Surreptitious Vision: Ed Reforms as Designing an Internal Keel to Control People and Manage Society

No I am not a sailor although I did once have a very fun weekend on a sailboat in the Chesapeake as a hapless, but supportive, passenger. I am afraid this metaphor of a keel that allows steering regardless of the direction of the wind has been invoked as the official analogy of those who wish to use education in the 21st century globally to change human behavior and ” design a new, organic, socio-cybernetic system for the management of society.” Please do take a deep breath before we continue. At least now we know why the virtual reality science simulations planned under Common Core Next Generation Standards have been focusing on illustrating force and motion in addition to all the ‘supposed’ threats to the environment. These days any content allowed through virtually always has a purpose in creating a transformational mindset.

Today’s discussion is largely from a 2011 paper by Scotland’s John Raven called “Competence, Education, Professional Development, Psychology, and Socio-Cybernetics.” It has global aspirations and fits perfectly with UNESCO’s use of the term “Cybernetics of Global Change” as part of its MOST-Management of Social Transformations-official program. Apparently, we, the hoped-for victims and funders of these transformation plans, are the only ones NOT familiar with just how often the planners have begun to think in terms of how to invisibly gain control of human behavior to manage society.

That control lever can occur, according to Raven, through a socio-cybernetic, competence, focus in education plus new political rules. Since stating this out loud would create a popular outcry that might interfere with plans for subjugation, the same developmental push gets sold globally now under the blissful, but misleading, term–focus on Excellence. The other necessary component involves changing the political governance arrangements, which is of course exactly what the UN’s Agenda 21 seeks to do. Majority rule, judicial overreach or neglect, regulations, and power to appointed boards instead of elected ones all work quite nicely too.

Today’s focus though is on education since both UNESCO and Raven declare this is the Yellow Brick Road to Social Control. Just as adding a keel to a sailing boat is cited by Raven as “key to getting the boat to sail into the wind” so an education that rejects the primacy of individual “technico-rational competence” and content knowledge in favor of “helping people to develop and get recognition for, the diverse, often idiosyncratic, talents they possess” is key to the radical vision of social transformation. If that seems a bit odd, how about the admission that the key to “changing the way we run society,” (don’t you just want to ask “who is we, Kemosabe?” as if this were a Tonto-Lone Ranger skit), is rejecting the traditional focus of school since it “reinforces a social order which offers major benefits to ‘able’ people.”

Poor dear, all of civilization that these writers and planners take for granted is thankfully due to the herd-defying curiosity and mischief of just a few ‘able’ people. We will rue the day when their minds came to be molded into whatever was necessary to tolerate transformations.  Instead, we are to get education designed to change “people’s beliefs about society, how it works, and their place in it” even if none of those beliefs are grounded in reality. In fact in acknowledging and laying out the intent that project-based learning will no longer be a way to discover content, Raven begins to disclose the radically different goals of what is also euphemistically called ‘student-centered learning.’ As he states explicitly (and he is the one who loves italics), the purpose of the letters or pictures or slogans or poems “was not to depict what was seen accurately, but to represent it in such a way as to evoke emotions that would lead to action.”

Remember in the last post when I kept reminding that curriculum grounded in virtual reality likely would be whatever simulation created politically useful beliefs and values and that Holos Consciousness? That statement was based on having hung out with more than one software developer in my life and career. Turns out though the 1995 book Cybersociety: Computer-Mediated Communication and Community warned several times about the very same thing. The whole purpose of stressing computer simulations in the classroom is the computer’s “capacity to represent action in which humans could participate.” Perfect way to prime the pump for revolution we might say. In fact science fiction writer Jerry Pournelle, then a Byte columnist, was quoted as fearing that “technology masks the constructedness of any simulation.” Here are his exact words and they remain hugely relevant to the mental keel being created within the student by digital learning and assessments of 21st century competencies:

“The simulation is pretty convincing–and that’s the problem because…it’s a simulation of the designer’s theories, not of reality…The fact is, though, the computer doesn’t say anything at all. It merely tells you what the programmers want it to tell you.”

And the programmers, such as ISTE keynoter Jane McGonnigal, have been quite graphic that these games are being designed to create a mindset that believes in the need for social transformation. Sim City creator, Will Wright, was quoted as saying his games are adapted from Jay Forester’s World Dynamics work, which once again takes us back to the Club of Rome, the 1970s, and the desire to push systems thinking in education, economic planning, and the now-proverbial means of managing society. Cybersociety recognized that “representing flux and change is exactly what a simulation can do”, making it a far more effective tool for altering the nature of human experience and illustrating the possible causes of social change.

A very powerful, highly visual, weapon we are mandating for classrooms and ‘assessments’ without giving a second thought to its use as a driver of how the student’s mind will perceive the need for social change. Computer games have become so ubiquitous that remembering that they were once recognized as “where we go to play with the future” gets overlooked. So does the fact that the future is not the least bit bound to follow the variables set up in a software virtual simulation. Just ask Putin. Fostering a belief in things that are not true, and collectivist values that leave you unprotected against either foreign invaders or domestic predator politicians, is no way to become an adult.

Making computer gaming the focus of the classroom because it is engaging and increases graduation rates still omits a crucial fact all the programming world still remembers. The gamer unconsciously and intuitively “internalizes the logic of the program.” Just the thing in other words for those who want social transformation and people who can be steered like the keel of a boat. Precisely the metaphor Raven chose to both use and illustrate with drawings of a boat. Marry those manipulative visuals to an express declaration for a “dramatic reorganisation of most peoples’ thoughtways” via schools and universities and we indeed have a problem. All being implemented into a classroom near you without a By Your Leave under banners like the Common Core or Positive School Climate or a 1:1 Laptop Initiative.

Left out will be the acknowledgment that now ‘intelligence’ is to be understood as an emergent property of a group rather than an individual characteristic. Furthermore, this intelligence depends on releasing and harnessing a huge variety of individual talents that are scarcely related to intelligence as conventionally understood. Thus conventional ways of thinking are unethical–destructive of both individuals and society.”

