Backward Mapping: Bundling Human and Social Engineering While Trumpeting International Competition

Sometimes people feel deeply shaken by the things I write about. Me too, except there is no ambiguity in what is being sought by the time I am willing to discuss it in public. If the declarations appear to be Tragic or even just a horrifically wasteful idea, someone needs to be bringing these intentions into the sunlight of public scrutiny in time. So after an admittedly needed rest to watch the sand and surf and mull over the enormity of the materials I have, here we go again.

I must say though I was relieved to learn as I pondered the implications of today’s disclosures that the late UK economist, Kenneth Minogue, had also been distressed by what was being intentionally done to the minds and personalities of people in order to force the acceptance of the welfare state and equality for all. His 2010 book The Servile Mind noted that in the 21st century “large areas of what were previously of private concern have become subject to political regulation.” Amen to that from this side of the Atlantic pond. He pointed out that “new pieties have arisen according to which individuals are able to demonstrate their decency by the political attitudes they adopt.”

Having just finished reading http://www.competencyworks.org/wp-content/uploads/2014/10/CW-An-International-Study-in-Competency-Education-Postcards-from-Abroad-October-2014.pdf released two days ago, I would word that much more strongly than Minogue did. Globally those desired attitudes are simply being declared a necessary Competency or disposition. Then learning experiences are created to make sure the desired changes in personal outlooks occur. Minogue noted a “coercive centralism of attitude and policy.” I agree, but how few recognize that has become the new purpose of K-12 curriculum and what is actually being assessed? Minogue reminded us that historically in the US and the elsewhere in the West individuals “constructed their own identity in terms of personally chosen commitments.”

Not in the Competency vision. It is purely grounded in a belief that in the 21st Century, all over the world, government officials at all levels get to pick out the desired “sentiment and belief [that] can be adequately entrenched in the human mind” in order to “determine conduct” in the manner desired for the new vision of society and the economy laid out. Political power is now mandating in advance what is to be acceptable individual behavior, beliefs, and values. Since that sounds unabashedly authoritarian to anyone with a modicum of history knowledge, the same goals get hidden under an invisibility cloak with terms like standards, learning, or Competency.

Or ‘entrepreneurship’ in UNESCO’s recent report called Toward an Entrepreneurial Culture for the Twenty-First Century. Backward Mapping is a term used to describe the desired quality, attribute, sentiment, or behavior to be instilled through school experiences in a student. It sounds much better than political engineering of a person’s personality and behavior, but those are the true aims if we can just be blunt and honest. Saves time and wasteful use of taxpayer dollars. Here’s a sample of what I mean from that UNESCO report:

“Across nations, what is needed [in K-12 and all approaches to economic and social development] are programmes that show young people how they can directly contribute to raising levels of well-being and prosperity in their communities. Preparation starts in the classroom where students, future workers, business owners and community members must learn how to be responsible citizens.”

That’s the vision that K-12 education must now engineer, which would certainly explain the need for a student-centered behavioral approach instead of the traditional subject-matter emphasis. It also explains why we just keep running into a required communitarian orientation that students are to demonstrate daily. Again UNESCO reminds us that “education is not only acquiring academic knowledge but the way to prepare young people for work and living in the society.” Of course that would be the new view of society so we are Backward Mapping twice. Desired Society needs a certain kind of citizen with a stipulated Outlook on what is desirable for the future. That type of citizen then gets sculpted via K-12 Whole Child focused education. No intention though to confess all this to the parents or taxpayers.

What’s important is the Goal of Equity and “a decent quality of growth for all.” Now I think all this is delusional, but this is in fact what Competency globally is tied to as well as those Common Core standards when rightfully understood in the supporters’ own words. If this social and economic vision is deranged, then we are implementing a tragic form of behavioral engineering for ridiculous ends in our schools, and nobody is supposed to have a veto power to stop the shift in time. Please read the End Game while mentally humming “To Dream the Impossible Dream” to add to the context. To give our mayors, city councils, and community organizers, not to mention district School Supers, ever more power over people and places, this is all to occur at the level of “local governments.”

