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.

Drawing Back the Standards Curtain to Discover the Global Coordination to Redesign the Very Nature of Curriculum

We have discussed the fact that the phrases “Common Core” or “Competency” or “21st century skills” make wonderful excuses that obscure virtually all of what is really changing. Especially since we also have new ways of measuring the results and effects and turning it into data. When those of us who read the small print of reports, or attend PTA meetings, or actually look at what students are being asked to do, notice a complete paradigm shift away from factual knowledge as a primary purpose of schools and then try to raise our concerns these days, we usually get nowhere. We get to hear the typical supportive talking points about how “Standards are not curriculum,” and how the country “needs these standards to be internationally competitive,” and finally, how “Business wants these standards to create a skilled workforce.”

If we happen to be armed with some factual knowledge and point out that endorsements from tech companies who will benefit financially is not what will bring tomorrow’s jobs, parents quickly discover that disputing the talking points on the Common Core is like trying to have a discussion with a robocall or a parrot. Now I am going to say do svidanija!, the Russian phrase for goodbye, to any discussion today of Soviet psychology and the fact that the education model the Common Core reflects when we look at what is being asked of teachers, measured in students, and theories imposed on the classroom all comes from the old USSR. Decades of experimental research and now imported to the US and other countries as cultural-historical activity theory. I suspected it before but recently reading the 2002 book Learning for Life in the 21st Century removed all doubt.

But curriculum is our focus today. The developmental perspective that CHAT and learning theories grounded in Vygotsky represent needs a redesign of the very paradigm of the curriculum. And it turns out they have it because in 2011 Harvard set up a Center for Curriculum Redesign that has UNESCO, Pearson, the Gates and Hewlett Foundations, the Nellie Mae Foundation behind the Competency Works report from the last post, Microsoft, Intel, IBM, Google, the OECD and World Bank, and the governments of Massachusetts; Finland; Alberta and Toronto, Canada; Korea; Singapore, and the Australian curriculum authority (acara) all involved. Global coordination indeed of precisely what students everywhere will be interacting with and experiencing on a daily basis.

CCR came to my attention a few days ago when the OECD began touting it http://oecdeducationtoday.blogspot.com/2014/02/mathematics-for-21st-century.html . Since my book has an entire chapter on what was really being sought in the so-called math and science wars, announcing that the “Center for Curriculum Redesign’s Stockholm Declaration has stated: We call for a far deeper and reconceptualized understanding of mathematics by the entire population as a critical right, requiring:

* a new vision of mathematics education that anticipates needs and reinforces the role of mathematics in society, economies, and individuals, and strengthens gender equity,

* changes to existing Mathematics standards as presently conceived, through a significant rethinking of what branches, topics, concepts and subjects should be taught in Mathematics for human, economic, social and career development…”

Well, THAT got my attention. You can imagine my surprise when I discovered Charles Fadel was a Visiting Practitioner at Harvard. Ooops, I see I have forgotten to mention the University of Pennsylvania and MIT are also involved. And not just Stanford but the very prof, Roy Pea, we met in this post http://www.invisibleserfscollar.com/the-need-to-know-as-we-understand-it-today-may-be-a-lethal-cultural-sport/ on the NSF funding of cyberlearning and informal learning.

Prof Pea is psyched to be an advisor to CCR since “In my studies of learning and development enhanced by technologies over the years, I’ve often emphasized the importance of meta-cognition, planning, leveraging distributed intelligence, and other aspects of human competencies (my bolding) that are often tacit or left out of curriculum studies and standards. Like many of my colleagues, I’m keen to see more integral support from educators for developing learner’s adaptive expertise–a framework I find preferable to 21st century skills. Once we separate ‘skills’ from expertise, which incorporates skills, knowledge, dispositions, interests, and identities–all essential aspects of competencies–we run the risk of having separate curriculum units on skills, divorced from content and other aspects of expertise.”

Now that is someone thoroughly immersed in the Vygotskyian education as humanizing the entire personality paradigm from that defunct country we are not discussing today. Pea clearly sees CCR as furthering that tradition of how curriculum is to be used. Another fascinating description from someone involved with the Common Core Next Generation Science Standards read like this:

“The vision you are building toward–to deeply redesign curricula so that we focus young people on experiencing content as purposeful, interdisciplinary and personalized–is key to the process of transforming education globally.”

That was Margaret Honey of New York Hall of Science. The Partnership for 21st Century Skills is also on board and “applauds the vision of CCR to redesign curricula for the 21st Century that is both relevant and engaging, and goes beyond core content.” These letters are available on the CCR website under partners. I will give one more quote from ERB since it is speaking on behalf of its member schools and that includes many of the most prestigious private schools in the US. It says “We relish the opportunity to help redefine what it takes to be a knowledgeable, ethical, and wise citizen of an interconnected and interdependent global community of learners.” A very interesting end goal that is probably not what a parent has in mind when they ship off their high schooler to an expensive boarding school.

Now obviously the various UN entities pursuing their Sustainability and post-2015 vision and the OECD with its Green Growth and Great Transition visions of the future could hardly find a surer vehicle for reaching the most people during the period of their lives when they remain the most impressionable than being involved in such a planned curriculum redesign. One that, in the words of the Finns, “necessitates a corresponding, bold  reconsideration of the nature of knowledge and learning, contents and the pedagogical practices of the school. It is time to rethink what it is that we want students to know and be able to do in future societies and in a globalizing world.”

The curricula redesign then is an essential component of creating a means of enacting a fundamental transformation of systems (Making History is what the theorizers call it) plus a bridge to then transition to that supposedly more just, communitarian-oriented future. Fadel has a 33 page White paper on the curriculum redesign site that makes it quite clear that the idea is to Rethink what is Taught in order to transition to a better world. Page 18 shows a drawing straight out of Hard Times with the heading “So it is a grand time to act unless we want a Dickensian society.” Page 19 quotes the winner of the 1974 Nobel Prize in Medicine that “We have evolved traits [such as group selfishness] that will lead to humanity’s extinction–so we must learn how to overcome them.”

Eliminating human selfishness as the point of the curricula and education and then making the public sector the dominant planning force in society. That’s much more likely to create a Dickensian future than be a means for avoiding it, but then I am still a fact-based person, not a theorist looking to implement infamous or untried ideas on a global scale. It is also interesting Fadel envisions “Leveraging our entire selves–head, heart, and hand” in this effort of social, economic, and political transformation. He also sees curricula redesign as a means of fostering personal fulfillment. Right.

