Deep Diving to Internal Mental Models to Increase Leverage for Accomplishing the Great Transition

No, deep diving is not a Grab Your Attention Play on the ubiquity of the ambiguous term ‘deeper learning’ as a fundamental goal of 21st century education globally. The last fundamental transformation confession that was lurking in that IPCC definition of Adaptation we have been discussing in this Spheres of Desired Transformation Quartet was from a 2011 Conference in London where once again our invitation went missing. Sponsored primarily by the World Wildlife Fund-UK and called the Smart CSOs Conference, the report was called Effective Change Strategies for the Great Transition: Five Leverage Points for Civil Society Organizations. Troublingly and in disregard of my recollection of civics in the US, the document seeks to achieve invisible global change because “similar to governments, CSOs have a mandate to serve society’s interests, but they do not face the same constraints as governments.”

Oh, goody. Especially since the report notes in discussing the leverage points for the wholesale transformations intended by the Great Transition that “increased leverage can be found by diving to the deeper levels of the iceberg depicted [in the report but taken from Peter Senge's 1990 book The Fifth Discipline Handbook] and draw our attention to and shift system structures and mental models.” When people tell me they wish my book or this blog would simply stick to education, I keep repeating that I cannot. The constantly recurring end goal is always that education is a means for obtaining a new kind of consciousness and revised societal values for desired fundamental transformations “across every realm” at both a “broad and deep systemic” level. The report states that this “includes technologies, legislation, economic and governance institutions, social relations, culture and values.”

Education is deemed to be the key means of leveraging the transition because it is the “internal models of the world” that will allow the needed changes in behaviors going forward. All the explanations of mandated Constructivism and Curriculum Redesign and Gaming and systems thinking and digital learning all become clear when we read the complaints of how existing political, social, and economic structures are resisting the desired transformational changes. The key the report says is to “go even deeper and explore how real structures are shaped by our thinking. We create internal models of the world–mental models, which we use for making sense of the world and taking action.” The fact that these internal mental representations are the target gets hidden behind euphemisms like deep learning, brain-based learning, teaching students ‘how to think,’ and rigor and higher order thinking skills that will allow Transfer.

Unless, like me, you read the underlying cited psychological research the true definitions and aims remain obscured. In my world though, the intentions could not be more clear. As the CSO report recommended, systems thinking and conceptual ‘lenses’ generally “allows us to open these black boxes.” Numerous papers I have seen in just the last week make it clear this is exactly what the new assessments delivered via adaptive software and the computer are designed to produce data both looking at and changing what’s inside the ‘black box’ within a student’s mind. It is the aim of this recent Nellie Mae report    http://www2.nmefoundation.org/l/30762/2014-03-20/sbd9/30762/14238/Ready_For_College_FullReport.pdf as well as “Measuring Learning Success: Rethinking Assessment to Improve Student Outcomes” from the Center for Digital Education (that is actually a sub of media company erepublic that works with state and local governments on innovations based on Big Data). Can you say “No one will see this coming until it is too late?”

All of these intentions are laid out, including specifically “simulations and role playing games” that let students explore in cyberspace with visual images the “dynamic consequences of our assumptions” in our existing mental models. No one will be tipping off teachers or students that those consequences are simply what has been programmed into the simulation to guide beliefs and values in desired directions. If you are wondering if I am perhaps too cynical on the intentions here, the CSO report wants a new narrative so badly they italicized it that will “speak to the hearts and minds of a very large number of people and tell a creative and emotional story of who we are and who we need to be and tap into the creative worlds of mythmaking.” The narrative will appeal to people’s intrinsic values, which will of course have been cultivated by ed using contemplative education or positive psychology methods and the Positive School Climate/ Fostering Communities of Learners requirements.

Whatever method gets used to embed new communitarian oriented values via school and higher education, CSOs are exhorted to use the laid-out “understanding of values, frames and narratives in their policy and their communication.” Remember the desire of cybernetic theory to create an internal keel that could be used to steer people’s future behavior with? CSOs, the media, governments at all levels with help from companies like erepublic, are all planning to steer as a means of finally achieving this Great Transition. Did you know the report defines narratives as “frameworks for people to understand their lives. They are a way to make sense of life”? Those narratives are being consciously created to get at emotions. They are designed to utilize research from cognitive science obtained from real people via formative assessments, adaptive software, or data from MOOCs (hence all the interest from the Artificial Intelligence community. It is also a research method).

