Gratitude over the Timely Official Admissions that Now Leave 2014 Intentions Beyond Dispute

As I write this, I can practically hear the refrain from that 1984 Band Aid concert “Do They Know It’s Christmas Time?” playing in my head. And I certainly do know that. The gifts are wrapped here and the ingredients for pasta bolognese are ready for Christmas Eve dinner. I hope every one of my readers gets the opportunity to engage in the festivities and rituals they and their loved ones also cherish at this unique time of year. I am going to just play mom, chauffeur, and cook  through the New Year after this post although I will likely keep the conversation going in the comments. But two important admissions that clarify what has been going on and what we will likely encounter in 2014 and beyond globally have come my way. This post is just a head’s up, and a reminder that there is a language involved with all these transformational intentions, we now speak it, and we can correctly translate and appraise Whatever comes our way in 2014 in both education and social policies generally.

Clarity is always something to be grateful for even if it does not come in a box with pretty paper and a bow. Some of it did come, however, on this slideshow that arrived in my email to Wish Me a Happy Winter Solstice. http://www.slideshare.net/TheHappinessInitiative/personal-happiness-handbook-25-actions-along-10-domains-of-happiness I suppose longer days of daylight from now on is something to celebrate, but you will find quite a bit of meddling about what is supposed to make us “happy” going forward. Very much grounded in communitarianism as so much else seems to be these days. We had already noted in previous posts that the UN started a World Happiness Report in 2012 and the OECD has been pushing Subjective Well-Being as a means of aiding its Great Transition emphasis.

GT also has its own posts, but briefly one of our 2013 discoveries is a shockingly widespread political  belief that it was always the West, not Russia or China, that actually met Karl Marx’s criteria of the high level of technology produced by capitalism (in our case computers and broadband and ICT generally) that would be necessary to achieve his envisioned little c communism stage of human development -”From each according to his abilities, to each according to his needs.” The ‘needs’ or support economy (also distributed capitalism and other tagged names) then is another way of philosophers or sociologists or economists or bureaucrats saying we are shifting to this little c vision without anyone actually needing to inform taxpayers or use either the alarming c word or the notorious M name.

A few weeks ago (Dec. 11, 2013) the US National Research Council and UK (Economic and Social Research Council) released a joint report called “Subjective Well-Being: Measuring Happiness, Suffering, and Other Dimensions of Experience.” When governments decide to shift the “focus of economic measurement from production [i.e. consumer choices] toward people’s well-being,” that is a significant enabler of stealthily shifting to a needs economy. Especially when there is to be a focus on “equality, sustainability and nonmarket dimensions of well-being that cannot be captured well by conventional ‘objective’ means.” We could add that all that data on youth from digital learning will prove useful here, but let’s stick to the actual report for now. It wants to have the feds measuring the  experienced (hedonic) well-being (ExWB).

Now that mouthful term means that the governments now want insights into the “emotional states and experiences of people belonging to different groups.” With those insights, factors like “long-term unemployment, depression, or lack of income” that are shown to be drivers of long-term suffering can supposedly be reduced. Because LBJ’s Great Society policies turned out so well. The idea is also that positive experiences can be enhanced or increased. Yes, ‘enhance’ was the word used and this could easily turn into a parody with the  catch-phrase “I’m from the government and I’m here to help,” but the intentions are quite serious. The feds also want to evaluate the purpose or purposelessness in people’s experiences so that they do not miss what the report regards as ‘crucial,’ ‘central drivers of behavior’.

Going into 2014, let’s keep in mind the intentions described in that report which are clearly laying the ground work for attempts at extraordinary levels of social engineering for the future. Think of it as teed up in the dark away from prying eyes that could ring an alarm. We were quietly lurking in the outfield though and have caught what was intended to be a most troubling concept. Now we get to frame sought 2014 policies through the “lens” of making Subjective Well-Being the domain of governments in the 21st century. As if we are all merely wards of the state in need of constant oversight.

Now for that second admission we can make great use of in 2014. We have long known that the accreditors answered to UNESCO and intend to use education to drive cultural change. We also knew that UNESCO globally is the driver of all the tremendous changes in higher ed. We have suspected UNESCO is the driver of K-12 reforms globally including the US Common Core, but I have been looking for the proverbial indisputable link beyond UNESCO being a named partner in the global 21st century skills movement. I now have that proof downloaded and hard copied along with UNESCO’s desired global curriculum and methods. Helpfully available on CD-ROM so with digital learning we parents will never see it.

Here’s the really fun part, UNESCO says it has, since 2002, been addressing education reforms with “renewed vigour” because it serves as the “Task Manager of Chapter 36 of Agenda 21.” So much for people who consider any mention of Agenda 21 to be proof you are a “conspiracy theorist.” It appears that the Paris-based UNESCO bureaucrats and their supporters have clearly been the ones theorizing how to best conspire and with the aid of our money and children. The stated aim is “the educational strategies and action plans at all levels and sectors of education in all countries.” All means all, folks. UNESCO also confirmed what many of us have long suspected. The International Baccalaureate Organization is working hand in hand with it in implementing Chapter 36 of Agenda 21 in unsuspecting schools and districts. Frames the true intentions behind that IB Learner Profile, doesn’t it?

In this time when we commemorate Peace on Earth and Good Will Toward Men, I think we actually enhance our chances of ultimately getting there in as many places as possible through awareness of what the UN is actually up to in our classrooms through the aid of ambitious local administrators and oblivious politicians. I now have the needed proof of all those connections and aspirations.

And with those brief disclosures I wish everyone a Merry Christmas and a Happy New Year!!

Willingness to Make Personal Sacrifice for the Good of the Whole to Become an Integral Component of Student Identity

After last year’s stealth release of the hugely troubling C3-College, Career and Civic Ready Framework over Thanksgiving week to avoid anyone noticing what was actually changing under the invisibility cloak of the Common Core, I was watching like a hawk this year. But I really was not expecting anything like what I saw. A new definition of US civic education and to be required and assessed values that literally would have transformed Mao’s cold dark totalitarian heart in the manner of the end of the cartoon The Grinch Who Stole Christmas. Why such joy from a bloody tyrant? Because the only way to describe the Youth Civic Development & Education: A Conference Consensus Report released by the Stanford Center on Adolescence on November 27, 2013 (but oddly with a 2014 copyright) is suitable for schools in a country that aspires to authoritarianism over the individual. Any knowledge of history would clue that the actual result in practice is likely to be even worse.

Everything any dictator could ever want from his or her schools sounds hyperbolic and you may be wondering how many cups of espresso I have had this morning. Two cups of Lapsang Souchong tea so that’s not the reason I am writing in such dramatic terms. And I have done some additional reading in recent days to verify both the seriousness of what we are looking at and the price of what we are scheduled to lose. Invisibly and soundlessly. No notice means no protest in time and using technology as is planned means no offensive textbook coming home to alert parents or taxpayers to the wholesale transformation.

The paper’s primary author, William Damon, has already been quoted on this blog as seeking to use education “to direct the course of the future.” http://www.invisibleserfscollar.com/what-if-higher-order-thinkingdeliberate-confusion/ . After reading this report one has to wonder if he or any of the other authors was tempted to jet to London and visit Highgate Cemetary to put a bound volume at Uncle Karl’s tomb to pay homage to his hoped for view of the future and human development. So much more meaningful than flowers at this point across the centuries of this bloody pursuit to finally gain full submission over even the idea of the legitimacy of the individual.

The first book I dove into to verify what I was reading a description for was a 1973 book by Ivan Illich called Tools for Conviviality. Illich made no pretense that he was calling for socialism globally and how to get there. The book came on my horizon because it is a part of a World Perspectives series that began in the 60s with Kenneth Boulding’s The Great Transition that we have already alarmingly discussed. Illich insisted that “society must be reconstructed to enlarge the contribution of autonomous individuals and primary groups to the total effectiveness of a new system of production designed to satisfy the human needs which it also determines.” Like Broadband for all?

We have encountered this human needs focus (instead of individual choices vision) before and it did start with Uncle Karl’s writings. Illich called it the convivial society and Gar Alperowitz calls it the Good Society or the pluralist commonwealth and Shoshona Zuboff called it a support economy and distributed capitalism. Apparently there’s a good reason why this same vision with a variety of names keeps lurking in the shadows of radical education reform. It is the Illich/Marxian vision of submission to “public controls over tools and institutions” and apparently people too.

Education is the invisible, no need to gain consent from the masses, means of finally shutting down what Daniel Hannan in his fine new book Inventing Freedom: How the English-Speaking People Made the Modern World calls the Anglosphere Miracle. The uniquely English idea “that the law existed not to control the individual but to free him.” The highly unusual in most parts of the world and throughout much of history “idea that the government ought to be subject to the law, not the other way around.” As Hannan notes “oppression and power are far more usual” which is why “politically, a medieval European monarchy would not have been so very different to a modern African kleptocracy. Once people are in a position to set the rules, they tend to rig those rules in their own favor.”