The attempts to manage society and achieve new forms of governance will not be successful. Only the extent of wealth lost and prosperity trashed is in dispute. The intended damage to be delivered via education to the psyche, false beliefs, and pernicious or naive values is unstoppable unless enough people realize there is no dispute at what is being sought or why.

Intentionally created financial conflicts of interest seem to be the norm to coerce adults into either complying with, or actively advocating for, this vision of education. In the US I see it being pushed under federal civil rights laws as necessary to have Equity and Excellence. The very title of the global ed summit that commenced today in New Zealand-”Excellence, Equity, and Inclusiveness: High Quality Teaching For All” tells me this developmental, obuchenie, new view of ‘intelligence’ grounded in group interactions is a deliberate global phenomena.

If only someone could create a computer simulation for politicians and school administrators showing the true social effects of such widespread mind arson.

 

 

 

Spearheading Human Evolution towards a New Vision of the Future Via Instilled Core Values and Ideas

I really think life would be better for all of us if aspiring philosophers and current ed professors and everyone else planning on creating a new society and a different kind of human behavior used a word processing system that came with a Hubris warning. Beeping to alert that kind of presumption and conceit has always brought grief in the past. Maybe a squeaky voice could pipe up with a “Would you like to reconsider?” The overt goals laid out in the last several posts sent me back to rereading Bela Banathy’s Systems Design of Education: A Journey to Create the Future as well as what Donella and friends wrote in 1992: Beyond the Limits: Confronting Global Collapse, Envisioning a Sustainable Future. I wanted to see how closely these visions from the 90s aligned with what we saw being sought in those World System Models in the 70s and those recent Great Transition documents.

Sure enough there is Bela talking about the need to “attain global consciousness and forge a global system of the human community.” Insisting that education has a new role of “spearheading societal evolution by design” and making me wonder if he ever took a history course.  See what I mean about a hubris key coming in handy? I also discovered that soon after publishing that book Groping in the Dark in 1982, Donella and Dennis Meadows formed the Balaton Group named for the lovely lake in Hungary where meetings on Sustainability could be held that would allow members from the Soviet bloc to easily attend. http://www.donellameadows.org/from-sustainability-science-to-real-world-action-a-short-history-of-the-balaton-group/ Those of you about my age may remember those Alka-Seltzer commercials that went Plop. Plop. Fizz. Fizz. Oh What a Relief This Is. Easy access of schemers from East and West throughout the 80s to make plans for all of us under the banner of Sustainability. This just keeps getting better and better, doesn’t it?

I wonder if Bela was ever invited? He was after all not just a Senior Research Director at the federally-funded  Far West Ed Lab, he was also Chair of the Board of Trustees of the International Society of the Systems Sciences.  I wrote about his deeply troubling vision here http://www.invisibleserfscollar.com/who-granted-permission-to-spearhead-societal-evolution-to-a-global-cooperative-consciousness/ . Banathy’s sought global consciousness is certainly consistent with what Beyond the Limits was pushing hard in 1992:

“So what if the world’s people decide to moderate not only their demand for children, but also their economic demands? What if they set themselves a goal of a simple but adequate material standard of living and, when they reach that goal, they turn their attention to other nonmaterial, nonconsuming pursuits? [Doesn't that sound just like Quality of Life from the Bariloche model in the last post?] This, too, is a hypothetical information change, a change not in the physical world, but in people’s heads (an enormous one, we realize). It means that people define their purposes, establish their status, challenge themselves with goals other than ever-increasing production and ever-accumulating material wealth.”

So for people who insist there are no universal Truths we have close to unanimous agreement that the key to getting to a political, social, and economic transformation for the 21st century lies in getting inside people’s heads and hearts and really into the essence of their souls. What drives them from a deep unconscious level? So now we know why we started hearing about the need for transformative education in the 90s. After all, Beyond the Limits goes on to quote visionary Lewis Mumford about the “re-establishment of the person as the ultimate term of all human effort. Cultivation, humanization, co-operation, symbiosis: these are the watchwords of the new world-enveloping culture. Every department of life will record the change: it will affect the task of education and the procedures of science no less than the organization of industrial enterprises, the planning of cities, the development of regions, the interchange of world resources.”

Fascinating, huh, that Mumford’s description of what was sought from 1944 could still be cited as current in 1992 and still sounds like the vision of the Great Transition and these city planning summits in 2013. The vision never really seems to change nor the vehicles. Only the descriptive language when the necessity for such transformation is pitched to the people. Like me and you and our children. Which is also why I can go back to economists writing in the 60s and 70s to find what’s wrong with these visions of justice and equality and central planning. One, Henry Hazlitt, in his 1964 The Foundations of Morality, even goes back to the Victorian Age for this jingle:

What is a Communist?

A man who has yearnings,

For equal division

Of unequal earnings.

To make his point that “a system under which the talented and the skilled and industrious received no more than the incompetent and shiftless and lazy, and which equalized material rewards irrespective of effort, would certainly be unproductive; and to most of us, I think, it would also be unjust.” Hazlitt nailed precisely what concerns me so. We are risking “splendidly realized destitution” precisely because the planners and professors take continued production at the same overall global levels for granted. And by drastically affecting both knowledge and incentives all of these transformational plans and models create a great likelihood, that foreseeably to us if not to these decision-makers, the output or product to be divided is likely to be substantially diminished. Maybe they have learned. Is that why we are supposed to learn to make do with the quality of our relationships with each other? Just the price of oligarchical power?

That leads us straight to the points of the other economist we are going to consult–PT Bauer from his 1981 Equality, the Third World, and Economic Delusion.  Bauer reminds us that the term ‘differences’ is a more appropriate descriptive term in most instances than ‘inequality’ and he mentions the “accepted practice of referring to people’s physical characteristics, such as height, weight and strength, as differences rather than inequalities, and never as inequities.” Financial differences among people and countries “result from people’s widely differing aptitudes and motivations”, and to some extent luck. Bauer astutely looks at Africa and development policies in the third world generally and declares that “once the moral and political case for egalitarian policies is taken for granted, the movement for egalitarianism feeds on itself.” Something to remember as formulating social justice values becomes the Raison D’etre of both K-12 and higher ed.