“…rests on finding a balance between economic, social and environmental goals. This requires dialogue and partnerships through which different stakeholders work together for their broad range of concerns. [Won't the new real world problem-based focus for high school come in handy?] And while this may not always be as effective as desired [that's OK because taxpayer dollars can always be levied again since they come from a magic tree surrounded by unicorns], there are at least greater civil society inputs into strategies to maintain social cohesion to protect cultural identity and to promote environmentally friendly behaviours in local communities. Putting the future of the community in the hands of its own members reduces dependency on outside forces and rejuvenates the economic and social fabric.”

Now would be a good time to transition to the song “Sunshine, Lollipops, and Rainbows” because, as I said, that’s a ridiculous vision. A rational mind filled with facts and attuned to making its own decisions and setting its own goals would grasp that easily, which is precisely why such minds are being disallowed all over the globe. They are in the way of the desired all-encompassing exercise of political power in the 21st Century. That reality again would never be something most people would voluntarily acquiesce to so we get namby-pamby visions for 21st century education like this from the same document:

“We learn from a young age that the development of positive, engaging and equitable relationships is critical to our success as human beings. Basic social skills enable us to interact in the community, as well as to understand the meaning of citizenship. Sound social skills allow us to understand both social rights and claims, as well as obligations and responsibilities. But imagination and emotional engagement are as important as social skills. More than ever, there is a need to engage young people in finding creative solutions to improving the welfare of their communities, while contributing to collective prosperity in ways that do not damage natural resources. Intelligence should include the ability to envisage alternative futures, to resolve open-ended problems with more than one way of doing things.”

That’s the vision of society and the economy and our new future that all the education reforms going on globally in both public and private schools are driving towards. There is absolutely no ambiguity whatsoever in what is being sought and why. The only fluctuation seems to be where in the progression  a given school, district, or country is.

I am going to close this post with the open declaration of one of the insiders who brags about her access and tutoring of Fortune 100 CEOs and Pentagon officials and her desire to use education to gain new kinds of nonlinear minds to get a new kind of society. In her 2010 book Rebecca Costa wrote that “we have to challenge [the human brain] in very specific ways. And we are getting very close to understanding exactly what those ways are. Word by word, we are now constructing a user’s manual to the human brain–ground zero for everything we do, know, think, and feel–and the sustainability of human progress.”

Told you there was no ambiguity and no, we are apparently not supposed to get a copy of that user’s manual. Fortunately for all of us, I found it anyway and laid it out in my book originally. I continue to explore it on this blog.

We can only stop what we know exists. The creators of that user’s manual and these visions of the future never wanted us to link K-12 reforms to what was really the End Game in time.

Tough luck I say.

 

 

Adding Comrade Education and Psychological Predation to Our Descriptions of Envisioned Cybernetic Learning

Since honestly laying out intentions in public is so rare in education reforms these days, I thought I would use a recent book by the founder of the Reos Institute, Zaid Hassan. Reos aspires to dramatically change K-12 education globally.  http://reospartners.com/project-view/449?v=print Hassan works closely with Peter Senge, Otto Scharmer, and the MIT Media Lab. The book is called The Social Labs Revolution: A New Approach to Solving Our Most Complex Problems . These two quotes give a sample to the recommended approach for solving today’s challenges. The first is from a professor, Thomas Homer Dixon:

“The public not only needs to understand the importance of experimentation within the public services; it needs to engage in experimentation itself. To the extent that the public explores the solution landscape through its own innovations and safe-fail experiments, it will see constant experimentation as a legitimate and even essential part of living in our new world.”

Now I find this book to be asinine and factually wrong in numerous instances, but ridiculous can still be influential. This book is to be the source of numerous conferences all over the world over the next year. Quote number 2 is from a US President, Franklin Roosevelt, and it leads a chapter called “The New Ecologies of Capital.”

“The country needs and, unless I mistake its temper, the country demands, bold, persistent experimentation. It is common sense to take a method and try it: If it fails, admit it frankly and try another. But above all, try something.”

Now historians (see Amity Schlaes’ fine The Forgotten Man) credit that very experimentation with what extended and deepened the Great Depression in the 1930s, but it did grow the public sector at all levels as a source of employment. Maybe that’s why Hassan pushes all this experimentation as does the UN and the OECD and even US agencies. After all the US Global Change Research Program (USGCRP) described these as the capabilities needed for education and workforce development back in January 2013:

“Building human capacity to respond to the emerging challenges…requires the expansion of skills within the existing public and private sectors and developing a new workforce that excels at critical and interdisciplinary thinking. Useful capacities include facilitation and communication skills, integration of new technologies and data sources into existing programs and practices, management of collaborative processes to allow for imaginative solutions, development and use of sustainable technologies to reduce climate risks, and building frameworks for decision-making in an internationally interdependent world.”

