Masking the New Integral Human Rights Focus: Education Becomes a Tool of the Sought Cohesive, Caring Society

The Great War, as World War I was called in the 20s, had the effect of forcing many Europeans to begin imagining a world where there would never again be such a violent convulsion. HG Wells’ The Open Conspiracy came out of just that kind of search to fundamentally change all the rules for the future. The essential part of Wells’ vision was to use education to remove the “outworn ideas and attitudes” and substitute concepts and values conducive to world reconstruction. To Wells, there could be “no half measures. You have not yet completed your escape to the Open Conspiracy from the cities of the plain while it is still possible for you to take a single backward glance.”

The NEA’s Life Adjustment Model we encountered in the last post came out of America’s reaction to the convulsions of World War II. Then, and in its current iterations stressing school as the source of a psycho-social catharsis of New Communitarian-oriented values, attitudes, feelings, skills, and beliefs, this change in the focus of the curriculum and the classroom should be seen through a recognition that “whatever we retain [of the ancient ideas and order] will come back to life and grow again.”

What I have been calling Mind Arson is actually just the deliberate pruning of educators working as gardeners of the Mind and Personality in pursuit of Wholesale Change. Because,as Wells once again recognized: “the more thoroughly we seek to release our minds and the minds of those about us from them and cut off all thoughts of a return,” the greater the possibility of the desired fundamental transformations in how people act and societies, economies, and countries organize their daily lives.

Wells even had a beguiling phrase for this intent–’mental sanitation,’ which would certainly explain why it looks like mind arson and psychological manipulation to us. It is. An aspect we have been dealing with all along in the US and also the West generally is the idea of ‘myth’ hatched at the University of Chicago in 1948 (the year after the NEA began its revolutionary push in ed to make human relations its focus) where the ‘myth’ ceased to be a story that had never happened. Instead, a myth would become a vision of the world as it might be and ought to be. Education then quietly became a means of changing the student to make him or her ready to take action to fulfill that vision. Like the role of today’s similar terms-’relevance’ and ‘real world problems’–the idea was that “constructive change of the world” would become the “guiding form of all human activities.”

Today we call those Learning Tasks as my book lays out. Consider this post further filling in around the edges of these long term pursuits at social reconstruction on a global basis, like it or not. Aware or not. I don’t know about you but I think we can attribute Ralph Tyler’s creation of the term ‘behavioral sciences’ in 1948 to the other activities going on at that Chicago campus on how to move the US and the West towards a World Republic grounded in distributive justice as a human award, not a reward for merit or a pick-up after bad luck. Likewise, Tyler’s 1949 book shifting the curriculum focus of school to Learning Objectives and away from knowledge. Those Learning Objectives remain the basis for the very outcomes-based education we dealt with in the 90s version of these reforms and what goes by the name Competency today. It always comes back because …

Following up on what I heard in year end meetings in a local school district that combines suburban affluence and urban poverty with a racially and ethnically diverse student body, with that 2011 NEA CARE Guide we have talked about, turned up once again the behavior modification and character manipulation curriculum hiding under the deceitful phrase Facing History and Ourselves. I have written about it before (see tag), which is why I was so alarmed to see it going international as the UK used it as part of its Journey to Justice, which also seeks distributive economic justice for all as a matter of human rights. Since I was already dismayed about this related upcoming conference in Boston  http://commonbound.org/page/about-commonbound, it is hard not to feel that revolutionary change is coming from every direction to go along with these ed reforms in preschool, K-12, and higher ed.

FHAO turned out to be everywhere now with its proclaimed goal of pushing “policies and practices that prevent violence and promote peace.” Working with PBS, for example, to create a Choosing to Participate curriculum to “think deeply about what democracy really means, and what it asks of us.” Pretty sure that will not be the democracy as the tyranny of the mob that so concerned the US Founding Fathers since knowledge of that history might result in the forbidden backward glance. No, it will be democracy as a vision of what might be. Another reason to be concerned when FHAO representatives are listed on the program of this recent Immigration Day program that also talked about A New American Majority: Political and Personal Perspectives. http://www.kbcc.cuny.edu/nac/Documents/ImmigDay_2014.pdf

The US-based Human Rights Education Associates, as part of its Citizenship Education, Globalization, and Democratization push used FHAO to create a curriculum for South Africa called Facing the Past. http://www.hrea.org/pubs/tibbitts-prospects-sep06.pdf Instead of a focus on facts the point is to “infuse the question of values in the learning of content.” Teachers were told they must “‘unlearn’ any ‘official narrative’ of apartheid.” Instead the students and teachers would use “interactive, participatory methods of learning” to explore each other’s perspectives. They would role play and examine “human behavior and universal themes such as identity, group membership, obedience, and taking action.” Through “working with personal experiences and choice in these histories, links were intended to be made to issues and moral dilemmas facing young people today.”

