Fostering Faithful Followers for Anticipatory Democracy Created by Reinventing Governments

Anticipatory democracy may sound like a mouthful, but it’s really just a nerdy term policymakers created to justify governments at all levels becoming the decision-makers. We see it in the Inclusive Prosperity, America Next, and Dignity for All by 2030 vision from the previous two posts. Goals for our collective future are set out at forums we are not invited to and then officials decide how to get there from the present. Do you know what “Anticipatory Democracy and Aspirational Futures” http://www.jfs.tku.edu.tw/wp-content/uploads/2014/01/152-S06.pdf  always needs? It needs to develop a shared vision for the future across a broad spectrum of society that justifies governments as decision-makers. How can it do that? Well, it might want to seize control over the Internet now, but even before there was an ICT industry, every radical with transformational plans knew to look to education.

On February 17, 2015 the well-connected KnowledgeWorks put out its vision for the ESEA Rewrite wanting it to be grounded in Competency, including social and emotional ones, and for the federal, state, and local levels to operate together as a single system. http://knowledgeworks.org/sites/default/files/policy-political-landscape-k12-competency-education.PDF Sounds like polyphonic, progressive federalism to me as we covered in a previous post. Now I am assuming knowledge of Competency as laid out in Chapter 4 of my book Credentialed to Destroy and how it fits with the real Common Core implementation and learning progressions. What I want to do here is overlay the pertinent visions we are dealing with where people have confessed the need for New Mindsets, perceptions, and personality traits that will fit with their new visions of what governments at all levels are to be doing in the developed world.

Nobody was ever going to put us on notice or ask our permission. This was to be a fait accompli and somehow tenacious me has stumbled across it all with my constant listening and reading and musing over “why are they saying that? It’s not how the world has ever worked. What’s going on?” Now my reaction to the manipulative deceit of the language in that America Next report sent me scurrying back to a cited book from 1992 called Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector . It made me see what was going on in the name of Outcomes-based education and School to Work in the 90s in a whole new light. Remember how I have been bothered by the sudden ubiquity of all the references now to ‘Governance’ and our being governed? Read this (my bolding throughout this post):

“Governance is the process by which we collectively solve our problems and meet our society’s needs. [In other words it's a euphemism for what Marx called the purpose of his Human Development Society]. Government is the instrument we use. The instrument is outdated, and the process of reinvention has begun. We do not need another New Deal, nor another Reagan Revolution. We need an American perestroika.”

Interesting choice of language in 1992. Since the Reinventing book also cites Harlan Cleveland multiple times, let’s overlay this post into what my book laid out on what seems to really been going on in the 80s and 90s and who was really to undergo the wholesale restructuring. In this new vision the “job of government is to steer, not to row the boat.” Well, that grabbed my attention given the number of times I have encountered the idea that Competency-based education is creating a desired keel at the useful level of the student’s mind and personality. This is the fundamental vision of what the 1992 book called “third-party government” where governments look to third parties to carry out the public objectives they have set. So please do not disingenuously describe it as free enterprise or limited government or conservative policymaking.

A confessed goal of steering society and “using public leverage to shape private decisions to achieve collective goals” is using sovereign power for personal manipulation and control over individuals. Pure and simple. This Entrepreneurial (R)evolution needs a Crisis, which is basically what a hyped ‘skills gap’ and high unemployment provides. It needs Trust in Government, which requires an absence of factual knowledge about the past. It needs Shared Vision and Goals, which is precisely where education again comes in. Where better to go about sculpting “the key element is a collective vision of a city or state’s future–a sense of where it’s headed.” That was John Parr, executive director of the National Civic League, speaking in the book. Parr went on to say: “If you haven’t put that [vision] together, it’s very difficult to make these innovative approaches work, because people become so confused about the role of government. They become very confused about why government is changing.”

If that quote is not hitting anyone else like a ton of bricks given all the hype on a new paradigm for education, how about the open declaration that the cultivated shared vision about the new role of governments “simply assures that enough of the community shares the leaders’ vision to overcome the opposition.” No wonder we keep hearing all those mentions of democracy. Has there ever been a more meaningful confession of majority rules? Now the Reinventing Government book left me breathless because it fit the facts I have noticed or laid out in my book so well going back to the 60s. It said the original version of this reprivitization/steering vision though had come from Peter Drucker and cited a 1968 book The Age of Discontinuity.

Now the 1992 book did own up to needing to change the “mental image of government” each of us has, but Drucker thankfully set out a graphic description of the kind of education for ALL students that would be necessary to fit his vision that “after 250 years, political theory and social theory” would once again join together. If that sounds like the historic concept of the individual is about to go poof, Drucker did call for a “new individualism” and a “new concept of freedom.” To clarify “the purpose of government is to make fundamental decisions and to make them effectively.” Next time you hear that “citizenship dispositions” is a stated purpose of Competency education and the Common Core, remember that Drucker wrote that “In a free society, the citizen takes responsibility, above all, for his society and its institutions.”

Drucker’s vision called for education and learning grounded in skills that would be the “cornerstone of tomorrow’s education for everybody.” This would not be an academic education grounded in subject content and he wanted the focus to be on nonverbal experience and performance. Like performance standards and assessments and learning experiences? What is now being described as Competency education suitable for the workforce or college open to all sounds like what Drucker called in 1968 his “education of technologists.” Education suitable for an equitable society where governments now do the steering and see that all people’s needs are met.

Drucker’s “education of technologists” had three essential components. Now when Drucker says “apply knowledge to work” or “using theory” he does not mean book knowledge. He means what we are now encountering as Enduring Understandings, core disciplinary ideas, cross-cutting issues, and other terms for the supplied Big Ideas and ‘lenses’ to be used to guide our interpretation of the world. Drucker wanted “an infinite number of people capable of using theory as the basis of skill for practical application in work.” What today we would call Project-based Learning and Competency-based education. If my interpretation of the likely end result of Fostering Faithful Followers seems a bit too cynical it’s because we have not yet covered the other two essential elements. “Equally important is the training and formation of perception and emotion in school.”

In the next post I want to talk about how the push to make Equity an essential obligation of the federal government makes this steering vision and collectivism necessary. We need to challenge that fundamental false premise before all that is left is a discussion over means. Meanwhile, I want to end with a quote that fits the current, actual K-12 implementation as well as where something in higher ed called the ETS Proficiency Profile is taking us. Remember what I always say about the purpose of policies and practices attaching to them even if the school and classroom users remain unaware. Drucker and the Reinventing Government authors were very graphic. Here goes:

“Perception and emotion are trained, developed, and disciplined only in the experience of performance, that is, only under the challenge of objective standards that exist no matter what the individual’s ability, inclinations, or proficiency.”

Those are standards in the sense of goals for everyone. That is a vision that allows for Student Success for ALL. It fulfills the current attempt to create a federal civil rights obligation grounded in quality education that provides Equity and Excellence.

And at its fundamental foundation it uses governments in the Developed World to steer economies and society to finally fulfill what Uncle Karl called his Human Development Society.

One last revelation from Reinventing Government in 1992–A Global Revolution–that fits with the worldwide push towards Competency.

“If the rise of entrepreneurial government is an inevitable shift rather than a temporary fad, as we argue, one would expect it in other nations as well. And to a startling degree, it has. A similar process of transformation is under way throughout the developed world.”

Using similar mechanisms for comparable reasons.

 

Abolishing the First Amendment’s Protections While Hyping Intellectual Freedom and Student Learning

If we wanted to turn the current protections of the First Amendment on its head, we might argue that its new function is to “ensure the democratic legitimation of the state” and “create a new state of Mind for citizenship.” If books like The Constitution in 2020 (that the typical person will never even hear about, much less read) assert such claims, while also arguing for national standards for K-12 education to create the desired values and belief system, we would have a United States running on parallel tracks. There is the world as the typical person still believes it to be. Then the parallel, actual, purposes of the changed practices and institutions designed quietly to create:

“A democratic agenda truly concerned with human freedom, equality, and flourishing must conceive of itself in terms broader than the Constitution as law. It must be concerned with the constitution of US society, rather than with the US Constitution.”

If anyone does not believe that K-12 education policy and the new emphasis on “personalized learning” are actually about achieving the vision of the above quote that dovetails with the previous essay on “A Progressive Perspective on Freedom of Speech,” read this inviting “progressives normatively [they set the new rules but do not bother to tell us] to clarify the forms of participation that they believe are essential to a healthy public sphere.” Last week President Obama’s FCC announced its intention to regulate the Internet in the name of net neutrality. Want to guess how the progs illustrated that desire to clarify the new terms of participation and debate?

The book pointed out that “the Internet, for example, is rapidly becoming an extremely important medium for the formation of public opinion.” If that sounds like we are about to have an uh-oh confession here it goes:

“In the coming decades, issues such as net neutrality or the installation of centralized (versus decentralized) filters will hugely impact the precise ways in which the Internet will contribute to the formation of public opinion. Progressives will need a convincing normative vision [remember the experiential Right Brain that is the new focus of K-12 education adores narratives] of a healthy public sphere in order to assess the constitutional implications [little c, as in constitution of society and maybe that other little c] of potential government interventions. They will need this vision as much to shape a progressive regulatory policy as to litigate for the maintenance of progressive constitutional rights.” [No more negative liberties in other words. Look up FDR's Scond Bill of Rights].