So Standards are not curriculum, but the Common Core Standards, whatever their new names in the various states, serve as a vehicle to obscure this intended global shift in what is to be going on in the classroom. Big Business wants this because they hope to benefit from the associated public-private partnerships planned. The international competitiveness is grounded in a vision of global transformation to public sector planned economies and pushing for social justice for disadvantaged groups in each country. So much for those talking points.

Now we better focus on where this new concept of curricula is taking us. Because it is to be conveniently hidden for the most part on inaccessible computer databases and networks. How convenient that so many interested in the ‘cloud’ and Big Data generally have signed up to help reconceive the curricula paradigm. Some entities are about to have quite a useful control over a great deal of pertinent information. While at the same time they are trying to minimize the actual knowledge any citizen is likely to have.

Does this curricula redesign feel like an effort to uninvent the printing press and its liberation of the individual’s access to information to anyone else? A future vision that combines economic and political power and seeks to limit unapproved knowledge.

Anyone else recognizing what time periods we seem to want to ape here?

Digital Promise and 21st Century Skills as the Long-Sought Rapid Change of Minds for the Future

When I was looking for a way to explain what the effects would be from seeking new kinds of minds and personalities through ICT and tracking affective responses, I remembered the 1989 book New World New Mind: Moving Towards Conscious Evolution. Now I do occasionally pull books off the shelf to help illustrate a point vividly but the link of that book to the Digital Promise and 21st Century Skills initiatives is actually quite direct.

http://www.digitalpromise.org/how-practitioners-and-policymakers-can-work-together-to-innovate/ is a July 31, 2013 story on the meeting of League of Innovative Schools Supers and Admins with reps from the federal DoEd, the White House Domestic Policy Council (this push is a high priority for this Administration), and the Office of Science and Technology Policy. John Holdren heads OSTP and his long-time mentor and associate Paul Ehrlich of hyping various global catastrophes fame (with his own tag) co-wrote the New World New Mind book. Ehrlich mentioned and thanked Holdren for his help on the Acknowledgments page.

Chapter 8, “The Beginnings of Real Change,” makes it clear this is a global program to use education to change “the nature of our minds and the training we give them.” According to Ehrlich and Robert Ornstein: “although the problems that humanity now faces are immense, at least they are of our own making. The mismatch of our brains with our environments has been produced by millenia of effort, by the skill, ingenuity, and drive of our species–by the very minds that are now out of step with the world they live in.”

Ornstein and Ehrlich wanted to extinguish that independent ingenuity and drive some people have through “a revolution in the way we bring up children and in the way we teach and what we teach.” They recognized, as all of us now need to, that traditional “schooling also changes the structures of children’s minds significantly [they mean at a physiological level]. Reading, writing, and arithmetic, so commonly taught, are not [emphasis in original] natural acts of the mind, but are radical transformations of the way the nervous system operates. The mind’s default positions are for talking and listening…”

Which is precisely why talking and listening as the purpose of the Discourse classroom, and required projects and group collaboration and communities of learners, is such a huge focus of the actual Common Core implementation. It is why print literacy is minimized and media and digital literacy are held to be just as important. It’s not a better way to learn. It’s an active pursuit using ICT of these New Kinds of Minds. After all Joel Klein, head of Rupert Murdoch’s tech-focused ed subsidiary, Amplify, actually said that was the goal to my face at a luncheon last fall. http://www.invisibleserfscollar.com/ridiculing-the-1860s-mind-as-unsuitable-for-the-21st-century-cui-bono/

So New Kinds of Minds remains the pursuit almost 25 years later and the other Ehrlich/Ornstein goal then becomes changing prevailing attitudes on politically useful topics. Cultural-historical activity theory or CHAT is a learning theory imported from the USSR created to change  the course of the future by changing the dominant culture itself. Through school specifically but also education generally. I’ll put it this way CHAT theorists also care about what stories get pitched on the nightly news and what the headlines read. What themes will the typical person come to believe are an issue as they go through busy lives? One of the CHAT theorists, a Finnish prof who also works in the US. Yrgo Engestrom (also tagged), kindly put his Learning by Expansion’s theory’s purpose into explicit published words in 2010. http://www.helsinki.fi/cradle/documents/Engestrom%20Publ/Studies%20on%20expansive%20learning.pdf

The article acknowledges a reality that the Supers and ed profs and principals do not bother to tell parents, politicians, and taxpayers so I will: “there are two basic metaphors competing for dominance today: the acquisition metaphor and the participation metaphor.” Now I will stop quoting Yrjo for a minute to point out that the entire actual Common Core classroom implementation this blog has been describing is dedicated to requiring the participation vision. Using misleading terms like equity and excellence and Quality Learning to get there. As I have been explaining, every entity that has a legal ability to regulate or mandate what goes on in the classroom is insisting that participation now win this competition. And it gets hidden in the insistence on group projects and collaboration. But Yrjo was even more graphic about what his and other CHAT learning theories are designed to do and change.

The key dimension underlying the acquisition vs participation “dichotomy is derived from the question: Is the learner to be understood primarily as an individual or as a community?” The participation purpose comes down on the community side of that question in direct contradiction to the West’s historic belief in the primacy of the individual. That is the question at stake in all these ed reforms. Pushing for this new answer behind our backs and without our consent is precisely what Digital Promise and 21st Century Skills are really about.

Yrgo again kindly says there are three more dimensions at stake with all these learning theories like his that are designed to push participation as the new radical vision of education to create “new activity structures for society.” Think workplace, neighborhoods, political processes. These ed profs and administrators have great ambitions while they are living at taxpayer expense. In each of these questions, it is the part I bolded after the “or” that is what is stealthily coming at us like a high-speed freight train whatever our state says it is doing on the Common Core. And in other countries too. Oh, and the ICT focus is a huge tool for gaining this shift.

*Is learning primarily a process that transmits and preserves culture or a process that transforms and creates culture?

*Is learning primarily a process of vertical improvement along some uniform scales of competence or horizontal movement, exchange and hybridization between different cultural contexts and standards of competence? [Think of this as hip hop being as valid a means of communication as a well-written insightful factual paper]

*Is learning primarily a process for acquiring and creating empirical knowledge and concepts [reflects reality in other words] or a process that leads to the formation of theoretical knowledge and concepts?