First, have the students explore if “hate is innately a part of human behavior and experience? If so, how can we change that within ourselves?” Note to radicals, this amounts to the child who would never think about bullying others on the playground being asked to wear a T-shirt that says “Violence never works” and then wondering why he gets picked on. This type of emotional curriculum consciously milks stories to produce a sense of grievance, or guilt, depending on where in life one was born. There’s no knowledge being instilled of what actions might make the situation worse for everyone. This is a curriculum that actually cites that “[DM] was particularly moved by the video. He was crying afterwards. He wanted to know what the youth today can do to make up for the wrongs of the past–that their ‘white’ parents had committed and/or benefitted from.”

I am going to go into the US versions of FHAO more in the next post, but this New York Times ad from a week ago on the need for Equitable Implementation of the Common Core Standards in commemoration of the 60th Anniversary of the Brown segregation decision should give us pause on the real intended purpose of the standards. http://civilrightsdocs.info/pdf/NYT-CCSS.pdf The listed Leadership Conference changed its name formally in 2010 to add “human rights” to its title and purpose of pushing “for progressive change in the United States.” Using the same concepts of distributive economic justice those World Republic dreamers in 1948 or Wells’ Open Conspirators in the 30s wanted to pursue.

Also pertinent to where all these reforms are really going is this recent Communique, a term always intended to announce revolutionary intent, from National Civil Rights and Education Groups http://nul.iamempowered.com/content/communique%CC%81-joint-statement-support-common-core-state-standards-and-equitable-implementation . Trust me on this as someone with a mother lode of implementation materials from my book and this blog, no one is planning on teaching that inner-city kid how to read properly. The equity comes from changing values in a manner that emboldens the belief in the need for fundamental transformations in how we live and what we all believe.

I am going to close by showing what such equitable education aimed at personal and social change actually looks like to a participant in programs like FHAO. “For the first time during my education, I was feeling and experiencing what I was learning. I was doing an inherently human thing, and my education was coming alive. [her bolding].

“Learning is felt.”

“that feeling that I can’t quite name, the one that gets my head all hot and my insides queasy and my muscles just aching to get up and go out and do something. Learning is experiencing what someone teaches me, letting it soak through and change me.”

Change me. Guided Inquiry. Planned activities and role playing “infusing the use of narrative, interactive methods and multi-media sources.”

No danger of a backward glance from these programs aimed at creating a “new collective memory.”

The danger comes from the internal redesign of what is clearly intended to be programmed future behavior.

In the name of democracy. Social Justice. Fairness. Globalization. Engagement.

Descending to a Connected Kleptocracy Via the Digital Learning and Climate Change Ruses

In the continued reality where the truth involves far more official coordination than anything Agatha Christie ever imagined, the UNESCO global aspiration for media/digital education as the be all and end all for Everyone really does say flat out–”we need to get the media involved.” That would mean newspapers, broadcast networks, film studios, all aspects of the entertainment industry plus the computer tech and software companies and broadband providers like AT&T. Not a presumed coordination but an explicit one. Just chock full of those generous public/private partnerships where the only risk is to the already put-upon taxpayer.

This is more quoted language from that 2010 “Media Literacy and New Humanism” that literally laid out how to use education globally to get to every dream of transformation Uncle Karl ever had. Literally dovetailing not only with the Marxist Humanism vision we have now tracked in the West from the early 60s on but also the rather horrific UN vision of the Knowledge Society where we all organize around central cultural themes. http://www.invisibleserfscollar.com/all-that-is-solid-melts-into-air-but-does-it-really/ lays it out if you can bear the details.

Today is more about how and the fact that US Education Secretary Arne Duncan is clearly behaving as if the obligation to coordinate as a partner were already in place. http://blogs.edweek.org/edweek/state_edwatch/2013/06/arne_duncan_decries_imaginary_attacks_on_common_core.html is the story on yesterday’s speech to the Annual Convention of the American Society of News Editors. The one where he explicitly laid out the role he expected of the media in sending out the administration’s desired message on the Common Core. I will point out if you read the speech that he is describing the 21st Century Skills focus as the actual CC implementation. And he keeps referring to deep learning. And since I have UNESCO’s definition of curricula from its mischievous report and it does dovetail with what the federal government is financing or urging on, we will use that instead of his false gauntlet of textbooks (which by the way the feds have been financing for years through their math and science grants through NSF).

Because digital learning and cyberlearning are such a huge part of where the feds and their cronies are pushing education globally, they have redefined the word curricula as “an educational experience programmed for a learner.” Which apart from the assessments that Arne wisely stayed away from in his gauntlet tossing speech, the feds and the tech companies absolutely are getting involved in designing those types of experiences. And insisting that 21st century education must be about experiences and group activities and not be mental. If you are going to complain about imaginary assertions of federal overreach it is probably best not to give interviews to Pearson’s Michael Barber where you state that “our decentralised system has its pros and cons” and then show enough irritation that Barber described it in the report that:

“we’ve been too slow to move in the direction of hybrid learning. The question is …how do you make that standard practice?”