We get a glimmer of what is really going on in what the new Conceptual Frameworks in AP US History are actually designed to do. I covered that in depth in a trilogy starting here http://www.invisibleserfscollar.com/mischievous-masquerade-apush-as-the-sought-coherent-framework-justifying-intervention-in-history/ I also address the function of critical theory and why it is also called Cultural Marxism in Chapter 5 of my book.  This recent controversy http://www.dallasnews.com/news/community-news/park-cities/headlines/20150128-highland-park-isd-parent-calls-book-socialist-marxist.ece  illustrates that high school coursework across the country is now training students to apply conceptual lenses like poverty, race, gender, sexuality, etc. in how they interpret the world.

Instead of treating Marxism as an insult that only an unhinged kook would hurl, it’s important to appreciate the crucial importance that the human perception of the here and now has on a widespread willingness to act to transform society. It’s why the prog quotes above talk about “a new State of Mind” for the necessary citizenship. It’s why we keep hearing about desired Dispositions (including explicitly from the Common Core’s formal sponsor, the CCSSO) and all students having a flexible Growth Mindset.  We are all assuming a world and the rule and protections of the law still functioning largely the same while influential, well-funded profs and federal regulators declare “the First Amendment does not protect speech as such, but only such speech as is necessary for democracy.”

That would again be democracy in the economic justice, positive rights, vision for all that desperately needs both K-12 and higher education policies and practices to enable its vision of the future. The progs recognize that the traditional view of the First Amendment will “undermine important and desirable forms of state regulation.” I have long recognized that where the schools intend to go is actually off limits once properly understood. http://www.invisibleserfscollar.com/if-the-system-seeks-to-destroy-the-ability-to-think-can-james-madison-save-us/ Apparently the progs concede that as well. They followed that concern over the current First Amendment language with this statement:

“a progressive constitutional vision for 2020 must advance a robust theory of democracy that can identify the forms of speech and association that deserve constitutional protection because they are essential to the formation of democratic public opinion.”

That’s a First Amendment that has done a 180 and intends to protect only the forms of speech and association that fit with the desired transformative vision. Anything else and the motto is gather data, resculpt, and infringe away. The parents still think this is all about the best way to transmit knowledge and many businessmen still believe they cannot find able employees despite the K-12 system trying really hard and doing its best. Neither is true and it hasn’t been for a while.

One of the many taxpayer-funded trade groups doing its part to advance the prog view of future American society and reshaping the mind of the citizen is the American Library Association. In fact, its Association of School Librarians has even created Standards for the 21st-Century Learner http://www.ala.org/aasl/standards-guidelines/learning-standards and a helpful crosswalk to the Common Core. Category 3 is that “Learners Will Use Skills, Resources, & Tools to  Share Knowledge and Participate Ethically and Productively as Members of Our Democratic Society.” I do believe that is called picking a dog in the fight.

Especially given AASL’s constant focus on pushing Inquiry-Learning, which of course, MUST be experiential. It also prescribes desired student “Dispositions in Action” repeatedly as part of its Learning Standards. Students are also told to “show social responsibility by participating actively with others in learning situations” and not just turning to a book they love or refusing to volunteer the excellent vocabulary their parents diligently built up over the preschool years.

Again, creating Learning Standards that insist that students have that social responsibility or that students must “use information and knowledge in the service of democratic values” is taking sides in this mostly invisible battle for the future of what the US will ever be. We are going to pivot because the ALA was brought in as the so-called neutral authority to proclaim that somehow complaining of bias in what is taught, and the explicit prescription, and required practicing, with conceptual lenses that students are to now use (to interpret their experiences and the reality they perceive around them), is somehow a violation of the student’s Intellectual Freedom. Who is the real infringer here? This is the Have Your Cake and Eat It Too Booklet the ALA has created.   http://www.ala.org/alsc/sites/ala.org.alsc/files/content/issuesadv/intellectualfreedom/kidsknowyourrights.pdf

It showed up as a defense in Highland Park. Now won’t the facts laid out in this post be useful if it shows up in your community next trying to prevent accurate criticisms? After all, these stipulated ‘lenses’ are designed to guide new kinds of student minds and beliefs about their responsibilities to others all while sculpting that needed “democratic public opinion”. The booklet is fantastically wrong in so many of its assertions, but it does still have an excellent command of the historic purpose of the Bill of Rights. “Before the Bill of Rights was written, governments usually told people what their rights and freedoms were. Our Founding Fathers did not like this, and so they flipped the idea around. Instead, the Bill of Rights said the citizens would be free to tell the government what it could or could not do.”

Not exactly consistent with those 21st Century Learning Standards is it? See what I mean about parallel tracks? At the same time that the ALA tries to portray challenges to the slant in curricula as akin to the right of citizens to “take the government to court” and “use  the words from the First Amendment to prove that the government has violated their rights,” the ALA itself is actively involved in helping to resculpt the student’s internal mental structures and values, attitudes, and beliefs. In violation of that same First Amendment they claim to be a defender of. Maybe so, but the first allegiance is clearly to advancing ‘democracy’. That booklet called it the “form of government where all people are heard,” which sounds remarkably like the prog vision of the public sphere above.

In fact, the 2020 book asserted that redistribution of wealth and interference with private contracts are now acceptable as long as the minority can complain in a public forum about what governments are doing. Legitimate practices as long as there is an opportunity to participate and try to sway public opinion sounds remarkably like the ALA’s assertion that democracy cannot “work if all people cannot express themselves and talk to one another to make informed choices.” Sounds like John Dewey’s participatory democracy to me that we are seeing advocated for now at the local level as a forum for binding decision-making as long as all Stakeholders are represented.

I think the ALA’s desire to advance this vision of the future probably has something to do with why it repeatedly and flagrantly misstates the tenets of the First Amendment. But the typical parent or student will likely not know that “The First Amendment guarantees you the right to think your own thoughts, speak your own opinions, and read and write what you want” is factually wrong. The Government at any level cannot infringe that. The ALA though wants that Discourse Classroom where all students bring their perspectives and share their experiences before negotiating to a common understanding. That practiced obligation is needed for this new vision of a “democratic public sphere.”

This is a self-confessed March through the Institutions that is proceeding on a Parallel Track. Let’s not take any groups’ word for what our rights and obligations are. Always look for the conflict of interest.

We really are engaged in a cultural war over the constitution of our society. The law and K-12 education are primary battlefields. None of us have to accept a claim that we are violating Intellectual Freedom by accurately pointing all this out.

Fulfilling the Long Ago Prophecy and Boast on Conquering the West Quietly Thanks to the US Senate

Antonio Gramsci definitely claimed that the way to subdue the West was through changing its culture and manipulating its institutions. My recollection is that Nikita Khrushchev said something similar about subduing the US while making us love what we were ignorantly advocating for. Hard for me not to view the proposed Bipartisan rewrite of the No Child Left Behind federal K-12 authorization statute as anything but the great enabler with this as its new stated purpose (I bolded the especially troubling code words and phrases):

“to ensure that all children have a fair, equitable, and significant opportunity to receive a high-quality education that prepares them for postsecondary education or the workforce, without the need for remediation, and to close the achievement gap between high-and low-performing children, especially the achievement gaps between minority and nonminority children, and between disadvantaged children and their more advantaged peers.”

Elsewhere, the ESEA Rewrite being called the “Every Child Ready for College or Career Act of 2015″ states explicitly that the advantages and disadvantages to be focused on are economic. In other words, factual differences in parenting like a family’s vocabulary, willingness to let a 2 year old play videogames in the grocery store cart, children’s travel opportunities, and other toddler experiences that affect whether a child is low-performing or high in traditional academics can no longer affect academic outcomes. It means that K-12 education in the US can no longer be about academics in the traditional sense or that purpose cannot be met. Not exactly a huge revelation to anyone who has read the details laid out in my book and the explanations why, but about to be enshrined in federal law.

Seeing everything through results in terms of race, ethnicity, gender, and class used to be acknowledged as using a Marxian analysis. Now it is to guide the results of what can occur in K-12 education. I want to go back though to another Term  of Art used in that purpose: quality education. That term has a very special defined meaning in the world of the UN System that we just keep running into that ties to its vision of a sustainable global Human Development society. How did an analysis grounded Karl Marx’s vision of categories that would guide consciousness to see the need for transformational change end up in that ESEA Rewrite Statement of Purpose? I think I’ll abbreviate it NCGA–No Child Gets Ahead. No matter how talented they are or how much care and time their parents offered them.

The UN’s vision of quality is grounded in John Dewey’s work http://www.invisibleserfscollar.com/why-quality-learning-may-be-the-last-thing-you-want-for-your-child/ and thus fits with this emphasis on pushing the intuitive, holistic Right Hemisphere while hobbling the analytical Left that we keep encountering. Creating a search around “UNESCO quality education” will pull up a great many consistent powerpoints and reports. The one in particular I am quoting from is from the EFA Global Monitoring Report 2005 and was called “Education for All: The Quality Imperative.” It explains precisely how those pesky achievement gaps will be made to go away. Schooling concentrates on helping “children develop creatively and emotionally and acquire the skills, knowledge, values and attitudes necessary for responsible, active and productive citizenship.”

Think of it as practical knowledge for what the Institute for the Future calls our “new participatory economy” and the UN CIFAL Network calls a sustainable society and the UN System calls its Copenhagen Declaration on Social Development. In every case quality education is viewed as a “prerequisite for achieving the fundamental goal of equity.” Equity is yet another explicit term in that new purpose of US K-12 education, which makes sense since the unacceptable differences that rewrite mentions are precisely those laid out by the UN for understanding, monitoring and improving education quality–learner characteristics like “socio-economic background, health, place of residence, cultural and religious background and the amount and nature of prior learning” are all to be noted and monitored. No wonder we are hearing about “testing in preschool.”