That cognitive science research so far says that to change values in people and ultimately institutions, education needs to target the “mental structures that allow human beings to understand reality.” Accessing these “deep frames–the cognitive structures found in long-term memory–are closely linked with cultural values. Deep frames are relatively stable, but are not unchangeable.” Let’s stop again to remember and discuss why these deep mental structures are being deliberately targeted for change. Politicians, public sector bureaucrats, foundation employees, CSOs, and apparently the entire UN apparatus that guarantees lifetime salaries for all vision-compliant former politicians once voters tire of their shenanigans, have all decided to fundamentally redesign all our civic institutions and economic and political structures in ways that benefit them and screw us. Since we would be crazy to go along if we were asked, we are not being asked.

Education again is the way in. It is why it has become a Weapon to Destroy the world we currently take for granted. It goes to accessing the deepest structures of our minds and the fundamental drivers within our personalities. To dictate that it is now to be “the will of humanity to invent an economic system that is guided by different parameters and that would work for human wellbeing and the planet.” That’s doubtful, but it’s such a nice slogan for the reality of personal greed coerced via the public sector. Schools and higher ed are now to ensure graduates have a “bigger sense of interconnectedness with nature and with others and an empathy with humanity as a whole (global empathy).” And no matter how much a student knows, without hitting that Universal Love stage of Global Citizenship, there will be no badge or diploma. The student will be regarded as Not Ready to Move On.

I want to end on one of the same notes that I drew attention to in my book, especially now that the same vision featured prominently in the recent book Imagine Living in a Socialist USA. The intended redesign of the global economy, especially in developed countries like the US, Canada, Australia, and Europe, is to “start with the question: What level and what type of consumption do people really need to live a good and fulfilling life?”

This is not a minor point. In fact the Ford Foundation funds Global Transformation research around this so-called Line of Plenty. The Thanksgiving 2077 conclusion to that Imagine book talks about how people probably would never have supported the Great Transition if they had realized it would mean meat consumption would be rare and that medical care would cease after a certain age. But those recognized realities are not in the Talking Points for the Great Transition being offered for public consumption. It’s not designed into the scenarios offered by virtual simulation either.

We have a great deal of intended aims and consequences laid out in the documents discussed in this IPCC Adaptation Quartet. Fundamental transformations in all areas without any intention of asking for consent from the so-called Governed. Only calling attention to these intentions and the fact that education is the way in can stop it.

I can and have tracked all this and more. Can you help me spread the word about these dangerous declared intentions?

Tuition-Paid, Taxpayer-Funded, and Faith-Based Schools Unite to Force a Revolution of Being

The phrase “Revolution of Being” showed up recently in an essay from the 70s that then proceeded to lay out the education vision for how to transition to a radically different collectivist society. After realizing the vision fit with the 21st century education reforms we are now dealing with globally under numerous names, I decided to take a long walk to catch my breath. During that escape the term Creatures of the State came to me to describe my frustration that people either living at taxpayer expense or off the proceeds of untaxed foundations or university endowments feel so free to advocate for radical change while they largely get to ignore the likely toxic effects. Roberto Unger from our last post is an example but so are many of the people we are going to talk about today.

And as you will see with my resentment of the use of the phrase “secession of the successful” to describe the suburbs, especially those representing the prosperous northern arc of Atlanta, I am totally losing my patience with being lectured on justice and fairness by Creatures of the State who make their living from advocating for bad ideas. And usually lying about it to prevent taxpayer rage. Creatures of the State have no grounds to lecture the rest of us about our responsibilities as a community or what Equity requires. The phrasing in the title about the nature of the schools working together was in the Thanksgiving letter from the School District Super from one of those greatly resented areas of metro Atlanta. The one with the conversion charter that deceitfully mandates the Revolution of Being view of education on unsuspecting taxpayers. The pithiness of phrasing makes it quite clear the Super is repeating a declared intention that there be No Way Out from the use of ALL schools, every type, to ensure Mindsets Suitable for Radical Social Change.