So changing the definition of required civic values in the US so that “all citizens must be prepared to make sacrifices for the common good” as what will be mandated and assessed in K-12 public schools is quite simply an insistence from government that citizens now submit to the suzerainty of majority political will. Administered by politicians and bureaucrats who intend to plan and confiscate. In case you think I am taking damning quotes out of context to rally outrage against the Common Core, how about insisting that “Democracy requires that citizens be willing to make personal sacrifices for the common good”? Doesn’t that phrase bring home why Ayn Rand’s personal experiences with the Bolsheviks in Russia in the 1920′s led her to fret so about “mandated social altruism” imposed by state edict?

It is hard not to visualize all those white crosses and stars in the Arlington National Cemetary or the monuments to the fallen in the D-Day invasions in Normandy France and be appalled that US education and law professors and writers are now seeking to revise. The very definition of what is to constitute politically acceptable 21st century US patriotism.

“Patriotism requires an ethic of sacrifice and duty, and the capacity to act on that ethic. It requires sacrifice in the form of civic activity that involves giving back for the benefit of the whole society.

We have already encountered the mandate of a recognition of the “interdependence of all people across the world” also in that report. It is straight out of the Global Citizenship mandate the UK and Australia and Scotland all imposed under Michael Barber’s insistence before he left the Tony Blair Administration to push global ed reforms through McKinsey Consulting and now Pearson Education. http://www.invisibleserfscollar.com/mandating-global-citizenship-mindsets-by-assessing-whether-students-adopt-social-altruism/ The US is about to join the rest of the Anglosphere in closing down this ancient view of the individual and his rights before the government and no one was really supposed to notice. No statutes here. Just ambitious Principals and Supers and Consultants and accreditation agencies seeking to lead cultural change towards public control over all institutions.

How many of you have heard about all the founding primary source documents that are to be an essential component of the Common Core classroom implementation? Better read this consensus report then. Those documents are to be read through the lens of what constitutes “authentic liberty.” The report states that

“a nation cannot have authentic liberty, for example, if conditions of severe inequality render freedom an illusion for some members of the democratic community. Nor can we understand the areas in which equality is essential unless we link those elements of meaningful access and opportunity to the freedoms we ultimately must exercise in order to flourish throughout our lifetimes.” [That is unabashedly Marx's theory of human development or what Martha Nussbaum and Amartya Sen are pushing now via the UN and OECD as capability as a human right.] To continue with the quote after making that crucial observation:

“Similarly, some citizens feel a loss of liberty when the government increases regulations of their personal and economic activities in pursuit of particular visions of equality. [Yes we are familiar with those particular visions. See above brackets]. The values of liberty and equality, in turn, are connected to a core notion of human dignity.”

We are NOT being asked to surrender the great Anglosphere invention that enabled unprecedented mass prosperity because production became more lucrative than predation as the way to get financially ahead. We aren’t even being informed. Apparently that joyful message reverts to a snoop like me. Aren’t you enthused that students are to even focus on the proper levers for taking by majority fiat as they learn about “treating political power as a central theme of civic education involves helping young people see how they gain greater control and influence over the many issues that affect them and the people they care about.”

No need to worry about where the lessons of history predict this will all end up because students are to be taught a version of power “firmly grounded in ethical principle.” Yes because any knowledge of reality might foretell the likely tsunami of political oppression that inevitably occurs anytime any group gets this kind of power over individuals who have no effective recourse.

That’s enough. Read the whole thing if you can bear it. I am obviously having a hard time with the no-holds-barred language being used. I think we need to all know our students are to be assessed on whether they are willing to “sacrifice for the the common good or greater good.”

And that this is being defined as “must reflect a commitment to interdependence and improving things for the many and not just the self. Furthermore, students ought to reflect on this principle in terms of a shared humanity beyond the boundaries of the nation, and from the perspective of future generations, considering the worldwide and intergenerational implications of the choices they will make.”

In the name of Common Core and civic education we are about to get all destructive propaganda, all the time. And the specialness of the Anglosphere won’t be all that disappears.

Every radical’s dream coming in as civic education.

What Happens When Sovereign Political Powers Get to Dictate the Way People Should Behave in the Future?

Years ago the Frankfurt School researchers stumbled upon a useful fact. Once people have heard the same pitch or story from someone they view as authoritative about five times or so, most people simply come to accept the pitch as true whether it is or not. Now as you can imagine, given the stated Frankfurter aim of altering the nature of Western culture towards a more collectivist orientation, this key point (from the Radio Project work if you want to look it up) became a Masterful Manipulation 101 strategy to be used for transformative political and social change. I think whoever was creating the broad outline of points to be pushed at last week’s (co)lab in Atlanta knew all about the Radio Project research.

As Harvard’s new Innovation Fellow Tony Wagner put it, perhaps not realizing someone was taking notes so determinedly, “we need to prime the adults for the change needed” and we need to “create the consensus necessary to preserve this change once it is introduced.” So what was the vision being pushed at (co)lab in addition to King’s ‘beloved community’ we talked about in the last post? Since the head of the US Council of Competitiveness, Deborah Wince-Smith, said the inaugural (co)lab is “going to be transformative for our country,” we really ought to know what is in store for us. It’s this new social and economic vision that requires a new ‘revolutionary’ vision of education as Ken Robinson called it. A vision of the future that requires us to be able to “think differently in the future” in order to meet that revolution and “do things in a different way.” Minds that are “responsive and flexible” so they can “adapt to a world of change” is how Sir Ken described it. Of course he also really liked the vision of change laid out in that Fulton district conversion charter and said so, which may well mean it will be coming to a community near you soon. Yikes!

So if Ms Wince-Smith is right and (co)lab was about Atlanta getting ready to “pioneer new policies and models for our nation,” what might we all expect? Well, the retired head of  Ernst Young said it was part of what is the “most profound geoeconomic shift in history.” Of course, he also said that this push started at the World Economic Forum in Davos about 3 or 4 years ago and was being pushed by CEOs globally. The dramatic changes sought were not just in “education but also infrastructure, transportation, and logistics.” In other words, a boondoggle for globally-operating, politically-connected, established businesses which is probably why it looks so much like Corporatism and authority capitalism.

In case you are getting worried that State capitalism is not a place where mass prosperity has ever reigned no matter how many times Statist professors utter the word ‘innovation’, one of the urban planning speakers informed us that “it was not the government deciding this is the future,” but rather “government plus nonprofits and business all together.” Feel better? Me neither but apparently a solid knowledge of history that recognized what comparable visions were called back in the 30s was in short supply. Or people who would have gasped in horror at the comment that “every half century we reinvent the paradigm for how communities should exist.” No, when planners and politicians make that call historically it never works out well. Someone is unfamiliar with the tragedies of Urban Renewal in the 60s in an earlier version of this state planning vision or the Chinese Ghost Cities of the present.

Other descriptions were the Post Post-World War 2 Model and the collaborative consumption new economy where human needs could be met by ‘currently underutilized assets’. That vision sponsored by April Rinne with her ties to WEF and its Dalian/Davos confabs we keep not getting invited to seems to be priming for the needs/support economy Shoshana Zuboff laid out in her 2002 book we have talked about. The sharing economy dovetails quite nicely April said (with her Harvard law degree she may have taken classes from Shoshana) with what would be its “largest beneficiary-the city.” April made it clear that her vision of the sharing economy was a “reintroduction of the social contract” and about  “building communities, not the marketplace.” In fact she said it was a new “way of seeing the world” where “I need” gets matched to “you have.”

Of course in this vision pretty soon any concept of private property goes away in function if not name since private property has always ultimately been about having a “Do Not Enter” personal zone that even a king could not infringe upon without consent. In this new vision, as we will see with ed in a minute, there is no more sphere that the political sovereign cannot try to direct or remake. Personal ‘sensibilities’ and ‘dispositions’ become the stated subject of needed change and more than one speaker also said that. You can only have private property in a society that has established the primacy of the rule of law and respect for the rights of individuals. As we have seen repeatedly, both of those are areas under coordinated attack by this new ‘revolutionary’ vision of education. Probably because they are impediments to the beloved community society with its new economy.

And Ground Zero for this shift are our urban areas. Washington, DC was said repeatedly to be gridlocked and broken so Atlanta’s mayor, fresh back from speaking at the TED conference in NYC on Reenvisioning The City: 2.0, said that “many of the powers now in DC should be shifted to the 50 largest metros.” Which will of course be an enormous boondoggle for the urban political machines. Taxpayers send money to DC. DC takes its cut to keep that area booming and then the money gets transferred to urban areas all over the country. How could prosperity not ensue? Well beyond political waste there is this pesky little detail that Tony Wagner actually defined the “innovation economy” as both “radically different” and “about solving the pressing problems we face on this planet as a species.”

With federal dollars targeted directly to so many urban areas apparently all things are now possible. I don’t think so but this is in fact the vision attached to all these ed reforms this blog has painstakingly laid out. Getting new kinds of minds and new ‘sensibilities’ and ‘dispositions’ is precisely why we keep encountering such a psychological emphasis as the real theory of how to close the achievement gap in a way that allows all children to ‘learn’ in a definition tied to behavioral change. Now I happen to think both the social and economic vision as well as the education reforms laid out will be toxic. But I do recognize the vision for ed being laid out by the speakers. Beyond Uncle Karl and John Dewey, it is the vision we have described from 1962 that Abraham Maslow and Carl Rogers laid out as the new focus. It’s both where Psychosynthesis and the OECD’s Competency/Robert Kegan focus go when you peel away the misleading references to the PISA ‘test’. Now let me explain why all roads and pathways always lead back to a Curriculum of Affect.