So Quality Learning is experiential, social and emotional, relevant, constructivist, and is to fit the criteria of “Quality in the critical tradition” like Paulo Freire that “equates education that prompts social change,” encourages “critical analysis of social power,” and lets learners design their own experiences. Precisely what we keep noticing in the required implementation and had been hoping were out-of-line administrators just trying to get a promotion. Not enshrined into the federal definition of what K-12 must now become, like it or not, with virtually no recourse.

Rather than dwell on quality education per the UN and its declared intentions, let’s pivot to the five witnesses scheduled to appear at the first committee hearing on the rewrite on Wednesday, January 21. Several are names we recognize. There is civil rights advocate Wade Henderson whose vivid statement became the title of this post. http://www.invisibleserfscollar.com/not-going-to-let-the-us-constitution-stop-us-from-using-schools-to-enshrine-global-social-justice-and-human-rights/ We also have Jia Lee, a teacher at the Earth School in NYC who shows up in links as wanting to Opt Out of standardized testing because it interferes with the progressive education vision. That would be the one created by John Dewey as my book also detailed extensively so let’s give Jia a check for on board with quality education in the UN vision.

Next is the Denver School Super Tom Boasberg whose School Performance Framework   is being touted http://spf.dpsk12.org/ as a model for other districts and states to use. Make that another check. Then there is Paul Leathers from New Hampshire that is piloting the Competency focus for high school that is also mentioned in the language of the rewrite. We met him here http://www.invisibleserfscollar.com/listening-in-on-the-confessional-drumbeat-of-the-common-cores-true-purpose-jettisoning-traditional-high-school/ Now, the last listed witness is a Marty West, listed as a professor at Harvard ed school. He also teaches though at the Harvard School of Government and was an advisor to Mitt Romney in 2012 and Lamar Alexander, the Republican committee Chairman, now.

Looking into his education writings I found this “Global Lessons for Improving US Education” http://issues.org/28-3/west/ that so fully misrepresents the nature of the OECD PISA and its emphasis on pushing a Competency focus (it’s described in Chapter 4 of my book with plenty of cites on intentions) that Professor West is either a sloppy researcher or interested in pushing the global quality education agenda via stealth. Asking myself what his connection was to Quality Education pulled up this Gates Foundation-financed 2014 vision for putting the K-12 emphasis on “non-cognitive skills” as a means for closing the achievement gap. http://cepr.harvard.edu/cepr-resources/files/news-events/cepr-promise-paradox.pdf

Those “non-cognitive skills” also go by the names of “social and emotional learning” or “21st century skills” says the paper. They are important traits “for success in school and in life.” They are “more amenable to direct intervention than cognitive ability, particularly beyond infancy and early childhood.” Sounds like quality education so far, doesn’t it? The paper’s intro that “disparities in so-called non-cognitive skills appear to contribute to the academic achievement gap separating wealthy from disadvantaged students.” Sounds just like that new purpose again. It’s not then just the use of the term “quality education” and its well-documented purpose that is the problem, but the declared interests of those first chosen to testify.

But it’s actually worse than that. Remember when the federal DoED issued that awful “Grit Tenacity and Perseverance” report and critics were told it had no connection to the Common Core? The psychologist known for pushing the Grit and Perseverence sociocultural emphasis, Angela Duckworth, is a co-author of that cepr paper. When you follow a different co-author, Amy Finn, http://languagemagazine.com/?page_id=78313 on how to turn off “effortful learning” and the adult “prefrontal cortex using a technique called transcranial magnetic stimulation.” I have warned that there is a real interest in locking in psychological transformations at a physiological level. Following another co-author, Rebecca Martin, turned up that in 2008 SANS–the SocioAffective Neuroscience Society– Lab Network was set up globally to trade research. More checks for Quality Education globally then.

Another author, John Gabrieli of MIT, turned up the McGovern Institute for Brain Research with a goal to “understand the organization of memory, thought, and emotions in the human brain. By combining brain imaging with behavioral tests, he studies the neural basis of these abilities in human subjects.” Gulp. Another co-author, Christopher Gabrieli is the Director of the National Center on Time and Learning, where 90s Outcomes-Based Education primary architect Marc Tucker is an advisor.

It’s all back. It is the UN’s workforce and change the child’s values and personality vision and it is about to be quietly enshrined again into federal law like WIOA. But nobody is hitting their shoe against a UN lectern trying to get everyone’s attention on these intentions in time. Writing is the closest I can get in this Paul Revere effort of mine announcing that the transformation is planned, coming, and hiding in laws, charters, executive orders, and regulations no one is supposed to read.Well, I have and we all need to sound the alarm or we will be encased into a vassals and fiefdoms view of citizenship primed for a collectivist future.

On that note, I did get a timely kick this morning when an article quoted Benjamin Franklin as noting “Democracy is two wolves and a lamb deciding what to eat for lunch. Liberty is a well-armed lamb contesting the vote.”

Quality education and the purposes of this NCLB rewrite and the entire actual Common Core implementation should be seen as government officials at all levels insisting that the lamb must come to lunch unarmed. Armed lambs will be checked via benchmarks and then forcibly disarmed.

Just say no. To every politician you know and everyone they hire or appoint.

Remember our motto–Not Serfs Yet.

 

 

Opting Out as the Remedy May Mean Accidentally Accelerating Nonconsensual Transformations

Did you notice that transformations is plural? That added ‘s’ is  not a case of early morning hyper typing. As I have mentioned numerous times with substantial evidence in my book Credentialed to Destroy and this blog, we cannot separate out the end goals in our real world from the intention of using education to change what “type of person” students will become as adults. That inextricable reality of global K-12 education reform that the Common Core is tied to was brought painfully home this week when I came across this new report from KnowledgeWorks.  http://www.knowledgeworks.org/sites/default/files/Improving-Student-Outcomes-Through-Collective-Impact.pdf

In case you are not familiar with KnowledgeWorks, it is a well-connected nonprofit that has Clinton’s Education Secretary and Carnegie Vice Chair Richard Riley on its Board. It gets financing from the Gates, Carnegie, and Hewlett Foundations and pushes the Education reforms that were controversial in the 90s. This time though “There will be no Notice so There can be no Choice” could be the motto. So when KW creates a Policy Guide for Federal Policymakers (aka DC bureaucrats) that says that only those communities pushing a shared vision grounded in Uncle Karl’s vision of “from each according to his abilities, to each according to his needs” will be getting “federal place-based education grants,” we are about to have a problem. Especially if the local mayor or city council or school board wants to tout the disguised communitarian mandate as a ‘local’ idea.

Committing to transforming workplaces, the built environment, economies, and all the things governments will now do for all citizens is rather a large transformation. Everywhere in the world that is pushing this, which unfortunately amounts to everywhere ordinary people have ever been free to make their own choices, sees education as the means for forcing this change, like it or not. Here is as succinct a description of the end game person to be carved out by all these reforms as I can find. It is as if people now are to be treated as a block of ice to be produced into a form ready for a tony reception centerpiece on demand. Apt snark in brackets.

“Individuals who: (1) are constantly authenticating or reconstructing their beliefs through experience and reflection [Dweck's Growth Mindset]; (2) are capable of critically analysing and transcending given texts, contexts, systems and structures [ready to jettison the world as it is for a world that might be and may work even worse]; (3) are able to prosper in changeable social, cultural and economic environments [all those other transformations to be pursued above as collective impact partnerships to get federal funds like the WIOA I despise]; (4) have recognised and developed passions, talents, and capacities which they willingly contribute to productive and cooperative purposes [that would explain why putting others first ended up as a requirement of the Career Ready Standards and all the references to collaboration]; (5) have a strong sense of identity, autonomy and self-efficacy [precisely what Facing History and the Anti-bias Standards are determined to create]; and (6) have a genuine respect for themselves and others [remember the Affirmative Code of Student Conduct now mischievously required in all classrooms?]”

The Australians call that the Key Abilities Model created by Global Change Agent Michael Fullan’s New Theory of Education and we simply cannot get there via a fact-based, lecture curriculum that is about content knowledge in the traditional sense. I mentioned Opt-Out because that is the remedy I kept hearing about while I was out in California. If the model of Next Generation Learning and Competency-based is to get rid of traditional tests altogether, opting out may be the proverbial jump from the frying skillet into the fire itself. Let’s quote an April 2013 Next Generation Learning Challenges (NGLC) document called “The Pathway to Possibility” on the new type of “measures of learning” desired. Please remember that KnowledgeWorks is closely tied to NGLC.

“Different approaches to learning and revised definitions of success require new metrics that accurately reflect both the process [of personal change] and the product [the changes in the student] of learning and attainment. Such a shift would mean enormous changes in measurement design by itself, but that level of change is compounded by new thinking about the role of assessment in learning, both in the United States and internationally. Rather than being used primarily (often solely) for summative purposes–e.g., an on-demand final exam–assessment is increasingly understood to be an essential, ongoing, highly integrated component of the learning process.”

Embedded then in classwork like gaming or the online software increasingly ubiquitous in classrooms, this change the student capability goes by the names “assessing for learning” and “formative assessment.” If parents are unaware that changing how the student perceives the world from the inside out is the new purpose of curricula and what happens in the classroom, they may miss that the Opt Out hype aids this always intended transition. I personally believe that the pain of constant testing has been deliberately heightened precisely so that frustrated parents will proclaim no more objective measuring of what is happening in the classroom. It’s too frustrating for the kids. Then the real extent of the psychological shifts and the lack of real factual knowledge will be easy to miss. At least until the transformation is irreversible.