Now alert readers will recognize that this quote on what the US government now seeks from its citizens is an example of “various types of human activities” that Soviet prof Nina Talyzina wanted to make the focus of education under a cybernetics theory of control. Adults with such an education will think nothing of all this desired experimentation by the public sector and its cronies. They will be unlikely to know much about FDR except that somehow the Great Depression ended and will be unlikely to notice that author Hassan thinks Jack Welch was the legendary CEO of General Motors. (Obviously not a GE shareholder during the 90s.) Accurate knowledge is an obstacle to all these transformation plans in other words. It must be disallowed in the future without the shift being readily apparent.

One of the terms we are hearing tossed about now in states that adopted the Common Core and others, like Texas, that did not, is open source. Superficially it appears to be about not having to worry about copyrights on desired curricular materials. As usual though, even a tiny scratch across the surface of this assumed definition pulls up the actual intentions–to shift away from the “current dominant paradigm of teacher-and subject-centred learning in formal education…to a learner-centred, competency-based paradigm.” Did you catch that the phrases “learner-centered” and “competency” are regarded as the antithesis, as in 180 degree-polar opposites, of a transmission of knowledge approach? So the terms being bandied about on the new approach to learning reject the transmission of knowledge.

Instead we are to get learners’ own explorative, constructive and communicative activities, hopefully via ICT, that work on personal competences and “cognitive and social skills such a conceptual thinking, creativity, planning and conduct of teamwork, etc.”Just like that USGCRP vision imagines. Material from Europe (the OLCOS road mapping work) make the intended goal explicit. Education in the 21st century should provide the “competences required to participate successfully in the emerging knowledge-based society.” Well, “knowledge-based” sounds hopeful, doesn’t it? Except that’s another defined phrase pushed by UN entities and the OECD going back to a 2005 UN Economic & Social Affairs document.” Once again it is all about this transformation to a human solidarity vision where knowledge is actually to be limited to “information combined with experience, context, interpretation, and judgment. It is acquired through one’s own experience or reflections on the experiences of others.” This Tacit Knowledge, as the UN calls it, expressly includes “subjective insights, intuitions and hunches.”

The better to tolerate persistent experimentation and treatment as a collective. I had a reader outraged by this January 2014 vision http://www.edutopia.org/blog/how-common-core-social-emotional-learning-connected-maurice%20elias which seemed authoritarian. I agree, but creating a tolerance for this type of Psychological Predation and surrender of personal autonomy to the will of the group is simply practice for the global vision of the knowledge-based society. After all it must be a place that “cannot accommodate social exclusion and marginalization. This would result in weakening its very foundations.” So we all get to participate. If we do not get to actually attend these social labs in the future, we should at least help pick those decision-makers who do. (Much like that post from Marina Gorbis, head of Institute for the Future, contemplated).

Remember in the last post I pointed out how crucial the models of virtual reality and gaming would come to be for how students and the adults they become see the world? An example of  tools to foster the desired competences and skills is listed as “games-based virtual worlds that foster the understanding of social and economic dynamics through interactively changing rules and constraints.” Now who thinks that those virtual worlds will accurately portray what creates prosperity or causes dysfunction? And that’s the useful aspect of this little accurate knowledge, change the student approach. Such students are highly unlikely to play Spot that Error or Find that Fallacy like I do when I read these intentions for the future.

By insisting education must be experiences [Talyzina's activity as well as CHAT's or Common Core's learning tasks] that are “rich, real and relevant,” the priming conditions for the cybernetic theory of control are firmly in place. The nature of the activity or experiences or projects or tasks gets prescribed by a teacher or a computer. Plus the supposed tie to the existing real world affects the student’s mindset on how the world works and what needs to be transformed. Notice how all the emphasis on virtual worlds gives the perfect place to begin the habit of social, political, and economic experimentation. In fact, the examples given of “real, rich and relevant” are “addressing real world problems, working collaboratively, using new tools and information services, and critically discussing content and study results.”

