Wider World is Primary, Not the Stifling Prison of the Instantaneous Present

Education is the entry way, but it is by no means the ultimate goal. Those of us who want to believe that all would be well if only all decisions were made locally instead of at state, federal, or international levels should be aware that the Local was preselected back in the mid-80s as the place where “equity, implementation of human rights, promotion of democracy, and environmental protection” could best be invisibly put into place, especially in the capitalistic West like Canada, the UK, Australia, and the US. It was at the local level that the “world must evolve structures of governance (not necessarily government) that offer improved prospects of achieving sustainability…and decency.” The global belief that the local is the place to impose authoritarianism while pretending it is participatory democracy can also be seen here http://www.ted.com/talks/benjamin_barber_why_mayors_should_rule_the_world as long time activist Benjamin Barber wants binding power now centered in the cities.

The following discussion needs to be added to what we already know from the book on unappreciated events that took place in the 80s getting ready for a pivot away from communism and the Cold War that impacted education so much in the 90s and now. The World Orders Models Project we have already disturbingly met http://www.invisibleserfscollar.com/reorienting-world-order-values-via-the-intervention-of-activist-education-and-progressive-politics/  began  a Global Civilization Project in the 80s after a visit in the fall of 1986 from a special assistant to Mikhail Gorbachev. This Georgi Shakhnarov “discerning the changes which were about to take place [prescient, huh?] in the Soviet Union and elsewhere, and possessing an impressive familiarity with WOMP materials, he felt that recent events were vindicating many of the WOMP policy objectives while obligating many in the global community to revisit the security doctrines that had authorized Cold War hostilities.”

Sure enough WOMP had a meeting in Moscow in 1987 that we were not invited to (although I did manage to locate the resulting book) that began the new vision we are still dealing with now, whether we recognize the sources or not. The post-Cold War world, much like the Great Transition, Subjective Well-Being, and post-2015 hype from the OECD and UN entities now, wanted “alternative policies that promote the ‘world order values’ of peace, economic well-being, social justice, ecological balance, and positive human identity.” From those goals came a radically transformed vision of education where:

“To realise the potential of the twenty-first century we will need to put aside the obsessions of the 20th century, especially the fixation on what we may have, and return our attention to the perennial question of what we may be. That process can begin now, in schools. This book has been informed by the view that the outer world is an expression of the inner one. The biggest step forward would be re-establishing a map of culture which includes more than the material and the instrumental. We can then use the new map, the new world-view, both to frame and define futures which breach the bounds of instrumental rationality and see human life as a self-aware part of the whole.”

That was the conclusion of a book Education for the Twenty-First Century published simultaneously in 1993 in the UK, Canada, and the US. That’s a lot of kick starting via the schools of a new vision of values to guide perceptions of reality going forward. The reason the core, then and now, of transformative changes in human behavior has to be values is because human values guide preferences. If you want social action for change, education and other social institutions where people gather, like religions or mass media programming, have to constantly be pushing the envelope on values and ethical issues and reimagining morality. And you wondered why values clarification suddenly dropped into the schools in the 90s or why a Kairos Center is being launched now.

Another one of those assumptions that was invisibly altered in the 80s and early 90s to commence the social and economic justice assault on the West was to push Socio-Economics as envisioned by the very same Professor Amitai Etzioni regarded as the Communitarianism Guru. We first encountered his work being cited to justify Positive School Climates and Positive Behavior interventions for all students. Then he came up again when we discovered the communitarian focus for what Career Ready Standards actually meant. http://www.invisibleserfscollar.com/does-common-core-target-hearts-and-minds-to-sway-future-voters/ Big surprise. His work on the ‘totality’ having primacy over the individual is to guide this new vision of economics. No wonder his work  keeps making uninvited appearances.

Let’s take a look at the three characteristics an economic system must adopt to prepare for the kind of reorientation Etzioni, WOMP, Gorbachev, and too many others in well-compensated positions of leadership have decreed without our consent. Being shaped and then imposed invisibly via education: K-12 and college and now preschool and graduate programs.  First, the individual is no longer to be independent and able to exercise their own free will. Instead, he or she must see themselves as interdependent. Part of interlocking systems. So when we have come across initiatives like Fostering Communities of Learners that are to be required and made a measure of whether a Principal is deemed Effective, that focus is priming students and teachers for the new way the economic and social systems of the future are to work.

The second rejection is the idea of maximizing value from a given choice. Instead, the emphasis shifts to ‘satisficing behavior’–good enough. No need to hold out for the ideal or a perfect fit. Students practice for this element of the reenvisioned social and economic systems via all those ‘rigorous’ assessments where there is no correct answer or the material has never been taught. It is what counts as operating at Higher Levels of Thinking under a Depth of Knowledge template for evaluating student work. Practicing a good enough strategy and being willing to act anyway. In satisficing behavior the focus is always on the future so that image of what could be can begin to reshape the current reality. Once again brought to you by people paid to push these pernicious ideas without having to live with the consequences. Yet anyway.

Number 3 is “consensus formation as the essential nature of interaction between individuals and institutions within the economic system.” This is the part where we all have an obligation not to point out to the community organizer or Area School Super that their vision is stuck at the level of a dull 12-year old mind or grounded in the anger of a thwarted teenager. All perspectives are equally valid, remember? This new behavioral characteristic gets modelled in the Common Core Discourse Classroom as students in the end do not get to retain their own opinions. They must practice learning to accept the consensus because in the Totality vision: “once a consensus is reached, all entities party to that consensus will embrace the final decision and quickly integrate that decision into their behavior.”

So just as many of us have feared all this pushing for consensus and mentions of governance really can accurately be viewed as authoritarianism imposed in the 21st century from below, rather than above. Locally, instead of globally even if it is the international wanna-be nomenklatura class that has always been behind the advocacy and architecture of these local and Totality visions of the future. I am going to continue to talk about this atrocious binding vision of Governance in the next post. I may have forgotten to mention that some of this post came from what is laid out in another WOMP book On Humane Governance: Toward a New Global Politics.

Not if, and I mean this sincerely, I can still write and type and speak. There will be nothing humane in the end about this vision of the future. I want to end with a question. Have you noticed the sudden rise of signs guiding people to the physical location of the Chamber of Commerce in your community? Perhaps that is because, previously unbeknownst to us, “in the totality model, the means of resolving potential areas of conflict will be institutionalized within the economic system.” Suddenly then the Chamber’s headquarters may be as important for prosecuting interests as the courthouse or state capitol. At the table or on the menu has always been the reality in a politically planned and directed economy.

Have you noticed the ubiquity of touting ‘public-private partnerships’? Perhaps again it is a reflection of this hoped-for reality from the Totality vision:

“Thus, government does not operate in a contentious relationship with corporations (the public versus private dichotomization so prevalent in an individualistic economic system). As coequal institutions within the totality of the economic system, government and corporations recognize their interdependent relationship and realize the welfare of both institutions will be increased through cooperation rather than conflict.”

Did you notice in all this collusion at our expense no one is the least bit concerned with our welfare?

And to think all these truly lousy ideas are coming at us first and foremost through the schools. That of course would be precisely where the rollback needs to start as well.

 

Building the Sentiment, Forging the Real Feeling that Goes Deep: Rigor does Not Mean What You Think

Do you believe in coincidences? Of course they happen, but not about some things, especially when little known professors are suddenly brought back to be the quote of the day in a daily education newsletter. The day after the last post where I mentioned the 1948 push for a World Constitution at meetings held at the University of Chicago, the EdTech SmartBrief cited ‘Italian Writer Giuseppe Antonio Borgese’ for an inspiring vision about Change not only being possible, but necessary. How apropos when fundamental change is the daily meme. Borgese of course is more than an Italian writer. He was one of the prime participants in those meetings, a prof there, and the draftsman. He also wrote the 1953 book Foundations of the World Republic laying out the vision.

You don’t really think I grasp how all this fits just from Abstracts or the Cliff Notes versions, do you? No, I had read that book and get the connection to ed. So does someone apparently at Smart Brief and they are fully aware of the pertinence of today’s K-12 juggernaut of changes too. Few terms though come up more often these days or are used so consistently to mislead parents and taxpayers  on the true nature of the intended changes as ‘rigor.’ There’s a reason education consultant, Willard Daggett, with a ridiculously lucrative national professional development business (for someone who used to be in Vo-Tech. I have a few of those mediocre textbooks) says that “relevance makes rigor possible.” Rigor is always grounded in emotion and personal experiences.

When a District Super tells concerned parents that Rigor is about higher standards and provides the metaphor that you cannot turn up the temperature suddenly on an oven from 350 to 550 without burning the turkey and leaving it frozen on the inside, I think that explanation deserves a Pinocchio award. That example of rigor may make parents feel better about upcoming higher than average failure rates on the new state Common Core math assessments, but it does not accurately reflect the nature of the problem. Rigor is about what a student feels, perceives, and does when there is no single correct answer or there are insufficient facts stated to reach a definitive conclusion or the asked about material has never been taught. It provides superb behavioral science data on likely future actions and it primes students to be willing to act in the face of uncertainty. Just what people with visions of transforming and then redesigning societies and societies around Big Data need from a compliant, malleable citizenry.