That’s the hope anyway. Let’s go back to Australia then to once again appreciate that the student’s basic assumptions about the nature of reality are what these reforms are really targeting. http://www.aare.edu.au/data/publications/2004/sea04954.pdf lays out the New Global Educational Paradigm. It’s just a matter of social science theory and our children and society itself are the intended guinea pigs for real-world testing. Wish we could opt out of this. Maybe we can if enough people are aware in time. These are the 15 Constructs of the desired changes in identity, dispositions and orientations to the world K-12 education is to be creating in students. These are the “transformational outcomes” desired.

Construct 1 is “Reality is not discovered, but constructed“. The world is what a person perceives and believes and there is no objective reality. That would certainly explain the disdain for lectures, textbooks, and phonetic reading to allow a dialogue with the past.

Construct 2 is “Human life transcends the appearance of duality.” That stunner insists we are not in fact separate from the world we inhabit and this historic duality gets bridged by making action and experience the classroom focus.

Construct 3 is “Human life is purposeful.” How a person interprets “objects, concepts, ideas, speech, events, actions and contexts depends on the individual’s purposes or perceptions of a problem.” So facts gets minimised and values and beliefs get all the attention so that purposes and perceptions can be usefully manipulated.

Constructive 4 is “Human Consciousness is evolutionary.” Not in a way that has anything to do with apes. Here the brain must be constantly willing to adapt how it interprets that real world. This theory calls for deliberately introducing conflict [aka rigor] so that the frustrating inconsistency will force a revision of our “internal schemes or internal reference standards (the experiential goals which drive our behavior)”. That would be the authoritarian goals I mentioned in the previous post that are supposed to be superior to mere rote learning of facts.

Construct 5 is “Human individuals are autonomous agents.” This translates into a person will fight external demands or limits imposed by arbitrary authority. So of course the answer is to make the control invisible and internal via education. Construct 6 is that “Human beings need to be familiar with the world around them.” That one bluntly boils down to how people organize their experience impacts their willingness to act to transform the world. Construct 7 is that “Human beings are vulnerable to conditioning.” Exploiting that has become the entire basis for graduate education degrees.

Construct 8 is “Particular forms of experience alienate human beings from our selves and the world.” Book knowledge gets in the way of transforming current reality is the concern. Construct 9 is “Authentic human beings can help others to become authentic.” Authentic means transcending current definitions and given systems and changing everything that currently exists. No, there’s nothing about collective impact but it fits. Construct 10 is “Intelligence is adaptive action.” Beginning to see a pattern? A person should be willing to change how they see the world to fit with their aims. Yes, this is a construct only a tenured prof would come up with, not someone spending their own money.

Construct 11 is “Life is change.” So is drowning, but that’s no reason to actively pursue it. Construct 12 is “Particular forms of experience create a disposition to intelligent action.” Of course those types of experiences must become the virtual reality of gaming or apprenticeships in the new design of high schools. Construct 13 is “A human being’s identity can transcend definitions.” That is particularly easy if the education paradigm proclaims the Death of the Gutenberg Era in order to deemphasize the magical effects on the mind of print.

Construct 14 is “Every human being is a conscious and autonomous process of becoming.” That is almost precisely what the NEA, Abraham Maslow, and Carl Rogers wanted to make the new focus of K-12 education back in 1962. Everything old is new again for the 21st Century as Next Generation Learning. Sounds better than Humanist Psychology, doesn’t it?

Finally, Construct 15 is “Human beings change ourselves and our world.” Education here seeks to create an “awareness that texts, contexts, systems, and structures are not unalterable givens, but things that challenge us.”

That sounds precisely like the goal of that Collective Impact report we started with.

What’s the correct word to describe the intentions of these 15 constructs?

What happens when all these sought changes are involuntary and undisclosed to the people being changed and the taxpayers funding it all?

Authoritarian FantasyLand: A Place With Required Habits of Mind but Disdain for Facts

Back from my jaunt this week to Orange County, California to talk about all the things coming into K-12 classrooms under the cloaking banner of the Common Core. Since I was taking notes on Monday night and the pro-CC side zealously conceded a great deal in their prepared presentations, I thought we would talk about what was admitted upfront and what the implications are for all of us. It is safe to say that California is further along than many states so this will fit with what is or will soon be going on everywhere. If authoritarian seems awfully strong, it is partly a reaction to the number of speakers who insisted that the Common Core was now “the law” and there was thus no reason for further discussion. Now no one actually uttered the phrase “resistance is futile” or “submission is mandatory,” but that was the drift of the arguments.

Gone is any concept that the United States is a country conceived on a premise that the individual is ultimately so sacrosanct that even a king needs to ask permission to cross his threshold. No, if a school board, legislature, or city or regional council adopts a law or enacts a regulation, apparently obedience is now mandatory without further discussion. That crucial shift is one reason the authoritarian description seems apt. The other is the number of times I heard speakers, especially one who was a former California 4th District PTA President and a current Huntington Beach school board member utter phrases in support of the Common Core like “its purpose is to create habits of mind” and dictate “concepts to be absorbed” by the student. Another speaker spoke of “internalizing” knowledge.

All of those references, whether the speakers know this or not, are to what Soviet psychologist Piotr Galperin called theoretical instruction to guide future behavior. We covered it here http://www.invisibleserfscollar.com/transcending-the-individual-mind-as-the-analytical-unit-of-learning-while-still-guiding-how-we-will-act/ . My dictionary defines authoritarian as “unquestioning obedience to authority rather than individual freedom of judgment and action.” Now let’s face it, if concepts have been implanted in student’s psyche at an unconscious level, which all these speakers are admitting and I have been warning about, there’s not even any opportunity to question. Is there anybody out there that denies our definition is being more than met with these openly declared intentions?

One of the Board members read two passages from my book. One is that we are looking at the “Marxist theory of education.” I suppose he was trying to paint me as some kind of 21st Century McCarthy threatening to name names. As the book lays out in detail, Uncle Karl wanted education to be all about controlling consciousness. Let’s face it, the pro-CC speakers themselves admitted that aim several times. If educational theorists and professors use the M word among themselves for what they advocate, we get to use the term as well. That’s me–factual, not raving. The 2nd quote had to do with the assertion in the book that Common Core actually wants to limit knowledge. I explained quickly about how a concept-based education worked, but I have a better example to actually quote now that I am home with access to all my materials.

The term “rigor” and “cognitively demanding” both got used a lot as reasons for the shift to the Common Core. No one mentioned though that the purpose of this kind of classroom work was to foster a “tolerance for ambiguity” in the student. More psyche in the classroom crosshairs then. I mentioned in my testimony that to work the problem MUST be ambiguous, be previously untaught, or have no single correct answer.  http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Rigor-Redefined.aspx is a 2008 article by Harvard prof Tony Wagner elaborating just that–”a complex, multi-step problem that is different from any they’ve seen in the past.”

The pro-side did not care for my pointing out that when they stated that CC were “learning standards” they were saying it was about “social and emotional changes in the student” and “goals” for changing a student’s values, attitudes, beliefs, or behaviors.  That came out on rebuttal even though our former PTA President and Board member had cited “engaging experiences” as one of her reasons to support the CC transformation of the classroom. What precisely does she believe the “experiences” are getting at? Plus, I now have access to the standard definition of ‘rigor’ which is “the goal of helping all students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.” I took that from an SREB powerpoint, but plenty of school districts use that quoted definition verbatim too.

Another reason cited in support of CC was it “promotes Equity.” As we say in the South “Yeehaw.” Dissimilar treatment of students in order to get them to the same outcomes is not likely to be a popular selling point, at least until we get a generation trained with those Anti-bias Standards from the last post. So we get Equity imposed invisibly by Supers and Civil Rights edicts and local city councils. Alarmingly, Brookings’ Metropolitanism guru, Bruce Katz (see tags)  announced this week http://www.brookings.edu/research/papers/2014/10/22-metro-growth-uk-us-katz  that  “it’s time we rewrote our own federalist contract [that would be the US Constitution] and realign power and responsibility for the modern era in which cities and metropolitan areas, rather than nations and states, drive economies and progress.”

Right into a ditch in all likelihood, but this is the political vision all these education reforms embodied in the full CC implementation are relying on as the future they are preparing our students for. In that link, you will find a link to a UK report that makes it clear that geography is being used to disguise the shift to the needs-based, economic justice vision that Uncle Karl lusted about achieving at some point in the future. As the report said “the scale of metros means they are best placed to drive the strategic integration of public services and economic development.”

That’s the vision for Manchester in the UK and the greater LA area, my neck of the woods in Georgia, and everywhere else as well. Everything I have read suggests a Folly of monumental proportions is planned, but it will be quite lucrative for a while to those connected vendors who form public-private partnerships to receive taxpayer money for meeting ‘needs’ like housing, education, or healthcare.

I want to close this discussion with a Keynote Address noted Change Agent Shirley McCune gave back in 1981 called “The Future of Educational Equity.” She saw “struggles for equity” as the “whole rationale for the formation of the United States” which tells us what can happen when we let graduate degrees in social work dictate how we educate our kids. What I found fascinating since I had always seen the Reagan Block Grants to state and local governments as a ‘conservative’ shift was how A-OK she was with this plan. So someone who wanted to see comparable economic and social outcomes among groups and “groups of people represented throughout society in proportion to their representation in the population” viewed state and local governments as the place to achieve that.