In fact, this recent update being pushed by the Edutopia site http://learni.st/users/127212/boards/74592-applying-blooms-to-the-21st-century-workshop shows that the Education 3.0/Redefinition of the Purpose of Ed fits in perfectly with the Open Source agenda of radically altering the nature of teaching-and-learning (in the hyphenated way that means the Russian word obuchenie). It also fits perfectly with letting students use “learning approaches that allow them to play to their strengths by using creative and social software tools for coursework and carrying out study projects.”

Now I am not being a smart aleck by using the term Comrade Education. Well maybe just a little, but there is unquestionably a collective transformation vision attached to the learner-centered, competency vision. There was and is one attached to the cybernetics vision and its theory of how to gain predictable control over human behavior. The rationale for the Whole Child, social and emotional learning emphasis and all the push around non-cognitive personality traits all have political purposes seeking individual and collective social change. Knowledge may be an ever declining individual commodity, but, fortunately for us, if uncomfortably for my peace of mind, it is still something I have in abundance. And every bit of it says we are basing all these sought educational changes around impossible goals.

I would argue they are also unfortunate, dangerous goals. They are certainly goals that merit public discussion, not deceitful definitions that obscure the true nature of what is being transformed.

And How. And Why.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Digital Trilogy’s End and Perhaps Ours? Revolutionary Transformation as Explicit Goal of the National Ed Tech Plan

In 2010 the US federal Department of Education issued the National Education Technology Plan (NETP) report named Transforming American Education: Learning Powered by Technology. http://www.ed.gov/sites/default/files/netp2010.pdf It calls explicitly for “revolutionary transformation rather than evolutionary tinkering.” Thereby confirming the worst fears of anyone concerned the Common Core was some sort of an attempt to nationalize ed policy. Now I maintain the feds are actually plugging American ed into the internationalization of ed as a vehicle for systematic change with UNESCO and also the Paris-based OECD as the lead drivers but that is not today’s story. But do keep that in mind as part of the why. The Grit Perseverance Report and Digital Promise and media education and the computer gaming as classroom activity and assessment are ALL part of NETP.

So is the Common Core State Standards Initiative that I just abbreviate as CCSSI. Its purpose is described in NETP as creating the standards (used consistently and interchangeably in report as a synonym for outcomes in students) and new alternative assessments to “measure 21st century competencies.” Now I will come back to all this while you mull over the fact that CCSSI was always merely a temporary means to force states and local school districts to make the desired shifts laid out in the NETP and its collateral documents. That were never really intended to be widely read or known about.

CCSSI takes the political heat. NETP lays out the real sought transformation. Except it’s the same transformation at the level of the individual student and future voter as what was sought in the 90s as well. And we know that because in numerous places NETP mirrors both UNESCO’s DeLors, The Treasure Within, report from 1996 and Chapter 9, “A Curriculum About Humanity,” of the Paul Ehrlich book New World New Mind that I wrote about in the last post. Think of it as a long sought global vision for ed.

So why do we need to change what goes on in the classroom? Because we need to literally change the way people think says Ehrlich: “most important, we have to shift our understanding of ourselves as separate individuals, each seeking our own welfare, to an understanding of how we fit into social, biological, and physical environments.[a Blue Ribbon for every reader recognizing that description of Urie Bronfenbrenner's Ecological Systems Theory graphic] It is not that increasing scientific knowledge makes learning morals obsolete, but that the new world we’ve created makes the nature of moral choices unprecedented.”

Now hiding a deliberate shift in values, attitudes, and beliefs through adaptive software and in vague terms like competencies and 21st century skills and learner outcomes and social and emotional learning to supposedly prevent bullying and create mental health for all is obviously a great back door in for such a Change the Way We Think goal. Especially if you want to teach all these needs to alter moral choices “to children right at the beginning of their education.”

Remember Ehrlich was writing back before the Internet and today’s generation of videogames and stunning, visually compelling multimedia graphics. So his suggested way “to introduce young children to a new view of humanity might be through a cleverly crafted series of Saturday morning cartoons. The first might present humanity, metaphorically, as one single animal. We could show that if humanity were one animal, that ‘creature’ would now weigh more than 100,000 times its original weight. Think about an animal growing until it is now 10 million times more powerful than it was at birth. Wouldn’t that creature have to behave differently at the time of its great power than in its great power than in its weak infancy?”

