and the prevailing belief is that no one in the US or elsewhere in the West can stop Transformative Noetic Change now–both within individual students and culturally for entire societies. If this were a science fiction movie, this would be the point where the female heroine whispered to the sound of thundering hoofs and gathering clouds of dust that “They are coming.”

Who is they? Why a modern day class of what the Soviets called the Nomenklatura, politicians, bureaucrats, hangers-on, and Crony Businesses all wanting to either live at taxpayer expense or have access to the privileges and protections of an aggressive regulatory state. People, this is the historic norm. The norm of a lack of individual personal freedom that parts of the world for a few hundred years in human history managed to put behind them. Until the uniqueness of this way of living became taken for granted like a Legacy Trust Fund that had always provided and every one ceased to learn the habits of mind that had made it possible in the first place.

That we are looking at a massive act of Global Social Engineering is not news to me http://www.invisibleserfscollar.com/real-change-will-require-new-values-and-new-ways-of-thinking-or-social-engineering-is-hard/ but it may be news to you. My scurrying for history though this time took me to 1942 and Anthropologist Margaret Mead and the Conference on Science, Philosophy and Religion.  There I got an open acknowledgement, decades old, of an intention to use the Social Sciences, what she calls the “recipes of science” and her concern, sort of, over the implications:

“to manipulate people, we shall arrive at a totalitarian rather than a democratic system of life.”

See I am not being hyperboliic in imagining these Aspirations as the essence of what traditionally merited the phrase Totalitarian. Margaret Mead herself said the “plans for altering our present culture” by using the social sciences as “experimental material” commits us “to the manipulation of persons, and therefore to the negation of democracy.”

If it negated it in the perilous times of 1942 when the essence of Totalitarianism was well-known and a daily reality, it still does in 2012. By the way, Mead’s answer was not to reject the manipulation via Social Sciences, like Pedagogy, but rather to stress the Values of  the Means Used rather than the Ends sought in some desired Blueprint of Change. So instead of emphasizing the known Fair Shares Society of Goodwin Liu and Social Citizenship or the Future Earth Alliance as the End, we get the Value of educating every student equally, a Means. No less Manipulation. Still Social Engineering. What we call a Distinction without a Real Difference. Mags, this Means-End distinction given the Totality of the intended Social, Political, and Economic Transformation may have made you feel better in 1942. But we are still dealing with what you recognized  as the “negation of the moral autonomy of the human spirit.”

I am now back in the 90s and the 21st Century with a quote on how to gain Transformative Individual Change in Students in order to drive “the shift in society as a whole” via education. This is a long quote with my snark in brackets to remind you we are already dealing with all these described dimensions. Italics in original quote.

“Learning should involve ‘three awakenings of the mind, the heart and the soul (if) truly effective teaching’ is to take place . . .learning can involve the cognitive dimension (which is traditionally seen as the core of teaching) which involves the intellect; the affective dimension, when intellectual knowing moves to a personal and connected [Relevant as in Willard Daggett's Relevance makes Rigor Possible] knowing involving the emotions [which is why we hear the term "engaging the student" over and over again now and why Spence Rogers' PEAK teacher training materials keep mentioning targeting the feelings of the students]; an existential dimension where students are faced with questioning their values and ways of living and with the challenge of the reconstruction of their own sense of self [this is what is meant by the euphemisms of Challenging and Rigorous and Higher-Order Thinking that make parents of Gifted Students falsely believe their Child will get the Academic Knowledge that is fast becoming Forbidden as bolstering the Independent Axemaker logical Mind]; an empowerment dimension, which, if the existential crisis is resolved, involves a sense of responsibility, commitment and direction [College and Career Ready's Real Definition bound up in Amitai Etzioni's Communitarianism?]; and an action dimension, [Isn't that John Dewey's definition of the religious achieved through education?], which, if the questions raised by the first four dimensions have been resolved, involves the development of informed choices at personal, social, and political levels.”

Programmed via Peter Senge’s Systems Thinking and holistic intervention via the classroom on how to handle yourself politically? An Inculcated Mandate for Altruism and the Common Good with little ability to discern whether the assigned definition really makes Long-Term Sense? I really did go look up brainwashing in two different dictionaries after reading these plans. And the only thing good about having a child in a high school and district seeking to be a leader in this Transformational Educational Change template in the US is I personally recognize hearing the plans for every last one of those dimensions. I am not in the faces of the Gypsy Principal and Super only because I have bigger plans for this information. To tell you, concerned parents and taxpayers (and quite a few teachers who still want to teach real content) all over the world, what is coming and why.

Before I finish with the rest of the quoted plans, the blogosphere started noticing the real Common Core implementation this week in this story http://www.powerlineblog.com/archives/2012/12/obamacore-the-substitution-of-propaganda-for-great-literatiure-in-our-schools.php. Good. They are rightfully concerned with the federal government dictating to schools that a certain percentage of high school reading has to be Nonfiction. The story accurately recognizes that this mandate will lend itself to political propaganda in the classroom. Yes, absolutely, and that’s the whole idea. Especially readings that engage Heart and Soul in a compelling manner so that the instilled Beliefs substitute for Rational, fact-based Thought.