Something to think about as commentators assume that the Common Core is an acceptable dictate if a local school board requires it. That the only problem with the Common Core is the federal fingerprints all over it from Arne Duncan’s actions. Really? Authoritarianism that goes so far as to dictate personality traits at an unconscious level to drive future behavior is not a problem now as long as it is not federal authorities mandating it? McCune believed that the “only way that persons would be willing to ‘buy equity concerns’ is if it is demonstrated that it is an innate part of quality education.” That of course is precisely what embedding Racial Equity Outcomes in coursework or those Anti-Bias Framework do.

It’s McCune and others view of how to use a misleading term like quality education for “building a new consensus on equity.” She also viewed quality education for equity as about equipping students with the “highest level basic verbal and mathematical skills consistent with their individual ability.” The only way to read that language is that slower students will get a variety of ways to show their skills, but able students still cannot go beyond basic. They can just go faster through the basics.

Just as we are seeing with all the current emphasis on Career Pathways, where California is one of the lead pilots http://www.clasp.org/resources-and-publications/files/aqcp-framework-version-1-0/AQCP-Framework.pdf McCune’s plan for equity relied on ALL students now receiving a combined academic and vocational education where everyone would obtain “the skills and attitudes necessary for working cooperatively with both the same sex and opposite sex in the paid workforce and in the home.”

Finally McCune’s version of quality education “would equip students with the flexibility and self-confidence that would enable them to cope with the rapidly changing society through continuing adult learning and growth.” Doesn’t that sound just like what the Common Core is touting as having a Growth Mindset? Everything old is new again apparently until total transformation is finally achieved.

Apparently the products of a “quality education” grounded in ‘rigor’ will not object to the fundamental rewrite of our “federalist contract” and in the mean time, governments at all levels seem to be pursuing this Equity vision without any genuine disclosure or consent. Leaving it to the lady who reads too much and has for a very long time to lay it all out.

Hopefully Just In Time as the slogan goes.

Ballad of the Long Sought Shift to Being Educable, Not Educated: Adaptation Via Dissolving the Logical Mind

Do you ever wonder where these titles come from? The second part comes from descriptions in the 2004 book The Great Adventure: Toward a Fully Human Theory of Evolution that I will end this post with. First it described eliminating the “bricks and mortar” of the tradition-oriented logical mind. Later, the same book, having laid out its plans on using K-12 education to get a more “flexible,” intuitive, mind, then proceeded to describe how to lock those changes firmly and invisibly in place. Long term readers can probably guess that those changes will be hidden in the real definitions of Student ‘Growth’ and ‘achievement’ and whether the student is showing progress to being Workplace or College and Career Ready. The techniques used to dissolve that logical mind and practice new behaviors come in using strategies created in the classroom via activities billed to parents as ‘rigorous’ and involving ‘Higher Order Thinking Skills.”

It all links together. Let’s go back to the 1960s first to a professor, Philip H. Coombs, who also served in the Kennedy administration before bolting for Paris to help UNESCO (the UN entity created in 1948 for the express purpose of using education globally to gradual shift culture away from the West’s historic focus on the individual as my book explains) set up its International Institute for Educational Planning. In 1967 President Johnson, a former elementary teacher with a life-long reverence for John Dewey (the reason that matters is also in the book), initiated an International Conference on the World Crisis in Education in Williamsburg, Virginia. The resulting book The World Educational Crisis pointed out that K-12 needed to “expand and democratize itself and that keeping “the old logistics, curriculum, and hallowed monolithic standards” would be:

“as if a specialized gift shop for the well-to-do was summoned to convert itself into a massive department store for consumers of every description, including a thrift basement for those in straitened circumstances.”

Now, of course, all students are being asked to accept to offerings of the thrift basement. Elaborate name changes and unknown initiatives as we saw in the last post simply obscure the dramatic shift. Interestingly, it all still fits with what LBJ, Coombs, and UNESCO all wanted back in 1968 (italics in original text; bolding from me):

“Educational systems must undergo a shift of emphasis. The new stress must be not so much on producing an educated person as on producing an educable person who can learn and adapt himself efficiently all through his life to an environment that is ceaselessly changing.”

That’s the new goal of K-12 education in the West, which is why the academic results have been deteriorating ever since. Those insiders who know the real reason cannot remain empowered to bring about the change desired via the schools if they admit to what is going on. People like me now, who know and can prove the reality, always run up against parents who cannot bear to know. The problem is these sought changes are psychological and the Common Core in the US and 21st century skills everywhere mask that reality.

Continued ignorance means that techniques that really are grounded in acknowledged brainwashing techniques are being imposed on teachers and students in our classrooms. Let’s continue our journey to examine how crucial this ability to have an adaptable mind and personality is to those who really want wholesale political, social, and economic change. Always seeking ambitious administrators willing to impose this on classrooms.

Around 1986, just after the 1985 agreement on education among the US, USSR, and the Carnegie Corporation (the same one Richard Riley is now a Vice Chair of that is now pushing Competency-Based Next Generation Learning to guide the real global shift) was signed (www.americandeception.com is a good source for the actual document), a study began under the banner of the US Department of Labor. It produced in 1990 a series of Workplace Basics, Training for a Changing Workforce, manuals that provide the actual Blueprint still being followed in today’s K-12 education reforms.  The longest and most graphic of the books on The Essential Skills Employers Want lays out the need for students and employees to “transcend logical and sequential thinking and make the leap to innovation.”

Where have we heard that hostility to the Axemaker Mind before? Paul Ehrlich’s 1989 pitch for Newmindedness. What a timely coincidence. Now tell me if this quote from the 1990 manual does not sound like today’s sales pitch for a Growth Mindset, instead of a Fixed Mindset? “Each adult brings a different personal data base of experience and learning to the workplace. This base cannot remain static because our lives are a caldron of experiments responding to the need to adapt to changing circumstances.” Students in school are to be targeted for change for the same reason. Analytical, rule-based thinking like traditional algebra, geometry proofs, or grammar all impede this desired adaptability. It is fascinating to me that the professor, Lauren Resnick, who created the terms ‘rigor’ and Higher Order Thinking Skills back in the 80s is quoted by name in the book making this point:

“School should focus its efforts on preparing people to be good adaptive learners, so they can perform effectively [aka be competent or proficient] when situations are unpredictable and task demands change.”

The now-ubiquitous goal that Students should Learn How to Learn is also in the 1990 manual of new Workplace Basics. It goes back to citing notorious Humanist psychologist Carl Rogers and his 1969 book Freedom to Learn to illustrate the concept of Learning to Learn: “The only man who is educated is the man who has learned how to learn…how to adapt and change.”

I had a reader recently who also teaches ask me how the omnipresent concept of ‘problem-solving’ under the Common Core differed from the classic (if painful) classic math word problems. Let’s use the still relevant definition from the 1990 manual: “Problem solving is the process of bridging a perceived gap between what is and what ought to be.” A very useful skill indeed along with adaptability if fundamental transformations are the real goal and education and people have become mere conduits or tools to effect the sought changes. Here’s another useful tool: the POWER Model of Problem Solving.

Project a vision of how the situation should be different

Observe the discrepancy between what exists and what should be

Work out, after considering choices, an action plan and implement it

Evaluate/monitor progress and achievement

Revise plans as indicated by evaluation findings

As someone who has read many of the blueprints involved over the decades with these sought transformations, that POWER model is precisely what Big Data and supercomputers and governments at all levels think is the new way to plan societies and economies. Education at all levels simply needs to produce the people with mindsets and worldviews to either tolerate the wholesale shifts or to embrace them. Both involve dissolving the logical mind of the Enlightenment and believe me, the advocates just keep saying that.

Interestingly too, here is the new definition of leadership. Notice how useful this will be to bringing about wholesale change, especially when it becomes the entire basis for graduate degrees, as in education or public policy doctorates.

“The most successful leader of all is one who sees another picture not yet actualized. He sees the things which belong in his present picture but which are not yet there.”

Now imagine if a willingness to ‘problem solve’ using the POWER Model or be a leader as described above gets you lucrative jobs or grants from massively rich charitable foundations or public sector jobs where promotions are tied to how aggressively you push this transformational vision to make students ‘adaptable’ and ‘trainable.’ You would get precisely what is going on now as this Next Generation Learning graphic across all sectors and institutions from Ford makes clear.   https://fordngl.com/sites/fordpas.org/files/ford_ngl_three_strands_graphic_0.pdf

On July 17 and 19, 2000 there was a meeting of so many of the long time advocates for transformation social and political change using education in Toronto, Canada. They laid out their plans to use a “teacher-student-driven, globally active alliance between evolutionary systems science and humanistic, transpersonal, and positive psychology to kick-start what is needed.”

What was needed, of course, is that very same adaptability and malleable mind and personality we just keep encountering as the new goal of education. To be educable, not educated. Learning how to Learn and Growth sound so much better than the real goals of a “radical expansion of brain, mind, and consciousness” that will allow step-by-step achievement of “personal, cultural, social, political, economic, educational, and technological evolution.” The term revolution probably better describes what is sought, but since these fundamental changes are all supposed to be bloodless, evolution sounds better. Plus it fits the invisible shifts involved over time until the dramatic changes over time can be locked into place.

How? Through a moral and spiritual transformation in what enough people to be the majority electorate value and believe about how the world works, what they are owed by others, and what the world should be.

David Loye in that The Great Adventure book laid out “how to actually build it.” Next time we will trace that blueprint against the real implementation. It started last week where I live.

Unless you want the next generation to remain psychological adaptation guinea pigs, this is something all parents and taxpayers need to know. This is no time for rose-colored glasses.