Now theoretical knowledge and concepts is of course another term for ideology but what do you expect from a theory designed to achieve massive social change as a direct successor to Uncle Karl’s now infamous theorizing? Yrjo leaves no doubt where we are all going with this quote: “While traditional schooling is essentially a subject-producing activity and traditional science is essentially an instrument-producing activity, [expansive] learning is an activity producing activity.” [his italics]

Now that kind of graphic lay out of intent to create transformative action in students is what is coming to our classrooms but the graphic warning is nowhere in sight. Instead we get far more innocuous sounding initiatives being paid for by the National Science Foundation such as Janet Kolodner’s “Learning by Design’s Framework for Promoting Learning of 21st Century Skills.” Janet is also the listed PI for the troubling and related NSF Cyberlearning push that I described here  http://www.invisibleserfscollar.com/the-need-to-know-as-we-understand-it-today-may-be-a-lethal-cultural-sport/ Now Janet’s CV is simply too solid for me to believe that she really thinks that a case-based method that is suitable for adult med students, who have a well-stocked brain of knowledge and analytical skills to be where they are, is somehow suitable for middle schoolers who generally have neither.

The truth is the whole Next Generation Science and Learning By Design and Case-Based Learning is just a rejection of science as an “instrument-producing activity” as in sharp ingenious minds or new unapproved technology without saying so. What Ehrlich and Ornstein sought in their book so long ago. It’s the excuse for a classroom centered around social interaction and designed to limit the cultural transmission of knowledge built up over generations that makes humans a very special species and some people downright extraordinary in their impact on all of us and the direction of civilization.

Kolodner sees people as “goal processors who make our way through the world trying to achieve our goals” which strikes me as a horrifically hobbling vision for the future. Like so many other reformers she wants to shift our daily perceptions going forward and limit us to our previous experiences coupled to theoretical framing school will provide. Yrjo would approve. The end result of these classroom activities are students who are adaptable to uncertain, new, and rapidly changing conditions. Which of course the ed reforms intend to drive. Students who are capable of complex communication and social interaction. The world trembles at the thought of a superpower preparing ALL students to be in the habit of listening and asking questions of each other and making presentations. We also get students capable of non-routine problem solving and self-management which is starting to sound a great deal like David Conley’s definition of College and Career Ready  created for the Gates Foundation.

Finally, students learn to be good systems thinkers and to see themselves as embedded in systems. Even if it is not true in reality, it is such a useful metaphor to get students to see themselves as part of a community instead of an independent individual.

No wonder Paul Ehrlich is running around giving UN presentations that humanity is more than 5 years into a global program to radically change human behavior.

Yes indeed, driven by education reforms that are poorly understood and collectivist political theories masquerading as learning theories.

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Hyping Personalized Digital Instead of Closed-Loop Learning Sounds Better. Omits all that Troubling Data Gathering Too

I really am not opposed to the 21st Century. I simply notice when I am dealing with a slogan for self-interested change instead of the real rationale. For a long time that has been my suspicion about the Digital Learning push. It would enrich the sellers of all that computer equipment and software. But it’s a lot more than that. I have come a long way since a speech by former West Virginia Governor, Bob Wise, hyping Digital Learning by pulling at the heart strings. He had the audience visualizing the children in isolated Appalachian hamlets hungry for knowledge. Suddenly gaining access to the top science lecturers via ICT and having the chance to move beyond their current circumstances.

I remember thinking that I had just read repeated insistences that under the Common Core teaching template lecturing and explaining concepts systematically were out. As in better not do it if you want to keep your job. So the poignant story just came across as a desire to sell Digital Learning where the facts did not fit the sales job. But we have education doctorates now credentialing based on an agreement to make technology the focus of school. It’s central to the accreditation vision of schools and districts going forward. It is central to the UN’s vision of the 21st century “bureaucrats manage us and we don’t complain about it” Knowledge Society.

The one I explained here http://www.invisibleserfscollar.com/all-that-is-solid-melts-into-air-but-does-it-really/ where knowledge as we know it is mostly missing and intuitions and hunches substitute just fine. I have ed tech conferences going back more than two decades giddily acknowledging that digital learning is a Trojan Horse, weakening academics but doing wonders for social inclusion. We have Basareb Nicolescu, President of UNESCO’s CIRET, writing about “The Transdisciplinary Evolution of Learning” where “mentalities evolve” because “courses at all levels” must now “sensitize students and awaken them to the harmony between beings and things.” Remember that when we get to Learning Maps below. And that this consistency of coursework is best accomplished by extending “networks, such as the Internet, and ‘invent’ the education of the future by insuring planet-wide activity in continuous feedback, thereby establishing interactions on the universal level for the first time.”

Which certainly sounds like what is going on with the MOOCs like EdX and their now global partnership of higher ed institutions. The problem no one is focusing on was laid out in a November 2012 UNESCO Institute for Information Technologies in Education (IITE for short) report on Learner Analytics. If you are not familiar with IITE, perhaps it is because it is located in Moscow. Yes, the one that likes onion-domed architecture and seriously regrets the loss of its former Superpower status. In case “Learner Analytics” is a new term for you too, I will include IITE’s definition. Since the US Department of Ed has also quietly put out a report advocating LA and education data mining, let’s all listen up now:

Learning Analytics appropriates [captured digital data to help inform decision-making] for education. With the growth of huge data sets and computational power, this extends to designing infrastructures that exploit rapid feedback, to inform more timely interventions, whose impact can then be monitored. Organizations have increasingly sensitive ‘digital nervous systems’ providing real time feedback on the external environment and the effect of actions.”

So in K-12 Digital Learning the computer system is capturing a great deal of info on each student’s interests, capabilities, responses to questions, attitudes, perseverence, actions, etc. As to MOOCs and free online gaming, well that LA report said point blank:

“The free hosting of learning platforms and courses by initiatives such as Harvard+MIT’s edX are quite openly motivated by the opportunities that come with the ownership of unprecedented data sets from millions of learners’ interactions.”

Which is apparently so useful that MIT now has a Human Dynamics Lab looking at a society enabled by Big Data. http://hd.media.mit.edu/ . Something to think about with Peter Senge and Otto Scharmer and reorganizing 21st century society around systems thinking. And the push at Harvard and MIT for Action Science and a new economy based on needs and distributed capitalism. Not to be paranoid but the National Academy of Sciences really did advocate that the US economy be reorganized around Sustainability and planned with Big Data with the aid of the tech companies like Microsoft and IBM. And at the precise same time K-12 and higher ed are being reorganized to limit knowledge and just rain personal behavioral data on companies like Coursera and EdX and NewsCorp’s Amplify and Carnegie and Gates-funded inBloom. What are the odds?