Now before I continue on with the quote, I want you to keep that intentional manipulation via visuals and emotions on impressionable children in mind from now on every time you read or hear of an intention to use technology in the classroom to engage all students. Or here’s another quote from the NETP “leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students’ daily lives and the reality of their futures.” Elsewhere, NETP lays out technology’s ability to assess non-cognitive features like motivational influences and to do it through virtual reality simulations that can assess personal responses “within the context of relevant societal issues and problems that people care about in everyday life.”

Ehrlich, much like all these education professors whose theories we have looked at, wants to figure out how to change people’s perceptions of their daily reality. Here’s the rest of the quote from above. Ask yourself if Ehrlich would be a fan of David Christian’s Big History curriculum we have discussed.

“If we imagined humanity this way, we and our children could begin to think differently. Instead of pondering the local problems of our own life, we need to think about the collective life of our species. If, instead of thinking in terms of decades, centuries, or even the millenia of recorded history, we contemplated our history for many millions [italics in original] of years, then the problems we now face would take on a vastly different purpose.”

Well if that doesn’t give additional clarity to all the hyping about catastrophic man-made global warming whatever actual temp trends or trumpeting weather events like Hurricane Sandy as proof of too much “carbon” in the air, how about the acknowledgment that “If we could teach this understanding of our history and capabilities, both students and adults might begin to channel the development of humanity in new directions.” Directions that, like NETP’s vision for revolutionizing education, have a likely effect of making people far more malleable to being governed. And more susceptible to the social engineering aspirations of the behavioral sciences.

If you think of curricula in the 21st century not as a body of knowledge but as the prescribed set of learning experiences, it is a lot easier to see that learning sciences and cognitive theory as mentioned repeatedly in these reports as what the new classroom is to be about gets you to Ehrlich’s New Mind goals. Here’s another quote consistent with his intent that “the key to getting new-minded adults seems to be training them early.”

“When we say change the curriculum, therefore, it is really a code for saying change the whole society (since curricula are determined largely at the local level [Not anymore! How convenient.]) and changing the entire education system. It is a big order, our survival depends on it, and it is a task for grown-ups.”

Preferably those grown-ups with an Edudoctorate and a title to mandate all these changes that seek to transform society invisibly at taxpayer expense. These Supers and profs and principals and overpaid consultants have all been totally immersed in all these learning theories that are either political theories that track back to Uncle Karl or based on Soviet psych research. The lack of genuine knowledge in the typical ed degree program at any level leaves these Determined to be Change Agents almost the last people to be able to appreciate the likely dire implications of what they are pushing. Or its known tragic history.

Let’s get back to the NETP since it really is how the federal DoEd and the foundations and the tech companies for starters intend to get Ehrlich’s New Minds in a sufficient number of voters to drive the rest of the sought changes through the ballot box. Two explicit goals that actually sound nice and worthy drive this entire transformation of the ed system. Which of course is intended to drive revolutionary transformations in everything else.

Goal Number 1: “We will raise the proportion of college graduates from where it now stands (around 41 percent) so that 60 percent of our population holds a two-year or four-year degree by 2020.”

That’s a requirement that forces the nature of both K-12 and higher ed to change so that we have equity in credentials without real knowledge. Which in turn sets up voters who are likely to have expectations for their adult lives that cannot be met under current economic and social structures. They will have no idea that it is government interventionism and overregulation and the “learning sciences and theories” themselves driving the economic stagnation. They will thus be ready to vote for every demagogue promising change.

Goal Number 2: “We will close the achievement gap so that all students graduate from high school ready to succeed in college and careers.”

That second goal again forces changes on what can go on in the classroom since no achievement gap is allowed despite different life experiences, parenting, or language issues. The emphasis on ready to succeed again fuels the drive to reform higher ed AND the nature of the workplace AND the nature of the economy.

It will then become a necessary role of governments to ensure that anticipated adult success. Which is really convenient as I will lay out in the next post what the planners have in mind when they say they want governments to be the designers of new social systems.

For all of us.

Say what?

 

 

Being Grateful for What We Know and Appreciating Why It Matters

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

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

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

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

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

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

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

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

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

And that really is something to be Thankful for.