When people begin to take for granted that people’s economic positions “are properly the concern of official policy,” a feeding frenzy develops for sterner and more drastic measures. Especially if results are not what was expected because diminished knowledge and poor incentives are decreasing the size of that ‘pie’ now being deliberately carved up. Hard to read any of the documents we have been examining in recent posts and not see that is precisely what is coming. Political power can adjust inequalities but it does so first by treating all of us as if we were subjects and then restricting the choices that will be open to us in the future. We can be Competent and that’s enough. To try to gain equality and justice we are turbocharging political power over us and our society and our economy in a way that “implies a relationship of command between rulers and subjects.”

Which means equality and justice can be the slogan justifying what is being done but only genuinely entrenched inequality between the ruled and the rulers can result.

Sustainability in action may seem more blissful than my references to Uncle Karl and that little c theory but the beggaring and self-perpetration of a malevolent process are likely to be the same in the end.

Who knew studying the Middle Ages and serfdom and feudalism would prove to be so relevant to combating the fallacies in 21st century political schemes and toxic social visions?

Foisted on us in the name of education.

Forging New Categories of Consciousness Globally to Make Political Power the Key Determinant of 21st Century Life

If you are like me when I initially encountered the true story behind education reform, you wish political change was not a crucial aspect to the story. Let’s face it, it’s quite off-putting and can seem to be quite kooky at first. It’s an unbelievable story except it’s a factually provable one even if it’s hard to believe. So like it or not I had to go there in my new book. And I have to go there now on the blog to give additional information about what is coming at us from our politicians and agencies but also from international groups like UNESCO and the OECD that can bind us without being on our radar.

When I raise the concept of the little c theory of future human development from a certain notorious historical figure I mischievously refer to as Uncle Karl, or I simply keep reiterating the political purpose behind all these education reforms and the OECD’s PISA or the UN’s sustainability pushes and climate hyping, it is natural to want me to stop it. Keep it simple. Only tell the story from the angle someone is prepared to hear it from. That is really difficult to do though if we are to have any chance for avoiding this fiasco. Tracking all this over decades really does lead us to statements like “restructuring social, economic, and political systems was much more effective” in order to “bring about a desirable future.” So said one of the Club of Rome’s favorite world system modellers, Donella Meadows, in her 1982 book Groping in the Dark: The First Decade of Global Modelling.

Donella conceded something that is crucial for understanding what the UN is really up to with its IPCC Climate reports since plenty of observers have noticed there seems to be little effort to reflect reality. That’s not the purpose of these models. Their purpose is to model social systems. There was a great deal of frustration at the 1978 6th Annual Meeting of the International Institute for Applied Systems Analysis (IIASA) that the book came from that the world’s environment and its social, behavioral, and political systems were so hard to model. Who else thinks that between the education reforms that began in earnest in the 80s and the Sustainability push that commenced via Our Common Future in 1987, the policy makers hit upon strategies to try to make people conform better to the desired model of the future? And a single world system that everyone in 1978 seemed to assume was coming into being over the next several decades.

Who knew? Now we know why I found what I describe in the book or the World Order Models Project I previously described on this blog that began in 1973. Did you know Moscow had an “All-Union Institute for Systems Studies” or that it participated in IIASA’s work? No wonder the emphasis of all this is towards collective planning and decision-making and “managing human affairs during the transition.” The kind of transition I laid out in the last post was being assumed by East and West in the 70s. At least if tied to the UN or OECD or the Club of Rome and now it is hurtling at us. Before I shift back to the current vision, let me quote Donella since I believe it explains why we cannot ignore the little c pursuit:

“There is no known physical or technical reason why basic needs cannot be supplied for all the world’s people into the foreseeable future. These needs are not being met now because of social and political structures, values, norms, and world views, not because of absolute physical scarcities.”

That’s the dangerous wealth as a fixed sum view of the world. And it guides international entities, systems thinkers, national and local politicians, and too many public employees. They see the environment as the justifying issue and education as the favored method for changing all those things Donella just listed to make such redistribution towards the poor in the North and South generally the point of public policy globally in the 21st century. Because those are goals that require the dominance of political power in all decision-making and the ability to bind the individual. There was actually a particular world model that was created in South America and financed by the Canadians that fits with the scenario laid out as the Great Transition. It was called the Bariloche model and was all about “fundamentally” changing global “values and institutions” and “sketching a way of arriving at the final goals of a world liberated from backwardness and misery.”

The Bariloche model from 1976 envisioned a world “in which human needs and human rights, rather than the desires to consume and to accumulate wealth, would become the basis for resource allocation.” And of course create the need for both a dominant public sector globally and docile masses capable of doing little more than Groping in the Dark. Except now with spiffier names like Competency and 21st Century Skills and Capability as a Human Right. Always essential to this vision though is a new way of thinking grounded in emotion that will see the world and its inevitable problems in ways that are beneficial to those who currently hold political power or would like to. Think of it as Mindsets suitable for an Oligarchy in power pretending it is really all about human needs, Gaia, and Successful Learning for All Kids.

Let’s come forward in time to the culminating 2006 document outlining the Great Transition. Called “World Lines: Pathways, Pivots and the Global Future” it gives further insights into all the social and emotional learning and Whole Child pushes as a means of “cultural innovation and social adaptation” that call for “emergent social forms [that] were also realms of the heart that broadened the affective sphere of community and reciprocity.” And such realms are necessary now you ask? Well, yes, we are supposedly in a “pivotal” historical moment to achieve a “peaceful, just, and sustainable world.” Don’t you just want to start a list of all the troubling regions of the world that haven’t gotten the memo about the Great Transition we have embarked on?