I read the new book Big Data this weekend and it states that if another company came up with “an e-commerce site, social network, or search engine that was much better than today’s leaders like Amazon, Google, or Facebook, it would have trouble competing…because so much of the leading firms’ performance is due to the data exhaust they collect from customer interactions and incorporate back into the service.” Now if that is true now, imagine combining that inferential data with all the personal behavioral data scheduled to become available from the new gaming focus of K-12 and the expansion of the MOOCs and the online delivery of basic math and literacy skills.

When I had the epiphany that perhaps the real purpose of the Common Core State Standards was to get Digital Learning in place and all the behavioral data that would then start to flow, I searched for a connection to Big Data. Up popped this recent article http://online.stanford.edu/news/2013/02/19/learning-goes-digital-big-data-can-guide-us on Stanford Prof Roy Pea, a big fan of Soviet Lev Vygotsky, who we already met in this troubling Cyberlearning post. http://www.invisibleserfscollar.com/the-need-to-know-as-we-understand-it-today-may-be-a-lethal-cultural-sport/

I actually listened to the hourlong EduCause keynote speech by Professor Pea and took good notes, Beyond all the data flowing out of MOOCs, both Professor Pea and the OSCon July 2012 speech of Danny Hillis from Applied Minds he referenced (and I also listened to) made it clear that online courses require Learning Maps. Closed Loop Learning Maps of a Domain that the student moves through with a visual interaction via computer. Hillis and Pea said the Common Core takes K-12 in this direction and then each put up a slide of skills with the title: “Example of Competencies That the Map Needs to Show.”

MOOCs then would do the same for higher ed. In fact, Pea lamented that “learning maps are conspicuously absent” in higher ed and that their “development is an ‘urgent priority.” Doesn’t that sound lovely? These are the skills step-by-step we want you to have and we are designing backward from the end view. The skills needed for the UN’s Knowledge Society.  The one of just experiential knowledge and hunches and basic skills as described above and in this deeply troubling recent report   http://www.un.org/sg/management/pdf/HLP_P2015_Report.pdf

Hillis and Pea both talked about the InBloom K-12 database that will make “open access, flexible, useful learning maps and recommended learning resources for every student’s specific interests and needs–a reality throughout US schools.” Which is of course only possible because of all the personal behavioral data to be captured by the computers and software and Amplify tablets etc. Hillis also mentioned that the Gates Foundation funded the buildout of inBloom’s “personalized learning” infrastructure as part of its much broader interests in education that go far beyond the Common Core.

Now the Big Data book says it is now impossible for an individual to limit the flows of Big Data everyday and that we just need to make the companies accountable for what they do with it. But accountable to who? The US federal government wants the tech companies to help governments at all levels rework the nature of the economy. The UN wants the Knowledge Society with a global Mutual Benefit economy that looks like a modern version of that little c communism vision that Uncle Karl came up with so long ago. They claim that will result in a peaceful world by 2030. Transdisciplinarity and Sustainability and MOOCs and Competencies and 21st Century Learning are ALL premised on this revised UN-developed vision of the future.

I know because IITE issued an April 2012 Policy Brief that says precisely that called “ICTs for Curriculum Change.” Where is our recourse if that’s the vision the Gates Foundation is actually funding our transformation to? or Carnegie? or the National Science Foundation?

And through inBloom and Digital Learning and expanding MOOCs we are about to put Big Data on steroids with info on thoughts and desires and feelings for virtually every student in K-12. Professor Pea pointed out that MOOCs will not be about working with a professor. They will be about students working with each other. An online social learning community throwing off personal data.

Community. Community. The omnipresent vision of the 21st century.

Will there be any place for the independent individual in this vision?

Specifying New Education, Economic and Social Models as the Final Act of the Civil Rights Movement

Can you imagine what your teenage and early 20s would have been like if you got a Get Out of Jail Free card for your 15th birthday? And were then told it could be used 5 times or, better yet, unlimited usage. OK, stop dwelling on the mischief that would have ensued or already happened but without punishment this time. Bet you learned your lesson. With that card you wouldn’t have had to.

What I am about to point out is that the Common Core has become the all-purpose excuse that generates access to loads of taxpayer money to implement theories that may have never been tried before. Or tried with a tragic history. Or have been created by political theorists and professors and even Soviet psychologists as we keep seeing to create wholesale noetic personal changes to gain transformative system changes. Shifting away from an ethos grounded in the primacy of individuals and the choices they make to groups and collectivism and enforced responsibilities as the hallmark of citizenship. All at our expense. Created by people who do not have to pay a personal price if this is a disaster and have much to benefit from in terms of promotions, new jobs, or locked in revenue streams for the requisite 4G wireless contract that will go with all those tablets for every student after you hire a former urban school super to be your Head of Sales.

Nothing but cronyism where politically connected individuals meet public money but it’s the name of the game now in this Digital Literacy push. And at the end of all those dollar transfers will be muddled, weakened minds waiting for a visual prompt and life to be one big engaging game. What a disappointment being an adult will likely be. You get the picture. Anything and everything gets a pass if Transformation is the actual or potential goal. It’s a free-for-all of change and mostly under the radar for the average taxpayer or parent. If they do notice something is wrong, they simply get told “This is the new Common Core State Standards Initiative so ALL our students will be college and career ready for the 21st century. This will allow us to be internationally competitive.”

Now that’s not the real story as we know well but it buys time and your dollars while the real moral and ethical and affective orientation instead of knowledge continues apace in our schools and higher ed. Called student-centered learning or individualized learning. With potential wakeup calls like “Student Loan Write-offs hit $3 Billion in first two months of Year” being off most people’s radars. http://www.chicagotribune.com/business/sns-rt-us-usa-studentloans-delinquencybre92o11k-20130325,0,6746534.story . Also likely off your radar screen is the related story of the National Science Foundation doing Neuroscience and Cognitive Science research to see how these new forms of instruction and assessment and classroom practices physically impact the brain. http://www.nsf.gov/pubs/2013/nsf13067/nsf13067.jsp?WT.mc_id=USNSF_25&WT.mc_ev=click .