In 1970 the Ford Foundation (which also was and is a huge funder of Urban Renewal and Regional Equity visions) published a book called Toward Humanistic Education: A Curriculum of Affect. It complained bitterly that when the focus of education and teaching was on subject matter–what you and I would call content knowledge–it did not “necessarily affect behavior“. And therefore people’s attitudes and actions “with regard to social injustice” needed to be changed in ways that would provoke desired actions. So school should become about discovering “the feelings, fears, and wishes that move pupils emotionally, that can more effectively engage pupils from any background.” By the way, that page kindly cites to Maslow and Rogers for doing research in this area. What are the odds?

That’s how All students can learn and why the methods used must be accessible to the least capable students or those who do not speak English. Which sounds much better as a  rationale than being honest and saying:

“the broad objectives of American education must include the preparation of students to engage in constructive personal and social behavior. We believe existing practice is not affecting behavior adequately. We also believe that in today’s complex, precarious world a society has little choice but to pursue the path toward humanitarian behavior…The ultimate purpose of this report, therefore, is to search for paths to greater consonance between education and the way in which people might or should behave.”

What a coincidence. More than 40 years later that seems to be the real purpose of  (co)lab, that TED-x City 2.0 conference, AND the actual education reforms being hidden as connected to the Common Core implementation.

 

 

 

Staring Down the Sudden PISA & 21st Century Learning Hype Leads Straight to Planned Welfare State

I am going to interrupt our troubling tour into the psychological theories and practices being pushed on our students at our expense. Using euphemistic names like soft skills or student growth or metacognition or ‘innovative practices’ for suburban schools. Including lovely confessions that if it works in achieving desired behavioral changes in students it can be rolled out nationally. Some innovation. Certain school districts really need to stop calling parents anytime there is a school shooting tragedy or potential tragedy claiming that “student safety is our first priority.” Horse manure and lots of it. If that is true then we have a widespread epidemic of administrators and consultants pushing ideas on schoolchildren and parents at great expense and calling themselves “Doctor” without having the foggiest notion of what they are doing.

Which is entirely possible so that leaves it up to we the parents and taxpayers to get to the bottom of the tsunami of fundamental social, political, and economic transformation coming at us in time. We will need to point out to the current Living Large on the Public Payroll recipients that a vast expansion will simply lead to greater dysfunction and a complete loss of overall prosperity.

Now when I hear and read a coordinated push all of a sudden around a topic, I get to fall back on a specialist horde of knowledge that in fact remains quite useful whatever the OECD bureaucrats like Andreas Schleicher have to say. We have discussed what the OECD’s push to monitor subjective well-being globally will mean for education. What I know and may have forgotten to pass along is that everything the OECD pushes in education, and it is a primary driver globally, comes out of its desire for a public-sector dominant social welfare state and planned economy globally.  Especially in the US.

And Schleicher basically says so in this hugely troubling article from 2010. http://www.oecd.org/general/thecasefor21st-centurylearning.htm “Shifts in ways of doing business, of managing the workplace or linking producers and consumers” are just the kind of wholesale reimagining of our economy that we just keep encountering as attached to education reform. Like the changed Mindsets and New Worldviews created by humanist psychology theories and practices in the classroom, this is all a means to an end.

If you get a chance to read that 2 page paper you will see that Schleicher is describing 21st Century Learning in language that others have come outright and called dialectical thinking. It is to prepare students for a belief quite useful to proponents of wholesale fundamental transformation into Governors and Governed.

“Promote students dialectical thinking–the understanding that what is ‘true’ now may not be true in the future and may not have been true in the past.” [Professor Robert Steinberg, 2009, ASCD, 'How to Teach the Other 3 Rs']

Andreas is quite busy and it was the sudden promotion of his July 2012 TED talk hyping PISA but not mentioning the planned roll-out in many American school districts this fall that is part of what caught my interest. It was called “Use Data to Build Better Schools” and the kind of schools to be remade will of course depend on what data is being collected. Schleicher was kind enough to mention in the 20 minute talk that it was international assessments like PISA that have globalized education. I knew that and it’s time everyone else did too. PISA is measuring student values, attitudes, and beliefs and how they apply knowledge (as in Big Ideas or Concepts like Social Justice) to novel situations. Non-linear, no clear cut solution problems that the students have never encountered before.  Can you say Messing with the Mind or Dialectical again or the more common Higher Order Thinking Skills?

There is another very troubling slideshow on “Learning in the 21st Century-Lessons from Around the World” http://prezi.com/fuvde8bjh6qg/learning-in-the-21st-century-policy-lessons-from-around-the-world/ that was Schleicher speaking last fall at WISE in Qatar, the World Innovation Summit in Education. So good to know that the Muslim world has such an interest in limiting the intellectual and economic capacity of the West. It’s especially interesting given that Schleicher mentions that 21st Century Learning is a way to “avert the risks” of new technology. Is that why Big Blue sponsored his TED talk? No more unapproved competition? If that kind of collusion strikes you as unlikely you might want to read the OECD’s “Better Skills, Better Jobs, Better Lives” detailing the extent of the sought collaboration among government and existing employers around a global skills agenda. With the foundation of the largest education company in the world   http://www.pearsonfoundation.org/pr/20120523-Pearson-Foundation-and-OECD-Launch-skills-oecd-org.html signing on as a partner.

I could be here all day explaining the elements but it is clear that 21st Century Learning is tied to the OECD vision of the future global society and PISA functions as the means of measuring how schools and teachers are doing in creating the new desired mindsets amenable to such wholesale political change. Hopefully even clamoring for it as expectations for middle class employment are dashed as the combo of government interventionism in the economy and divorcing actual knowledge from credentials creates its foreseeable dire effects.

That’s why the other component of the full-court propaganda press suddenly surrounding PISA caught my attention. It turns out on August 13, 2013 Simon & Schuster (owned by CBS. Think media education and UNESCO) published a book The Smartest Kids in the World: And How They Got That Way about who does well on PISA and how combining excellence with equity is necessary for being globally competitive. Now we know what PISA measures and that’s not my definition of smart. Is it yours? If you watch Schleicher’s presentation on prezi, you will hear the Ontario Premier touting Ontario’s success. It also has Ben Levin speaking but his authority on education reform has been compromised since his July 2013 arrest on child porn charges.

The Ontario Premier says that 4 in 10 Canadian students are now immigrants and it is important to change education to deal with that diversity. He points out Ontario is now considered high achieving because immigrant children and Canadian born children do equally well on PISA. If that is so, then they are practicing dialectical type, open-ended thinking in the classroom instead of academics and knowledge transmission and that is what PISA is picking up on. It’s Ontario’s business but we in the US and elsewhere need to not blindly jump aboard the PISA bandwagon like we are being led to do. Just look at the endorsements and reviews on Ripley’s book. Talk about the Appeal to Authority fallacy.

Ooops. I had forgotten her name. Amanda Ripley. She does human behavior and public policy stories for Time Magazine and The Atlantic. Since I assumed she knew the book title was deceitful to put it kindly, I looked into her background and discovered she was a fellow at the New America Foundation. When I took a look at what they were pushing with that troubling name, it turned out that shortly after the President’s reelection and through his inauguration, numerous public policy papers were created on the New America vision. That miraculously dovetails with precisely the sorts of things the OECD wants pushed globally. What. Are. The. Odds. The capstone, culmination paper was released in June and is called the Next Social Contract. http://nsc.newamerica.net/sites/newamerica.net/files/policydocs/Lind_Michael_NextSocialContract_2013.pdf

The New Social Contract completely remakes the America we have known and turns it into a public-sector dominated economic sewer. Complete with VAT, the federal takeover of Medicaid, turning health insurance into social insurance, eliminating “tax-privileged” retirement accounts, and best of all, federal revenue sharing to ensure regional equity of fiscal resources based on population. How exciting for California, NY, Illinois, and poor mismanaged Detroit. It’s a future that sees education and healthcare and state and local governments as the biggest employers and all at taxpayer expense.

“Privileged Americans should not be allowed to use sub-national jurisdictions as excuses for shirking their responsibility to contribute to minimum levels of public services throughout the United States as a whole.”

Welcome to the planned 21st Century America. I can see why that quote did not come out before Florida’s electoral votes were successfully grabbed for reelection.

That’s what we are dealing with behind all the rhetoric. No wonder OECD has taken up password protecting the pdfs surrounding its global Well-being conferences.

I am going to close with something federal Ed Secretary Arne Duncan said in connection with the 50th Anniversary of King’s March on Washington. He “called on educators and students to advance a civil rights agenda that presses for equal opportunities-and not just equal rights.”

He seems to be referring to the vision of that New Social Contract. But a knowledge of history and economics would reveal that the attempt is likely to destroy what does work. We are questing after a unicorn ride and pretending it is possible and jettisoning our current vehicle as we go a-dreaming. Some dreams are impossible.