I grew up outside Atlanta in Marietta and live in what is called the Sandy Springs area now so when the Regional Equity advocates last week cited a 2005 book by Kevin Kruse called White Flight: Atlanta and the Making of Modern Conservatism in connection with commenting on the move of the Braves baseball team to a new stadium, I got a copy. I am glad I did but I am going to need new walking shoes at this rate if I have to keep reading all these deliberately inflammatory statements. In an effort to attack the very legitimacy of the idea of the suburbs Professor Kruse stated (my bolding in frustration):

“the [black political power/white economic strength] coalition was, for the first time since its founding, no longer confronted with the resistance of reactionary whites. This was not, of course, because such segregationist whites changed their minds; it was because they changed their addresses. In the suburbs surrounding the city–away from Atlanta, away from the biracial coalition, and away from blacks–whites created the Atlanta of which the city’s segregationists long dreamed.”

Now Kruse did later call attention to the fact that much of Atlanta’s growth came from new arrivals, not Dixiecrats fleeing across the Chattahoochee to get better prices on white sheets for hoods, but he went on to taint the arrivals and their views all the same:

“Whether they had been involved in white flight or not, the new arrivals to southern suburbs like those around Atlanta came to understand and accept the politics born out of white flight all the same.”

With that slap in the face, along with stating that “[r]egardless of their origins, those who made homes for themselves in the suburbs generally held a common indifference to the people and problems of the city,” Kruse might as well be putting a large bullseye on those suburbs and their schools. He then took the “secession of the successful” line from Professor Robert Reich before he became Clinton’s Secretary of Labor.

“In 1991 Reich noted that the country’s most affluent were ‘quietly seceding from the large and diverse publics of America into homogeneous enclaves, within which their earnings need not be redistributed to people less fortunate than themselves.’”

Perhaps they moved to get away from the lawful larceny of Creatures of the State Professor Reich and do not particularly care what the color of their neighbor’s skin is. But throwing race into the mix makes one group look like the White Hats and the other Evil. More discreet than simply writing an explicit intro to the US edition of the radical book The Spirit Level laying out the real aims. But then the taxpayers in Cobb or North Fulton would know they are being tainted as uncaring segregationists by virtue of address and nothing else. In his Epilogue, Kruse went on to try to use the paintbrush of racism to taint the

“powerful new political philosophy [that] took hold in these post-secession suburbs. Finally free to pursue a politics that accepted as its normative values an individualistic interpretation of ‘freedom of association,’ a fervent faith in free enterprise, and a fierce hostility to the federal government, a new suburban conservatism took the now familiar themes of isolation, individualism, and privatization to unprecedented levels.”

Now I know this is self-justifying BS but this nonsense is the foundation of way too many graduate sociology or political science or education degrees. Then the credentialed Doctors living as Creatures of the State feel entitled to lie to taxpayers and force atrocious policies on suburban schools (public, private, or sectarian as the title affirms) and neighborhoods. It’s the Mindset of the Metro Atlanta Equity Atlas released Tuesday, November 19. I was there and the rage for seeking Social Justice and Equity was on full display. Released by the Partnership for Southern Equity with its ties to Emory University and its Center for Community Partnerships, Emory is fulfilling its role as an anchor institution as specifically discussed in the last post and Monday’s Anchor Institution summit at the federal Housing and Urban Administration. As in the day before the MAEA rollout.

If that seems a bit too timely, I can attest that Emory was one of the anchor institutions mentioned in the Good Society series of articles laying out the new social, political, and economic vision we are to be quietly transitioning to. In the name of Equity in fact.  http://www.invisibleserfscollar.com/motto-of-living-well-as-an-individual-is-not-functional-anymore-must-find-ways-to-live-well-together/ is the post where I describe that vision as well as the PolicyLink/Center for American Progress vision of The All-In Nation. PolicyLink turns out to be another sponsor of MAEA. Its head wrote the “Moving From Data to Action” page.