Do you think everyone will start behaving well if we just give them more of the world’s physical resources and learn to live with less ourselves? Lots less. How about if we use education to create in each student a “sense of planetary affiliation, kinship, and citizenship”?  Is that the ticket to social justice or just more power and resources to an increasingly parasitic public sector that gets to pursue its self-interest at everyone else’s expense while acting as the administrators of the Great Transition society? Making education policy globally and the 21st century visions of governments at all levels about adjusting to “a global future based on human solidarity, human fulfillment, and ecological sustainability–a vision we refer to as a Great Transition” will be a not-so-great transition to devastation of everything that has ever worked. Transitioning based on incentives that have never worked for the benefit of anyone not connected to political power.

Trying to use education reforms like the poorly understood actual intentions of the US Common Core or Quality Learning and Global Competency and 21st Century Skills everywhere as an effort to create “thought and action [that] must rise to the level of this emergent totality, as well as its separate manifestations” is utter madness. Especially when the supposed emergent reality is a factually false statement like:

“History has entered the planetary phase of civilization in which humanity and the biosphere are entwined in a common fate.” Repeat after me, none of us deserve to be classified as comparable to inanimate objects or as just another animal. Well, maybe  certain notorious fraternities on certain college campuses. Here’s more of the attempt to diminish every single one of us as an individual and to try to make us mere parts of a greater whole with no fundamental right to our own decisions.

“rather than independent, these phenomena are separate expressions of a larger process, the formation of a unitary global system.”

Now if you thought the communitarian aspects of all these sought social reforms were intrusive, who exactly will any of us be in a “unitary global system” apart from a source of tax revenue and needed labor in a world where all of the incentives have been perverted to chase after a possible future?

I did not lay out all this info to scare anyone so much as to force us to see the vision that people with considerable power and access to the coffers of public money really are pushing on us. Now.

The actual common core to be cultivated in everyone is a “new suite of values-human solidarity, quality-of-life, and respect for nature” that will be the foundation for a public sector administered “egalitarian social contract, poverty eradication, and democratic political engagement at all levels.” Right. Plus unicorn rides every Wednesday.

We apparently really are at a historical moment.

Will the independent individual really cease to have political legitimacy in the 21st Century?

Selling Remedies that Actually Destroy Precisely What the Sales Pitch Touts

Now if the Common Core and digital learning were being sold as destroying future American prosperity and allowing China and India to become the world’s dominant economies, politicians and taxpayers at all levels and in every other country would hopefully hit the brakes. So that’s not the sales pitch. In fact, as we have seen the book Endangering Prosperity: A Global View of the American School is getting touted in Brookings Institute programs and a September 12, 2013 Wall Street Journal article on “The Vital Link of Education and Prosperity” by authors Paul E Peterson and Eric Hanushek. Now I am also getting webinar invitations to discuss the book. A full court press would be the basketball term. And the fact that what we are actually getting is the OECD’s promotion of the humanist psychology practices into the classroom via PISA gets omitted from all the discussion. It is the sought remedy, transforming education to perform well on the poorly understood PISA, that actually will gut mass prosperity and promote a crony capitalism instead.

Politically directed public money that benefits a chosen few at the expense of the many, while gutting the transmission of knowledge and substituting a psychologized Curriculum of Affect and Guided Perceptions that are Politically Compelling in its stead, is a lousy deal for most of us. Something to be opposed vocally and frequently. Which is why the real implementation of the Common Core is hidden in side reports and accreditation standards and ridiculously erroneous readings of federal disabilities and civil rights laws.

Likewise, if the attached economic vision were accurately pitched as part of China’s policy of ‘picking corporate winners’ who will become multinationals and eventually become the dominant companies in the global markets, governors and mayors and Congress critters might surmise that this is not a good long term growth strategy for the US. If all of us properly understood that these education reforms are tied to a “collaborative relationship between state and business” we would immediately discount the Chamber of Commerce or political or media support that this is all “a good thing.” Only if you have access to that gravy train of public money taken from taxpayers or charged to them as debt and that prosperity cannot last with education determined to manipulate minds and changing higher ed to give diplomas out equitably to demographic groups.

Last week there was a World Economic Forum in Dalian, China that was invite-only. 1500 invites to movers and shakers from all over the globe for the New Champions annual conference that is now called the “Summer Davos.” It was the seventh such confab and I was quoting from the original intentions of this event from back in 2007 from a prof at Stellenbosch University. Should we be blindly adopting the education proposals that are tied to this vision of the future?

“Who then are the new champions? It is very apparent that China and India are fast becoming the winning economies. Their companies and government bureaucrats are equally impressive with their financial acumen and drive toward their objective–capturing markets and creating a winning national economy.” Note: They are not talking about the US economy being the winner but a loser. No wonder the Chinese are willing to finance so much of our public debt that then gets used to pay off states and localities and school districts to push a government-planned economy that seeks to extinguish individualism and high mental capacity. All at the same time. Does anyone think the Chinese will continue to finance all this deficit spending once the mental aptitudes of the US masses have been effectively extinguished?

Did the typical American attending the “Meeting the Innovation Imperative Summit” last week bother to check out the actual definition of innovation being used? I have it from the program materials. Innovation is “the effort to create purposeful, focused change in an organization’s or institution’s economic or social potential.” That’s not innovation of the ‘free lunch,’ Lever of Riches, capacity that created the current levels of economic prosperity that too many people take for granted. That’s innovation in the Governors-Governed distinction. Which is not terribly surprising since the promotional materials acknowledge that “For decades  the economies of China and India floundered due to the inability of their governments to create enabling environments of business. The state prioritized political ideology over the interests of business.”

So what is the current desired vision? Let’s go back to that 2007 document again:

“What then is the option for economies that are grappling to come to grips with the new competitive reality of the global economy that is being shaped in Asia? The most successful economy to understand as well as manage these competitive forces is Singapore. It has embraced global business through providing an enabling environment for business that is fully in line with the market. Rather than intervene in the economy, the Singaporean government creates the environment which allows business to effectively compete.”