How far down this road of creating new Mindsets and a new vision of the future will we go before we recognize we have expensively destroyed knowledge and expertise and social institutions we cannot easily remake?

Where will we be when the epiphany finally hits of all we have deliberately trashed? Ridiculously enough, in the name of education for all.

Some common core.

Progressively Producing New Kinds of Students Pre-equipped Via Schools to Work Harmoniously

Education professor James Paul Gee has once again told us graphically what is really intended. Even if I did have to go back to 1996 and a book printed in Australia to locate the toxic vision for using schooling to obtain “indirect control” over students and their future behavior. It’s all about the “arrangement of environments” like schools and the required classroom focus and later a mandated change in workplaces. The idea is that these environments can be restructured so that the physical environments and the required nature of the social interactions can “themselves, in a sense, encode control.” Gee concedes that “[s]uch an approach can easily take on the tones of manipulation.” You think? Anything for the Good Society or ‘cooperative commonwealth’ I suppose if you are on the receiving end of taxpayer or other money to Make It So.

The book the new work order: behind the language of the new capitalism explains how cognitive science and the school classroom can be used to ease the transition to a reimagined economic system for the 21st century. And fairly invisibly too. “Such new classrooms may very well progressively produce students pre-equipped to work harmoniously in distributed systems by internalizing core values, values that issue from the social practices and organizational structures of the system itself and not from any visible controlling center.” Now those required new social practices and the change in focus can come from a charter agreement that parents and taxpayers do not understand. From what I am seeing that recognition of “Oh My. What have we really agreed to?” is about to hit full force around many parts of the US.

But the example Gee used from 1996 is about to be a key component of all schools because a requirement of creating a Community of Learners is part of what will measure who will be deemed an effective principal in the future. And the accreditor AdvancED requires a transition to these Learning Communities with their requisite collective visions in its Quality Standards that went into effect in 2012. That’s how this comes in without parents or taxpayers knowing the schools have done a U-turn and gone to the kind of psychological change the student focus that Uncle Karl and John Dewey have pursued in their philosophies towards education for more than a century.

Gee kindly gives us the money quote on how these Communities of Learners are really to work and what the so-called ‘learning theories’ or ‘cognitive science research’ we are really dealing with here. These ‘learning communities’ are

“based on the idea that knowledge does not reside privately in individual heads but rather it is situated in activities and distributed, or as Lave puts it, ‘stretched over–not divided among–mind, body, activity and culturally organized settings (which include other actors)’. This is, of course, precisely our theme of distributed systems.”

Now none of this is factually true but implementing these theories at school and workplaces goes a long way towards shifting towards the type of transformed society I described in the last post. The Good Society Gal Alperowitz is pushing or the cooperative commonwealth of a Harry Boyte or the All-in Nation or The Spirit Society or that welfare state based on subjective well-being the OECD is pushing. Trust me as someone who has read all these reports and books. Remarkable  consistency of vision going on with ed based on technology and the imposition of these psychological theories in the classrooms as the vehicle. And if you are unlucky enough to live in a League of Innovative Schools district, your Central Office has volunteered your children and dollars to fund the research into what works and what produces change and what really motivates your children at an unconscious level they may even be unaware of.

Are we going to get what is being sought? Mercy no. Let’s remember something the French commentator Jean-Francois Revel wrote more than 20 years ago in Last Exit to Utopia reacting to similar nonsense in France. Where of course UNESCO and the OECD are based.

“there can be no society without inequalities. These may derive from differences between individual performance or from disparities in advantages controlled by the state–or more simply from the wall separating those who have one or more state privileges and those who have none. Here I am using the word ‘privilege’ in the exact sense defined by Littre as ‘an advantage granted to an individual or group and enjoyed to the exclusion of others, to the detriment of the common law.’…

The inequalities within productive liberal societies are constantly subject to a mixing process and always in flux. In statist, redistributionist societies, the inequalities are frozen in place.”

That’s where all this is actually headed. The Meeting of the Minds is all about seeking special favors from an alliance with political power. So is the Global Cities Initiative or that Citistates conference at the Rockefeller Foundation estate in Bellagio, Italy in 2002, 2007, and 2012 that we discussed in the comments. Another invitation lost. We are using misunderstood reforms in education globally to change to societies where “the state creates the special privileges that generate inequalities, beginning with those that [politicians and the public sector and their unions] bestow on themselves.” And then quickly their cronies. And we will not be prospering in this static society and we would probably not consent if asked. So we are not being asked. Through federal grants and regional equity initiatives and planning around urban economies, it is all simply happening.

And a subjective well-being global and national focus is a tremendously useful way to make all this invisibly so. All you have to do is use the schools to make new social relationships the focus and limit transmission of facts. Anyone noticed a movement in that direction? Then you simply have to target social and emotional learning just like that July 28, 2012 Positive School Climate Executive Order plus the accreditation standards require. And then you go after an area that uses another $100 word–the conative. What motivates the student? Precisely what Digital Promise is researching and adaptive computer software, gaming, and learner analytics throw off. Massively.

This is a good paper on precisely how invasive this holistic focus is and all the aspects of the student’s identity and personality that are to be considered fair game. To get the desired change to tolerate or hopefully help take action for the desired change. To the Good Society that will actually function as an insiders-only kleptocracy of the sort Revel recognized. And the Soviet Union operated for the benefit of its nomenklatura with their special stores and ability to travel abroad. http://www.edpsycinteractive.org/papers/holistic-view-of-schooling-rev.pdf Notice this vision takes the prof in 2011 to Athens, Greece to present this “new vision for educating children and youth” with his whole child and every domain–Spiritual Transcendence, Moral Character, Social, Volition, Thinking, Affect/Emotion, and Physical/Kinesthetic. That Becoming a Brilliant Star Framework certainly qualifies as a Your-Child-Will-Be -Ours, All Ours orientation.

And finally getting to do research through digital literacy initiatives on students to study motivations and the “use of personal agency or volition to make choices regarding thought, emotions, and behaviors” is crucial to getting the desired common good society. And it’s so cool because virtually no one is paying attention to these levels of planned psychological intrusions or the real reasons for them. And again, you cannot make ‘subjective well-being’ the focus of social transformation UNLESS you also make the psychological and emotions and what drives behavior and collecting all that data the focus of school.

By the way, late in the paper Huitt does ask the question of “whose rights should be central to the concept of citizenship” in the 21st century. The individual or the community? Want to guess where he comes out in this well-cited paper? Yes it did have to do with collective benefit and the UN’s Universal declaration of Human Rights and redistribution to ensure REAL “individual autonomy.” Like anyone is autonomous with all this deliberate psychological conditioning coupled to intentionally trying to alter “one’s view of reality and one’s relationship to it.”

As I was researching this post and where subjective well-being and these psychological intrusions inevitably take us, I came across a 2012 paper on Human Behavior Modeling put out by the Cognitive Sciences Lab at the University of Karlsruhe. It laid out how a focus on emotion and motivation and grit and conative drivers and measuring all this via intentional assessments can be used to make human behavior predictable. People can then be made through schooling  to act consistently with desired models of their future behavior.

We have a very high level of intentional social reengineering going on here all being put in place by principals and consultants and central office staff just pushing whatever garners them the next lucrative promotion or grant or contract. Only aware, I hope, of the line to be sold and the changes to be made but no genuine idea of the real reasons why.

Did you know the word ‘quisling’ refers to a real person? Major Vidkun Quisling (1887-1945) was the Norwegian army officer who collaborated with German occupying forces during World War 2 and ruled Norway a head of the puppet government. After being shot for treason after the German defeat his name became synonymous with traitor.

I can accept not knowing the full story I am telling as all these people move towards implementation of this toxic agenda while living at our expense. But if the provable facts do not cause a Cease and Desist, I suggest getting T-shirts printed up for presentation that say:

Quisling.

 

Experimenting on American Children with Soviet Psych and Political Theories as Federal Policy

What’s that line from the movie Casablanca about “of all the gin joints in all the world you had to walk into mine?” I read so much troubling stuff, from theories to open declarations, that I tend now to take what is going on for granted and try to figure out ways to explain it.  When I read statements about research into “characteristics of users” I know users refers to actual children and their personalities and what makes them tick and what their family background is. When a federal report talks about “solid evidence of combinations of user characteristics and specific adaptations that matter” the report wants to use American students as guinea pigs to see what it will take to make students change behaviors and feelings and values and other motivational factors. The report seeks to examine how the level of resistance or ease corresponds to personality traits and family back ground.

When I first read http://www.ed.gov/edblogs/technology/files/2013/02/Expanding-Evidence-Approaches.pdf released by the federal DoEd in February about “assessing noncognitive features” I knew the feds wanted to investigate feelings and beliefs and values at a horrifically intrusive level that does not belong in a free society. http://www.invisibleserfscollar.com/if-the-system-seeks-to-destroy-the-ability-to-think-can-james-madison-save-us/ is a piece I wrote more than a year ago explaining that under the US Constitution the feds are targeting areas that constitute personal private property that is supposed to be off limits. I had no idea then at the level of sought intrusions, only that I was looking at principals and Supers who seemed to assume there were no barriers except personal ambition on what they and their staffs could do to students in the classroom. Think of it as a cultivated belief that a title or Ed doctorate authorizes all except sex with an underage student or embezzlement.