 

 

Targeting Student Values, Attitudes, and Beliefs to Control Future Behavior

I have long known that the function of Transformational Outcomes Based Education and its close sibling, Systems Thinking, is to be able to predict and control the behavior of future adults. Future voters. To change the prevailing culture in a society by attacking its noetic system. Prevailing feelings, beliefs, and values all get targeted by educational institutions for change to get a lasting change in behavior. Such goals (especially when enforced now via a Data Quality Campaign collecting and monitoring such info) may meet the very definition of Totalitarianism, but honestly, who will know in time? How many people will know that a cognitive goal means your belief system is the target? Or that it became fair game for manipulation by administrators and professors who either aggressively deplore capitalism and individuality, or do not understand the importance of either, and just want their paycheck and promotions.

As I mentioned in the previous post while investigating the current intentions of Systems Thinking, the name Milton Rokeach came up several times with work going back to the 1960s. That’s a crucial time period for me because it means a pedagogy or curriculum originally developed to be a weapon against the US during the Cold War has survived to the present. Something designed originally to destroy the rational capacity to think and free decision-making as an individual based on your own set of facts and concerns (assuming as many did that the Soviet Union would prevail over the US) remains in place under a new name. Still with the same purpose but different beneficiaries. Ready to compel behavior from instinct and emotion. Literally without a second thought.

It is very alarming that late in the book Presence the authors are discussing the Dark Side of Acting from the Heart. It is not something being pointed out to Principals and Supers and teachers being asked to promote the practices in the classroom. For someone like me who is deeply interested in history, it is too much a reminder of the unconscious impulse to act as a collective instilled in the German people via education in the 19th century. They thought it was the answer for the humiliation of being defeated by Napoleon. Talk about poisonous seeds.

It is Values most of all that Rokeach targeted because they are the fewest in number and have the actual ability to compel behavior. Can you see why Sustainability is to be the focus of so much of the Common Core implementation? Values also influence attitudes and emotions and the belief system. Values influence perceptions from daily experience. Think about how often you have watched or heard someone reject what should have been definitive proof with an “I just can’t believe it.” So they didn’t. That’s what values do and why manipulating them is so important if you wish to push a political ideology like collectivism or government intervention and direction of an economy.

I must say I always thought the regular use of the term “Competency” now was just to mislead people from recognizing that we are back implementing Outcomes Based Education again. I had even noticed how a Digital Learning advocate had used Objectives (Ralph Tyler’s term from the 8 Year Study) synonymously with Outcomes (Ben Bloom and Spady/Rogers’ term) and Competency. Turns out though as Milton Rokeach makes clear in his 1968 book Beliefs Attitudes and Values Competency combines both skills and values into a single term. The public then assumes a Competency focus of course includes academic knowledge. It is school or college after all. And the educators get to change and influence student behaviors through unappreciated value changes. The emphasis will be on what the student can do and if the actions are largely driven by emotion so much the better. There’s a reason Rokeach’s book has an Appendix laying out the potentials for Advertising of such an education emphasis.

How many parents will recognize the emotional and psychological manipulation being planned and documented under PBIS or Positive School Climate or recognize that Continuous Improvement is affective in emphasis? I may have joked about Purple America and Project Love but this values curriculum by the hugely influential NEA is meant to both make money and change American student values. http://www.invisibleserfscollar.com/does-purple-america-come-with-a-toy-dinosaur-or-is-it-just-more-sel/

And let me tell you how Rokeach planned to fundamentally shift both Individual and Societal Values to increase the emphasis on Equality in each student’s psyche at the expense of Freedom. It’s not the sort of thing a child comes home and tells you about. He used Student Surveys (don’t worry it’s not like Student Surveys are being included as explicit component of the Effective Teacher Measure that gives the school a reason for asking Anything Wished) and asked students to rank different values. Those students who ranked Freedom higher than Equality were then told how they rated their own interests as more important than the needs of others.  The exact quote used to needle the students was: “they generally care more for their own freedom than the freedom of others.” Practically like telling them they need an S tattoed on forehead and a Red T-shirt that says Selfish to wear around campus.