Facing History and Ourselves, which we met again in the last post, keeps being cited as the perfect example of a curriculum offering ‘rigorous engagement’ and ‘deeper learning.’ Deeper Learning is being trumpeted, formally assessed, and funded generously as the cornerstone of the Common Core and the OECD’s global vision for education by the Hewlett Foundation. Building on the previous post’s revelations and the return of Life Adjustment before that, why is FHAO so crucial for an international bureaucracy pushing for fundamental transformations in the economy, society, and political structures and institutions? Let’s look.

http://trustnet.learningtrust.co.uk/partners/Community%20Cohesion/Case%20Study_Facing_History_and_Ourselves_at_Skinners.pdf advocates that teaching materials force students (their bolding) through the process of Text to Self (this reminds me of a time when… so that personal experiences become involved), Text to Text (building those links to previous school activities or discussions and the concepts involved so that a predictable mental web is being woven by schoolwork), and Text to World (students connect the ideas to things happening in the world today). Did you realize that’s what ‘personalizing learning’ meant? Constantly reenforcing schoolwork to a student’s life experiences and then creating life experiences in school and elsewhere to reenforce the desired concepts and attitudes? As the link says, FHAO allows students to have Mindsets that allow “better questioning of the world and what goes on it. But most importantly, students become more engaged in their own communities and apply the knowledge they learn to their own lives.” (my bolding this time).

Knowledge grounded again more in emotions and instincts than facts, but all the more likely to compel future action for that very reason. Remember Harlan Cleveland from my book? Well, about 10 years before his 80s vision I explain there he did a report in 1976 for UN Leaders meeting in Philadelphia. It laid out his vision on what the significance of the US Bicentennial was for the future. He saw it as igniting the Next Great World Movement: the Global Fairness Revolution. Like the odd sudden citing this week of Borgese, these visions do not go away. They simply keep looking for new sales jobs to have education finally bring them to fruition. That’s precisely what FHAO and PBS intended to do when they created Choosing to Participate to be used as part of what it would mean to be Literate under the Common Core. http://web.uri.edu/nonviolence/files/ChoosingToParticipate.pdf

When the “challenge for educators” now is announced to be creating “settings that can help young people develop as thoughtful, caring, compassionate, and responsible citizens,” the vision of citizenry is to be Change Agents for Transformation. That is also blatantly a view of education that is primarily focused on Psychosocial Development, not knowledge as academic content. Students are to be deliberately primed, at a deep level, to be unwilling to accept the world as it now exists. They are also to be intentionally manipulated to misperceive the current nature of that world. Ignorance and grievance may be one of the most volatile combinations in the universe. Unlike nitroglycerin though, these Students with carefully cultivated and shaped Mindsets and emotional Push Buttons will not have warning labels. Not yet anyway. I am working on that one.

FHAO does not mince words when it states its intention to have Choosing to Participate:

“be a catalyst for conversation about how we treat each other, how we should live together, and what our choices mean. The key challenge is to think deeply [emotions again!] about what democracy really means, and what it asks of each of us. Democracy is a fragile enterprise and can only remain vital through the active, thoughtful, and responsible participation of its people. Education for citizenship means encouraging each of us to recognize that our participation matters.”

Jumping to the punch line, FHAO intentionally uses the horrors of the Holocaust and Legal Segregation by race in the US to justify a belief that economic, redistributive, justice, if desired by a majority of current voters, is a perfectly legitimate demand binding everyone. Resistance then becomes akin to the racism that surrounded the Little Rock 9 trying to integrate Arkansas schools in the 50s. FHAO is the perfect accompaniment to the communitarian focus we have already located in the required Positive School Climate for all K-12 schools and lurking oddly in the definition of what it means to be Career Ready under the Common Core. FHAO early on specifically instructs students:

“communities are not built of friends, or groups of friends, or of people with similar styles and tastes, or even of people who like and understand each other. They are built of people who feel they are part of something that is bigger than themselves: a shared goal or enterprise [hence all the hype on collaboration now]…To build a community requires only the ability to see value in others; to look at them and see a potential partner in one’s enterprise…community can also be defined in terms of a ‘universe of obligation’–a group of individuals or groups ‘toward whom obligations are owed, to whom rules apply, and whose injuries call for amends.”

Amends are owed. I am going to end with that quote because clearly this intention is where we should put all these sudden mentions of allegations of White Privilege and conferences centered around preparing teachers to make that and race generally a focus of the K-12 curriculum. Everybody seems to like trilogies so this post is the Human Rights Trilogy’s second part.

I want to come back with considering the implications of targeting values, attitudes, and beliefs about how societies and economies should be structured as just another antiquated area that can, and should be, legitimately targeted by K-12 for change. Comparable in the minds of many educators and certainly the FHAO curriculum to the shifts rightfully needed previously to move beyond legal segregation.

We are going to continue to confront history all right. Especially the implications of requiring that students “prove their humanity” in ways to be mandated by political authority.

Should students be taught that “Built into each individual’s experience must be an occasion for giving, a task of humanity, an act of sharing and sacrifice”?

Is that really Student Achievement? Growth? Should taxpayer-funded education administrators and profs really be making these decisions in a free society?

Or is the disputed nature of freedom itself in the 21st Century the real question?

Shaping a Mind is More Important than Stuffing It: Grasping the Psychosocial Key to Fundamental Transformations

In fact, after that essay “An Education for Humanity” was written in the early 60s, psychological research began to show that a fact-filled mind was hard to reshape. The excuses for making education about mind arson would vary from then on, but never the aim: “a new organized system of thought and belief” that “would provide a new vision of human destiny.” This is the same intentional cultural evolution I explain in my book, except I was missing the precise term Julian Huxley created for this new type of evolution–’psychosocial’. Now doesn’t that intention make all the focus now on the Whole Child and a Positive School Climate and Positive Behavior Interventions for all students and Pearson owning the rights to BASC, Behavior Assessment System for Children, and desired utopian Character Traits hiding in a new Student Code of Conduct so much clearer?

If that “inside the student’s mind and personality” target was always the change arena of this revised vision of an education that could supposedly bridge the gap between the cultures on both sides of the Cold War (according again to UNESCO’s first Director General Julian Huxley), what were the actual goals? First, to create a “strong moral bond” between each student and the “wider community” where he lives. Secondly, to foster a belief in the “oneness of mankind.” OK, you say, that does sound a lot like a communitarian emphasis we found when we followed the actual definition of Career Ready in the 21st Century back to the actual guidelines as well as the definition of Global Citizenship the Common Core is pushing through affiliates.

Third should really begin to sound familiar. Definitely not a goal for education that got stuck in the 60s with the Bay of Pigs or the Cuban Missile Crisis. To “give the rising generation a ‘world view.’” Now Elvin acknowledged this would likely be controversial so, then as now, it is simply to be made into the domain of professional deference of what it means to be an educator. And not just a right to dictate the acceptable world view–defined as “a view of man and his nature, of the earth and its history, and of the universe of which it is a minute part” to be enforced by adminstrators and Edudoctorates who mostly have no individual knowledge of any of those particulars. This was, and is, not to be just an intellectual understanding. No, the idea is for the world view to create “a total response” that encompasses the imagination, morality, and the sciences all at the same time.

This all encompassing vision of what education should do to a student, literally described as “should fuse in a total personal synthesis” may sound like the realm traditionally associated with religion. Elvin appreciated that and said this:

“I should make it clear that I mean a type of response that for some people takes place in association with their religious beliefs but that per se is not dependent on any religious creed or dogma and is felt equally by those who are in this sense without religion.”

Before I move on to the current CARE Guide from the NEA and that Teaching Diverse Students Initiative being imposed by the Southern Poverty Law Center as a component of Equity and Excellence under the Common Core, I want to juxtapose that admitted new goal for education as a means for finally achieving what was then called the Fulfillment Society. Its new names of course are now a Subjective Well Being focus as part of the Great Transition.

In 1943 the US Supreme Court reversed previous case law to hold that students could not be punished for failing to perform the Pledge of Allegiance if it violated their religious creed. Justice Jackson wrote the majority opinion where he decried any “compulsory unification of opinion.” He wrote a passage I want us all to reflect on in a time when every education degree is now apparently coming with a compulsory unification permission slip in a country where that ought to be unconstitutional: “If there is any fixed star in our constitutional constellation it is that no official, high or petty, can prescribe what shall be orthodox in politics, nationalism, religion, or other matters of opinion or force citizens to confess by word or act their faith therein. If there are any circumstances which permit an exception, they do not know occur to us.”