The recognition that the schools plan to conduct cutting edge research through “learning sciences theory” into “metacognitive factors” that have previously been inaccessible in a mass way and use “educational data mining and learning analytics [to] uncover patterns of learner behavior” that can lead to “insights as to whether alternative A or Alternative B is more promising” was alarming when I read it in that federal report. It also put the controversy last winter when both Glenn Beck and Michele Malkin did stories on the hugely troubling Grit, Tenacity and Perseverance Report into context.  http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf .

Grit, tenacity, and perseverance are all the so-called “metacognitive factors” the federal DoEd wanted to use digital learning to do research into. When the stories came out the media dutifully responded with attempts to portray the stories as out-of-line, over-hyped to get readers and viewers, and consistent with a black helicopter view of the world. A rather strange way to characterize accurate reporting of an official federal agency report. That had been quietly released without publicity.

The critical reports would have had more bite if Beck and Malkin and others had known about “Expanding Evidence Approaches Learning in a Digital World” that laid out the broader research agenda. Especially looking at all the Recommendations on page xii that the federal government wants to do or have others push with its support. And great gratitude with its coffers of taxpayer treasure and ability to regulate to show its thanks. When recommendation 2 says “Learning technology developers should use established basic research principles and learning science theory as the foundation for designing and improving digital learning resources,” the feds are saying to the private sector and venture capitalists that to gain the lucrative education contracts, they need to design based on the cultural-historical activity theory that radical professors who studied with Soviet psychologists like Luria and Leontiev developed. The theory that rejects individual mental thought altogether except what is picked up from personal experiences interacting with others. I first explained this shift here  http://www.invisibleserfscollar.com/so-now-common-core-rejects-individual-thinking-to-embrace-soviet-psychology-ecology/

Coincidentally I was actually reading a 2005 book this week called Culture & Context in Human Behavior Change: Theory, Research and Applications to clarify why this new sociocultural emphasis for the classroom that comes from Soviet psychologist Lev Vygotsky had become so vital to the actual Common Core classroom. The book kindly informed me that references to improved student performance or achievement or learning are all euphemisms in sociocultural, learning sciences, theory for changed human behavior. And that emotions are a type of behavior. Comforting, huh?

So who are the lucky schools and districts doing this experimental research on their students to use computers as the Vygotskyian sociocultural tool that mediates thought and makes collaboration with others the whole point of education? Well the initiative is called Digital Promise and the feds are hyping that it is bipartisan and authorized by Congress. Arne Duncan also likes to call it an independent third party nonprofit which is rather Orwellian since the seed financing was $500,000 from the federal DoEd with another $2,000,000 or so from the Gates, Carnegie, and the Hewlett Foundations. The very foundations who asked for and underwrote that Education For Life & Work report rejecting traditional education research as too oriented to individual thinking. And its governing Board is congressionally appointed. Does anyone on the Rep side on Capitol Hill appreciate what CHAT and learning sciences theory is and why all this matters? Why getting digital and blended learning to US classrooms is an essential part of a stealth long-term political coup financed with taxpayer dollars?

The initial guinea pigs are students in the 32 districts and schools that have signed this Organizational Charter to join the League of Innovative Schools.  http://www.digitalpromise.org/content/uploads/LIS-Charter-FINAL-5.23.12.pdf Unfortunately one of the districts who signed was my school district, Fulton County. I was not following what Fulton was doing but looking at what is cutting edge research now. And Fulton, like many districts with a strong property tax base and lots of upper middle class neighborhoods, is quite full now with ambitious people who want to sell what they are willing to do to children as a means of getting the next promotion or maybe even their own school district to manage.

That’s how ed administration works these days. “What will you agree to do no matter how horrified parents, teachers, students, and taxpayers are? Are you good at deceit? Can you dissemble with a grin as if you care?” Many of the districts on that list like Chicago, NYC, Houston, and Baltimore are typical urban districts but in a suburban district like Fulton, administrators are agreeing to take high schools that used to regularly produce 5s on the AP Calculus B/C exam and leave students only with a “strengthened ability to leverage cutting-edge technologies and to demonstrate 21st century skills.” That’s vocational as the new definition of what it means to be college and career ready. Deliberately levelling down while targeting the student’s personality for change.

To get the desired “real-time updates about what’s working and what isn’t” means taking the taxpayers’ property and sales taxes and using it to fund human behavioral experimentation. On their own or neighborhood children. There is no term better known from the controversial BF Skinner era of behavioral research of Stimulus-Response than the Black Box as in “I don’t care what goes on in the Black Box of wishes, I can train people like pigeons.” So when Digital Promise’s Charter agreement says ” A series of micro-level experiments will be rapidly conducted to unlock the black box of achievement and discover how technologies should be used to make classrooms and schools work more effectively.” these districts and schools are agreeing to impose CHAT sociocultural theory on classrooms and then conduct the kind of noncognitive research outlined above. The research that cared about student characteristics and what it took to gain adaptation. Change within the student.

There are only a few countries in the world that are listed as attempting to carry on the type of research that the League of Innovative Schools has agreed to deliver up their students as sacrificial lambs to do. Denmark, Norway, the UK, and now the US. The type of shifts that will constitute the new learner outcomes and the planned shift in both the classrooms and future workplaces (the attached new type of capitalism, remember?) are laid out if you have the time in a 2010 book called Learning Across Sites: New tools, infrastructures and practices.

So once again what is masquerading in the US as the Common Core is actually part of a much broader global vision to use education and technology to remake the nature of the economy and society. In the West that did not just try to overlay Uncle Karl’s vision of the future on an agricultural society but went though the Industrial Revolution and created high levels of wealth and technology. It is redistribution time.

You know how one of the 4 Cs of 21st Century Skills is Collaboration? That Learning Across Sites book makes it clear that collaboration, either at school or the workplace, is NOT just joint activity. No, participants must see each other’s perspectives and appreciate each other’s experiences and aptitudes and collectively reach an agreement of how to proceed. Collaboration is priming the student to break down beliefs that he or she is entitled to their individuality. Instead, he or she is to adjust to being a contributing member of the group and a proficient user of the tools of technology.

I wish I was exaggerating or making this up. I wish I was straining to make pieces fit to tell a good story instead of dropping pieces into places they were created to fit.

I wish our children were not the next targets to be created to fit.

Commencing the Long Sought Bloodless Coup via Education to Make Equality for All a Fact

That certainly is a graphic title but this is a declaration filled, how we can use education to change the future and the nature of our economy and political structures, post. Once again I am shocked with what flowed out from a little pondering over known facts. We have talked about community organizer Harry Boyte and his cooperative commonwealth vision before. But that was before we knew the White House Office of Public Engagement formally asked him to help use higher ed to shape the American Commonwealth Partnership, ACP, in 2012. When I looked into that troubling coordination further, I discovered that  ACP had been announced at the same January 10, 2012 ceremony where the troubling A Crucible Moment  report  http://www.invisibleserfscollar.com/college-ready-as-a-goal-of-k-12-is-not-helpful-if-first-you-gut-the-historic-purpose-of-college/ was unveiled.

Feeling a bit sick at this point over the implications of so much power and money invisibly directed at virtually ALL of higher ed and K-12, I went back to Harry’s 2004 book Everyday Politics: Reconnecting Citizens and Public Life to see if we were all in as much trouble as I remembered. Boyte shares Uncle Karl’s view of making history instead of accepting the world as it is. He ends the book with these marching orders: “we are at the threshold of history. We stand at the beginning of a world in which free citizens, across boundaries and borders, learn to act together in consciously political ways to create the future.” And it is expressly a future that rejects “individualism and consumerism.”

Boyte goes back to John Dewey to lay out his vision for the future of education and the new workplace. Let’s pick it up to see what our students are to be taught as Essential Learning Outcomes that they will then carry into adult life.

“It is, in short, a mistake to separate ‘work’ from ‘education.’ In the democracy of the future, goods will be made not primarily as a means to private profit, but because of their service to enriched living…Not only the value of the product for those who use it, but the process of production itself will be appraised in terms of its contribution to human welfare.”

Think about that quote in terms of the same standards being appropriate now to get ready for College, Career and Civic Life–the C3 Social Studies Standards. It’s also what we have encountered as distributed capitalism and Capitalism 3.0. Let’s go on to quote what is solely the hugely influential Boyte’s vision how:

“Education should be practiced as a dynamic engagement with the world, its problems, and its work. Education for democracy–education’s highest and most important goal–had self-consciously to cultivate the habits [NOT knowledge] that once were generated through young people’s involvement in the life and work of families and communities.”

Harry knows that the way to get at K-12 is through mandates on colleges and universities. An invisible trickling down from the nature of the ed degrees and college coursework. As he laid out in this 1999 Wingspread Declaration http://www.compact.org/wp-content/uploads/2009/04/wingspread_declaration.pdf Notice the desire to put that document back into operation in April 2009. What changed? Maybe Race to the Top commencing?