But the original sponsor of the MAEA concept was stated as a NeighborWorks America. So of course I came home and looked it up. http://www.nw.org/network/aboutUs/history/default.asp is the history of this taxpayer funded entity going back decades to the creation of HUD and shift in federal housing policies. Could we make the case that it is entities like NeighborWorks that led to the subprime bond defaults and played a large role in the financial meltdown of 2008? By all means, let’s keep pursuing Equity at all costs and go for broke. Literally between the dollars spent and the minds destroyed.

MAEA has a lot of maps. The speakers want the people who have less to know it and be resentful of the geographic areas that are wealthier or whiter. No one said anything about printing directions to houses but it is almost that bad. Currying a real belief in the fallacy that “some have more because others have less.” Now MAEA mentions a new HUD proposed rule on mapping geographic areas (as MAEA does) on lots of criteria so people will know where they wish to live. Then MAEA calls objections to the rule “a racially-fueled ‘Not in My Backyard Panic’” and goes on to criticize an “editorial in Investor’s Business Daily [that] claimed that this kind of mapping implies that the homeowners are racist if they choose to live in a suburb with little affordable housing.”

MAEA, then showing its own respect for others on issues of race and class, follows that IBD quote with this sentence: “Here, the term ‘affordable’ appears to be code for the presence of Black residents.”

Honestly, what a horrible document and a horrible mentality. With MAEA, Atlanta joined Denver; Portland, Oregon; and Boston as cities with these equity atlases. I doubt they will be the last.

So as we start this holiday week of Thanksgiving let’s once again be grateful we are monitoring this intended Revolution of Being in real time.

In all its manifestations.

We may not like what is being sought but we are unaware no more of these official policies or how they join together.

Again let’s be thankful for that awareness while there is still time for rebuttal.

 

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.

 

 

 

Future Common Communicative Competence With Regional Economies Focused on Effective Social Relationships?

Readers beyond a certain age or with a fondness for TV reruns are likely responding to that title with a high-pitched “Say What?” This is one of those seminal posts that ties together the education, social, political, and economic visions for the future. I am using US documents since we do have that pesky US Constitution that vests (or is supposed to) ultimate authority in the individual instead of the state. But the vision works everywhere and actually was kindly laid out in a 2001 book The Global Third Way Debate edited by British sociologist Anthony Giddens but with global participation. Notable US writers included reps from Harvard’s Kennedy School of Government, the Brookings Institute (now pushing Metropolitanism and the Global Cities Initiative so hard), and the Ford Foundation (financing so much but especially new economics and Global Transition 2012  http://neweconomicsinstitute.org/  last year leading up to the Twentieth Anniversary of the original Rio Summit).

This future vision is premised on an economy “enabled and shaped by government” at the federal level through “macroeconomic (top-down) policy” coupled to “tailored, place-based (bottom-up) economic policy” of the type we saw being developed in Cleveland and NE Ohio as part of the Appreciative Inquiry Green City on a Blue Lake Summit we have already covered and the Project 21 vision originating there. NE Ohio, the Minneapolis-St Paul Area, and Seattle were explicitly the three pilot sites for this “new model for federal and state investment in regions, and so for intergovernmental relations in America’s federalist system” as the 2011 Brookings document described it. No, it is not a federal or economic vision Madison or Jefferson would have supported but it does explain the need to tie the Common Core in education to a broader economic development vision. http://www.brookings.edu/~/media/research/files/papers/2011/4/12-metro-business-muro/1208_metro_summit_business_framing_paper

Every one of the Social Studies 2009 Enduring Understandings I mentioned in the last post would foster a belief that this kind of wholesale political transformation is permitted by a majority consensus in a society. I believe the Concepts laid out in the Next Generation Science Framework are likewise geared to cultivating beliefs that such social and economic change is necessary. As are the Understandings of Consequence videogames we have covered. To be a large part of the equity in credentialing and increased high school graduation rates that are part of the Common Core and associated Metropolitan Business Development visions.

It is no accident that both seek “consortiums of local governments, business and civic organizations, and the private and non-profit sectors to engage in coherent strategic action.” So no more accusing me of being a conspiracy theorist. To the extent we have organized coordination and collusion Brookings has officially pronounced it to be “coherent strategic action.” And it looks just like what the Aspen Institute is now pushing as the Global Fourth Way or Fourth Sector-For Benefit Economy.