Now that’s not quite the wording of that Dear Colleague letter although “how the brain regulates the individual’s biology…and allows organisms to behave in and adapt to changing environments” is awfully close. Especially when we add in NSF’s involvement in the globally transformative in every respect starting at the level of the human mind, Belmont Challenge, or its decision to use education to squelch climate skepticism as part of the USGCRP 2012-2021 initiative. Or the fact that NSF reports to John Holdren whose colleague of many years, Paul Ehrlich, is seeking new kinds of minds that do not fall back easily on rational thought.

I have not mentioned the Axemaker Mind metaphor recently but destroying it is very much part of this ed reform vision plus the accompanying systems transformation for Equity and Equality. Many of you may not know if you use dynamic MRI imaging of a brain that reads phonetically and fluently and compare it with the brain of a teenager or adult of limited literacy you visually see the firing throughout one but not the other. Let’s think about that picture of Korea from space at night with the North in black and the South all lit up. If you are a school or classroom producing brains that still light up like South Korea in five or 10 years, you have not been following the sociocultural model of collective emotional understanding. And it will be physically apparent. The effective classroom at producing new kinds of minds with cyberlearning (also a big NSF initiative) and collaboration and no more lectures may well produce brains that image like North Korea. Some Equity, huh?

Equity and Equality also come into play in the reforming the high school initiatives that are shifting everyone toward what the Soviets called the polytech model (although they did pull out their finest minds and send them to academic boarding schools to retain their abilities). That’s not going to be on your radar either probably even though President Obama did mention P Tech in his State of the Union. Just to point out though that this dramatic overhaul is not really about the Common Core I came up with some links that precede CCSSI. Remember Jeannie Oakes of the Participatory Social Inquiry post?  http://www.invisibleserfscollar.com/throwing-an-invisibility-cloak-over-the-classroom-to-get-to-deweys-participatory-social-inquiry/ She was involved in this transformation in California before leaving for the Ford Foundation and was kind enough to tie this high school initiative to its real source–John Dewey’s 1915 Democracy and Education and his idea of education by occupations. http://www.connectedcalifornia.org/downloads/LL_Expanding_Pathways.pdf . SREB has also been on this bandwagon for a long time as the high school vision for ALL students as are other groups.

The Common Core excuse and the College and Career-Ready slogan then mask a whole lot of huge philosophical, politically transformational changes that are mostly unknown. Being implemented without much discussion to avoid the previous controversies or pesky arguments about constitutionality. Especially when you think through a government with police and coercive power collecting and sharing data with vendors on all aspects of students’ developing personalities and interests and attitudes and values. A marketing and political consulting dream come true.

Now that I have pointed out how you get transformative change at the level of the individual student in place without really being seen and also revealed that there will be means of monitoring compliance other than data collection of Student “Growth” (another concept that tracks to Dewey) and those Effective Teacher evals. I want to take the accompanying social, economic, and political vision out of the 21st century or the 1990s. Back to the mid-80s while the Cold War was still simmering if not raging. Because when sociologist Robert Bellah and others wrote the 1985 book Habits of the Heart: Individualism and Commitment in American Life (reissued usefully in 1996) they were describing the communitarian vision for the future we now associate with Amitai Etzioni and that Positive School Climate Executive Order (another off the radar screen initiative). He was describing the workplace vision we have tracked now to Peter Senge’s Fieldbook and Otto Scharmer and Shoshana Zuboff’s similar visions of the future of capitalism.

And he too saw education as the key to getting there. Especially for getting there without a popular outcry that might prevent the stealth revolution. Here’s the vision from the 1996 edition (page 286):

“The transformation of our culture and our society would have to happen at a number of levels…Personal transformation among large numbers is essential, and it must not only be a transformation of consciousness but must also involve individual action…out of existing groups and organizations, there would also have to develop a social movement dedicated to the idea of such transformation… If the Civil Rights movement failed fundamentally to transform the position of black people in our society, it was because to do that would have required just the change in our social ecology that we are now discussing. [See now why urban schools had to remain dysfunctional whatever the resulting chaos?] So a movement to transform our social ecology would, among other things, be a successor and fulfillment of the Civil Rights movement.

Finally, such a social movement would lead to changes between our government and our economy. This would not necessarily mean more direct control of the economy, certainly not nationalization [which by the 80s was known to harm revenue to state coffers. The USSR was telling African dictators much the same]. It would mean changing the climate in which business operates so as to encourage new initiatives in economic democracy and social responsibility…”

Sound familiar? Do you have any idea how many publicly employed administrators and professors and degree holders insisting on being called “Doctor” have credentials designed primarily to get this vision into effect?

Lots. And now they have the perfect cover, in their mind, to finally finish the Civil Rights Movement.

Except to get there they are stripping away the veneers that brought modern civilization and the prosperity of the West like the division of labor and contract instead of status. And all we get are the bills and promises and utopian political theories that this time human nature will change.

 

 

 

We are at the Historical Stage for the Emergence of One Particular New Kind of Person

The ‘portfolio person.’ Before I enrage most of you by quoting that definition in a stomach-churning way, I want to continue on the theme from the title of the last post. It is what caused me to pick out a phrase from one of Uncle Karl’s most famous quotes to illustrate the point. But I think we then turn around and forget it too easily. We are not dealing with Science or Politics or Education here that sees itself as defined by the traditional rules of play. CAGW is not grounded in the natural science of the Enlightenment. Education under the Common Core is actually not about the transmission of knowledge. Even the federal government in July acknowledged that Common Core was not a Product as in knowledge American students should know but a Process of interacting in “culturally relevant contexts.” Monday President Obama turned what had started as his campaign organization with a huge supply of emails into a permanent apparatus to be called Organizing for Action. Legislative, regulatory, whatever is achievable.

What we are dealing with in each of these cases is Rule-redefining Science. Rule and Role-altering Politics. Rule and Institution-altering Education. And if we ignore the underlying political and social and economic theories they are grounded in after going to so much time and trouble to track them down, we are in deep peril. Fundamental Transformation is not just an exciting phrase to stir up supporters and get money. When the lights are off these terms revert to ambiguous language or worse, Orwellian duplicitous language. And we must still remember. Because no one is just playing rhetorical games here.

Today’s title comes from yet another one of those books we were not supposed to see. Much less read in full. It is called Multiliteracies: Literacy Learning and the Design of Social Futures. That’s why I quoted the title in full.  Designed Social Futures and not by each of us. Media learning, Cyberlearning, and Digital Learning are all means to an end most of us likely do not want to go to. We have to quit divorcing these methods from the stated intent of the creators of the theories.