Reading Boyte’s January 2012 plans to reinvent citizenship via our K-12 AND colleges and universities sent me looking at democracyu.wordpress.com. The official website. But as you can see it was a shortlived site and it went inactive back in January just after the 2nd Inaugural. The last post was Boyte’s “Marching Orders from Martin.” As you can see Harry sees his work with the White House and federal DoEd as an example of the kind of changing of social institutions necessary for the Civil Rights Movement to finally obtain its long-sought equality of fact in economic and political relations. Now I had read about Italian communist Antonio Gramsci advocating in the 20s a March through the Institutions to gain control over the West. But Boyte is not talking about a theory for control. He is saying this is finally happening.

I had never heard of Bayard Rustin, the MLK aide who planned the 1963 March on Washington but what Boyte is describing is the exact kind of view of Civil Rights I also encountered here. http://www.invisibleserfscollar.com/morphing-the-common-core-into-a-new-rewritten-us-constitution-by-mandating-false-beliefs/ So I followed Boyte’s link to a Smoking Bazooka of a confessional article from February 1965 “From Protest to Politics: The Future of the Civil Rights Movement.” http://www.commentarymagazine.com/article/from-protest-to-politics-the-future-of-the-civil-rights-movement/

That article lays out something I had guessed at for years from attitudes I had picked up on but never thought anyone would have put into words. That the Civil Rights Struggle cannot be over while capitalism remains. That the urban areas of the currently dispossessed will ally with others, especially labor, to become a powerful political coalition. That the civil rights movement can be “an effective vehicle for social reconstruction.” That the previous “protest movement” was turning into a “full-fledged social movement” that is “now concerned not merely with removing the barriers to full opportunity but with achieving the fact of equality.” And that cannot occur said Rustin within the present socio-economic order. Society has an obligation according to Rustin “to meet not only the Negro’s needs, but human needs generally.”

Now those of you that have cruised along with me as we got to know Uncle Karl’s philosophy of the future up close and personal will likely recognize where a belief in such an obligation came from. And Rustin would not disagree but there’s a point later in that article you may miss if you read it that makes the context crystal clear. He writes:

“We need to protest the notion that our integration into American life, so long delayed, must now proceed in an atmosphere of competitive scarcity instead of in the security of abundance that technology makes possible.”

Rustin there is saying that the US has gone through the magical stage of technology which capitalism produces that will make redistribution possible without scarcity. I explained it here http://www.invisibleserfscollar.com/naming-educators-as-the-levers-shifting-the-human-personality-to-marxs-moral-revolution/ . I just never knew we would link this vision directly to the Civil Rights aspirations of 1965 and 2013. Going on now while the few who are aware of what is going on in education merely ponder federal overreach and the cost of the new assessments. Oh, they have no idea of the extent of the intended overreach. Ruskin knew, and Boyte and the Obama Administration know, what we need to recognize now ourselves:

“It is institutions–social, political, and economic institutions–which are the ultimate molders of collective sentiments. Let these institutions be reconstructed today, and let the ineluctable gradualism of history govern the formation of a new psychology.

See why social and emotional learning are so important? Even if this Administration has to misread federal disabilities and civil rights laws and impose Positive School Climate Executive Orders? The Whole Child? See why EdLeader 21 districts and Catholic private schools are pushing Daniel Pink’s vacuous A Whole New Mind so hard? Unaware Pink is simply obscuring the same political vision he used in his speech-writing career for Al Gore.

Through “political power,” Ruskin, and Boyte since he cited the essay and President Obama and Arne Duncan we must assume since they hired Boyte, want a “refashioning of our political economy.” That includes “radical programs for full employment, abolition of slums, the reconstruction of our educational system [via the poorly understood Race to the Top?], ” and “new definitions of work and leisure.”

That’s a lot of transformation to be hiding invisibly in education. The one social institution that virtually everyone passes through for an extended period. During the part of their life when their personality and values are the most malleable.

The great tragedy of this vision from 1965 is what we now know. That urban school districts have been willing to engage in systematic mind arson to keep an aggrieved coalition in play. It has taken a long time but this vision is finally fully in motion. And it is the well functioning suburban schools that must be taken down to get to this equality of fact. It is solid colleges and universities being told to make civic engagement and life experience the focus.

The revolution is in full assault mode. Time for all of us to become aware of the precise nature of these supposed “Marching Orders from Martin.”

And Uncle Karl and John Dewey…

Mystical Marxism, Shapers of Our Current World System, or Building New Mental Software

Please. Oh, please, can I opt for a Door Number 4 as I continue to track down the actual planned social, political, and economic transformative vision for the future? Global and using so-called education reforms as the vehicle. Without our consent and apparently without our knowledge. Modelled on of all things, Soviet psychology and philosophy, but now renamed and spun in terms of Confucius or transpersonal, Integral, philosophy and the ever present systems thinking. Because of course the mindsets that the Chinese leaders find appropriate for their “under our thumb” (to the music of the Rolling Stones please) citizens is precisely appropriate for a US or Australian or Korean classroom. Anywhere I suppose where anyone with political power dreams of looking at the masses of taxpayers and voters and assigning a role of permanent subordination.

Mystical Marxism. That’s what Ken Wilber called his Integral Worldview that explores, honors, and acknowledges “all the dimensions of men and women’s experiences–sensory, emotional, mental, social, spiritual.” Now Ken has actually been on my radar for a while because Harvard ed prof Robert Kegan seems to like partnering with the Integral Life philosophy when he is not pushing “Lessons of Systemic Change for Success in Implementing the New Common Core Standards” with Peter Senge and Hewlett Foundation funding. http://www.invisibleserfscollar.com/viewing-education-as-the-prime-lever-for-international-social-change-community-organizing-everywhere/ . But I do not talk about people on the periphery no matter how troubling the implications of their views. No I was following up on the definition of Global Competence and the Smithsonian’s involvement with both Understandings of Consequence and Big History.

Which caused me to take a look at the SHOUT education conferences Smithsonian has been sponsoring with Microsoft and another entity I was not familiar with. TakingITGlobal–Inspire, Inform, Involve. It turns out to be a student social media site promoting Global Citizenship. Disturbingly to me, their Theory of Change http://www.tigweb.org/about/why/change.html is “inspired by the integral philosophy of Ken Wilber, which posits that there are 4 areas (quadrants) where progressive development can occur: Interior Individual, Exterior Individual, Interior Collective, and Exterior Collective. Through our programs and project, young people move along a linear path through each quadrant …(A) Youth Development; (B) Youth Action & Participation; (C) Social Movements; and (D) Societal Values.” There’s more specifics on that site to help inculcate that individual and collective common core that prompts transformative action. Parents happily thinking their children have become involved in service learning may want to search out Wilber’s aspirations for Achieving Binding Democratic Global Governance.

Part 2 of our title comes from more detectiving around this issue of Global Competence and its integral (couldn’t resist because it’s true) part in CCSSO’s vision of the Common Core’s actual implementation. Turns out in 2009 the Gates Foundation funded a  CCSSO project called EdSteps to essentially obscure the key implementation components that might be controversial. Mustn’t allow any disruption of the political narrative being used to con the public on what was coming. It’s the EdSteps frameworks then that announce that the Common Core is about “a nation transforming its business and education systems in response to the evolving global economy.” That would be the Capitalism 3.0 or  what Shoshana Zuboff called distributed capitalism and the Aspen Institute the fourth sector/for benefit economy.

http://edsteps.org/CCSSO/SampleWorks/EdSteps%20Framework-08_29_12.pdf is the framework. Virginians and Texans may want to note their involvement with EdSteps as more proof you can get the common core implementation without the actual math or ELA standards. The Five EdSteps skill areas are the key implementation components that no one had been previously and systematically assessing: Creativity, Problem Solving for Learning, Analyzing Information, Global Competence, and Writing. Now honestly as EdSteps describes all these areas they will go a long way towards training students to Ascend from the Abstract to the Concrete or what Paul Ehrlich called organizing around Big Ideas and Concepts that will instill a compulsion to act. But you now have those Frameworks and my earlier posts. I need to move on to the even more troubling ideas behind the EdSteps screen.

EdSteps is a partner in yet another entity, world savvy, framing transformative curricula and practices for the 21st century student. And without the above link you would never see the ties to CCSSO. http://worldsavvy.org/assets/documents/uploads/WorldSavvy_ComponentsofGlobalCompetency.pdf lays out the Knowledge, Skills, Values & Attitudes, and Behaviors to be instilled in students. It’s all troubling but it’s the Knowledge component we need to focus on now. Especially as it primes for Big History or something comparably false and influential.

In particular the phrase “Historical forces that have shaped the current world system.” We don’t have a current singular world system. If we did it would by definition be totalitarian. The aspiration for one was a huge part of what drove one side in the Cold War. As long time readers know, I have been describing what appears to be an effort by UNESCO and other UN agencies to use initiatives like the Belmont Challenge and the Future Earth Alliance (still have not seen anyone involved in tights with lettering on their chest) to get to a singular world system.