That SCOTUS opinion was about the classic clash between the “power of the majority to command conformity from the individual” which is unfortunately the lode star of the 21st century even though it could only command a dissent in 1943. Back then the belief that the US Bill of Rights was created to be a bulwark to curtail Majority Mischief was still firmly in place. The CARE Guide and the Diversity Kit takes all these traditions and throws them out the 3rd story window into a bonfire below. Under it, education becomes the means to “prepare students for their responsibilities in an interdependent world.” The Guide takes on with excitement  “the role schools play in developing the attitudes and values necessary for a democratic society.” In case we have any illusions about what is to constitute such a society, the Guide wants public schools to challenge “all forms of discrimination in schools and society through the promotion of social justice.”

Public schools are explicitly to push the idea that this new vision of education and “appreciation of diverse cultures” as long as they are not White or grounded in traditional Judeo-Christianity or Asian American, is built on the supposed “American ideals of freedom, justice, equality, equity, and human dignity. This is acknowledged in documents as varied as the US Declaration of Independence and the United Nations Declaration of Human Rights.” No, actually those are not American ideals and they are frequently in opposition to what is laid out in that Declaration of Independence. The US refused to ratify that UN  Declaration that is now to be imposed via education affirmation anyway.

Wondering why I pulled out Asian Americans? Because they are listed in the Power Relationships Activity for Educator Reflection as a ‘voluntary minority’ who ‘freely’ immigrated to the US. Involuntary minorities “are those who have been conquered, colonized, or subjugated by the US, such as Mexican Americans, Puerto Ricans, African Americans, and American Indian/Alaska Natives.” So much for the 2008 Presidential election being about putting race behind us. No, students are to learn that “all people share basic needs” and that “each of us learns a set of behaviors and beliefs from the people we grow up with.” Some of those are now to be deemed unacceptable and slated for an extinguishing process via education and others will be glorified for intact preservation. Guess which?

Also slated for discussion as a new value is that a student should ‘achieve her potential’ in order to contribute to the social whole. If that holistic orientation instead of an individual one is not clear enough, how about a statement that “positive feedback should be stated in terms of student’s ability to help family or community?” If that servant function on behalf of the supposed greater good is still not bearing down on our sense of where this is all going, how about “student should be helpful and cooperate with his peers, giving assistance when needed. Helping is not considered cheating?” All can learn in the 21st century, but for the bright kids most of the learning will be social.

The Guide really does expect all schools to be having constant discussions of race and to simply accept that “people of color are more likely to perceive prejudice than others. Not surprisingly then, there will be intergroup tensions in many schools, especially when students live in separate, racially homogeneous neighborhoods.” Which is of course now to be regarded as unacceptable. No longer free to live where we wish or believe as we wish or to value what we wish, courtesy of the Whole Child reeducation process to create a new kind of guiding common core. Does this sound totally toxic all the time for every student to anyone else?

I am going to close this post with the declaration that “one of the primary roles of educational leaders is to give voice to shared values.” It is thus quite clear that education degrees now are to be all about enacting Elvin’s vision of Education for Humanity and not Justice Jackson’s holding of what is an acceptable purview for any official relying on the coercive power of government.

If the intended level of personal coercion via education to create responses from an unconscious level is not already crystal clear, let me end with the purpose of Positive School Climate per the explanation of questions in the Student Survey:

“Repeated articulation of these values, backed by relevant action, can increase consensus and motivate others to act accordingly.”

That’s a great deal of incentive to insist that real differences among students must be addressed by making joint activity the classroom focus to allow “modeling behaviors, thinking processes, and procedures.”

With this vision in place some of us really need to update the Declaration of Independence so that these Educrats can grasp its real significance.

It may take a multimedia powerpoint though to get through. Maybe role playing through the inevitable toxic consequences of these to be required activities and behaviors and discussions.

Educating for Radical Change and New Values in an Age of Abundance: Defining the New Kind of Person to be Produced

Have you noticed that everywhere we look, across time and in other countries, the consistent message is to create a new system of values? New values that form a personal core so they are available to fuel future action or fulfill future psychological needs in these times of change. It’s why certain religions are being urged to shift their belief-systems. It’s why Milton Rokeach originally created the very term Competency back in the 60s that is now with us more than ever. It lies at the heart of what Career Ready turned out to mean and embodies the personal and societal transformations the UN’s IPCC reports want to require preemptively, whatever the actual weather or temperature trends over time.

To ground the consistency of this message I have once again gone back in time. I cover important aspects of this story as it relates to education as a weapon in the Cold War in my book. As a history devotee though, there turns out to be additional details now available to augment our discussion of How to Get to Fundamental Transformation and Why the Pursuit has been Consistent and Unrelenting Over Decades. The Berlin Wall coming down in fact seems to have acted as an accelerant. So let’s go back in time to something anthropologist Margaret Mead wrote in an essay for a 1966 book Automation, Education and Human Values.

I first tried to approach the fact that Uncle Karl was more relevant to what was sought in the West back in this post http://www.invisibleserfscollar.com/political-primer-101-what-is-the-marxist-theory-of-the-mind-and-why-does-it-matter-in-2012/ and in a subsequent post explaining that Marx had a Human Development Model of society that would kick in at a certain point as technology developed through capitalist innovation. This was quite frankly to be the utopian time of “From each according to his abilities, to each according to his needs.” Mead, like so many others we have now encountered from the 60s or later in the US or Europe, was assuming that stage had been met. It is also what Sweden was relying on in its changes we looked at and why its former Prime Ministers just keep showing up to guide the UN’s vision over the rest of us.

We will never understand what is being sought via education and why it targets new values so consistently as a prime directive until we appreciate that. We also need to know that in 1974 the UN General Assembly adopted the Declaration of the Establishment of a New International Economic Order. The countries of the South and the developing world then have been not so patiently waiting for what they regard as their just due (as a response to colonialism) and the NIEO ever since. The magic technology that the NIEO is intimately intertwined with was information and communications back in the 70s. Now it has been updated to computers and broadband for all courtesy of the affluent West.

Let’s look first at Mead and then at the 1985 UNESCO paper “The New International Economic Order: Links Between Economics and Communications.” Then we can pivot to the ed vision and contemplate the irony of so many foundations created by tech fortunes financing the shift to a planned society built around the use of ICT. Conflict of interest? Mead brought the same kind of lack of bias to discussing economics that she brought to examining the sexuality of Polynesians, which is my sarcastic way of saying her desired ends influenced what she asserted. Nonetheless, she was an influential representative of a then and now common mindset that we best be aware of if we are going to accurately perceive the real aims. She noted that “the problems of a society as abundant as ours, with such extensive natural resources and such a large internal market” are now “problems of distribution rather than production.” Taking on the belief common to those who have never spent a moment in the true private sector, Mead wanted planners and decision-makers to be able to decide “how to distribute buying power.”

She would really like today’s EBT/SNAP cards instead of food stamps, wouldn’t she? She saw the early 60s as the “second phase of the moral revolution” that began when the Great Deal “in practice if not in principle” established the “idea that society was responsible for the subsistence of all its members.” Phase two of the ‘moral revolution’ as she called it, which of course always requires new values, is about each member of society having a “right to share in its productivity” via the “right to live well.” That 1985 paper citing a 1976 paper called Moving Toward Change wanted everyone to recognize once again that the establishment of the NIEO was not just a call for new economic and political structures and institutions, but to transform “socio-cultural factors” to help all peoples struggle against “all forms of domination.” I don’t believe gravity was included as a form of domination to be altered, but it is easy to see why education becomes the magic means for change with aims like these:

“[NIEO] is directed not only to making the best use of things and sharing them out more fairly, but to developing all men and women, and every aspect of the individual, in a comprehensive cultural process, deeply permeated with values, and embracing the national environment, social relationships, education and welfare.”

The paper also put a great deal of emphasis on how mass media and who controls it can help bring about this new vision and noted how the electronics companies like GE and Westinghouse were buying broadcast networks and publishing houses, especially textbook companies. Connections between education and communications media that are even more profound today even if none of us got the memo about the related Human Development Society with its needs economy or the demand of so many countries to force “Equity” on the US, Canada, Europe, and Australia among others. To think we have been wondering why so many global ed conferences now are held in a Middle East waiting for that 1974 resolution to finally be fulfilled.

Now let’s go back to the related ed vision from the 1966 book since it is still relevant and has the kind of graphic descriptions of intent that are only found before a plan runs into obstacles and controversy. For one thing it takes it for granted that the combination of computers and the behavioral sciences will inevitably create a means of “control which must include the manipulation of human beings.”  Since we now know how important the behavior control theory of cybernetics is to the actual planned implementation of the Common Core and digital learning and the new assessments, the quoted New York Times review of Norbert Weiner’s book Cybernetics should still sound alarms so many decades later: John Pfeiffer wrote:

“The story is not entirely a happy one, however, because he [Weiner] did not trust robots. More precisely he did not trust man of affairs to use robots, or their fellow human beings for that matter, with either constraint or compassion.”