And all the self-awareness being pushed? Sometimes with the hugely pretentious name of Metacognitive? That just makes it easier to get the sought value changes, either by specifically targeting self-conception as we saw in this post  proposing to teach what a racist society we remain. http://www.invisibleserfscollar.com/self-efficacy-cultural-proficiency-training-critical-reflection-and-change-agency-development/
Or by targeting alleged hypocrisies, incongruities, inconsistencies, or contradictions between self-conceptions or self-ideals. Just as no one wants to think of themselves as being against freedom even though forced equality requires an all-intrusive government, Rokeach learned just how effective it was to point out variances in an individual’s values from the group norm. (Aren’t those Common Core student surveys going to come in so handy?) To use his nerdy phrase verbatim this disclosure usually “aroused a negative affective state of self-dissatisfaction.” People do not like to be self-dissatisfied for long so the survey information becomes the impetus for lasting “cognitive and behavioral change.”

And with those types of effects, no schemer since has been willing to leave Values alone whatever the outcry. Values and moral reeducation, I mean education, morphed into Outcomes Based Education and now Soft Skills and Social and Emotional Learning. It is still about targeting Values for change. As we discussed in this post in July, the Canadians adopting many of the same initiatives as the US on a similar timeframe have at least been honest enough to admit the real Common Core is desired values to be instilled in each citizen that have nothing to do with cherishing the Maple Leaf or Stars and Stripes. http://www.invisibleserfscollar.com/how-disabilities-law-is-already-being-used-to-gain-ehrlichs-new-mind-and-the-future-earth-economy/ And when you get that kind of international consistency in education you always know UNESCO is lurking around nearby.

And UNESCO really does now seem to serve as the repository for schemes in the West against capitalism, individualism, and rational, logical, academic knowledge. But during the Cold War, much of that same aim came from the NEA, especially its ASCD subsidiary. In March 1978, Educational Leadership published a special issue called “Education of Judgment and Action: Personal and Civic.” It appears to be the launch of the formal push to make Values Education an integral part of US education going forward. The listed rationale was:

“the cultivation of decision making particularly as it relates to political virtues that are appropriate to constitutional self-government and that are required to achieve a society that stands for justice, equality, and freedom in the modern world.”

And that’s how the War commenced to permanently change the behavior of future voters via the schools by changing the underlying Values. To cultivate that herd instinct that can cause any nation so much grief. And if you actually read the 1978 essay “The Status of Education of Judgment” by one of Rokeach’s favorite values educators, John R Meyer, you would learn that the value of freedom to be fostered is not the traditional American belief that it is a natural right existing prior to any compact with government. No, the essay rejects that definition of Freedom in favor of the John Dewey definition then being pushed hard again (1977) by Columbia Teachers College.

“Freedom is a social benefit conferred by the collective intelligence of society.”

Aha, I believe we have found the long-lingering root of the problem of national Values education. And now it is international with UNESCO and OECD running what are to be instilled as Values. Yikes!!

 

How Disabilities Law is Already Being Used To Gain Ehrlich’s New Mind and the Future Earth Economy

Winston Churchill presciently observed that “The farther backward you can look, the farther forward you are likely to see.” That’s the irony to the argument that the world is now changing so fast that students no longer need actual personal knowledge of what has gone before. What worked well and what led consistently to catastrophe. In fact if the world is in flux to a significant degree, that calls for more factual knowledge, not less. Instead, of the absurd argument now that relevance involves real world problems or concrete situations from a student’s everyday life,  relevant knowledge is best obtained from what has endured over time. Guideposts of personal living that have consistently led to prosperity to be emulated or disaster to be avoided. In either case, familiarity and appreciation for what works, and does not, and why should be the essence of education, K-12 or higher ed, academic or vocational.

When I wrote “Learning to Learn” on July 18 I was relying on the Small Planet book for the discussion of New Minds.  The actual copy of New World New Mind:Moving Toward Conscious Evolution (1989) was in transit though. When it arrived I discovered a book that was far more graphic than I would ever have imagined that tied together so much of the changes in education, the economy, society, culture itself, and US and Western political systems we have been discussing in numerous posts. All in one place. It explained ed reforms in the 90s and the entire Sustainability push over the past 20 years and current efforts in all these areas. For now there are two hugely important aspects of the book we must appreciate immediately.