That phraseology in the Components of Global Competency tells us a lot about the assumptions inherent in meetings none of us have been invited to. It also indicates all these transformational reforms are being driven either by some woefully ignorant people or idealogues enthralled by Utopia. Not to mention the Champagne Tastes and Caviar Dreams of being a connected Business in this vision no longer worried about consumers or competitors.

But a key component of this social vision starts at the city or regional level. Where it is much easier to get all the relevant politicians on board and bought off with grants and revenue sharing to finance a transformation. At least in the short term. It’s called the Learning City or Region and shifting the US towards it to dovetail with its Asian push is the purpose of both the Metropolitanism initiatives we have covered several times and the planned shift in federal revenue sharing we covered here http://www.invisibleserfscollar.com/well-no-wonder-no-one-listens-to-common-core-complaints-if-it-is-tied-to-federal-revenue-sharing/ .

But inexplicably the mayors and city councils always leave out the key component of the vision about “building mental software conditions for human wellbeing.” Or that learning cities and regions are the vital first step in “building the structural concept of a ‘learning society’…based upon an emphasis that ‘a society should be rewired and re-constructed in a way that human learning is put at the very front and maximized to fulfill the idea of a whole person.”

Well that sounds outlandish and remember learning means changes in values, attitudes, beliefs, or behaviors. I seriously doubt UNESCO’s or the Chinese vision of a whole person would be ours. And again aiming at those personal traits is essential to anyone with an aspiration of an integral human system. Local, national, or global. Bad track record people. And the above links have the Common Core in the US linked to at least two strategies for such a totalizing vision of personal and collective transcendence. The one Hewlett paid for in that previous post and Ken Wilber’s Integral Theory of Change.

It will be no fun to be an individual in a “complex adaptive system” being reorganized and centrally directed. Which is probably why the 2010 UNESCO document I am pulling this global Learning City vision from is quoting from Korea, Shanghai, and Changzhou, China versions. Where “education is an instrument to rebuild the community” around the planned vision. A community where “all” is so “co-related and connected to make a whole complex ecosystem of human learning. It is like a human body which cannot be detached from other parts. If so detached, the human simply dies.”

There’s no place for the genuinely autonomous person in that UNESCO-inspired vision of the Lifelong Learning Community (LLC). And if you think nothing like this can happen in the US or other countries like Australia I suggest you read this Leading Learning Communities report to be an effective elementary school principal. http://www.naesp.org/sites/default/files/LLC2-ES-1.pdf . That LLC vision is supposedly necessary “as we face squarely the challenges inherent in the transformation of our global society.” A learning society. One where, to once again quote UNESCO and a Korean prof of Lifelong Education in Seoul:

‘learning functions as a key attribute and defines what a society should be [functioning like what the Chinese Communists used to call 'thought reform' and others had a darker term for]…a key apparatus of social production and reproduction [which sounds better than the reality of social engineering]…In sum, a learning society is a self-organising emergence [in a centrally planned and dictated sort of way] where new patterns of social fabric and learning systems are merged and deployed. Here my point is this: a learning city is not just an old-timer’s economic project, but a whole new idea where a whole new learning system emerges, revolves, and grows to lead economic, social, and political development as a whole.”

How totalising. No room for the unitary self there. No wonder john a powell said that the Regional Equity Movement in the US and its accompanying education vision was not just looking for distributive justice. Not when you can join a vision where “learning is considered an authentic and generic DNA for cultivating the post-industrial society as a complex adaptive system. In this vein, systems thinking is the key mode of planning and implementing the whole situation in action.”

Which would explain why systems thinking just keeps popping up. All the function and little of the notoriety of the M word.

Explicitly treating all of us as if “cultivating a forest of learning systems, which needs patience, systems thinking and collective minds.”

No I am not done yet. But that is quite enough to chew on for today.

 

 

Does Community of Learners Sound Warm, Fuzzy and Harmless? It’s Not

Community of Learners (CoL) is a phrase that first came on my radar when a new high school principal who prided himself on being a Change Agent kept mentioning it. Sandwiched in between troubling references to the teachers “may no longer teach or lecture” and “students should construct their own learning.” So the term was on my radar screen as probable trouble in a way that most parents or community leaders or politicians are unlikely to pick up on. My guess is the first time any of you or the political decision makers hear of  a CoL or its earlier name, Collaborative Classroom, will be something along the lines of the way Lee S Shulman, the President of the Carnegie Foundation for the Advancement of Teaching and another Stanford prof, described it. He called it a “pedagogic reform”–”Fostering a Community of Learners.” My comments are in brackets.

“The essence of FCL is the creation of learning experiences in which students who are working on big ideas [now frequently called essential questions as in McTighe/Wiggins Understanding by Design] become interdependent in their investigations and their collaborations around new tasks. [remember CCSSI is student-centered and all the mentions are to activities, tasks, and projects. Virtually all group]… FCL rests heavily on the deep understanding [emotional; affective; grounded in feelings and beliefs based on experiences]. [FCL] is primarily concerned with achieving changes in the social relations among students [paging John Dewey to the 21st Century classroom!!]. Moreover, we argue that this form of task division and distribution is not merely a pedagogical tactic; it mirrors the ways in which complex problems are addressed in both academic and entrepreneurial contexts in the modern world.”

Now, minus my snarkiness or inserted explanations prompting a recall of earlier points in previous posts, this explanation of a reform might sound pretty convincing. Especially if sold as a means to decrease the drop-out rate by increasing student engagement. You can bet this would come with all the university presidents and business people who think it is a wonderful idea. Left out of course would be the fact that the higher ed accreditation agencies required the change in the classroom and probably pushed the “independent” endorsement of FCL to boot. Or that virtually all the businesses being cited for support have some undisclosed conflict or are looking forward to being a designated vendor of a NEED in a hoped-for new kind of Capitalism as we have talked about.

So I see things differently because I understand more pertinent facts than what is typically supplied by the sales campaign for these education or economic reforms. And those of you who are hearing horror stories (finally!!) about the new Common Core Science Standards and its emphasis on consensus science, remember Carnegie financed those standards. So the real point of FCL is pertinent to the real point of those Science Standards. Which is to replace objective, experimental Science as a body of disprovable  knowledge. Instead we are to get experience knowledge grounded in personal perspectives. As you can appreciate Experience Science is much more susceptible to influence from political power. Very convenient in a hoped for government-led economy of the future.

Now what Shulman and others advocating CoLs as a key component now of Effective Teaching and Classrooms and Positive School Climates and Cultures are likely to leave out is that this is yet another export from the Soviet Union from the time of the Cold War. Professor Bronfenbrenner was not the only American prof dropping in on Soviet psychologist Leon’tiev for some advice on how to teach American students in the future. Then Harvard Ed Prof Courtney Cazden just happens to mention in her book Classroom Discourse: The Language of Art and Teaching that FCL came from observations of a mid-70s trip to the USSR she and Professor Ann Brown and Professor Michael Cole took.

The late Ann Brown is considered to be the creator of the US version of FCL along with her husband Joe Campione. She grounded it explicitly in the theories of Soviet psychologist Lev Vygotsky who we have talked about before. He was trying to come up with a way to create the perfect Soviet personality for the future. The FCL Project is described as a “system of interactive activities designed to create a self-consciously active and reflective learning environment.”  Which sounds ever so much like the actual intentions for the Common Core classroom all over the globe now when you read the documents the insiders send to each other on what they wish to achieve.

If you are wondering why now after the USSR went poof, let’s remember all the cited political theorists and business professors and systems thinkers I have described as seeking economic democracy globally in the 21st century. Scharmer, Zuboff, Harry Boyte, Benjamin Barber, and John Dewey himself. Cazden herself said that these types of social interactions in the classroom are “essential for students’ development toward active citizenship in a pluralistic democratic society.”  Professor Michael Cole cited John Dewey for this reason:

“the social environment … is truly educative in the degree to which an individual shares or participates in some conjoint activity. [a nerdy way to say group learning]. By doing his share in the associated activity, the individual appropriates the purpose that actuates it [don't be surprised if it's about global warming or overpopulation], becomes familiar with its methods and subject matters, acquires needed skill, and is saturated with emotional spirit.”

That last part really got my attention as another one of the books being cited to push for a different kind of economic system to go with these ed reforms is called The Spirit Society imported from the UK. Plus Zuboff described her distributed capitalism in terms of using education to infuse the desired spirit. We seem to have a consistent theme and desire going here.

Cazden described the importance of FCL and its emphasis on social relationships like this: “Now each student becomes a significant part of the official learning environment for all the others, and teachers depend on students’ contributions to other students’ learning, both in discussions and for the diffusion of individual expertise through the class.”

Yes that is the real reason Gifted programs and tracking are being discontinued. Those fine minds and excellent vocabularies and outside school experiences become common property of the classroom. To be accessible to everyone instead of the talented students moving on in the subject-based, abstract world they are capable of and may prefer. That would be selfish in our hoped for economic democracy where everyone’s needs come first and individualism is no longer a concept to be cherished or even accepted. See Cazden’s colleague James Paul Gee’s rejection of even the concept in an earlier post.