Me neither. Just imagine if Weiner had all the open declarations we have put together from fellow profs at MIT and elsewhere. What we now hear as the ubiquitous claim of the primacy of the ‘common good’ in the 21st Century and the need for social justice was clarified in 1966 as the “problem of the one and the many.” The 21st century keeps wanting to redo values to confront this same problem, which is why we keep running into cites to Professor Amitai Etzioni and communitarianism lurking behind poorly known new mandates in the schools. By 1966 the wake for the “notion of individualism in the old sense” was already being planned with glee. Education needed to replace a reverence for the past with an emphasis on the present and future so that “purposeful direction” could begin.

Education was to become ‘general’ with the “wellbeing of all as the key to human relationships powered by justice and compassion.” Education “for technical competence” was to be reconciled with “education for emotional or psychic competence.” No wonder a Whole Child emphasis or social and emotional competencies just keep recurring all over the world. We are just not appreciating that it is all tied to such an enduring vision of  extensive transformations in virtually every sphere. Nor do we quite understand why the template for the Great Society that is so widely viewed as an expensive disaster that created and magnified societal dysfunctions remains a blueprint still being followed.

Let’s end with the confession from the 60s that the “humanities, as historically transmitted, as conventionally conceived and defended, as conventionally organized and taught, just will not do” in an “age of advanced technological and social change.” That is still the attitude today. Education for transformational social, political, and economic change needs fresh voices “of man’s changing efforts, experiences, and aspirations.” So if content is not relevant to either “the world of action or to man’s inner needs,” it needs to no longer be part of the curriculum.

Every once in a while it is important to pause and look back in time for our answers on the whys of what we are dealing with now in education. Now we can better appreciate why education globally is putting new values front and center as both the purpose and focus of the classroom and life experiences generally.

And why so many are so impatient.

Religion Must Change Too? Learning to Dance in an Earthquake is No Feat if Marionette Strings are Attached

We shouldn’t be surprised I suppose. After all churches and religions, like schools and universities, are cultural institutions. They therefore also make very useful tools for accessing a person’s inner values, attitudes, and beliefs and changing them. At a 2007 UNESCO Workshop in Spain we were once again not invited to, the world’s religions were called on to “assist in the great transition to a viable future for all species.”  http://www.arcworld.org/downloads/Barcelona%20Report.pdf Religions were called on “to renew and transform themselves” in italics just like that and to begin to “present alternative visions to counter the allure of endless consumption and endless economic growth, opening us up to something bigger than ourselves.” The workshop declared that the UN’s Decade of Education for Sustainable Development that commenced in 2005 was “not just about the environment, it’s about social change and transforming economic and political structures.”

Education for sustainability “should aim towards ‘a change in mind and heart, changing who we are.” That intrusive goal of course gets much easier if schools globally are being pushed quietly to make new values, ethics, and moral development the invisible center of all instruction and assessment while religions are told they must now “come together” to push towards comparable personal and social transformations. The title quote comes from a Rabbi Arthur Waskow:

“the whole world is today in an earthquake: politics, economics, sexuality…all is off the ground. People look for something that isn’t quaking, desperately trying to find something stable, and so they don’t pay attention to the state of the Earth…Our calling today is like ‘learning to dance in an earthquake.’ This quaking will transform everything including religions: ‘We know what religious traditions were like three hundred years ago, but we don’t know how they will be after learning to dance in an earthquake.”

Now if an earthquake does come, I personally think survival will call on all my wits and knowledge about what has worked in the past and what consistently leads to tragedies. But then I am not a current or former politician or NGO bureaucrat. I am not even a professor. Just a lawyer seriously tracking all the things being pushed now in the name of Common Core in the US and why the required classroom implementation never looks like all the hype used to try to gain popular support for our own political and economic execution. If you are wondering how on earth today’s post veered into discussing religion when we were just overseas visiting with the Swedes from the 1960s, here’s my reply. It’s the same vision and really the same means as well.

In the kind of collaborative effort now going on between me and blog readers who have also read my book Credentialed to Destroy and thus really mastered the overall framework of the sought transformation, they find troubling documents and ask me to look at them. In this case it was UNESCO’s push of the acronym KSAVE as what the new assessments should be measuring globally as they looked for the students to change to reflect the desired Knowledge, Skills, Attitudes, Values, and Ethics. At the center of what the student was to become via education according to UNESCO were the Core Values. Next was an outer circle of what were called Social and Emotional Competencies that coincide perfectly with what David Conley listed in 2007 in a paper for the Gates Foundation as “College Ready Skills.” Renamed duplicitously in the US to try to hold off a full taxpayer rebellion from the reality of Social and Emotional Competencies and a commitment to Communitarianism as the new goals of K-12 under the Common Core.

It was Singapore’s new vision that was featured in the 2011 Keynote Address in China for the vision of Next Generation Schools, which is interesting since I happen to know Singapore is a listed partner in the global Curriculum Redesign Project. http://www.invisibleserfscollar.com/drawing-back-the-standards-curtain-to-discover-the-global-coordination-to-redesign-the-very-nature-of-curriculum/ The key question of course is what values and ethics are to be that guiding core. That’s where both UNESCO’s entire Values Curriculum and Peace Education push and the determination to shift all religions in an Eastern spirituality direction came tumbling out. Quickly. With very little effort. Clearly a core component of the transformation via education vision.

So that’s why once again we have to talk about religion. It’s where the values, attitudes, ethics, and vision of the transformations and the future are coming from. In his 1989 book The Inner Limits of Mankind Ervin Laszlo, who we first met acting with the Dalai Llama to urge education to create a Holos Consciousness, described the Baha’i Faith as the emerging global religion. Apparently it is what all the others are supposedly transitioning to. The Encyclopedia of Peace Education from 2008 created by Teachers College at Columbia has an article by Marie Gervais laying out the close working relationship from the beginning between the UN and representatives of the Baha’i Faith. Me? I had never really heard of the “world’s newest major religion” until references to it began pouring out on where the values and transformative vision of education were coming from.

Interesting for us in trying to figure out the implications of all this is the acknowledgment quoted by Gervais from the Chancellor of the University of Maryland in 2004 that “What the Baha’i Chair is all about, is the elevation of the common good. It seeks this higher ground by focusing not on what divides people, but rather on what unites them…we must ensure that throughout their higher education journey, our students travel with an open mind while exposed to the widest variety of ethical, spiritual and philosophical thought.” Which of course the students are to view in the desired way much like marionettes on the end of a puppeteer’s strings. i don’t think the Chancellor was just referring to religion majors.

In the 2007 Workshop I wrote about above, one of the participants was Arthur Dahl. He is listed as representing the International Economic Forum based in Switzerland. In the 2012 UNESCO and Earth Charter paper called “Exploring Synergies between Faith Values and Education for Sustainable Development” Dahl wrote the Baha’i Faith vision (pages 44-48). He stated that the “transition to a sustainable world is the fundamental aim and purpose of the Baha’i Faith” and that this transformation “will entail no less than an organic change in the structure of society itself.” I know you will be stunned to hear that the vision then goes on to basically replicate what we have taken to calling Uncle Karl’s vision of a small c, Marxist Humanism, human development society (that the Swedes pioneered) that meets everyone’s needs in the world as a matter of right just from being born. Just think of all the administrative jobs trying to fulfill that vision the UN and governments at all levels get to create.

And guess what institution is first and foremost the way in? Yes, ten points, but it is not education in the traditional sense anymore. Here’s Dahl again in as concise an explanation of what transformative education is all about as I have ever read.

“If education is to effect the profound changes in the minds of people and in the structures of society needed to shift towards sustainability, the nature of the educational processes will need to be rethought. As a starting point, the programme of education must be based on a clear vision of the kind of society we wish to live in, and the kind of individuals that will bring this about. It needs to help learners reflect on the purpose of life and help them step out of their cultural realities to develop alternative visions and approaches to the problems at hand, and to understand the manifold consequences of their behaviours and to adjust them accordingly.”

I could go on and point out how the various elements of the required transformations, including the ubiquitous service learning, replicate listed elements and practices attributed by one of these cited sources to the Baha’i Faith. I could point out how the required Communities of Learners and Positive School Climates sound just like Dahl describing people working “constructively to shaping communities that reflect principles of justice, equity and unity.”

I think this is enough for now though. We really are dealing with an official vision that seeks to regulate through the schools AND religious institutions what MUST be believed and valued and thought.

Conspiracy is certainly the wrong term for such a coordinated effort to make each of us servile to the exercise of political and economic power.

Now that these goals and the means have been once again pulled out of the shadows into the sunlight, what shall we do?

Some things really do need to be repudiated by individuals learning to act collectively against taxpayer funded planned predation.