Now I would argue that a conference planned by the Chairperson and founder of the joint US-China Collaboration on Clean Energy still has great intentions about intervening in the name of Green Energy, but then I do not tend to take self-interested statements at face value. But this IS the vision of the future that is tied to all the US Governors wanting to take control over education in their states so they can plan “Workforce Development” consistent with “Economic Development” and social equity. The last one gets marketed with its own concentric circle labelled “Justice Too.” People from both sides of the aisle are chasing after this dirigiste-vision that ultimately promotes a China as the ascendant power trajectory. And China, with its one-child policy and reams of corporate and public sector corruption, needs the US to unilaterally hobble its future capacity via poorly understood education reforms. Except I understand them and now so do you.

We also understand the significance of having Dennis Meadows, one of the original co-authors of the controversial 1970s Club of Rome book, Limits to Growth, leading a Dalian program this year on “Decision-making” and systems thinking. Leading no fewer than 3 different programs was the Institute for the Future’s Marina Gorbis who we met in this rather chilling post. http://www.invisibleserfscollar.com/weak-humanscomputersexpert-modelling-of-captured-data-is-this-your-approved-vision-of-the-21st/ . And when I wrote that I did not know Marina had spent years doing psychological research at SRI. Something she openly acknowledged here. http://odessatothefuture.com/?page_id=2 Have you ever noticed it is a lot easier to accurately predict the future if you push a government-centric vision and education premised as a platform to push Humanist Psychology on unwitting parents and students? It’s also easier if you openly push radically new forms of political governance.

Since we were not invited, here’s the Rethinking Education visual put on there by MIT. http://www.weforum.org/sessions/summary/ideaslab-rethinking-education-massachusetts-institute-technology . That would be where Peter Senge teaches and is a reminder of the tight links between digital learning and systems thinking. And the unappreciated economic and political vision attached. And here http://www.weforum.org/sessions/summary/strategic-shifts-societal-ecosystems is the graphic that goes along with the envisioned New Roles for Business and Civil Society in the 21st Century. Might as well know what is intended for us. And here http://www.weforum.org/sessions/summary/reversing-income-inequality is the intended plan to use the powers of government and education to reverse income inequality.

That should give you a good idea of where this is all going and question whether this in fact is a vision US schools should be pushing without realizing it. I am going to close with a story that illustrated to me the extent to which US politicians are being told whatever story it takes to get them to sign on to supporting these transformative vehicles. Usually touted as “public/private partnerships.” Without having any clue what they are really advocating for. I listened to a presentation from an elected official recently whose bio indicated he was personally and politically quite conservative. He closed by citing to Peter Senge and his book The Fifth Discipline and how we could restructure businesses and governments to eliminate the current Limits to Growth and Prosperity.

Now clearly he had never actually read Senge’s books but someone had led him to believe Senge’s vision aligned with his own. Which it does not if you read the various posts under the Peter Senge tag. My point is pushing Senge’s vision and methods is about 180 degrees from his vision for the US and its future. All someone had to do was misrepresent Senge to gain his advocacy.

I think there is a tremendous amount of that going on now as we get a full court press in the US to get all these policies and practices in place without a protest. You align these misrepresentations to entities or people who want to continue to rely on taxpayer money funding their salaries and companies. But what is being advocated for is ultimately the equivalent of letting in a horde of locusts.

But the few who benefit either don’t know what is going on or they are not telling because the benefits of this cronyism are so huge right now. But the OPM-Other People’s Money will run out. And the WEF definition of innovation will destroy genuine innovation in the US.

And then where will we be? Asking the Gates and Rockefeller Foundations to help average Americans out instead of sponsoring the Dalian Annual Meeting to put this pernicious vision in place?

Time for the Collective Will of Many Visible Hands to Challenge the Allegedly Destructive Invisible Hand?

Right now the favored attack being used to discredit people who point out  the inconsistencies in the stories being put out about the Common Core US education reforms, or the poor history of global climate models in predicting reality, to use two current examples, is to retort that someone is “part of the black helicopter crowd.” Now, given the incredible schemes I have uncovered and described with detail on this blog, telling you I am the last person who believes in black helicopters might strike you as untrue. But I really did not go looking for these stories. They rather found me. I just recognized what I had to be looking at and then wanted to know and document how and why.

So please understand if I write about the equivalent of a black helicopter event that strikes you as too incredible to believe, remember all of the following

–I have personally seen the black helicopters;

–I have obtained proof before I even mentioned it; and

–I have doublechecked the color of the helicopters to make sure they can be accurately described as black and not navy.

At that point I will write about an incredible story but only because I want all of us to have time to take the appropriate action. The equivalent of running or ducking if we really had helicopters coming. I have friends who ask how I can stay so calm while describing such machinations in the public sector. But honestly, as a history major, this is all rather fascinating to me. Plus it is quite clear this was all never meant to be uncovered or linked together in time. So pulling this all together before it all takes effect does give me some solace.

But despite everything I read, I was still startled to hear this morning that President Obama would be announcing his climate plan this Tuesday afternoon at Georgetown University. http://www.youtube.com/watch?v=gcL3_zzgWeU&feature=youtu.be is the White House announcement video released yesterday. For a likely nonexistent problem just like all my documents and reports and numerous blog posts always indicated would be sought. The reason that social, economic, and political transformation would supposedly be necessary.

And I should be the last to be numbed. After all I really have read all those Club of Rome books and reports and the Belmont Challenge document itself.  Maybe that is part of what caused the feeling of being stunned. Let me give you an example from Jared Duval’s 2010 book Next Generation Democracy: What the Open-Source Revolution Means for Power, Politics, and Change. Duval is a member of that UN-affiliated World Future Council and the book laid out his vision for an economy centered around “real, participatory democracy.” As far as he is concerned, the Millennial Generation and others “will reconceive fundamental aspects of how our state and local governments are set up” and then impose that new vision on everyone. Consenting, appalled, or unaware.

But Duval also gave examples like the devastation of Hurricane Katrina being due to “the failure of conservative, limited-government ideology.” Which is not true. If anything, Katrina and the cited levee boards were a reminder that government powers and tax money frequently get turned to fulfilling private, selfish personal interests. Likewise, it was not “unchecked private whims that gave us the subprime loan crisis and the recession that officially began in December of 2007.” Both of those were ignited by government interventionism and cronyistic taxpayer subsidy of the risk without any chance for the profit if things turned out well. And for such ignorance of the real reasons for these debacles we are going to impose more cronyism a la a directed Industrial Policy/Green Economy with more public/private partnerships? Find a reader who is more naive for that sales job.