Experimenting on People and Places via the Rockefeller Process of Communication for Social Change

In case anyone is concerned that the description ‘experimenting’ seems a bit harsh, the 2001 book Civic Innovation in America: Community Empowerment, Public Policy, and the Movement for Civic Renewal laid out what was sought by the charitable foundations and the White House in the 90s under initiative names like “Reinventing Public Citizenship.” Then it usefully admitted that all this dialoguing and deliberative democracy and new systems of governance are untried theories. Such mass mandates put in place by mayors or regional authorities or school districts thus qualify as mass experimentation. Aka Experimentation on the Masses since psychological processes aimed at behavior change through K-12 education are involved.

We do get to call a spade a spade when we are able to come up with statements about the use of BCC–Behavior Change Communication. Now I am not picking on the Rockefeller interests although I have been wondering for a while why I keep running into their aggressive support of so many troubling ideas that clearly pertain to desired transformational social change. To be undeniably fair I will quote the definition of social change their foundation used in laying out a desired model of Communication for Social Change in a June 2002 Working Paper:

“social change comprises the transformation of the organization of society, in institutions and in the distribution of power. Most social scientists agree that it entails structural change.”

Rather comprehensive wouldn’t you say? Not exactly what any of us think we are funding when we pay our property taxes to fund schools and local government. So why did I call it the Rockefeller Process? Because that’s what the World Bank called it and it would explain why we keep running into aggressive funding of these Metropolitanism, deliberative democracy, and participatory governance visions for the future. This is what a WB paper called Participatory Communication: A Practical Guide stated:

“Most recently participatory approaches to communication [one of the 4 Cs of 21st Century Skills in case anyone has forgotten] have reenforced the emphasis on structural and social change. A broad-based policy debate initiated by the Rockefeller Foundation in 1997 and pursued by the Communication for Social Change Consortium in subsequent years has focused on structural inequality and social transformation. The ‘Rockefeller process’ led to a definition of communication for social change as ‘a process of public and private dialogue through which people themselves define who they are, what they need and how to get what they need in order to improve their own lives. It utilizes dialogue that leads to collective problem identification, decision-making, and community-based implementation of solutions to development issues.’”

I am sure you have heard of Robert’s Rules on Process. Well, Robin’s Research Rules say that if the World Bank states on the record that this is called the Rockefeller Process, we can call it that too. Those Rules also get to note that the Rockefeller Process as a practical matter increases the power of the public sector since it looks to the political process to give these groups what they want. Think of it as increasing the Cartel Power of governments at all levels. Connected people just love cartels.

The Mind Arson and psychological manipulation and social and emotional learning emphasis both my book Credentialed to Destroy: How and Why Education Became a Weapon and now this blog just keep encountering also have the effect of increasing the power of the public sector and anyone with ties to political power. It all seems to seek to extinguish the ability and capacity of individuals to decide what they need and get it for themselves.

Now I told you in the last post that I wanted to talk about the recent Aspen Institute (you can search for yourself to find out if there are ties to certain great wealth that grew from cartel practices in the past) report Learner at the Center of a Networked World. That report called for ‘new kinds of skills and learning’. Let’s quote again because the crucial point I want to make is that this recent Aspen vision for digital learning and the K-12 classroom is the same as what is being described as Communication for Social Change. It is also the same as what The Deliberative Democracy Handbook said is required for fulfilling its vision. Even more alarmingly the vision fits with what the Club of Rome (search for that connection too if you are bored or wondering if conspiracies around power can be true) called for as ‘innovative learning’ in its Learning Project report issued in 1979. It is now finding its way into regional planning authority mandates on Economic Development and what school districts must be doing.

First let’s look at what No Limits to Learning: Bridging the Human Gap said about the necessary ‘critical judgment’ it would need to bridge to the desired transformative change. The capacity of Critical judgment [now called critical thinking and a 21st century 4C] is not developed by the “transmission of off-the-shelf knowledge, a method characteristic of most schools.” Well there’s incentive to deplore textbooks and lectures as unsuitable for the 21st century. Let’s see how the Club of Rome defined ‘innovative learning’ in the same report:

“Innovative learning is problem formulating and clustering. Its main attributes are integration, synthesis, and the broadening of horizons. It operates in open situations or open systems. Its meaning derives from dissonance among contexts [now known as Rigor]. it leads to critical questioning of conventional assumptions behind traditional thoughts and actions, focusing on necessary changes. Its values are not constant, but rather shifting. Innovative learning advances our thinking by reconstructing wholes, not by fragmenting reality.”

Seems to fit in well then with aspirations of fundamental social change, huh? How’s this for more incentive to force this on the classroom as practice for desired mandatory participatory processes in governance? “Thus a key aim of innovative learning is to enlarge the range of options within sufficient time for sound decision-making processes.” At the political level of course or maybe by fiat by appointed regulators. If you want to know why Radical Ed Reform suddenly is pushing that students exhibit a Growth Mindset instead of Fixed Mindsets and an anti-Content Knowledge fixation, let’s quote the needed preference from The Deliberative Democracy Handbook:

“From the vantage point of deliberative democracy, it is erroneous to suppose that individuals already possess a clear, enlightened, and coherent understanding of their preferences or opinions on complex social and political issues…an essential virtue of deliberation is that it deemphasizes the aggregation of (or bargaining among) pre-established preferences and individual interests. [We can see why Axemaker Minds are obstacles then.]  Instead, deliberation seeks the formation of a consensus view of shared interests and common goods. Such an understanding cannot come about if individuals are unwilling to set aside narrow self-interests or if political practices do not offer the necessary institutional settings and motivations to make this possible.”

Classrooms that require Collaboration (the 3rd of the 4Cs) and new political structures too. No wonder there is to be a Metropolitan Revolution. No wonder we get this constant emphasis on the Community as a whole with an obligation to “improve the health and welfare of all its members.” Boosting the cartel power of the public sector while telling individuals they are not even entitled to hold on to their own personal preferences.

Now let’s look at what last week’s Aspen Report on digital learning called for:

“Rather than systematically accumulating static ‘stocks’ of knowledge, students now need to learn how to actively participate in ‘flows’ of knowledge by engaging with others in the construction of new knowledge. This kind of knowledge is often put to use at the same time it is learned. [Like in an experiment of a theory?] It is most effectively acquired through solving problems with others in an environment that offers an abundance of challenges and unlimited opportunities. [Real world? Authentic?] In this new world, curiosity and creativity becomes critical skills.”

There’s Creativity, that 4th C of 21st Century Skills. Everyone assembled and reporting for duty but in pursuit of Deliberative Democracy and Participatory Governance, not being internationally competitive.

Maybe that’s because all these education and policy visions view Planned State Capitalism and its Cartel Power over Everyone Else as the desired 21st Century vision of society and an economy.

Just pointing all these connections out while there is still time in this global experiment to say: “Stop It. Leave us alone.”

Cartels do hate individual power.

 

 

 

Social Cohesion Can Commence Once Reality is Born Largely from Beliefs and Boundaries Co-Created with Others

“Around Us” was the last part of the quote the title comes from. The next line is “Although we need these boundaries and beliefs to function, we should not take them too seriously.” I suppose that flexibility may be the most succinct definition of the hoped-for Growth Mindset we have encountered yet, but this post is not actually about Carol Dweck. Remember Robert Theobald from our last post? In 1997, still awaiting the long sought revolution, he published yet another book reworking success: new communities at the millenium that laid out in its conclusion the “new belief structure” that would be necessary for a “radically more positive world” where each of us has a “core future commitment to the maintenance and development of social cohesion.”

Since my unusual, but terribly reliable method, of tracking the Common Core via its required actual implementation in schools and classrooms has turned up in just the last week repeated attempts to impose Theobald’s vision, the Baha’i values and compliance vision, and the cybernetic theory of doling out information in a controlled manner to create predictable future behavior we had best move on to the invisible how.  Since the last two have been covered in previous posts, let’s see what Theobald thought would be the New Belief Structure in place by 2011. I can assure you in education, radical intentions and methods do not go away. They don’t even always get new names. First though I want to use the guiding belief that we have now seen recurring consistently as the marching banner since the 60s taken this time from Theobald (quoting Pope John Paul II from 1994):

“If in his providence God had given the earth to humanity, that meant that he had given it to everyone. Therefore the riches of creation were to be considered as a common good of the whole of humanity. Those who possessed these goods as personal property were really only stewards,…since it was God’s will that created goods which serve everyone in a just way.”

Inspirational man, but somehow his sense of where wealth actually comes from was clearly warped. Anyway, this sentiment provides the perfect rationale for massive redistribution both within affluent countries and from rich to poor countries with no thought that anything vital might vanish in the process. Theobald turned this into a fundamental global governing “idea that great wealth and deep poverty were unacceptable in a just society.” He sold the idea that this New Belief Structure should become “one of the  great rallying points for a changed vision adopted by a growing segment of the population.” Yes and continued intentional mind arson and perspective shifting as the mission of K-12 and higher ed combined with weak job growth and explosive student debt only drives the allure of that same rallying cry now.

Central to this New Belief Structure and New Images of Citizenship in what Theobald called “common ground work” was:

a)controlling our ego needs and growth beyond them;

b) learning to screen reality through our own senses and the stories and myths we have learned;

c) emphasizing our collective intelligence and using our diversity to support the emergence of new systems;

d) acknowledging the importance of spirituality; and

e) “Recognizing the importance of using values–honesty, responsibility, humility, love, faith, cooperation, and a respect for mystery–as a compass that guides our choices.”