Hybrid learning is that blend of digital computerized, Benjamin Bloom Mastery Learning of skills and outcomes coupled to a physical school with interactions with real students and teachers. What is being called Blended Learning or the Flipped Classroom in most of the US hype. With lots of lucrative funding for the companies pushing this model. Courtesy of You Know Who.

So gag me on the ire and misinterpretations of the feds’ efforts. If anything the utter coordination globally and the economic, social, and political visions it is tied to remain way too unknown in the US and most countries. Which is possible if you “get media involved” and then go on to detail that “this emphasis took shape in two ways [as always UNESCO loves to italicize for emphasis]:

a) the development of relations with the media industry and cooperation platforms [like news editor annual conventions?] and

b) the proposal to develop quality standards applicable to the messages and the media, which would contribute to making communication professionals more aware of the effects of their work.

Honestly if you can get that kind of direct and explicit and intentional coordination of the “media, professionals, legislators, and civic and political institutions” aligned to what is allowed or not in the classrooms via the real Common Core implementation. Then you throw in all the affective Big Data on frustrations and motivations that hybrid learning and gaming throw off and no one will ever need to actively censor again. Talk about nipping in the bud. And Arne’s speech yesterday and Karen Cator’s to the New Media Consortium a few months ago make it quite clear the era of this active coordination of messages and knowledge itself and communication to the serfs, I mean citizens, is upon us.

What is really problemmatic apart from the mockery of personal liberty such clear and intentional and regular coordination creates from “womb to tomb”, as the new favored phrase goes, is where I got that peevish hybrid learning quote from Arne. It’s in a report Barber and Pearson Education did with the Institute for Public Policy Research, which bills  itself “leading progressive think tank”. That must be another way of saying where Fabianism remains alive and well and excited about the 21st century. It was prepared as part of the Asia-Pacific Economic Cooperation (APEC) Summit in September 2012 on Russky Island off the coast of Vladivostok, Russia. The report was named “Oceans of Innovation: The Atlantic, the Pacific, the Global Leadership and the Future of Education.”

The report lays out the global coordination using education (and climate change sustainability too but that’s not what I am stressing here) to get to the “collective future” desired globally. It also makes it clear that the age of the individual and the era of the UK and US is over. Which is in large part due to previous decades efforts to use K-12 education to “destroy the talent myth.” Which is much easier to do when internationally benchmarked has come to mean an emphasis on “equity and diversity” and “progressive immigration” to developed countries. AND “a standard of education that will enable [everyone] to adapt and change as they respond to the constant dramatic shifts in the global labour market. As American reformers put it, every student needs to be ready for college, work and citizenship.”

All that within the overview we had feared as we tracked the Global Cities Education Network and UNESCO’s Shanghai definition of the 21st century Learning City with its all-encompassing views of what is to be planned and what is coming in under the Global Competence Asia Society presentations in individual US states and cities. It is all part of a globally coordinated effort involving the UN and Pearson and foundations and the stated idea of political radicals with a real fondness still for Uncle Karl’s philosophy for the future that:

“As traditional institutions, such as the family or church, break down, increasingly schools are the only social institutions we can rely on to inculcate in young people the values or ethical underpinning on which our collective future depend…some values are universal and vital: respecting individuals equally regardless of their wealth, gender, sexual orientation or origin; recognising the diversity of life–not just human life–on Earth and understanding the threats to environmental sustainability…”

Well, the Canadians had tipped us off already that the real common core was about new values but the Vancouver brigade must be in the ascendancy instead of the Montreal area of Canada. They left off the part about the “eclipse of the Atlantic economy by the Pacific”  and a rejection of the individual ‘rights’ culture of the West. With a planned 21st century replacement from the rise of the Pacific and China in particular. And a new collective-oriented ‘responsibilities’ culture which asks what citizens “could offer the state.” According to the ASCD in the US, I believe the answer is the Whole Child with its “full personality.”

So the innovation you keep hearing so much about as a selling point for the Common Core and its equivalents in other countries turns out to be a desire

“to innovate as dramatically in our capacity to make peace as we are in our capacity to make war. Moreover, the next half century demands in other spheres too–in social and economic realms and indeed, fundamentally in human relations…unless there is also innovation in these more subtle and subjective domains, the future looks very bleak indeed.”

No wonder Arne was so peevish about delays in implementing hybrid learning everywhere. And increased opposition to the federal machinations, in support of the international coordination, hiding in the US as the poorly understood Common Core. It’s past time say the global key players: “society must furnish a culture that is progressive and open to the transmission of new ideas.”

Except those ideas are actually almost two centuries old. Uncle Karl really is back globally. And coming in through ed reforms and hype over Sustainability and Climate threats.

Any excuse for governmental planning. And lifelong deference from the planned for.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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