I actually now have a copy of the World Future Council’s plans for all of us. Called A Renewable World: Energy. Ecology. Equality, Duval wrote the last chapter envisioning all those planned changes to values, institutions, and ways of living. It is where today’s title comes from.  FWC pushes the “concept of open or living democracy–democracy not as simply a structure of government but as a way of life, manifesting shared values of inclusion, fairness and mutual accountability.” So convenient then to also have a formal global Media Education movement coming out of UNESCO right now and supported quietly by ed reforms all over the world under various names like the already described CCSSO-supported Global Competence in the US or Global Education in Australia.  http://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf

Whatever it is called locally the UNESCO push to use education to impose a New Humanism as we discussed in the previous post is based on the utopian idea of “equal access and the egalitarian distribution of competences and capacities.” Which makes social interaction and feelings and new values among the few acceptable areas that can provide such equity. It is certainly NOT quadratic equations. Instead we get “communication” aided by computer as equitable.  Or “real equality in the possibilities for participating and sharing of opinions.” Shared ignorance is what this would have been called in the past. But this is the era of media literacy movements to build:

“bridges in order to construct a universal dialogue among [cultures] that fosters the spirit of understanding and the gradual, painstaking construction of shared values. In this way, the media literacy movement is against stereotypes and prejudices and in favour of the potential of the media and ICTs to build a universal culture of peace.”

Now I snarked Kumbayah in the last post but let me point out that some stereotypes are accurate and some prejudices are grounded in fact and leave it at that. The universal culture of peace aspiration is nice but not if you are disarmed– mentally, physically, and emotionally–to defend yourself when someone else is the aggressor. Unlike Jared, history does does not strike me as showing people are basically cooperative by nature. Given his poor sense of causation that I described above, I am not anxious to try out his and WFC’s theory of human nature. Or the kind of shared values acceptable to him, WFC, or UNESCO.

Like Anthony Giddens, WFC declared that “even if climate change were not happening, we would still need to change our energy systems, restore the health of ecosystems, create more livable cities, vibrant communities and resilient localities, use less resources, spread wealth, increase international peace…” No wonder no one seems to care about actual temperature records in all this climate modelling. Both Giddens and WFC are basically saying we want to impose Uncle Karl’s little c Positive Humanist vision in the 21st century and we won’t take no for an answer. And Tuesday we are likely going to find out someone else who will not take no or voter disapproval for an answer.

I first wrote about the World Order Model Project and its insistence on creating shared humanistic values here  http://www.invisibleserfscollar.com/reorienting-world-order-values-via-the-intervention-of-activist-education-and-progressive-politics/ . I think all these books I have mentioned indicate WOMP and the Club of Rome and various UN entities have done a bang-up job in their expressed goal to “take hold of public and elite imagination” of the “need for world order.” And now it is time for the rest of us to get with the program because we truly do have an international elite who want to rule. What Falk called the “power-wielders.” And they want the rest of us to adopt the needed values, attitudes, beliefs, emotions, and dispositions to go along and finance all these transformative plans.

And they are impatient. After all, Richard Falk first wrote these WOMP plans in a book published in 1975:

“The prospects for smooth transition, by which we mean a process that is largely nonviolent and cumulative, will depend on the extent to which a positive learning experience is widely shared throughout the world in relation to early efforts to pursue the new agenda of world order values.”

Now such an aim means it has long made perfect sense for there to be a stealth coordinated global effort being led through the UN around global ed reform. After all, Falk even included a footnote to the above quote that “‘widely shared’ does not imply identical, the important ingredient of ‘learning’ in this sense is commitment to a continuous process of global reform more or less in accordance with the WOMP priority schedule, but allowing for important variations in emphasis.”

That certainly would account for all this coordination over decades and countries. And the consistency of aims under a variety of names.

And quite frankly why the overall description does sound like a black helicopter event. After all, the reality of climate change turns out to be quite optional to the planned transformations.

 

 

Using Systems Thinking to Retie the Psychological Umbilical Cord to Our Environment

You know, I am pretty good at language, but I would never think to complain that:

“By substituting visual marks for spoken utterances [that miracle of human ingenuity and the Axemaker Mind reverenced by ordinary folks without systems training as reading], man removed himself even further from directly experiencing his habitat, further severing the psychological umbilical cord tying him to that habitat.”

A different way of making the same point in this early 80s blueprint describing the need for the mental assaults we would come to know under names such as as Transformational Outcomes Based Education and systems thinking and the new 3 R’s, is that the human “psychological separation is made possible  because of the interposing of symbols as a buffer.”

Now for those of you who read “symbols” and are hoping for a secret code that will need to be deciphered with a spray of lemon juice or a special light, we are not talking about a secret code. Although with the way reading is officially reverting back to a whole word or syllable sight approach the fundamental phonetic code is being treated as a secret code. Why? The math wars are grounded in similar reasons. Well I touched on this here http://www.invisibleserfscollar.com/blending-sustainability-and-education-to-gain-arational-nonlinear-minds-and-new-behaviors/ where I first introduced everyone’s new favorite metaphor for what is officially under attack–the Axemaker’s Mind.

You see symbol manipulation, where the mark is an artificial representation such as the word “fish” instead of a drawing for a fish promotes the ability to think abstractly. Linearly. Rationally. To begin to link cause and effect. And how probable something is. Symbol use promotes a sense of self-awareness and individuality. When coupled with the printing press that made widespread literacy among the masses possible, it let the magic genie out of the bottle in a way that had never happened before in human history. And those with aspirations of power and control have never forgotten that link and its importance even if most of us have never really thought about it.

Believe me the statist schemers have as this post explains yet again. With new detail. After recognizing that it is the power of symbolic representation and manipulation that is what makes people genuinely unique in the universe and the roughly 3 pounds of the human brain the most fascinating creation in the universe, the plans get laid out to shut down or constrain those capacities. Why?