The original vision in that Giddens book called all this “a new political economy of the left” which would “become an effective and lasting new political programme which will guide the next generation.” The actual hope was that this would become the global economic and social vision for the entire 21st Century. Something to keep in mind when you hear a sales pitch for skills needed for the 21st Century economy. It really is not supposed to be the vision you have in mind. But virtually all of the major investment banks and huge philanthropies are on board. If you do not believe me take a look at the Board of the Living Cities Initiative or read the theory behind their Integration Initiative. http://www.livingcities.org/integration/theory/

Education policy is in a position to influence the values, attitudes, and beliefs of the next generation and create the “social capital” and “human capital” of the future. Those beliefs and values can be manipulated to believe in “maximizing communicative equality” through dialogues and the sets of “horizontal relationships” cultivated in school. Bonus points for readers who immediately thought of Fostering Learning Communities as the current example of precisely what is being described. In the aggregate it also fits with the Learning Cities we saw UNESCO pushing globally. I gave you the Integration Theory link because it is my belief that Living Cities is the US version of what is being called Learning Cities elsewhere. They seem to function the same. No wonder effective principals are to be Leading Learning Communities. Perfect priming from a young age for a political transformation is a better description of the effective principal of the future. This is the reason and the vision.

So the third way acknowledged it would need “three structural elements, soundly constructed and mutually articulated.” You can contemplate how useful the ability to impose Enduring Understandings and abstract theories to organize beliefs and filter day to day perceptions of life’s experiences will be to people seeking the following:

“moral principles and priorities (the axioms of the programme: ‘what we believe in and where we are going’);

a fully elaborated ideology which convincingly argues and demonstrates in more detail how these principles and priorities can be practically related to the workings of ‘the real world‘, real people and their relationships to each other and the economy; [Gee wouldn't something like systems thinking, service learning, or the new 3R's of rigor, relevance, and relationships come in handy?] and

a specification of the practical policies and measures which are required in order to change the society and the economy towards the desirable model of social and economic relationships that has been elaborated. [see above links, any or all for examples].

Think of those three elements as a common core to get total transformation over time. So “North American social scientists” and educators figured out that “if third way thinking successfully integrates the concept of social capital into its understanding of the market economy, this will provide it with its own new, rigorous and practical [emphasis in original] analysis of the economy.” Then all you have to do to get the third way implemented is make this sociological view of the economy and its view of social capital part of education and urban planning degree programs, especially those masters and doctorates for future administrators. Easy Peezy Transformation once attached to federal dollars mandating compliance with this vision. Or do without those federal and NGO dollars that will then flow elsewhere to competing cities or regions.

I am going to provide a longer quote that explains why the cities are so important in any country with elections. It’s where a sizable number of votes are concentrated. Especially if the vision promises equity and benefits dependent voters cannot or will not get for themselves. So in:

“a polity actively nurturing its social capital, the state has to perform a vital partnership and facilitation role in at least two obvious ways. Firstly, it needs to deploy resources to empower disadvantaged individuals: the sick, injured, young, old, poor and poorly-educated, and other groups subject to social exclusion for reasons that are beyond their power to alter, such as their gender or ethnic affiliation. This is to endow them with their citizenship and their liberties [it sounds like what Goodwin Liu called Social Citizenship!], and so enable them to participate with their fellow citizens on an equal status basis, in all the networks and associations through which social capital functions. [This is also why metrowide school districts and busing are so important to this political vision].

Secondly, there is the importance of the locally devolved form of ‘state’: participatory, local self-government in active partnership and responsive negotiation with the communities and businesses whose environment it administers.

Now you know why Green Cities and Smart Cities and Global Cities just keep popping up. Why the very real Agenda 21 implementers met separately and plan with ICLEI-the International Council for Local Environmental Initiatives at the Rio Summit last summer. And had food and wine and a lovely fashion show to boot.