Learning to Walk Naked into the Land of Uncertainty While Calling It Math, Science or Lit Class

Did that get your attention? Mine too. The first part came from a January 2003 article in the Journal of Transformative Education. The latter part is me recognizing from all the Common Core rubrics I have seen how the same principle makes it to classrooms as higher order cognitive tasks or rigor. This is taken from the body of the National  Council of Teachers of Mathematics (NCTM)’s recent report Principles to Action. Mathematical tasks are “classified as low level when they have little or no ambiguity about what needs to be done.” So those word problems you remember doing in Algebra that involved using symbols for ratios tied to the real world that taught logic and analytical skills and also might have genuine uses in life as an adult are unacceptable because there is a fixed solution. Beyond the reenforcement of the Axemaker Mind, the traditional type of math problem supposedly does not prepare a student to deal with a world in flux and to act despite uncertainty on the likely consequences.

When humanist psychologist Carl Rogers shifted his focus “from psychotherapy with individuals [and writing books as we have seen with Abraham Maslow and the NEA] to transformation in larger social systems,” he decided that large group work would be a fine way to go about “changing hearts and changing consciousness” in order to get to the desired Person of Tomorrow.  http://insightu.net/content/library/journals/jtevol01no01january200364-79.pdf Since the Quartet of planned Transformations we just finished to supposedly create Climate-Resilient Pathways in advance fit so well with the “deep change is different from incremental change in that it requires new ways of thinking and behaving…Making a deep change requires walking naked into the land of uncertainty” theme, I thought it would make a fine way to illustrate the targeting of the inner mental models and value systems of the student in classes that still have subject names.

Back to NCTM’s P to A again as they like to shorthand it where, speaking of using large groups to provide a mind altering herd effect per Rogers, teachers are to “establish an equitable environment that engages all students in the collective work of understanding mathematics.” As Rogers foresaw “person-centered group processes” are a good place to acquaint individuals “with the urgent societal need for people to voluntarily make personal sacrifice for the common good.” The group becomes a place to reject the West’s conception of “the individual as a separate, conscious agent disappears into the service of the interconnected whole. The African concept of umbuntu (“I become me through you and you become you through me”) is an example of such a connected worldview.” Since we have already tied down that those Career Ready and Positive School Climate edicts lead straight to cites of expected communitarianism, we might as well add an African name for what will be expected of students to show the desired proper attitude of change and inclusion.

Again from P to A “students are actively involved in learning that involves productive struggle with mathematical ideas leading to a disposition of perseverance in problem solving.” Such struggle, perseverance, and Grit is far  less embarrassing for most of us than walking around in our birthday suit, but every bit as deliberately intended to cultivate a mindset to act in the face of uncertainty and “tolerating ambiguity.” You see, it’s not just teachers, Principals, and those Gypsy Supers who are being primed to be Transformational Change Agents. NCTM one more time–” mathematical tasks are viewed as placing high-level cognitive demands on students when they allow students to engage in active inquiry and exploration or encourages students to use procedures in ways that are meaningfully connected to concepts or understanding.”

http://www.nextgenscience.org/sites/ngss/files/EQuIP%20Rubric%20for%20Science%20%26%20Response%20Form_Finalv1.pdf is the new eval that tells us when there is meaningful connection going on so that a lesson includes “the blending of practices [behaviors], disciplinary core ideas, and crosscutting concepts” to create “three-dimensional learning to make sense of phenomena or design solutions.” That instructional materials eval was for the Common Core Science Standards, but the same three dimensional concept is in the comparable rubrics for ELA and Math. Not only does that account for the second part of this post’s title, but the required 3 dimensions are targeting the student’s inner mental models of reality in precisely the way the cybernetic theory of control over human behavior laid out. Gold stars to all readers who read 3 dimensions and gasped: “but that’s Piotr Galperin’s image [provided by activity in a physical context], associations [those cross cutting concepts], and overall core understandings.”

NCTM also just loves the idea of concepts to guide perception of reality. In fact, they have also figured out a way to make math class a place to ignite the burning passion for transformation in the social, economic, and political spheres too. P to A insists “mathematics educators must be pushed to grapple with the complexity and particularities of race, marginalized status, and differential treatment by providing a lens for examining social, institutional, and structural inequities that contribute to differentials in the opportunities to learn mathematics.” Not to worry though, the teacher will be provided with an accurate understanding of history and economics to use in explaining the causes of such inequities to the students. Christopher Columbus started it.

Sorry, but turning math class into a medium for theorizing about social justice as a group process to reach consensus reminds me again of that Rogers’ article talking about “members of the group suspend their assumptions and judgements to become empathically attuned to others in the group as equally unique and sovereign coparticipants in the same larger community.” No. No. No. Particularly when the article went on to describe the mind altering and compliance enforcement potential of such conscious communities or integral groups and praised the belief that members will undergo deep change as a result of their willingness “to go along with it–not because they are conforming but because they believe that their individuated aims and the community’s aims are one.” Remember it’s not just math or Lit class. To be an Effective Principal under ASCD guidelines is to be pushing the Fostering Communities of Learners and Whole Child visions.

Notice that the Rogers article quoted the creator of the term ‘Excellence’ in education, Mihaly Csiksentmihalyi, who we just keep running into. In all the Professional Development for the Common Core using Csik’s flow concepts though, no one has ever mentioned that the altered consciousness sought in teachers and students is “like being on some mind altering drug without the chemicals.” Sure does explain the giddiness of the administrators afterwards though on the utter joy from using the techniques in classrooms. Gets you to that same place again in altering consciousness then with all your clothes still on. Thank goodness.

The NCTM vision of mathematics education “that works for all students” where students may work on “problems that take hours, days or even weeks to solve–mirroring the world for which we are preparing them” really does sound like math class to change how the world is perceived. The hyping of “digital tools that allow teachers to take learning much deeper” sets up the vision we just keep coming across to let programmed virtual reality be the preferred substitute now for the real world. Students come to see “math as a useful tool in understanding the world in which students live,” with nothing to tip them off that false perceptions are being deliberately cultivated to drive the belief in the need for fundamental transformational changes.

Digital learning for all gets mandated to supposedly drive equity and then those “available tools and technology help teachers and students concretize and visualize [Galperin's Image again] mathematical abstractions.” Suddenly a discipline created to provide a symbolic system to reliably and unambiguously describe, and abstractly manipulate, actual reality in ways that created the civilizational progress we take for granted becomes a conceptual tool for misperceiving reality in politically useful ways.

At least if you have fundamental transformations on your mind.

Like Rogers, NCTM, and most of the central office employees in your local school district.

Finale: Essential Learning Outcomes To Guide ALL Students Through Decreed Global Challenges

And ALL truly means all, K-12 and higher ed. As with most binding plans designed to govern and transform the “entire educational experience” of the 21st century, the blueprints were sitting somewhere no one was likely to look. Especially since it is a higher ed document by one of its governing groups.http://www.aacu.org/leap/documents/GlobalCentury_final.pdf   It just happens to mention that theses are Outcomes and then Principles of Excellence that apply to students in K-12 schools as well. The accreditors then know all this and will enforce this vision out of your sight. The central office staff will know it. I have no doubt that this is what is behind that new EdLeader 21 Coalition of Suburban Districts as their Supers take those districts where the urban districts have already gone.

When you add what is in that AACU link to the AACSU initiatives we went over in the last post. Plus this AACSU Seven Revolutions Vision for Educating Globally Competent Citizens and we truly do have a noetic revolution going on in our midst. http://aascu7revolutions.pbworks.com/w/page/39316693/FrontPage?mode=embedded gives you something to ponder on the Mindsets being created in these current and future voters, especially with governance in the future listed as one of the 7 Revolutions. Like all things that might be controversial if known accurately in education and public policy, the rhetoric of this has now been toned down to Global Engagement. But the 7 Rev Framework remains and as I am about to explain, also applies to what is expected from high school graduates.

It’s no accident that the 7 Rev developer institutions have large teacher colleges. Some of them, like Kennesaw State, have huge programs, especially for continuing education. And that is certainly a stealthy way to get a revolution to invisibly trickle down. Influential but mostly out of sight. The preferred 21st century transformational method as we now know.

I am going to quote from the doc but this is one I really do urge everyone to download and read. This is IT. As page 14 says: “These essential learning outcomes should become the guiding compass for student accomplishment in the twenty-first century.” They are to be the guiding principles for the learning tasks, the curriculum, the projects, the videos, and all those poorly understood assessments. Because the focus will be using content to engage “with big questions, both contemporary and enduring,” in comes the Climate Change materials that National Geographic has prepared that many scientists regard as false.   http://education.nationalgeographic.com/education/encyclopedia/global-warming/?ar_a=1

So polar bears may not actually be endangered and we have had 17 years without increases in global temps but schoolchildren are not to know that. Influential false beliefs change behaviors, prompt action, and make future citizens willing to tolerate Invasive Governments at every level. Then NG nicely gives a link to UNEP so teachers can download those materials as well for the K-12 classroom. http://www.unep.org/tools/default.asp?ct=clim is that link. Remember factual reality affects actual consequences, but personal perceptions of reality guide an individual’s future behavior. And now education is deliberately splitting factual reality from perceptions. Without notice.