The first is the repeated assertion (with co-author Robert Ornstein) that the “past is no longer prologue.”  To be more explicit:

“Learning about the past–the knowledge, the ideas, the concerns–is useful only insofar as the past perseveres into the present.” (284)

I guess no child ever again needs to learn about castles, armor or what led to the Fall of the Roman Empire. In fact, the book goes on, with plans for designing and creating “an unprecedented new world,”

“Getting ‘the basics’ is important, but getting a new curriculum is even more so.” (195)

Like the Common Core? 21st Century Skills? Outcomes Based Education? OECD’s Competency? That’s the curriculum to create “new mindedness” which will take “a major worldwide cultural effort.” If only the authors had access to vehicles like UNESCO or the UN Environmental Programme (UNEP) or the International Council for Science (ICSU) or the International Social Science Council (ISSC). Why wait. That’s the other key aspect of the book that we really need to talk about now. Listing John P Holdren of the Energy and Resources Group at UC-Berkeley as a person to thank on the Acknowledgments page. Citing the Ehrlich-Holdren book from 1988 on The Cassandra Conference to provide “early warning of humanity’s building population-resource-environment problems.”

If only someone was in a position to implement the alarming aims of New World New Mind we might need to worry. Well John Holdren is the Science Czar for the Obama Administration and the National Science Foundation reports to him. Which would put him in charge of creating the Belmont Forum in 2009 and the Belmont Challenge in 2010 and the Belmont Forum’s activities in launching the Future Earth Alliance (FEA) in 2011.  And when the Future Earth Alliance created its final framework document in February 2012. Holdren remains as FEA prepares to become operational in 2013 with the aim of “achieving a sustainable global society.” Is anyone surprised that the social, economic, human development goals and behavioral changes EFA is seeking mirror the New World New Mind vision?

We need to pivot though because our worldwide cultural effort has latched onto a new vehicle to try to get the US Senate to ratify the UN Disability Treaty this week. Completely unaware of how that will pull in UNESCO’s Learning to Learn, Learning to Be nonacademic education vision for all students in the US. And not through the temporary regulations being stealthily used now but through a ratified treaty that sounds considerate and kind-hearted. Let me explain.

There was a global education conference last week in Cairns, Australia that American educators attended to get ready for Common Core here. They blogged in excitement about the Competency Wheel created by educators from Alberta, Canada. Basically the wheel is a visual of the affective attitudes and values and skills desired for students anywhere in the West. What the already in power want and no more is a valid description of what seems to be in store for our students. Getting them ready and willing to go along with that New World and Future Earth I suppose. Following the wheel back to Alberta by internet brought me the ubiquitous 21st century skills. No surprise. More importantly though it brought me to a 2011 report “Supporting Positive Behaviour in Alberta Schools: A school-wide approach” and a 2005 document “The Heart of the Matter: Character and Citizenship Education in Alberta Schools.” Appendix A to Heart of the Matter even has Nel Noddings’ work that we so recently tracked to student wellbeing in Oz.

These 2 documents not only combine virtually every stealth ed initiative we have mentioned as a key component of the actual implementation of the US Common Core, but they do not pretend it is still about content. That anyone is trying to transmit knowledge anymore beyond the basics of literacy and numeracy and political issues that can be manipulated to create a sense of urgency for social change. No. Thank goodness the Canadians are honest enough to say explicitly the Common Core is desired values. And not the ones that make you grateful for the Maple Leaf or Stars and Stripes.

Positive behavior measures are now being pushed globally (I have the book) as a unobtrusive way to use education to gain desired social change. In the US http://www.invisibleserfscollar.com/how-social-and-emotional-learning-as-the-primary-focus-is-coming-in-all-the-windows/ it is now coming in through anti-bullying campaigns and PBIS/RTI for all students. The PBIS continuous improvement troubling curriculum is being required for all students through the disabilities laws and rules. UNESCO has been pushing social and emotional leaning as a primary emphasis all over the world as an equitable focus for schools since not all students are equally able in an academic orientation.

That was my first thought when I heard about the UN Disability Treaty yesterday and anger that Senator Jim DeMint had put a hold on considering it. Then I remembered the work I had done on Universal Design for Learning. Originally designed to give disabled students equal access, UDL was quietly incorporated into how Common Core must be implemented in classrooms. Instead of alternative methods for some, UDL mandates that only universally accessible methods and practices be allowed for any students. It explicitly mentions lectures and textbooks as discriminatory.

I knew that but had forgotten the implications until my brain woke me up early this morning. Reminding me that the metacognitive, learning to know yourself, alternative classroom activities UDL pushes as accessible for all students fit the methods to obtain New Mindedness outlined back in 1989.

I don’t think any of this is coincidental. Do you?