I also think that is why the Asia Society funded an “Educating for Global Competency Workshop”  facilitated by worldsavvy in Minnesota on April 30th, a few days ago. And is holding a Statewide Summit on Global Learning next week on May 9, 2013 at St Cloud University in Minnesota. Inviting precisely the public and private groups to be involved in the Metropolitan Business Plan on the new economy. With Tony Jackson from the Asia Society as the keynote speaker.

So on top of being part of the Global Competence push as we have seen and a primary sponsor of the Global Cities Education Network we have covered and apparently tied into the Metropolitanism new economy vision in the US, we have the Pearson Foundation in 2011 highlighting with films the Asia Society’s role in promoting Global Citizenship. http://asiasociety.org/education/international-studies-schools-network/films-documents-how-students-becoming-global-citizen

That’s right. In the name of standardizing academic content from state to state, we are ending up with a toleration for a new model of intergovernmental relations. Plus Global Citizenship beliefs. Plus the third way’s vision for a new political economy after Communism crashed and Welfare States developed a bad name. Based on the general principle of “maximizing communicative equality.”

That would be why Gifted education is going away and why high-performing suburban schools have to be taken down.

Proper Mindsets and Dependent Mediocrity are needed for this vision of the future.

 

 

Are the New 3 R’s and the Student-Centered, Inquiry Driven Classroom a Means to Eastern Spirituality?

We are so trained to defer to religious beliefs as a private matter and something that, at least in the US, Government is supposed to stay out of, that it can take a sledgehammer hit to force us to look at what was staring us in the face all along. I would write stories and then run into the advocates as teachers in a California Wisdom Center. And ignore it. I have traced many of the education reformers/professors to discussions about Third Order Consciousness. And ignored it. Mustn’t be controversial.  It’s a private matter.

I wrote posts about sought Deep and Continual Personal Change  within each Student and ignored the clear references to Meditation Practices. It’s just not how I think. It’s an area I did not want to go to. I have written about Peter Senge and his Systems Thinking and his Presencing book but chose to overlook the links of his sought education and organization practices to his Buddhist practices and beliefs. Again we want to see spirituality as a private, personal matter. Bringing it up and discussing it are off limits. Even when personal Spiritual/ Internal Values are clearly targeted by the Full Personality/holistic education/Systems Thinking focus we are discussing.

The Sledgehammer forced me to confront this Reality recently when I was filing some of my research and glanced at a xeroxed Preface called “Education Trends in a World Crisis” from a 1954 book Education in the New Age. Now its author, Alice A. Bailey, is a controversial New Age enthusiast/Theosophist and apparently much more (you can search out the more lurid details. That’s not my point) but the description in the Preface fit the emotionally driven, intuitive, nonrational mind we have been chronicling. That was the desired Goal. Bailey was the one describing the Sought Mental Global Reality in Students and Future Voters we have been examining in terms  of synthesizing Tibetan spirituality practices.

She was the one writing about using education globally to “resynthesize the objective and subjective, the extrovert [the West] and the introvert [Oriental Asian] civilizations and to achieve a great orchestration of culture.” When you mention culture like that and it turns out the book is a write-up of a 1953 seminar in Chicago funded by the Ford Foundation and you go on to describe your education “project” as based on a UNESCO document you have my full, undivided attention. Most of what we have encountered throughout this blog’s journey traces back to UNESCO involvement and Ford funding. The Regional Equity Movement now is a high priority of Ford and they have hired a John Goodlad confederate, Jeanne Oakes, away from UCLA’s Center for Democracy and Education. She is behind most of the research claiming academic tracking is a bad idea. Ford Foundation employees edited Breakthrough Communities: Sustainability and Justice in the Next American Metropolis. The book I got the Van Jones essay from.  Same involved employees were listed as part of that CA Wisdom Center I already chose to ignore.