The document by the way is from 2007. So while what will become known as CCSSI was being planned but before it was official, a governing document of the defining implementation principles once again was published. Where few but silly Miss Marple with her determination to track down the relevant blueprints would ever look. Think of those Essential Learning Outcomes as laying out future Personality Characteristics for All Students. Best described, in my opinion, as specifying Who each Student Will Be Inside, Be Able to Do, and Be Ready to Act on, and What they Will Believe. As the report says “beginning in school.” No wonder preschool too has now been targeted for transformation and monitoring for social and emotional learning.

After all it takes time to ensure that “all students” have “an informed concern for the larger good.” To be guided in life by always asking “what is most worth doing?” Nothing personal to my teacher readers, but an ed degree, or a political science doctorate, or urban planning masters do not qualify anyone to create a curriculum designed to mandate that attitude. And I would be the first to concede, neither does a law degree. That should be an individual decision backed up by the wisdom of the ages. And no I am not referring to the Dalai Llama’s version of the wisdom of the ages. Which is part of the reason contemplative education is so troubling. That takes the personal decision away by grounding action in unconscious feelings and school redesigned new values. But the contemplative push meshes with this new Essential Learning Outcomes perfectly.

The troubling Part 2 “From the American Century to the Global Century” laid out a strategy to make the US demise quite inevitable. Poisoned via expensive education. The report basically lays out every talking point or UN-led initiative to become the Holy Grails incorporated into all education. Then the report falsely claims (as a Phi Beta Kappa history major I may know this off the top of my head but few students today will) the following:

“Americans live in the world’s most powerful democracy. But democracy, as the founders recognized [not], is much more than a design for government and lawmaking. Rather, it is a framework for a special kind of society in which citizens must take mutual responsibility for the quality of their own communities and their shared lives. Democracies are founded on a distinctive web of values: human dignity, equality, justice, responsibility, and freedom.”

That has to be John Dewey and Martha Nussbaum’s definition of freedom which is all about the larger good being fulfilled. No wonder we keep finding obligations throughout the actual definition of Career Ready that just reek of Communitarianism. Creating that belief in each student is an Essential Learning Outcome. And the report even asks ” How do we cultivate what Martha Nussbaum has called the “narrative imagination” so that graduates are able to engage diverse communities and other societies? How do we prepare citizens to address the growing and destabilizing divisions between those with hope and those who still live on the margins of our own and other societies.”

Now doesn’t that goal mirror the reasons laid out in the last post for using education to mobilize low income children of color? You can organize students and parents but this vision cannot make the world work the way it plans. It simply removes the mental tools that can best help the individual cope with genuine daily problems.  I need to move on but Martha calls this sought view for ed “cosmopolitan education” and it is clearly why she was the IB’s Keynote Speaker on creating desired Worldviews.

I am going to quote in its entirety the AACU’s Principles of Excellence framework since it is THE governing vision for what students are to become in the 21st century, using K-12 and higher ed, and CCSSI and Democracy Projects and Global Competency etc as the cudgels to make it so. And personal data to monitor it is happening.

Principle One. Aim High–and Make Excellence Inclusive

Make the Essential Learning Outcomes a Framework for the Entire Educational Experience, Connecting School, College, Life, and Work

Principle Two. Give Students a Compass

Focus Each Student’s Plan of Study on Achieving the Essential Learning Outcomes–and Assess Progress

Principle Three. Teach the Arts of Inquiry and Innovation

Immerse All Students in Analysis, Discovery, Problem Solving, and Communication, Beginning in School and Advancing in College

Principle Four. Engage the Big Questions

Teach through the Curriculum to Far-Reaching Issues–Contemporary and Enduring–in Science and Society, Cultures and Values, Global Interdependence, the Changing Economy, and Human Dignity and Freedom

Principle Five. Connect Knowledge with Choices and Action

Prepare Students for Citizenship and Work through Engaged and Guided Learning on “Real-World” Problems

Principle Six. Foster Civic, Intercultural, and Ethical Learning

Emphasize Personal and Social Responsibility, in Every Field of Study

Principle Seven. Assess Students’ Ability to Apply Learning to Complex Problems

Use Assessment to Deepen Learning and to Establish a Culture of Shared Purpose and Continuous Improvement

I bolded that Shared Purpose to be able to point out that is describing the Community of Learners concept we have traced back to Michael Cole, Courtney Cazden, and Ann Brown’s visit to the Soviet Union during the Cold War. Please also notice what the continuous improvement is in. These listed Learning Outcomes.

We will be here all day if I describe all the ways these Outcomes reflect every post I have ever written on this blog. No wonder I found what I found and we can talk about the links in comments if you like.

I just want to close by pointing out that I do track these ed reforms all over the world. I download and read those reports and frameworks too even though I do not usually mention in posts. I think committing a deliberate murder of American exceptionalism and our superpower status and the primacy of the US Constitution are all express goals of the implementation of these ed reforms. And others I know about.

But when the transformation of the US is done, the goals of these Principles of Excellence align with what I have seen in every country I have ever reviewed ed reforms in. Global indeed.

But as the criticisms of Martha Nussbaum’s cosmopolitan education have pointed out, this is citizenship for a world that has never existed. Which may not slow down all those being paid to push this vision.

But it truly ought to be a compelling concern for those of us providing the funding for this takedown of the US.

 

Who Knew Karl Marx had a Human Development Model? Or that It Fit Our Facts So Well?

Or that it could be put in place in the US by executive fiat at the federal level? All you have to do is misinterpret the nature and language and case law of the federal civil rights laws. And then repeat. Early, often, and adamantly. It’s not like someone with a working knowledge of con law also reads education declarations and documents. It’s also not like changing the nature of education in the classroom could have any impact on a society or economy. Or political beliefs. Or future behaviors.

About a week ago the US Secretary of Education Arne Duncan sent school districts a letter announcing that “We Must Provide Equal Opportunity in Sports to Students With Disabilities.” It included a 12 page Dear Colleague letter from the DoEd’s Office of Civil Rights. A number of commentaries (Rick Hess and Mike Petrilli among them) have wondered where such a pronouncement came from and noted how impractical it is. Equal opportunity in sports at whatever cost. What no one seems to be paying attention to is what both letters declared. To  quote Arne directly:

“Federal civil rights laws require schools to provide equal opportunity.”

No actually federal civil rights laws do no such thing. Congress can rewrite them or the courts can change their interpretation of them. But Arne and his employees, even the ones with law degrees, may not. Especially on a Friday afternoon in the first week of a Second Term in office. If you read  http://www.ed.gov/blog/2013/01/we-must-provide-equal-opportunity-in-sports-to-students-with-disabilities/ the OCR letter you will see that sports is just an illustration of a much broader right Arne and his Department want to create. And they explicitly want to include learning disabilities, not just physical ones.

Think about that. If federal law did mandate that those with learning disabilities have an equal opportunity to students without disabilities or who are just plain brilliant, then school and high ed could not really be about intellectual pursuits anymore. That’s a playing field where inequalities in capabilities exist. Must change playing fields then. How about social and emotional learning since everyone has feelings? That would be an equal opportunity arena. All students can also interact at some level. Especially with computers. We also have a push now to promote life skills. Everyone can do that too. Except they usually leave off the full name: Life Skills for Psychosocial Competence. Can’t imagine why anyone would want to ditch such a graphic tipoff as to what is really going on.

There’s another possibility for our Equal Opportunity classroom. A developmental progression that focuses on personality development in a social context. That would be the education theories of Erik H Erikson. He practiced in Chicago and it’s hard to imagine Arne is not familiar with his views of child development or the sociocultural approach to education. Especially since the University of Illinois in 2007 published a paper in Educational Theory announcing all of this as the new approach to education. http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20DePalma,%20Drye,%20Whose%20development,%20ET,%202007.pdf . And also because numerous government agencies including the Department of Education and the National Science Foundation embraced sociocultural theories instead of cognitive theories grounded in individual thinking as the basis of their future work.  http://www.invisibleserfscollar.com/so-now-common-core-rejects-individual-thinking-to-embrace-soviet-psychology-ecology/ is the post from July 2012 describing that official report and its troubling implications.