Values again. That common core we keep encountering globally. Guess where I found it just this week as an agenda item on a recent School Board Working Agenda in the Metro Atlanta School District with the duplicitous Conversion Charter we have looked at? In the new Student Code of Conduct. When parents sign off at the beginning of the year that they have seen the Student Handbook and agree to abide by it, they will now actually be signing off on listed “Character Traits” with language about desired values and morals and ethics without likely appreciating the wholesale transformation from the inside-out they have just sanctioned in their children.

At least Hong Kong citizens got somewhat of a head’s up when Kohlberg’s  Theory of Moral Development and Universal Love became a controversial component of the new definition of citizenship mandated via education, all we Americans get are vague references to Student Behavior or Positive School Climates. http://www.invisibleserfscollar.com/hiding-educations-theft-of-individual-freedom-behind-the-positive-school-c/

This post was always going to be about values since I have had UNESCO’s instructional modules to make that a central focus of ed globally for about a month now. I was just laying the groundwork with our Baha’i discussion since UNESCO itself said religion must change back in 2007 and that spirituality was a necessary component of Global Citizenship.  I wanted to make this post about why the Southern Poverty Law Center would recently issue 2 different reports within weeks of each other trying to taint opponents of the Common Core http://www.splcenter.org/sites/default/files/downloads/publication/public_schools_in_the_crosshairs.pdf and Agenda 21/Regional Land/Equity Planning. http://www.splcenter.org/sites/default/files/downloads/publication/agenda_21_final_web_0.pdf

SPLC is clearly engaged in a coordinated effort to prevent people from accurately perceiving admitted facts and declared intentions. We can think of Common Core as the Means to a Quiet Revolution and a Tool to Alter People’s Values, Attitudes, and Beliefs. Agenda 21 and Catastrophic Manmade Global Warming are the Excuses for Why the Transformations are Necessary and Tools to Control Physical Space and People’s Behavior. I can wish more of the critics SPLC cites were paying attention to the objections I am carefully laying out, but anyone’s accurate reporting of openly declared intentions or coursework is not theorizing about conspiracies. So what is SPLC really up to?

Remember how I call Common Core an explanation ‘bucket’ that obscures all the real intended changes like Positive School Climates, making social and emotional learning the primary focus, or making education about using a digital device instead of academic knowledge? Classic Bait and Switch has been my drumbeat in my book and now on this blog. I knew SPLC had created a racially oriented and economic justice focused curriculum. http://www.splcenter.org/what-we-do/teaching-tolerance What I did not know until I started looking into their incentives to issue such misleading reports was that SPLC had partnered with the NEA to create TDSI–Teaching Diverse Students Initiative or that SPLC was partnering with the accreditors of teacher ed institutions to ensure its adoption in all teaching credential programs. Lots of incentive, in other words, for the SPLC to malign critics of effective tools for wholesale radical transformations.

Basically what SPLC is obscuring is the heart of the actual planned implementation in classrooms across the US under the mischievous banner of the Common Core and what now counts as Student Achievement and Growth. How about working with Glenn Singleton to create ‘dispositions’ in students pursuant to “Beginning Courageous Conversations about Race”? That can be one of the Character Traits district administrators now get to require from students under those new mischievous codes of conduct.

Recognizing the intended mischief from Fulton’s proposed new Code of Student Conduct and having asked detailed questions of administrators to make sure I understood precisely what was to be imposed, I came home to think about the potential for that Character Trait Code given what I knew of Fulton’s Charter, accreditation, and the intentions of TDSI.  file:///D:/Downloads/PRRAC%20-%20Race%20_%20Racism.htm Not to pat myself on the back, but it really is no exaggeration to say I speak ed fluently and usually understand the underlying theories now better than all the edudoctorates in the room. After all, most of them now are credentialed because of what they are willing to do to us and our children and this great nation, not for what they actually know.

The phrase–”Student’s Quantity of time on task engaged in desired behavior” may earn a doctorate these days when repeated constantly, but it probably should not be spoken out loud to parents. It does sound like social engineering. Nor should “Nothing as valuable as a good theory for social change” Kurt Lewin be quoted by name publicly as an example of the useful Freeze, Unfreeze, Refreeze behavioral manipulation strategy to deal with current teachers not on board with the technology shift.

If administrators think it’s OK to coercively brainwash adults, just imagine the plight of the children entrusted to their care in a world where changing the child is now the whole point of what is student achievement. Anyway, nobody can say I do not put my angst about where education is going and what the inevitable consequences will be to fruitful use. Yes indeed. Within an hour after leaving that meeting, I had the CARE Guide the NEA created with SPLC to “move beyond the restructuring of schools to the ‘re-culturing of education.” http://www.nea.org/assets/docs/CAREguide2011.pdf

That would be the real  focus of K-12 that SPLC needed to protect. It explains the importance of Core Values to the Vision. That would of course be the vision “Creating Change through Social Justice” and dramatically redefining the purpose of schools and negating academics as traditionally understood. Unless it is useful for new purposes like preparing students for everyday life, or perceiving ‘power relationships,’ or learning to exalt the ‘collectivist perspective’ and reject the ‘individualist perspective.’

We have a lot to talk about that is to be done under the cover of what counts as Excellence or a legally required closure of the Achievement Gap. It’s not what we are expecting and it certainly is something we need to fear as long as we remain unaware.

I have run too long again. Next time we will walk through that 174 page core document together.

Illusion Remains the Deadly Enemy of Hope, its Smiling Murderer: Continuing Our Journey to Keep Hope Alive

To explain the whys of what I have so unambiguously now documented, I frequently go back in time to others who have played the role of prescient Cassandra urging the Trojans not to bring that strange gift of a wooden horse within the unbreachable walls. Today’s title comes from an essay Whittaker Chambers published in Cold Friday to convey his reaction to the mid to late 1950s Eastern European revolts against Communist oppression. Chambers always understood what was under attack from ideologies that target “the view we hold, unconsciously or not, of the world and its meaning and the meaning of our lives in it.” Since I have been asserting for a while that this is precisely what the Common Core and 21st Century Learning and cybernetics and Radical Ed Reform through the decades is actually targeting, let’s look at the full quote:

“In this age, hope is something that must be taken by the throat. This is to say, hope, to be durable and real, must begin with things exactly as they are, not as we suppose they were (even a few tranquillizing months ago), or as we wish they might be…The terms of hope are not to delude ourselves about this in order not to suffer in the shattering spins of fear that casts out hope. The deadly enemy of hope, its smiling murderer–is illusion…hope for you (as it has been for [the Eastern Europeans]) can truly begin only when complacency has been eaten off as by an acid bath, consuming the temptation to illusion.”

Never thought of myself or my book as an acid bath before, but the metaphor may well be apt. The way out is consistent with what I tell audiences when I speak. We need to keep our focus at this point on the actual implementation being required. It is provable and alarming. Right now intentionally created illusions impede our way out of this planned darkness of raw political power merging the religious and the secular, the public and the private, and society and the economy. In fact I found those Chambers’ quotes when I was mulling over that the Baha’i see no boundaries to their planned usurpation of authority over the minute details of our personal beliefs and conduct. With the raw power and all-pervasive tentacles of the UN and its affiliates behind them and UNESCO pushing their values as the integral core of global education reforms, we have a problem.

Confronting the actual intentions seems the only way out. Baha’i came out of Islam and clearly retains Islam’s doctrine of absolute deference to political authority. Likewise, Baha’i clearly contemplates what Totally Integrative Education now seeks as well, the “political and the sacred are indissolubly merged.” I am also seeing in the consensus mandates of the required Discourse Classroom or the Fostering Communities of Learners mandate what an American scholar of Islam, Franz Rosenthal, analyzed as consistent with the Muslim concept of hurriyya where an individual Muslim “was expected to consider subordination of his own freedom to the beliefs, morality and customs of the group as the proper course of behavior.” Moreover, Rosenthal noted “the individual was not expected to exercise any free choice as to how he wished to be governed…”

That attitude, that was common to Communism and is a tenet of both Islam and Baha’i, is radically opposed to the Western conception of the primacy of the individual and reason and the conception of freedom that came out of the Enlightenment. The individual has been the essence of traditional education, especially after the printing press and easy access to books made literacy widespread. Now we are back to a Whole Child education that explicitly targets personal values, attitudes, and beliefs with the federal government collecting data to keep track of how the personal transformation from the inside-out is going. We need a Douglas MacArthur moment from when he confronted State Shinto in Japan after World War II.

“Shintoism, insofar as it is a religion of individual Japanese, is not to be interfered with. Shintoism, however, insofar as it is directed by the Japanese government, and as a measure enforced from above by the government, is to be done away with.”

And it was. Today we have comparable attempts to indoctrinate students into collectivism as the only viable solution and transformation as the only acceptable action. The Baha’i books I cited in the previous post are full of those aims. Instead of reiterating those, I want to point out that these aims also come from a different direction that greatly influenced what would come to be known as LBJ’s Great Society. Now with the 50th anniversary eminent, we had best fully appreciate what was really sought in the first place. The planners are not done yet. Back in 1961 Robert Theobald published The Challenge of Abundance laying out his vision of how the West must change now that it had sufficient wealth and technology to meet all needs. He also described using education as the means to obtain the necessary new attitudes and values. This is from page 1:

“the attitudes necessary for the most rapid rate of growth are not those which encourage a meaningful life for the individual or a valid sense of community.”