Sledgehammer moment caused me to go check to see if Bailey’s book was still in print. The answer? Yes, with its Twelfth Printing listed as 2012. This year. Someone thinks this is still a relevant global vision. For UNESCO’s Education for All globally? For its Decade of Education for Sustainable Development? To promote the Orwellian named, John Dewey inspired, Quality Learning, globally? Only one way to find out. So I bought Bailey’s 1954 book as well as a 1932 book, with a 1960 copyright published in 1972, called From Intellect to Intuition. You see I remembered the kind of emotionally-driven, Arational Minds being sought via education http://www.invisibleserfscollar.com/blending-sustainability-and-education-to-gain-arational-nonlinear-minds-and-new-behaviors/ and wanted to see if part of the impetus for rejecting Axemaker Minds was coming out of this Altered Consciousness to fit with Eastern Spirituality emphasis. That would be a huge, emphatic YES!! More on that shortly or in the next post. Remember I am providing those dates above for a reason. Think of World Affairs at those times.

Bailey’s Goal for Education is not the least bit modest. She wants to inculcate a World-view in each person on the planet Earth that “will make possible a planetary civilization by integrating whatever trans-temporal and trans-spatial truths about man and the universe we can extract from all regional cultures in their local times and places.” That was Thomas Berry’s Bioregional Vision too. Also involved with the CA Wisdom Center I ignored.

Bailey was seeking a totalizing World-view or Governing Ideology that guides one through all elements of daily living. Her aspiration, in 1954, was that the World-view taught provide “the kind of overall synthesis that Marxism and neo-Scholasticism provide for their followers [no need then for individual free decision-making], but to get this by the freely chosen cooperative methods that Dewey advocated.”

That would be the Student-Centered, Inquiry Driven Classroom John Dewey wanted with its Quality Learning goal. http://www.invisibleserfscollar.com/why-quality-learning-may-be-the-last-thing-you-want-for-your-child/ . The kind of classroom and practices the accreditors like AdvancED and consulting companies like Cambridge Education mandate in their reports about Quality. Now. In 2011 and 2012.

That would be the same Quality Learning that is “intuited rather than deduced, felt rather than described, and is immediate to the situation [concrete real world problems in context] rather than removed from it [the forbidden abstract conceptualizations within the privacy of your own mind with your own set of known facts].

Now it is time to pivot to the 1932 From Intellect to Intuition since the sought focus in Quality Learning is feeling and intuition as well. The book is about meditation and “leading man into his heritage as a human being” through educational and psychological practices so that together these two “lead him to the door of the mystical world.” This occurs by training students to use Direct Experience and then turn inwards toward themselves to Reflect upon it. Remember the constancy of this phrase? “The heart and mind become united in their endeavor.” Bailey’s idea is that through “right education,” emotionally-driven, experiential education, (No she did not use the word Hands-On Education but that would be the 21st century version of her idea), the “mind and soul” learn

“to be receptive towards impressions emanating from the mind.” This to Bailey is meditation but to work it requires moving education away from “education of the memory and the cataloguing of world knowledge.” Sound Familiar? Can’t be “the old education with its memory training, its books and lectures and its appropriation of so-called facts.” This is the actual CCSSI implementation model. Cannot be about the teacher transmitting knowledge. That’s a Barrier to a Mind open to Bailey’s New Knowledge. Must be about the New 3 R’s–Relationships, Rigor, and Relevance.

Bailey talks a lot about Right Relations with all of humanity in her books. That was the first tip-off that reminded me of the New 3 R’s. I remembered Willard Daggett in CCSSI training of teachers saying that “Relevance makes Rigor Possible.” I got he meant relevance makes an emotional approach primary. Then I read the following passage in Bailey’s book on creating the Meditative Mind:

“The question may be asked, what is the easiest way to teach oneself to concentrate? . . . one way that may be employed is to utilize what has been called the ‘expulsive power of a new affection.’ To be profoundly interested in some new and intriguing subject, and to have one’s attention focussed on some fresh and dynamic matter will automatically tend to make the mind one-pointed.”

That passage on getting to an inward feeling focus that is not rational provides a good definition of Relevance. But it also makes the arrival of the new C3 Framework, Social Studies Standards, from the previous post, even more important. Making the classroom focus Questions about “societal issues, trends, and events” that the student is interested in is precisely the kind of “new and intriguing” and “fresh and dynamic” matter Bailey wrote about so long ago.

I am just getting started. This turned into quite an illuminating inquiry once I recognized where I had to look. Except my inquiry is not John Dewey’s definition.

Mine is driven by facts and open declarations of intent.