What I had not read in July was a 1982 book by CCNY/CUNY professor Marshall Berman called All That Is Solid Melts Into Air: The Experience of Modernity.  That book laid out Marx’s developmental ideal and “how crucial” it was to all his political beliefs. Also that it was grounded in the German humanist and Romanticist culture of Marx’s youth. Berman did leave out the part about how that ideal facilitated the national collective mindset that led Germany to launch two world wars in the 20th century. But then Berman is an admirer of Marx and that’s such a picky little detail for me to mention. Berman does mention though that this Marxian/Romantic German developmental ideal was “still very much alive in our own day” and that Erik Erikson is its “most distinguished living exponent.” Erikson actually passed away in 1994 but his work does clearly seem to be gaining momentum. Probably because without Berman’s book it would be harder to link it directly to Marx.

With that book though we don’t even have to infer. We can quote directly from Berman and Marx (pages 96-98 if you want to locate a copy).  Marx has a vision of education that does not transmit the values and knowledge of the current culture which he of course wanted to disappear. Hence the Melt into Air metaphor he used. Educators pushing Marx’s personal development theories today through later adopters, like Dewey or Erikson or Vygotsky, are pushing the same goals. Change the foundations that support the current economy, society, and political structures.

That’s in fact why this type of education is not just called Progressivism. It’s also known as Social Reconstruction and that is precisely where that Equal Opportunity declaration takes us. Very similarly to the goal Goodwin Liu also laid out for the Common Core here http://www.invisibleserfscollar.com/morphing-the-common-core-into-a-new-rewritten-us-constitution-by-mandating-false-beliefs/ . Same basic desired Transformation goals coming from a variety of directions. With the same vehicle–education, K-12 and higher ed and creating false beliefs and new values to get different future behaviors. At least from a voting majority. What Paul Ehrlich and his MAHB seek as well

Berman first quotes this passage from Marx’s Communist Manifesto:

“In place of the old bourgeois society, with its classes and class antagonisms, we will have an association in which the free development of each will be the condition of the free development of all.”

A desire that 21st century educators will relabel as the Universal Love Principle or Kohlberg’s Moral Development Theory and impose in the classroom in the name of Character Education or a Positive School Climate. Let’s continue on with how crucial this developmental ideal was to Marx. Berman cites several examples but this one rings consistent with the actual current definition of  College Ready: “the goal of communism is ‘the development of a totality of capacities in the individuals themselves.’ Berman goes on with this passage from The German Ideology that is consistent with the Communitarianism we are have found in Career Ready Practices and the Positive School Climate (again!):

“only in community with others has each individual the means of cultivating his gifts in all directions; only in the community, therefore, is personal freedom possible.”

Bill Ayers just loves that definition of freedom. I do believe it’s what sent him into education in the first place. I mean who would know? Who reads Marxist professors to locate such a quote back to Marx himself? Me when the footnotes cite someone.

This final quote from Marx is reflected in the actual definitions of Student Growth and Student Achievement being used in the States as part of Common Core. It’s why feelings and social and emotional learning and changes in values, attitudes, and beliefs measured through collected data about each student and classroom are so much a part of the actual Common Core implementation. This is from Volume One of Capital:

“it is essential to communism that it transcend the capitalist division of labor [that would be differences in knowledge and skills among students in less stilted language]… the partially developed individual, who is merely the bearer of one specialized social function, must be replaced by the fully developed individual, fit for a variety of labors, ready to face any change in production, for whom the different social functions he performs are only so many modes of giving free scope to his own natural and acquired powers.”

That’s a fairly concise summary of what is now being called College and Career Ready if you go back to the original documents as I have. It also fits perfectly with the OECD’s definition of Competency driving international education reforms through PISA.

Now I am not saying everything going on in education globally is about resurrecting Communism. For one thing it now has a terrible reputation. But education globally is trying to displace any right of individuals to make their own decisions about how to live their lives. Right now the 21st century being shaped for us through education is the Age of Statism where politicians and government employees and Business and Nonprofit cronies make decisions for us. It’s not to be the Age of the Individual or the Consumer or widespread prosperity.

And the educational theories being used to mold New Kinds of Minds and Different Personalities really do track back to Marx. Which then makes 20th Century history hugely relevant to where we are headed in the 21st.

I wish this was not true but it is. And the only way to get us off this current planned pathway is to stare this Marxian foundation square in the face.

 

 

 

Comparing the Real Common Core to Notorious Authoritarian Social Engineering Disasters

Soviet collectivization of agriculture. The Tanzanian Ujamaa Villagization Plan. Brasilia. Le Corbusier. Lenin’s Plans for Revolutionary Submission. Clearing away Old Growth Forests for a Single Type Of Timber Planted in Rows.

Last week the newly formed Career Readiness Partner Council issued its Building Blocks for Change: What It Means to Be Career Ready    http://careerreadynow.org/docs/CRPC_4pagerB.pdf. Try not to be overwhelmed by the vision for all that is geared to plugging into that state directed redesigned Mercantile planned economy of the future. Another fiat statement with platitudes like “goal setting and planning” and “effective communication skills” that ends with “ethical decision-making and social responsibility” that could only be developed by bureaucrats who have no idea how free markets work or what produces wealth and prosperity. It really is reminiscent of the mentality of the Soviet Union where higher ed credentials were the means of differentiating salaries so they had the highest percentage of college degrees in the world at one time. Did NOT help the economy. Created a great deal of dashed expectations.

But I have already given you a heads up on what Career Ready Practices as used in “The Goal of Common Core is . . .” really means.  http://www.invisibleserfscollar.com/birth-to-career-finally-and-quietly-creating-the-soviet-mindset-but-here-in-the-usa/ And I have explained from a myriad of directions why generic knowledge, collectivist values, habituated feelings, and a cultivated non-Axemaker Mind is not in fact the “Pathway to Prosperity” no matter how many times politicians use that phrase to bolster support. Magic credentials without marketable knowledge and skills do not build wealth or create products and services people freely wish to buy. You know all that now. Being deemed to be Competent or Proficient under criteria designed to be accessible to all is celebrating a 2-inch bunny hop and pretending you are suddenly a world-class high jumper.

No, that’s all important but that’s not today’s angle to illuminate the planned destruction. It’s history time. And I read the textbooks so I can tell you a good, relevant story. Today’s is based on a book Yale Political Science Prof James C Scott wrote in 1998. Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed lays out the “pernicious combination of four elements” that together have been the consistent culprit “in the most tragic episodes of state-initiated social engineering.”

One of the reasons we need to talk about these unpleasant realities up front, Right Now, is because the actual Common Core implementation (the one I have painfully detailed for months now, not the only marginally related PR campaign) is a classic social engineering scheme. In fact as you know it loves to call itself a comprehensive System. Must be adopted fully in every aspect. Not Piecemeal.And yes it does tell the teachers how they must teach. That denial is just a publicity stunt.

We know that Effective Teacher Evals and PLCs (Professional Learning Communities) and Data collection on the Student are all compliance devices to get desired behaviors. Here’s the problem though with all these wholesale “Let’s get the Theory  into Practice” schemes or Plans or especially Five Year Strategic Plans: A Vision for the District in 2017 that I read last week (Hint: Do not read except with an empty stomach or an adult beverage. Or several). They jettison “essential features of any real, functioning social order.” Frequently unappreciated aspects or even critical details no one even knew were present. In the planned timber forest example Scott cites that ceased to have debris and clutter on the forest floor, it took declining yields to appreciate how much of the soil’s richness came from the insects attracted by the debris.

But students are not trees. If the school is largely psychological and emotional manipulation in an attempt to alter values and dispositions for political purposes, that is a real, current, tangible loss. As I have detailed already, potentially physically tragic.  http://www.invisibleserfscollar.com/how-much-innocent-blood-will-it-take-to-stop-sel-manipulation-for-political-gain/ . More likely, a potentially great mind simply learns to check their mind at the door of the school and daydreams time that could have been used to nurture contact with the Greatness of the Ages. All that time spent in middle and high school and then the now revised higher ed with so little to show for it. Except Adult Jobs. Once we gut the transmission of knowledge as this ed model most assuredly does–”old learning, which focused on fixed content knowledge is now redundant as it fosters a rigid way of thinking which will be counterproductive for the workers, citizens and persons of the new future”–that useful, not appreciated but still needed knowledge is gone.

And like the debris in the forest it was needed. And it will not be the life span of timber to learn our mistake. We likely will discover quickly and catastrophically how thin the veneer of civilization actually was once a majority cease to have its fundamental earmarks. You know the ones that were jettisoned because they were not part of the Plan and were not equitably distributed.

All those plans I started this post with have one thing in common with each other and with that quoted reason for rejecting content knowledge. The Future. The reimagined Vision for Society. The New Human Nature. Since that has never worked before and will not now, let’s get back to detailing and examining how applicable those four elements are. While we still have some time left even if it is not much.Because as Scott noted when all four are present, we are on track for a “full-fledged disaster.”