“Every new source from which man has increased his power on the earth has been used to diminish the prospects of his successors. [So not true but it is the common refrain from those pushing the ecological worldview and its desire for Newmindedness]. All his progress has been made at the expense of damage to his environment which he cannot repair and could not foresee.”

The author goes on to say that the “task of the futurist is to sharpen our focus on just those consequences.”

That basically is what is going on now in school districts all over the world. In the US as Common Core and Canada as the Alberta Wheel of Competency. In Australia it may be called the Core Skills Framework and the Wellbeing initiative http://www.invisibleserfscollar.com/if-education-transforms-values-and-feelings-and-beliefs-to-control-behaviors-are-we-free/ and in the UK Quality Assurance and Qualifications Frameworks. So many of the digital learning initiatives. They are all based on a futurist perspective. They are all based on a desire to shut down the Axemaker Mind to prevent future creation of technology and innovation without official permission. They all are based on the idea that factual knowledge and your own private ability to conceptualize and carry on private conversations with the finest minds of the Ages, humanities, math, or science, is the Genie that must go back in the bottle. Only for authorized use by the politically connected.

They may want a sense of community but it must be based on emotion and new values. We cannot have a return to the power of the printed word [and no one on this planet revers it more than those who are trying to shut down its influence] as demonstrated by Thomas Paine and his pamphlet Common Sense. This illustration is actually in the book on using systems thinking and limiting the power of artificial symbols that so builds up the human intellect.

Common Sense found a disparate collection of mostly English settlers who thought of themselves as Englishmen now living in New Jersey or South Carolina without much in common except their former home country. And in fairly short order it created a sense of common grievance and possibility and gave birth to the emotions that would build a great nation on the Idea of a common, possibly magnificent, destiny. In minds that were physically separated and had never met each other or Thomas Paine.  Nurturing through print the Idea that being an American was about a common belief system that cherished the individual and not a matter of nationality or ethnicity. Another genie that needs to go back in the bottle if the future shift is to be Local and Global only.

To reiterate that these education initiatives and the Regional Equity Movement  are less a claim of CONSPIRACY!!! than a good old-fashioned coordinated power grab using the coercion powers of government, I want to describe a 2006 document from the Club of Rome. No, it’s not a great place for pasta with a lovely view overlooking the Forum and the Colosseum. Look it up if you are not familiar with it. It’s not an urban legend. We have talked about UNESCO more but the Club of Rome matters as well for these power grabs and political and economic power preservations. This is especially important since the Club of Rome’s Limits to Growth assumptions, though infamous, have been expressly incorporated into the Systems Thinking/Systems Dynamics training Peter Senge is doing with classroom teachers preparing to implement the Common Core. The authors of Limits to Growth, the Meadows, were members of CoR who now attend some of these teacher systems training workshops.

Isn’t control over K-12 and higher ed such a great way to alter the future? Same is true  of many of the loudest Digital Learning advocates. Many proudly bill themselves as Futurists as well. If you shut down most of the symbol manipulation capacity and train kids to see words as concrete wholes and tell parents that access to a search engine minimizes the need to actually know anything but Skills, you can alter the future. If you add on Social and Emotional Learning and a new Values system grounded in Communitarianism and the evils of profit, you can really alter the future.

The Club of Rome official document touts these Turning Points in the transformation of the Global Scene and the major importance of systems thinking to gaining control over an individual’s and a culture’s noetic system. And the value of such control in Steering [their word] desired human and economic behaviors. “It is so useful Igor and no one ever has to know until it’s too late to stop. Bring more cognac so we can celebrate properly.” It takes great pride in its economic misstatements and scientific nonsense that serve as the rationales on why the global information infrastructure merits a new kind of mind and economic structure. Here’s a little taste to reenforce that we do have an organized international problem on our hands:

“Binary logic contributed of course also to tremendous civilization achievements, the construction of computers and computer networks, but it still biases our way of understanding the world.”

CoR of course recommends feelings and intuition as the proper 21st Century substitute. I will close with how this comes into the classroom without your ever knowing. I was told this week that the Fulton County Georgia school district with the duplicitous charter was gutting those recently purchased expensive Promethean Whiteboards in favor of LCD projectors in every classroom. Aren’t Special Purpose Sales Taxes nifty? The value is the data and info can go straight to the student’s laptop. No need for the student’s brain to intervene. All visual all the time.

I have related that the district is using Spence Rogers’ PEAK training for teachers, Teaching for Excellence, even though as the co-creator of Transformational OBE, Spence Rogers’ work was implicated as a factor in the Columbine tragedy. Some minds do appear to snap and become Evil from such overt psychological manipulation. We have been told that the teachers undergoing the PEAK training will be kept secret so “they will not be afraid to try new techniques.” When I asked a Principal if he was referring to Spence Rogers’ work, the face became transfixed with an unmistakeable reverence and radiance.  The answer was “Yes. Do you know his Work?” You could say that was my response.

We are not dealing with rational interaction here. We are dealing with emotional cultivation to create zealotry in adult educators who likely have no idea what is at stake. They just know a feelings classroom suits them better than what they grew up with.

So please listen up all of us that still have Axemaker Minds and are paying the tab for all these schemes. What the Avengers had to save the earth from was a comic book fantasy. Apparently though we are about to need to fight hard to save the Republic, the legitimacy and primacy of individualism, and economic freedom. And all over the Globe there are citizens who must do the same. Because they really do have plans for all of us. Going into effect Right Now.

Hobbling Minds and Misrepresenting Reality, Mounting a Political Coup From Within

Raise your hand if you think the purpose of education, P-12 or higher ed, is to change a person’s values, attitudes, and beliefs from within so that we can create a new sustainable or harmonious culture?  Where we reject our current economic, political, and social systems and “learn to live in harmony with one another and Mother Earth at the level of the whole?” My reaction to Peter Senge and his Standards of Learning (SoL) and SoL Sustainability Consortium work that pushes comparable mindsets of an altered future and a need to change individual consciousness has always been to wonder if he spent enough time observing the dynamics of the playground when a bully comes along. Plus I am getting very tired of reading all these professors disparaging the “focus on the individual [that] is so deeply embedded in our culture.”