Professor James Paul Gee, then of Wisconsin now at Arizona State, actually uses the mobot, designed in the lab at MIT, to be his metaphor of the type of people he would like to see emerging for a new economic system he has in mind. There would be no effective central brain and that would supposedly be a good thing since it would make people more adaptive and flexible in a fast-changing world. And if you found the pursuit of a Non-Axemaker Mind or the destruction of the sense of a Unitary Self disturbing in previous posts, hold on to your coffee cup. If you are reading this at night perhaps an adult beverage break right now would be bolstering. Here goes (page 47):

“There is no centre. There are no discrete individuals. Only ensembles of skills stored in a person, assembled for a specific project, to be reassembled for other projects, and shared with others within ‘communities of practice.’ Individuals are not defined by fixed ‘essential qualities’, such as ‘intelligence’, ‘a culture’, or ‘a skill’. Rather they are [note he is talking about you and me and our children here], and must come to see themselves as, an ever-changing ‘portfolio’ of rearrangeable skills acquired in their trajectory through ‘project space’–that is, all the projects they have been in. You are, in this way, your projects.”

And he trains teachers. You know the only people who can be licensed to teach? And trains professors of teachers and administrators. And perhaps more importantly, he has spent the last 10 years since that book was published analysing video games. He views them  as embodying a “more cogent and powerful understanding of the nature of learning than is in evidence in most classrooms.” So remember that desired goal and the ‘portfolio person’ image of the individual when you hear about the video gaming push that is part of the actual Common Core implementation (with funding from the Gates Foundation!). And also the Digital Learning mandate and the push to for the all-ICT classroom. It is influenced by the same goals for altered consciousness that Gee laid out above or Roy Pea put into that powerpoint from a previous post. You can bet your District administrators will be leaving this part out of their presentations. But it is still there and the social and economic rule redesign actual purposes remain intact. Even when left unsaid.

Likewise, in 1994 English sociology prof Anthony Giddens wrote that “even should the thesis of global warming prove mistaken,” the “overall consequence” would still be “the creation of new types of feedback effects and system influences.” CAGW is a political theory that accretes economic and social power to government officials and their designated cronies. It offers a reason to exert control over private transactions and property and human activities and those system effects and influences are just too useful to pass up. Giddens went on to mention the UN’s IPCC and pointed out it will be setting up four possible emissions (carbon dioxide) scenarios. He was then brutally honest in what is clearly not designed to be read by us that these scenarios “could reflexively influence what it is they are about.” Just positing the theory and scenario, especially if it gains voluntary or formal adoption, changes behaviors in desired (if you are a statist schemer) ways.

So if you are a scientist or just an interested citizen reading Paul Ehrlich’s latest hype of catastrophe or that US National Climate Assessment draft, please don’t forget Giddens’ quote above when the science quoted or the models used make no objective sense. Just the theorizing coupled with government power and financial resources changes human behavior. Gives an excuse for economic reorganization. A reason for more regulation. Think of it as a full-employment at taxpayer expense for political favorites theory. Because that is what it really is.

But it is also more. German sociology prof Ulrich Beck wrote in the same book Reflexive Modernization that global warming and climate change give a reason for a switching of the rule system governments have lived by.  He apparently thought in a post-Berlin Wall world governments in the West needed an excuse for a Metamorphosis of the State, which is precisely how he described it. A full reconstruction using what he called the sub-politics of the government system and you and I today would recognize as an early description of the potential of community organizing. I do believe ACORN’s creators knew their Beck. In fact Beck called it the sub-politicization of society. We would call it every dimension within the reach of the state. To plan a different future and then impose it and reconceptualize the role of the state in what “tasks” it should be managing.

Ecology and presuming some type of pending environmental global catastrophe (warming or cooling) were apparently needed by the early 90s after the Cold War precisely because it gives a reason for totalizing political action:

“the microcosm of political life conduct is interconnected with the macocosm of terribly insoluble global problems. In order to take a breath without second thoughts, one ultimately has to–or ought to–turn the ordering of the world upside down.”

Hence the CAGW hype and the urgency in education and the need for an action politics that Beck also outlines. It is powerful and lucrative for the politically connected to be able to turn the world upside down.

But it certainly does not follow that the world needs to be turned upside down or it will be good for any of the rest of us. In fact, in the end, this Political, scientific, economic, and educational vision could be ruinous if not tragic for virtually everyone.

So let’s talk about the sought Transformations. And quit allowing the schemers in any of these areas to simply pretend we are not dealing with rule-altering intentions.

It is not just politics as usual or a different way to teach or a difference over the relevant scientific facts.

Let’s hold everyone to the declared intentions of the Creators of all these theories and scenarios.

 

 

All That is Solid Melts Into Air–But Does It Really?

That provocative image from a famous 19th century political theorist hoping for dramatic future change was also meant to Prime a Feeling for Planned Complete Transformation. Both within individuals at the level of conscious thought and society wide over time. The repeated and dire coordinated cries of the Ehrlichs and others of Danger, Danger unless We Change, Change appear to have the same impetus. Give up your right to make your own decisions and defer to Our Vision.

It’s supposed to be a matter of necessity of course. Hence the hype. But the repeated push for Newmindedness that rejects rational thought and all the hyping of imminent unprovable global disaster sure is fortuitous. Especially when combined with a global vision of education that describes Foresight Intelligence as essential for transitioning to a Knowledge Society. While state-approved institutions seek to actively limit what anyone may really know. Methinks we are all being played here and the documents I have located certainly support that view.

First the stated determination to “move us away from reliance on fossil fuels” will seem even more like a fantasy to shift us to a redesigned, state directed economy that benefits political favorites and Cronies after you read this December report “Humanity Unbound: How Fossil Fuels Saved Humanity from Nature and Nature from Humanity.” http://www.cato.org/publications/policy-analysis/humanity-unbound-how-fossil-fuels-saved-humanity-nature-nature-humanity  . It details, for example, all the forest that would be gone now just to have an agricultural sector that could support our current population without fossil fuels. Something along the lines of the land mass of Canada, Latin America, and India. It’s a great overview but you simply cannot read it without recognizing that CAGW, the idea that there is substantial manmade global warming and it will prove catastrophic, is just an excuse. An excuse to gain widespread voluntary submission by ordinary people to an economy dominated by the Public Sector. Which means people who can be corrupted by conflicts are in charge and they have the power to tax, coerce, and compel.