Element number 1 is the “administrative ordering of nature and society.” Now I would argue that with the UN driven Education for Sustainable Development and ICLEI Agenda 21 and Bioregionalism and the related Regional Equity Movement and all the Systems Thinking designed to get to a Green Economy based on Ecology and Paul Ehrlich’s Newmindedness that we have detailed, and that’s just of the top of my head, no one since Lenin or Stalin or that infamous dictator in Germany (whose name is considered to diminish an argument so I won’t) has so ambitiously sought to administratively order nature and society. In an unprecedented fashion with global aspirations. Make that an emphatic check.

Second is what Scott called “high modernist ideology.” It fundamentally means a false belief that the social order as it currently exists was consciously created and thus can be redesigned. Which again is met in spades. Whether it is the omnipresent through the decades vision of John Dewey or Ecology or Caring Economics or Communitarianism or Systems Thinking or Transformational Outcomes Based Education itself. They are all social ordering ideologies around a different future. Like 21st Century Learning for another example.

Scott notes that these two elements become lethal when joined to a third–”an authoritarian state that is willing and able to use the full weight of its coercive power to bring these high-modernist designs into being.” Now I am not arguing that educators have such physically coercive powers although I will note that resulting violence has not deterred continued attempts to implement this vision. But all the oversight capacity over educators have been systematically turned off. The accreditation agencies coerce school boards and threaten property value catastrophe if they fail to get the board’s cooperation. Education degrees have been largely grounded in Marxist political theory and Soviet psychological practices since the late 1980s (with more palatable names of course). Now we have the Teacher Evals and PLCs and Educational Leadership degrees that are based on willingness to push this political vision.

The final element is a “prostrate civil society that lacks the capacity to resist these plans.” We are not prostrate you say. Well, with the Orwellian language being used to mask actual intentions yes we are. With duplicitous charters and accreditation standards designed to lock in compliance out of sight with no effective means of protest, yes we are. Everything about this implementation has been designed to try to predict and preemptively thwart all resistance. To what is unabashedly a political coup.

I am going to close with architect Le Corbusier’s vision for the planned city that failed to appreciate people and their needs and what makes an economy and a society work.

“We must build places where mankind will be reborn. When the collective functions of the urban community have been organized, then there will be individual liberty for all. Each man will live in an ordered relation to the whole.”

Le Corbusier’s utopian cities never functioned very well because he didn’t think the individual or personal freedom were important. He was wrong. The actual Common Core implementation I have been detailing is based on a comparable Future vision. Except it is NOT a blueprint being shopped to dictators around the world with deep pockets. We do not have time for an unofficial Brasilia to spring up to cover the Plan omissions.

Hugely Consequential. Imminent. A Hands-On Mass Experiment to Revert to Non-Axemaker Minds. Too important to Just Stick with the Slogans Anymore.

 

Embrace and Seize Technology’s Potential to Capture the Hearts and Minds of Today’s Students

That quote comes again from the Texas Vision Statement that we started talking about in the previous post. “Hearts and Minds”–that unconscious level that motivates and guides human behavior. No wonder one of the listed Participating Insurrectionist Supers has since moved on from Dallas to Cobb County, Georgia (a major suburb of Atlanta) where he is now pushing Digital Learning on middle schoolers despite parent and taxpayer objections. As the Vision Statement makes clear, apart from the fortunes to connected vendors, the digital mandate has a political purpose.

Digital devices like computers are cultural tools that diminish individual mental functioning. The tool does much of the work instead of the mind. Careful then with still developing minds.  And, no, that’s not just my opinion. There is a great deal of research that has now been translated and imported from Soviet psychology explaining which cultural tools aid the mind’s independent functioning. And which ones function like a vacuum cleaner sucking away the ability to conceptualize and think rationally. Guess where anything that kicks up the visual lies? Especially computers?

But before we talk about some of the silly and downright harmful assumptions in that Vision Statement about the Digital Revolution, let’s look at why the Hearts and Minds are being actively targeted. With all the zeal of a sugary cereal maker during Saturday morning cartoons. I am going to give the full quote here because I want you to appreciate how this links up to the planned dominance of social and emotional learning in the classroom and the Positive School Climate and Culture we have been chronicling. It really is about targeting future behavior of what should be independent individuals. Why? Well, consistent with what we have found in the real definitions of what College and Career Ready actually mean, our Insurrectionist Supers want to create “a new sense of community committed to the common good.” See how influential Amitai Etzioni is in education now?

And how do the Credentialled Comrades living (and retiring) at taxpayer expense intend to accomplish that Community-first Goal? Well they have apparently been reading all the Transformational Outcomes Based Education (OBE) work from the 90s because the Vision Statement also announces that “Beliefs create vision and drive action.” Which means if you can just impose OBE, or its more in vogue now sibling–Systems Thinking/ Systems Dynamics, in the classroom early enough, you can get future voters emotionally committed to Sustainability, Biodiversity, the evils of Capitalism, the idea that “Governments Must Facilitate everything.” Whatever. Factual reality ceases to guide perceptions from daily experience once you have captured the Hearts and Minds of the children. And that apparently is exactly what our Supers have in mind and want from the Principals under their command. I mean, employ. (my bolding for emphasis).

“Attention of leaders is focused on the dominant social systems that govern behavior beginning with those that clarify beliefs and direction, develop and transmit knowledge [notice that wording. This knowledge is not the product of the Best Minds of the Ages], and that provide for recruitment and induction of all employees and students into the values and vision.”

Oh, comrades, Employees AND students. No wonder tenure is finally being reformed with the NEA’s blessing. It’s to be part of getting us to a single Purple America instead of Blue States and Red States. Doesn’t that sound more like something that would come out of Moscow in the 30s in connection with Young Pioneers recruitment?

And how do you capture Hearts and Minds? Why you need “engagement-centered schools” where “student engagement is and remains the first focus.” That’s emotional engagement, remember? The whole premise of Second Order Change and Dewey’s Quality Learning. And that Level 4 Thinking on the Webb Depth of Knowledge Florida and Texas, those two gigantic states, both now use.

Willard Daggett, another one of those well-paid facilitators of first OBE and now the CCSSI and STAAR school implementations, has a new saying that “Relevance makes Rigor Possible.”  In other words, like John Dewey, these educators want to use student’s personal interests to get them emotionally engaged with developing possible solutions to the World’s Many Problems. To believe as Bela Banathy asserted in his Nine Dimensions for Human and Social Development that we are all just part of larger social systems that can be redesigned if only you embrace the proper vision.

So instead of using K-12 schooling and then colleges and universities or vocational training to counteract some of the visual input and artificial stimulation and hybrid text messaging that is so dominant now outside of schools, the vision coming at us all over the country is to make school activities and experiences mirror this digital reality. The digital reality that actually weakens mental functioning.  And of course we conveniently have Systems Dynamics computer modelling available so that classes can reenvision what will happen to various sub-systems if only you shift a variable here and an assumption there. Utopia via software Transformation.

There is a dangerous assumption permeating all these documents on ed reform and digital literacy and even the values accreditors want fostered in K-12, colleges, and now even grad schools like law and medicine. That employers and private sector businesses and our economy and professions will all need to change fundamentally to reflect the types of Minds and Values and Beliefs and Feelings the educational institutions intend to produce. (And as a former client I would not pay for lawyers who prefer to do Group Work.) Plus we have been at this long enough to recognize that was the whole point of attacking the Noetic system in the first place through education.

Education is a means of both getting at future voters and targeting the ultimate control and direction of markets and the economy and production and consumption. Processes that work best as individual decisions. Schools were the undefended, already socialized, part of the US and all Western economies. They give easy access to Hearts and Minds and in they come. On our Dime. Lying to our faces if we are prescient enough to discern this is not about how to best teach desired academic content to students.

Everything I have written on this blog to date lays out various ways and means and goals to use education to Transform, in the most radical sense of the word, the US and the rest of the West. Starting at the level of the human mind and motivating Values and Beliefs and Feelings and coming outward. ALL of it. Community, Environment, Economy. All redesigned and subject to the guidance of a cadre of Leaders who are quite sure that this time they will not be among those devoured in pursuit of a Communitarian-first Ideal. Because Leaders who would push such schemes on an unsuspecting, trusting public, will be so much better at creating and guiding the future than independent individuals who get to keep the upside and live with the downside of their personal decisions. Because governments and their coercive powers NEVER get captured by selfish people.

I am going to close with the vision of the values and capabilities to be fostered with digital devices in pursuit of democracy with a small d. Which sure does function like a 21st Century version of Communism with a small “c” unless, I suppose, you work for one of the Connected Businesses or the Government itself.

“Its goal is to provide all students with equitable opportunities to learn, participate in society, and further social change.”

To be a Cog in the redesigned sub-systems. To accept your assigned role. To glory in the dictated Values and Beliefs.

To be a modern day Serf to a 21st Century Nomenklatura. That’s the real vision behind these ed reforms. Everywhere. Not just Texas. They were just arrogant enough to write it up.

Thanks for that by the way.