That desire is still what we are dealing with today and it is what also drove the Swedes to dramatically alter their ed system in the 60s as we discussed in ways that mirror what is being sought today in other parts of the world. The idea, which I believe is erroneous but it IS the foundation for all these sought transformations via education, is that the “society of abundance could, at last, provide independent means” for everyone to reach their potential and thus for the first time in history have “true freedom.” It was Marx’s vision and it drives UNESCO today as Scientific Humanism. It also goes by Human Capability theory now  and has an international conference coming up in Greece.

Education is always such a crucial component over the decades this has been sought because, as Theobald wrote: “such a society is possible only with the acceptance of limited desires. We too can have a society of abundance in the rich countries before the end of the twentieth century [yes, a bit off-schedule here in the US!!!. hence the hurry now]. But abundance is not a specific quantity of goods; it is a state of mind, a set of attitudes. Man can never produce all he could use, abundance depends on the acceptance of a reasonable standard of living.”

As of 2012, by the way, the Ford Foundation began calling that very same concept the Line of Plenty. Think about that passage every time you read about education creating a Growth Mindset instead of a Fixed Mindset. The Growth is in the new values and attitudes and beliefs about the role of the individual and the primacy now of the community and the perceived common good. It really is about getting the desired evolution from the inside-out that will allow the social, political, and economic transformations that have been sought for many years, behind our backs. We cannot afford to maintain the illusion of good faith disputes over content or how to best tech reading or math. The reality is that everyone from John Dewey to the Baha’i to the Club of Rome and Theobald are all determined to use education globally are;

“asking that man become unselfish. This is not necessarily impossible. ‘Selfishness’ stems, at least in part, from the fact that Western economic and social systems are set up to encourage individualism. If we reduce the necessity for economic conflict, it may be that we can develop a co-operative form of society.”

History reveals a very expensive mess coming out of these intentions Theobald laid out in 1960, but this remains the true aim in 2014. Common sense tells us that such aims will continue to push us towards a kleptocracy, but too many of the decision-makers now in education have a vested interest in continuing and expanding the organized theft from taxpayers. All the more reason to ramp up the mind arson to avoid detection for long enough to get another lucrative contract or lock-in that pension or promotion.

It does create a tremendous irony though that all these destructive policies and determined pursuit of changes to students’ values, attitudes, and beliefs involve the use of so much deceit to try to put in place “a new idea–we must demand that man should become responsible and willing to make decisions on the basis of the general interest of the community.”

Because that goal is always so beneficial to those who hold the strings of economic, social, and political power. Ever fearful of the magnificence the unencumbered individual mind is capable of.

Keeping hope alive indeed. Piercing through the deceit straight to the core of the actual intentions.

Translating the Off-Putting Term Dialectical Materialism and Discovering the Intended Process in ALL Classrooms

And if ALL classrooms, preschool through graduate school, is not sufficiently alarming, how about in ALL students and teachers and professors and administrators? Plus with a little luck, and using active coordination of themes and cultivated beliefs between education and the media, those interested in transformative change in the 21st century hope to spread the mental and emotional contagion to parents and enough voters generally to ignite the change via the ballot box and ALL institutions.

So how does the mouthful phrase ‘dialectical materialism’ fit into this vision? That is something I have struggled with for a couple of years now. I basically got it, but not well enough to translate into a pithy analogy for mass consumption. I suspect much of that is deliberate to prevent alarms from going off recognizing its use to prompt revolutionary cultural change. I knew it was about consciousness and had been coined not by Marx or Engels, but by Joseph Dietzgen. Like them, his revolutionary intentions forced him into exile in the Anglosphere, countries much more accommodating of dissent than Germany or other parts of 19th-century Europe. Instead of London or Manchester, England though, Dietzgen relocated to the Chicago area. But what precisely merited exile by authorities wishing to retain existing political power?

The recent recovery of some lost Nelson Mandela transcripts that quoted him as saying: “to a nationalist fighting oppression, dialectical materialism is like a rifle, bomb or missile. Once I understood the logic of dialectical materialism, I embraced it without hesitation.” I read that and immediately wished someone would concisely explain that logic as I was quite sure it was still lurking in our midst, ready to mount an invisible attack against existing institutions, values, beliefs, and other cultural norms. Last week, my personal project, supposedly unrelated to the blog or book or speaking engagements, was to investigate when the law shifted to being seen as a cultural weapon. Just a matter of personal curiosity so I ordered a book I had seen mentioned, Law and Revolution: The Formation of the Western Legal Tradition. It was published in 1983 by a then Harvard Law Prof, Harold J. Berman.

I was expecting a more straightforward history than what I encountered. I certainly was not expecting to read on the first page of the Preface that “A world ends when its metaphor has died.” Well, that got my attention as nothing is more prevalent now in education ‘reforms’ than the determination to excise factual knowledge of the past or science or human nature and substitute some type of metaphorical belief, usually called a ‘lens,’ as in the new C3 Social Studies Framework or a Generative Metaphor from Donald Schon and Chris Argyris’ Action Science work.

Continuing on in the Introduction, I found a determination to jettison the reverence for the Anglo tradition of the common law, and language about the law being not “a body of rules,” but a “process.” That statement sounded eerily similar to what radical education reformers like Linda Darling-Hammond, or sponsors like CCSSO, are using to describe what the REAL Common Core implementation is about. Not transmitting a body of knowledge anymore, but cultivating desired ‘habits of mind’ and hoped for ‘dispositions’ amenable and primed to act for wholesale social change.

Perhaps because it is a book designed to change the nature of a particular institution-the nature of law, law schools, and the role of the judiciary, Berman’s book is quite graphic about using the word ‘dialectics’ to describe the process of changing values and beliefs in people so it will have an impact on how and whether they act. Those actions in turn can affect the material world and the physical environment, which in turn acts upon those who inhabit it. A dialectical process back and forth involving the material world, but it all starts in consciousness. Mental and emotional beliefs. Dialectical materialism. Change the consciousness of enough people and the world itself and the future can supposedly be changed in predictable ways.

That’s the theory of how to “transform the social and political and economic realities” and it was revolutionary enough in the 19th century to merit exile and, perhaps, prison in certain times and places in the 20th. Now a willingness to push it can get you a lucrative ed doctorate credential intended to secure a six-figure taxpayer paid salary and then pension for life. That is if you cooperate with the right people and force the right theories on unsuspecting schools and students. What a transition that is for an infamous theory!

Dialectical materialism then is the actual theory that underlay outcomes based education and what was really being sought from it. Because it is an off-putting term with a clear history and proponents calling it the equivalent of a cultural “rifle, bomb or missile,” the real name for the theory gets left out. Instead, we get language about Growth Mindsets and not Fixed and Grit, Perseverance and Tenacity to euphemize the actual dialectical mental and emotional change to arrive at the desired synthesis in a person who will act.

This vision of education as dialectical materialism to change the student’s values, beliefs, and dispositions so they will likely act as desired upon the world can be seen as recently as last Friday as Michael Barber and Pearson released a Michael Fullan authored document called A Rich Seam: How New Pedagogies Find Deep Learning. That report also helpfully ties together the actual intended Common Core implementation in the US to what is going on in Canada, Australia, South America, and Europe. A global vision of the kind of perspectives and Worldviews that education is to inculcate for the future.

Everything is designed around experiential learning and getting students ready to act in desired ways. To see the past through so-called present and future needs. It’s not just the students being primed to act in desired ways. I keep hearing reports of teachers being told to stand and chant as a necessary component of new required professional development, while I notice how the leaders of the training just happened to be active in outcomes based education in the 90s. Or a recent story of videos being shown of enthusiastic cheering at various emotional public events like sports. Then the teachers are told that they must stand and cheer exuberantly at every mention of the phrase “Common Core” during the presentation. Does it remind anyone else of Michael Barber’s work with rebellious UK teachers years ago where the mantra was “First, act, then belief comes?”

To me, it is reminiscent of another of William Henry Chamberlin’s observations from his 30s experiences of collectivism that we encountered in the previous post. He noted that “human personality, for instance, may sometimes be dwarfed and standardized under the influence of democracy. But in the totalitarian states it tends to disappear altogether; the individual is simply sunk in the collectivist mass that votes, marches, salutes, cheers with the regularity and precision of an automatic machine.” That term ‘totalitarian’ may seem a bit misplaced when talking of the US or UK or Canada or Australia, but every one of the political and economic and social philosophies Chamberlin was writing about from personal experience was grounded in dialectical materialism. It is the foundational theory behind changing values and beliefs. What varied, then and now, are the particular beliefs that can be deliberately cultivated as useful for transformative change.

It is easy then to see the belief in Catastrophic Manmade Climate Change as one of today’s useful cultivated beliefs as well as the hyping of Inequality and the push for Communitarianism (misleadingly hiding in the definition of Career Ready as well as what will constitute a Positive School Climate). The intense focus on continued racism and sexism in reading selections and classroom discussions provides the same function. Useful beliefs that will likely compel a belief to act to transform the world in predictable ways. Others are more subtle, like the regular complaints over the religion of Islam being portrayed as inherently innocuous in ways that disregard known, provable, potentially dangerous facts. Or the economic misconceptions being deliberately cultivated and then tied to revered figures like Martin Luther King as Democracy Collaborative/Good Society’s Gar Alperovitz did recently. http://sojo.net/magazine/2014/01/beyond-dreamer

We are going to talk next time about how this dialectical vision has become incorporated into the teacher evals for licensure and promotion to ensure compliance. Another dialectical process to ensure actual change in the material world.

Unfortunately all these intentions just cannot shake off the effects of unintended consequences and perverse incentives in that same material world.

The one where we all live and pay taxes to finance these millenarian visions of unrealistic, and nonconsensual, transformations.