Imagine if the concerned parents and taxpayers outraged over the nonfiction mandate fully appreciated the story we have been uncovering? Or the intention in the next paragraph after the five dimensions I just described to use Joanna Macy’s despair work on students. Now won’t a federal Nonfiction mandate come in handy when you already intend to have students “engage with their feelings and pain for the world in order to reconnect with it“? The official recognition by the Credentialed Transformational Schemers that “a true sense of empowerment must come from both the head and heart.”

Well, they left out the Soul that time in the quote but not because there has been any reconsideration of what we saw in previous posts. Wait until I explain in the next post how the government would just like to have a monopoly on Values and sees the promotion of Religious Pluralism, officially sanctioned now of course, as the best way to get to get there.

If I were a fiction writer with a soaring Imagination, I could never come up with a story that rivals merely reporting the Facts on what is really going on via Education. Well-hidden facts to be sure but Verifiable nevertheless.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Mine is driven by facts and open declarations of intent.

 

 

Being Grateful for What We Know and Appreciating Why It Matters

I had actually outlined another barnburner story but the day before Thanksgiving is no time to serve up indigestion. So I thought I would write a tale of appreciating why individual liberty has mattered in the past and why Freed Markets resulted in mass prosperity would be a nice tribute. And I do not mean that in a Pollyanish sense. One of the books I am tackling this holiday week is Robert P Moses’ radical equations: Civil Rights from Mississippi to the Algebra Project. I want every child to learn to the best of their ability. I want to really appreciate the desperation that is driving this Equality for All even if it guts the economy philosophy. It is why I read what attracted Van Jones to the Green Growth Economy as a manifestation of his self-confessed preference for Communism.

I think the history lessons of the Predator State declaring its Goals for People and then using its powers to coerce are too easy to forget. It’s not an ideological preference. It’s a factual story. A repeated pattern once government reaches a certain size of the economy. I think history consistently bears out the truth of what Nobel Prize-winning economist Friedrich Hayek said in his 1945 lecture “Individualism: True and False.” I give extra credit for people who have first hand experience in what led to most of the great tragedies of the 20th Century. It’s called Walking the Walk and there is great validity to the hard-earned wisdom it imparts.

“There is all the difference in the world between treating people equally and attempting to make them equal. While the first is a condition of a free society, the second means, as De Tocqueville described it, ‘a new form of servitude.”

There is just no getting around the fact that government officials and their Business Allies deciding they get to fine tune personalities and reset Values, Attitudes, and Beliefs to guide an Individual’s Future Behavior is a 21st Century form of servitude. Especially when the inappropriately named Positive School Climate is now a tool to retrain each student’s filtering Mindset. The worldview they will use from now on as they encounter daily reality. With their preferred non-Axemaker Mind and habits grounded in emotion. All quite consciously cultivated and monitored.

But we now know all this up front and that really is something to be Thankful for. As an active pursuer of these plans and blueprints this is decidedly unauthorized knowledge that was not supposed to become available. A 2012 Deerstalker Gold Star Award for Me. The most common question I get from frustrated parents especially is Why? What I am saying simply rings too true with their daily reality to discount it. But why the Deliberate Operant Conditioning towards a Future that’s not really about prosperity?

Like I have said, I take great comfort in putting all this in its Historical Context and its real Self-Dealing Context. Because honestly that is where it belongs. So I am going to quote you a passage from Hayek’s 1944 book The Road to Serfdom (page 176 in my 2007 copy). He really nails the drivers behind making education miseducation. Notice he also nails down the frequent unholy alliance between government and the media. Simply refusing to report or cover accurately anything that might caste a poor light on desired government policies. My bolding and snark is in the brackets.

“Facts and theories [Sustainability, Man-made Catastrophic Global Warming, Diversity, Social Justice] must thus become no less the object of an official doctrine than views about values. And the whole apparatus for spreading knowledge–the schools and the press, radio and motion picture–will be used exclusively to spread those views which, whether true or false, will strengthen the belief in the rightness of the decisions taken by the authority; and all information that might cast doubt or hesitation will be withheld. The probable effect on the people’s loyalty to the system [Peter Senge just swooned that we so understand the essence of Systems Thinking and Why It Must Be Pushed] becomes the only criterion for deciding whether a particular piece of information is to be published or suppressed. [Benghazi; Actual Employment Numbers] The situation in a totalitarian state is permanently and in all fields the same that it is elsewhere in some fields in wartime. Everything which might cause doubt about the wisdom of the government or create discontent will be kept from the people. [Hard not to think of Candy Crowley and that 2nd Debate]. The basis of unfavorable comparisons with conditions elsewhere, the knowledge of possible alternatives to the course actually taken, information which might suggest failure on the part of the government to live up to its promises or to take advantage of opportunities to improve conditions–all will be suppressed. There is consequently no field where the systematic control of information will not be practiced and uniformity of views not enforced.”

There you have the incentive of Government officials for using education for merely Competent, Mentally Hobbled Citizens. Especially ones who are being bred to see a Duty to the State. And the Business Angle. They are politically connected and want special privileges and protections from their Cronies. That’s not Capitalism though. It’s Mercantilism where there is no mass prosperity. It is what Adam Smith rejected as he accounted for Britain’s phenomenal 18th century economic growth.

So enjoy your friends and loved ones on this cherished American holiday. Whatever happens in education in 2013, we WILL understand what is really going on and what the likely consequences are actually going to be.

And that really is something to be Thankful for.