Professor Cole likewise said the Community of Learners concept is grounded in Vygotskyian “cultural-historical activity theory” or CHAT for short. His acronym, not mine.  Like Dewey, Professor Cole sees these learning theories where “humans are [supposedly I add] created in joint mediated activity” as about changing the prevailing society and its customs, feelings, values, attitudes, and beliefs. In fact, Cole said the “acid test of CHAT” would be its “success in guiding the construction of new, more humane forms of activity.”

Like Boyte’s Cooperative Commonwealth or Zuboff’s distributed capitalism or Otto Scharmer’s Capitalism 3.0? Every time we peel away the cover of the rhetoric intended to be the sales campaign about the US Common Core and its related education reforms globally, we find these radical Transformative intentions. Cole says “Culture is exteriorized mind; mind is interiorized culture.” So if you make the classroom about social interaction and the use of a visually-oriented external thinking devices like Smartphone or tablets like an IPad, the hoped-for change is the student’s mind from the inside out. Hopefully largely empty of accurate facts. Do that to enough students, especially making the activities about emotionally provocative or insoluble complex world problems, and you can change the prevailing culture.

Implementing these ed theories may also though destroy everything that works without gaining viable substitutes in its place. Except the strong arm of government coercion. I have not made too heavy of an emphasis on how the Communitarian aspects of all these reforms harkens back to what was going on in 19th century German education reforms. I will simply add that the Germanic term Gemeinschaft keeps being cited in these related reports for internal consumption. One such report from December 2000 went on with the definition of a desired school community “where the value of individuals working together for the common good is upheld and respected.” It also referred reverentially to Amitai Etzioni by name as well as his anti-individualism “social movement.”

Can you see why I see the reality of the Common Core so much differently? It is all there once you treat education reform like an onion and peel away the rhetoric. And track back to the actual creators of these implementation practices.

 

Who Needs Pitchforks to Get Political and Economic Revolution? Education and Time Will Do Fine

Back during a previous coordinated stealth assault on our economy and political structures, Professor Benjamin Barber published a Clarion Call book called A Place For Us: How to Make Society Civil and Democracy Strong. It is the perfect illustration of why I see the actual Common Core implementation and the real End Game intentions so much differently than anyone else. Not only am I reading documents and regs that will control what is to happen, I read the support for the vision as well. Which includes Professor Barber. And simply withdrawing the book from library shelves will not stop the analysis. That merely emphasizes how important the vision and the explanation in the book actually is.

That nerdy expression from the previous post “Generative Metaphor” from Donald Schon’s tool chest to get us to a new society or my new favorite “anticipatory schemata” from a different well-known prof will certainly come in handy if the Goal is the “transformation of the role of work in our economic system will hence have to await the transvaluation of our civic and moral systems.” No need to make an issue of what Political Ideology you want people to embrace thoroughly. You just make it a supplied concept or metaphor or schemata that their school uses from an early age in the classroom to help the young tykes frame their takeaway perceptions from their daily experiences. Now you didn’t really think that all the talk about activities and tasks and actions was really about a better way to learn, did you? It’s a better way to unknowingly imbibe deeply of ideology and never even be aware of it. Students learn to perceive experiences through the supplied framing concepts.

Next thing you know students believe deeply what all these professors want us all to be shifting towards (from Barber’s conclusion).

“Democracy can be our most magnanimous employer. Citizenship can again be the most human of all occupations. .. [history] appears now to be conspiring with [civility]. In a provocative realization of Marx’s prophecy anticipating a new world of abundance no longer rooted in endless labor, our society is moving toward conditions that could nourish the resuscitation of civil society–not just public work but public play, cultural leisure as well as civic labor, fun no less than ferment, the joys of living in place of the burdens of earning a living.”

Barber is not the only one who sees all this Systems Thinking and reimagining of education as moving us towards a new future vision grounded in what Uncle Karl wrote so long ago. Others though leave out the explicit mention that is probably what got Barber’s book pulled off the shelves. When I read Shoshana Zuboff’s 2002 The Support Economy: Why Corporations Are Failing Individuals and the Next Episode of Capitalism I went back and reread Maurice Berman’s passage on Marx and Modernization in his book to doublecheck that meeting everyone’s needs did in fact form the essence of Uncle Karl’s ultimate economic and social vision.

Yep, so her new enterprise logic of a “distributed capitalism” based on everyone’s “need and support” as its organizing principle basically gets us to a 21st century version of the M word. She wants “Buyer-beware”  to give way to “United We Stand” and a reinvention of the employment relationship and the idea that “all enterprises should work for them.” Honestly this vision, which also fits with Senge’s Fieldbook from the previous post, will have the least capable employees the most assertive about their right to be consulted. Capable people tend to be too busy. I am not picking on Shoshana. She has a right to her beliefs just like we have a right to recognize the political and economic theory she is describing as well as the significance of citing Erik Erikson’s theory of human development in her creation of the “psychologized individuals” who will be demanding that society be changed. Won’t the real Common Core come in handy for that if the goal is to create “powerful drives toward interdependence, affiliation and community-building, but in ways that no longer depend upon a priori criteria such as kinship or geography?” Not to mention the real definitions of College and Career Ready we have tracked down.

So K-12 schooling is where those individuals get “psychologized” so they are “educated, opinionated, rights-claiming, and keen to act. They have concepts, ideals, and information.” Shoshana left out schemata as what organizes their view of the world and I’d be willing to bet most of the information supplied will not be accurate. Shoshana’s new individuals will be primed by school and then university to “demand a high quality of direct participation and influence.” Probably in inverse proportion to the genuine value of their contributions to the workplace apart from showing up. But if you believe in the “evolution of the human-spirit” education is your tool of choice.

And Shoshana is not the least bit alone in her aspirations. http://www.managementexchange.com/hack/develop-support-dna-new-capitalism was a McKinsey award winner last fall at Harvard B School to reimagine a fourth sector of the economy tailored to needs. These ‘for-benefit’ firms will integrate social, environmental and financial value creation. All at the same time. And if that sounds pie in the sky. http://www.fourthsector.net/attachments/39/original/The_Emerging_Fourth_Sector_-_Exec_Summary.pdf?1253667714 shows North Carolina on board to foster this new sector that blurs the distinction between public and private. It has Aspen Institute support which means virtually all the big foundations involved with Common Core are also involved with promoting this Fourth Sector idea. Won’t this go well with Aspen’s Effective Teacher eval push? Evals will likely go a long way towards forcing the classroom teacher to cooperate with “psychologizing” individual students as envisioned above. Plus I found this same paper being pushed in Australia. That means this is a global reimagining.

In the last post I talked about Otto Scharmer’s Seven Accupuncture Points paper but not what he called Capitalism 3.0. What his and Senge’s Systems Thinking work in the schools and businesses and on higher ed campuses is intended to achieve as the End Game. And remember we have the UN-affiliated IHDP describing Senge and Scharmer as pursuing the vision of the future that they and Paul Ehrlich’s MAHB are also pursuing globally. I am thus not alleging anything.  Scharmer’s economic vision functions much like Zuboff’s distributed capitalism. He envisions value-chain relationships of the politically chosen enterprises in “distributed situations” that “link all players along the value chain, from sourcing raw materials to the end consumer.”

Scharmer wants a “new coordination mechanism” other than private choices driving this value chain of goods and services “that revolves around creating collective action that arises from shared attention and common will.” That does sound decidedly like central planning and coercion but I am sure the generative metaphors and schemata and social and emotional learning in K-12 will prime the personality not to mind this time. Then Scharmer moves on to what is really the essence of what everyone really seems to be wanting from Systems Thinking. And I say that after tackling Donald Schon’s very graphic 1971 book Beyond the Stable State yesterday. Just trust me or we will be here all day. If these profs do not actually use the M word as Barber did they keep describing its fundamental tenets as their aspirational vision.

I am going to cite a long passage from Scharmer (p 12 if you pull report) but he is speaking for a large number of others and this is the End Game that goes with both global education reforms AND all the hyping about whether manmade carbon dioxide is leading to imminent catastrophic global warming. Think Vehicle for Change. Excuse for Change. Desired Vision of the Future.

“are we willing to accept that we are not separate from each other, but are economically and socially a highly interdependent field of interrelationships and communities?

And if we agree that the multi-level connection exists, are we willing to lend a hand to each other? If the answer to that is yes, then the highest-leverage economic intervention would be to simply create a basic human right to a basic income for every human being that, if combined with free or inexpensive access to healthcare and education, would create a level playing field that gave everyone a chance to pursue their aspirations and dreams–to put their real creativity into the service of the larger community.”

That’s what all these profs envision. It’s what Uncle Karl and his good friend Friedrich wanted too so long ago. It’s what the Fourth Sector is getting at and Capitalism 3.0 and distributed capitalism. And it utterly ignores human nature and the results of comparable aspirations in the past. And I tackled the futility of this before with some help from Friedrich Hayek here http://www.invisibleserfscollar.com/being-grateful-for-what-we-know-and-appreciating-why-it-matters/

But we all deserve a public debate on what is really being sought and whether it can work. I am ready. But right now this vision is coming in the backdoor uninvited while we are in another part of the house or at work ourselves.

We have every right to insist if it wants another chance in the 21st century, this radical vision must knock on our front door and make its case. To all of us.