Damn straight and Proud of it is the proper retort for anyone with a love of history. I disagree with the idea that schools need to create “new ways we will need to think and interact in the 21st century” where we learn to collaborate as a collective first and foremost. There are times when it is useful to develop a shared vision but we do not need teachers and Principals and Supers and accreditors insisting it is mandatory and collecting data on students to monitor continuous improvement and Growth in what are quite frankly attitudes of submission. We want this country’s children, this globe’s children, exposed to all the knowledge of our existing cultures that they can take in. If some take in more than others, we need that diversity of knowledge and skills among individuals. Anyone who necessarily assumes that book learning translates into financial success has not known very many valedictorians as adults. Useful but no be all and end all.

Instead we get systems thinkers like Peter Senge enjoying a lucrative lecture circuit and workshop living seeking to make learning about changing “people’s beliefs, ways of seeing the world, and ultimately their skills and capabilities.” I do not want professors who are hostile to the concept of individuals and free market economic systems dictating beliefs in workshops for superintendents, principals, and teachers to bring home and apply in a classroom.

We talked about systems theory some in the previous post. Let’s look at it some more and appreciate just how many high powered corporations have signed onto Senge’s SOL Sustainability Consortium. It certainly puts new meaning into how Bad Ideas get pushed at us via our schools with the explanation “Business wants this.” Maybe so but not necessarily because it is good for students or any country’s long term economic health.

Just after Senge created the Sustainability Consortium he held a conference in Bergen, Norway in July 2000 where the dominant theme was the need to get rid of “non-systemic ways of thinking and acting.” I take that to mean jettisoning individual independent thought with its own arsenal of facts and an ability to apply them logically and without interference from a meddling bureaucrat. But you can see what you think of the need to “invoke a type of learning that moves us away from a conceptual analysis focused on details about ever smaller parts of the world to a holistic model that promotes competent understanding and action based on a grasp of ‘the whole.’”

I bolded the holistic because I kept hearing that the other night in conjunction with promoting the joys of the IB learner Profile. I have learned to see the mention of holistic as a shorthand for telling students what they are to accept or believe at an emotional level. Holistic education integrates the desired concepts or values or beliefs into the very essence of a student’s being without the student having any logical, rational idea why. I think the troubling aspects of Holistic become apparent with Peter’s next probing question that reveals the need to limit facts and personal rationality:

“how do large diverse groups of people come to shared understanding of complex subjects so they can effectively coordinate their actions?”

Well, Peter, that mandated shared understanding is a real problem. Who picks? Who enforces? And aren’t we back to a centrally planned economy and state control over private behaviors? Just in case that statement above was not clear and the extent to which supposedly free people are now to behave consistent with the computer models is not apparent, let’s go to the following quote in the next paragraph. Senge does a brilliant job of explaining why neither OBE or its sibling, systems thinking, wants us to have much knowledge. Nor are we supposed to retain our own beliefs and values and attitudes from home.

“Behavioral complexity arises when diverse agents (I believe he means you and me) have decision making power (that kind of personal liberty will not do apparently in a Sustainable 21st Century), people with different and often conflicting values, mental models, and goals (Oh. No!!). In such situations, seeking common strategies (which is quite beneficial for those seeking wealth and power by government fiat) is typically undermined by behavioral defensiveness and games playing and people ‘conferring immutability (i.e.-not flexible enough with statist collective goals) on value assumptions and ideological considerations.”

If Senge identifies such individualistic recalcitrance as “wicked” problems, which he does, what will he do as parents, taxpayers, school board members, and politicians begin to recognize the collectivist vision of a restructured future he is pushing on our school children via Common Core and the UN. Yes, it turns out Peter has quite an affinity for the UN’s Millenium Development Goals even if we do not. http://www.invisibleserfscollar.com/you-mean-i-cant-teach-because-the-economy-should-not-grow/ is where we first talked about those MDGs.

And Peter is very well-connected. Lots of big name corporations are part of his Consortium although I have a feeling they are in for the Big Idea part that seems to benefit their bottom line and have not been reading the small print like us. What really worries me most was seeing the open embrace of Columbia Professor Jeffrey Sachs and his ideas on how to end global poverty. I don’t think he has a good track record in the countries he has advised. But I am really worried by how often we keep running into him in our global ed story. First the UN’s Broadband Commission that wants to make that a basic human right that has the tech companies jubilant. Then he is a lead author on the UN’s first ever World Happiness Report as we discussed here. http://www.invisibleserfscollar.com/is-the-global-happiness-and-wellbeing-push-a-means-for-mental-and-emotional-burglary/. Now this. What an ambitious busy man with a global vision for all of us apparently.

Now that’s enough about Senge and systems thinking, let’s close with an illustration of why this is a spectacularly bad idea being pushed if we are to have any hope of keeping our individual liberty and autonomy and quite frankly our minds intact. At the 2012 Summer ST Conference in July for K-12 educators one of the workshops was called “Five Important Feedback Loops from Limits to Growth.” Now Limits to Growth was a hugely influential and hyped 1972 book put out by the Club of Rome. Its assertions were so over the top that the Club of Rome itself has acknowledged it is not good science, never was, and these are not really valid risks for the Earth.

But systems thinking and dynamic modeling advocates still want this in your child’s classroom because it helps create a politically useful mindset in a malleable mind. And how many teachers or parents would be in a position to know the child was being taught to reimagine the future via repudiated facts and bad science? And you thought NOAA not caring about the actual temperatures was bad.http://www.invisibleserfscollar.com/if-reality-is-ignored-or-disregarded-when-do-we-become-a-state-against-its-people/

Told you we have a real problem now with what appears to be an official desire by our government on misrepresenting reality to us. And our children’s ability to ever perceive it accurately. Do you think it has anything to do with that Future Earth Alliance we profiled?