Paul Ehrlich and the UN and the European Union all want to push this idea of Foresight Intelligence as the goal of education. How would such a vision benefit them? Foresight Knowledge is about selling people on the idea that they should be thinking about Future Social Transformations so they can together debate its direction and shape the future. Now the 2006 document I located describing this Foresight process came from the Baltic region which remained under Soviet control until 1989. It thus described having to change people’s mindsets that together they could interact and develop a vision for future direction. The participatory aspect was a huge selling point for those with a history of subjugation by state decree.

The flip side though of the Foresight collective decision-making process is the majority’s ability to bind everyone else to its vision guts the West’s vision of the primacy of the Individual. Personal decision-making freedom tossed away because of a perceived crisis. Plus the Imposed Vision is unlikely to actually be realizable. That’s particularly troubling when we think of a majority driven by emotion and false beliefs and new cultivated values as the education vision grounded in Outcomes Based education and social and emotional learning and the visual instead of the intellectual makes clear.

In fact I have always found the use of the term Knowledge Society given all the official documentation and plans to limit anyone’s personal knowledge in the 21st century to be both a bad joke and cruelly ironic. It turns out to be a very good thing that I am both so suspicious and cynical and widely read on what is really going on. Because boy does the United Nations have plans for all of us while we are busy setting goals, interacting with each other and ICT generally, and pretending we get to set our own future courses. Right.

Think of the Giant from Jack’s Beanstalk or Jabba the Hut gleefully rubbing their hands together while eyeing their captured prey. All the while repeating “You are Mine. Mine, All Mine” to appreciate what the bureaucrats and politicians have planned for us. After they use their monopoly over education to take out those Axemaker, rational minds and create an expectation that a majority can bind everyone else because it is now necessary to “save the world.” For the Future.

Following up on Foresight Intelligence led me to a UN document from its Economic & Social Affairs division called “Understanding Knowledge Societies.” It’s not a 21st Century vision any of us are likely to be OK with but it is very real. And very grasping. At the level of “Right now, we do not have a unifying central cultural thought for humanity.” That would be what the 20th century called Ideology as a political organizing principle and it proved to be positively lethal on  a mass scale. Having the UN push for “universal acceptance of the central cultural thought” (both quotes are from page 115) in the 21st  is just not likely to go well either. Unless you have a job with the UN or a coordinating agency.

Getting a majority to go along with that “central cultural thought” may be why the UN and quite frankly its global allies in accreditation and colleges of education and other federal agencies are all quietly mandating reforms that limit explicit knowledge–aka accurate information in a person’s own brain in favor of what the UN calls Tacit Knowledge. It’s also behind their interest in having ICT dominate future education. Here’s the definition of such bureaucratically approved knowledge:

“a fluid mix of framed experience, contextual information, and expert insights [those with the proper credentials. Conflicts of interest need not be mentioned] that provides an individual with a framework for evaluating and incorporating new experiences and information. Tacit knowledge is information combined with experience, context, interpretation, and judgment. It is acquired through one’s own experience or reflections on the experiences of others. It is intangible, without boundaries and dynamic. It is highly personal and hard to formalize, making it difficult to communicate or share with others. Subjective insights, intuitions and hunches all fall into the category of tacit knowledge.”

Sounds like feelings and guessing and impressions to me. But we still have those no longer to be sanctioned Axemaker Minds unwarped by the planned daily immersion in ICT from an early age. And I don’t think the UN’s plan to have governments “reinvent themselves” to create “public value” is going to work well either. At least for us. No wonder the Statist Planners only want Tacit Knowledge among the masses. This is not really funny and I was clearly not on the approved list to see or read that document. C’est La Vie Schemers. Include me in that not going quietly into the Dark Night Brigade.

Actually the document makes so many things we have discussed make more sense. From all Peter Senge’s Systems Thinking and Presencing work:

“Recently, new qualities are stressed by management experts as crucial for business leaders: visioning, intuition, understanding of the patterns for change and an ability to imaginatively act on this understanding.”

To all the focus now on racism and oppression and Social Justice and Equity:

“By definition, the fully developed Knowledge Society cannot accommodate social exclusion and marginalization. This would result in weakening its very foundations.”

And finally our old UNESCO vision of human solidarity:

“The way in which this will play out in transition to the advanced Knowledge Society will eventually depend on values [which the helpful Canadians have already acknowledged as being the real sought for common core], and especially on the value that this new human civilization may wish to place on human solidarity. It may also be influenced by the economic interest of engaging the whole available store of human creativity and tacit knowledge.”

As I said when we started this post all these visions being cultivated will not turn out as hoped for. But one thing will. This clear determination to make individual freedom and liberty a relic of the past will go as planned unless we quickly recognize that it is the mind the Schemers so want (bolding in original p 44) .

Or as the document itself says “as society shifts from an old order to a new order through a transitional phase of relative chaos . . . Thought is the spiritus movens of this process.”

And right now in K-12 and higher ed with preschool programs being ramped up, thought is precisely fully within the current domain of these Schemers. In fact that’s what education reform all over the world is really all about. And it is quite coordinated.

And now finally it is becoming much better understood.

Please join me in not going quietly into this Planned Vision.

The Need to Know as We Understand It Today May be a Lethal Cultural Sport

That needs to be radically restricted if not abolished root and branch. So said anthropologist Bernard James in his 1973 book The Death of Progress in a passage so reminiscent of Paul Ehrlich’s long-expressed desire to use education to create  Newmindedness and James Burke’s to create Non-Axemaker Minds that I just HAD to borrow it. And for similar reasons too. See what I mean?

“There is a sense of desperation in the air, a sense that . . . man has been pitchforked by science and technology into a new and precarious age. [In this age] the final period of decay of our Western world, the predicament is clear. We live on an overcrowded and pillaged planet, and we must stop the pillage or perish.”

And like the Bioregionalists and the Ecology educators like David Orr, it’s always the rational mind that is the central target for change. http://www.invisibleserfscollar.com/we-need-a-radical-change-in-our-mode-of-consciousness-even-a-new-sense-of-being-human/ . There was one modern scientific discovery and technological innovation though that didn’t send Professor James into a social engineering frenzy–the computer and communications technology. What today usually gets abbreviated as ICT or as the National Science Foundation likes to call it–Cyberlearning. As in let’s throw tens of millions of taxpayer dollars or new debt into making ICT the focus of all education. K-12 and higher ed. No Cronyism there.

http://www.edweek.org/ew/articles/2013/01/03/15cyber.h32.html?tkn=TLLFZjQZBrz3EptDVf4qQPg2Wz33qWsMGN2A&cmp=ENL-EU-NEWS1 is the January 3, 2013 story called “Federal Effort Aims to Transform Learning Technologies.” Since I have written several posts where education professors and administrators and UNESCO reports explicitly acknowledged that such Digital Literacy efforts actually are designed to gain Equity in Achievement by limiting the ability to think, I decided to look into this expensive program further.

The National Science Foundation’s Cyberlearning Initiative is very much in the Limit the Capacity to Think,Make Tool Use and Social Interaction the Purpose of School, Tradition. You know the one that has everything to do with taking down the basis for Individualism and free markets and disruptive technology innovation and nothing to do with the transmission of useful cultural knowledge from the past? Since that would bolster the rational mind and each person’s ability to conceptualize the future for themselves? Or be ingenious? Oh, but I am getting ahead of myself again.

This 2008 NSF report that must have the tech companies salivating is called “Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge: A 21st Century Agenda for the National Science Foundation.” That mouthful, which I quoted in full for a reason, goes a long way towards explaining the NSF’s agenda in creating all the poor math and science curricula in the 90s that became notorious in the Math and Science Wars. Which is important now as NSF also goes after higher ed courses to gain equity in credentialling. Moreover, it explains the education vision in both that USGCRP 2012-2021 report http://www.invisibleserfscollar.com/if-reality-is-ignored-or-disregarded-when-do-we-become-a-state-against-its-people/ as well as that troubling Research Goal 6 described in the previous post. And also NSF’s work on the Belmont Challenge and the Future Earth Alliance. Busy folks. In fact, “Altering Minds and Behaviors without Telling You” might be a good 21st Century motto for certain parts of the NSF. So convenient isn’t it that  NSF now reports to a close Ehrlich colleague, John Holdren.  He is not telling us either although if you read his past books and articles, he already has.

Consistent with that remake the world and control human behavior aspirations is cyberlearning as a means of “steering” humanity and signalling

“the intertwined tapestry of concepts relating the goal-directed actions, predictions, feedback, and responses in the systems (physical, social, engineering) for which cybernetics was to be an explanatory framework.”

Yes, long before Peter Senge took up the mantle of Systems Thinking to make a lucrative living foisting it on schoolchildren and naive business executives, we had Norbert Wiener who helped develop Cybernetics to try to make human systems more predictable and controllable. And, no, nobody EVER asks us “Pretty Please” or May I?”. So Cyberlearning is based on Cybernetics theories and involves Learning in a networked world. And the NSF report wants to make it quite clear that cyberlearning involves “learning with” the tablets, Smartphones, and laptops that are currently being pushed at great expense. Absolutely does not mean “learning about” the ICT infrastructure. Mercy no, that might bolster the abstract, logical mind and we need to prevent those as much as possible in the 21st century. No matter what the cost in dollars or forgone future prosperity or destroyed individual promise.

In fact on page 11 of that report you can find a chart called “Advances in Communication and Information Resources for Human Interaction” that puts working with symbol systems like reading and math and academic content very low on the totem pole of 21st century aspirations for students. And what makes it to the top you ask reluctantly? Why, that would be “Virtual Observations [aka videos], Collaborations, Social Networking, and Web 2.0.” I kid you not. That’s the Marxist/Deweyan ultimate wish list of Social Interaction, Participation, and Engagement as the purpose of education. It also dovetails to the 1989 UNESCO agenda described here. http://www.invisibleserfscollar.com/values-and-vocational-creating-citizen-drones-via-education-worldwide/ . The report still guiding education “reform” globally.

One of the creators of that chart is heavily involved with Cyberlearning and Informal Learning generally. Stanford Professor Roy Pea is not only in a position to “Do Lunch” with the Ehrlichs and Linda Darling-Hammond and so many other of our Transform Education Schemers but he was kind enough to do a Cyberlearning slideshow in 2011. That got uploaded on August 15, 2012 just in time for the new school year.  http://www.slideshare.net/roypea/berkeley-cyberlearning-030811final . Have fun with the whole show but it is Slides 17-19 that really caught my eye. They make it quite clear Professor Pea considers ICT and Cyberlearning to be a Lev Vygotsky mediated tool.  Complete with pictures.

Vygotsky, for newcomers, was a Soviet psychologist determined to use pedagogy and education to create the perfect Soviet man (and woman I am sure). He understood that cognitive tools can either strengthen the abstract mind (like reading phonetically) or weaken it (like ICT substituting for personal knowledge). Slide 19 leaves no doubt in my mind Professor Pea very much understands what Vygotsky aspired to do in his research. Disrupt previous cultural-historical processes [also known as knowledge of the past] in favor of something new. A different future and culture. As in Designing New Minds, Values, and Overall Personalities I suppose. And Pea also leaves no doubt (Slide 49) that the expensive National Education Technology Plan is part of all this mind-weakening, Transformative, Design a New Future through the introduction of new Cognitive Tools, assault.

Designing the Future. Now how hubristic, as in Will Lightning Strike at the Nerve?, does that sound? But sure enough, on January 18, 2012, there was a Cyberlearning 2012 Summit in DC we were not invited to. So we will have to rely on this helpful graphic of what went on. http://cyberlearning.sri.com/w/images/b/b9/Illustration_Banner.jpg . And there on the far left we see “People and Technology Working Together Designing the Future.” Apparently all it takes according to the graphic is the NSF using multimillion dollar grants to bribe educators and institutions who will in turn Transform Education. Making ICT and the Internet and the Visual instead of mental the Whole Point of Education.

Well, that will affect the future as we shut down much of the human capacity to think rationally that brought, quite literally, Civilization. Print and the mental manipulation of it played a big part. Especially after the invention of the printing press and the Reformation made literacy widespread in the 16th century. Leading to the explosion of knowledge and technology Bernard James wanted to stop in our title.

But can we really design the future? I don’t think so. But let’s talk about that latest bit of public sector hubris in the next post. We will look at what Ehrlich and UNESCO and the European Union and NSF all have in mind when they talk about Foresight Knowledge.

Because I am a firm believer that forewarned is forearmed. Especially about Foresight.

Sorry. Couldn’t resist that.