Identifying Education Globally as the Crucial Lever for Nonconsensual Behavior and Societal Change

It is one thing to know that education is now a weapon, and another to discover there has been an expensive, calculated frenzy in the last few years to use social science theory, specifically cited as sociology, anthropology, psych, and even political science, to “drive individual processes of change, as well as changes in social practices.” What? Just because someone is a tenured professor or a one-time politician? That enables them to recommend “transformative actions toward equitable sustainability at the local, community level” so that others can examine “how to speed and scale those up into processes of transformative global thinking?” Whoa!!

Welcome to the May 2012 prescription for “Transformative Cornerstones of Social Science Research for Global Change” as our Adaptation Means Each of Us From the Inside-Out Trilogy continues. Any concerns we might have that all this clearly constitutes “processes of social engineering” in order to mandate nonconsensual shifts toward “achieving alternative visions of the future” are supposed to be calmed by uniting these visions with “participatory approaches” at reaching a consensus. Right. At some point after the participants have been manipulated via education and the media. After all, these are transformationalists who KNOW that it is “interpretation and subjective sense making” that actually “confronts the personal and collective values, beliefs, assumptions, interests, worldviews, hopes, needs and desires that underlie people’s experiences of and responses–or lack of responses–to processes of global change.”

A mouthful of aims, but we get what is targeted now. The transformational schemers do not necessarily have a T-shirt or banner and include the greedy, ambitious, or naive servants in the school district or principal’s or even the Governor’s office. Anyone who intends to get at people’s mental models and values, attitudes, and beliefs to drive political change–both at the individual and societal levels. When I wrote my book, I spent years researching what happened during the Cold War and immediately afterwards as I kept  encountering controversial US practices in education that had ties to Soviet psychology. The book explains the whys and recognizes that individual consciousness is always the ultimate target of anyone with aspirations of nonconsensual political control. After several days of wading through all the social science research surrounding Adaptation and how to use education to drive Global Change I have come to a definitive conclusion.

The desire for Planned Geoengineering survived the fall of the Berlin Wall and so did a  desire to control people, places, and things in even more ways than I had previously documented. New methods, new excuses, and more parts to hide the coordination among political levels and regions. Another example also tied into the Belmont Challenge and Future Earth Alliance I first wrote about in June 2012 is called the Global Environmental Change (GEC) Design Project. No, it’s not about what kind of drapes you want in the sunroom. It is, however, all about deliberate transformation using the perception of human-caused climate change as an excuse and asking the “social sciences to take the lead in developing a new integrated, transformative science of global change.” And applying itself through preschool, K-12, and higher ed, which all make good prolonged tools when the aim is:

“Transformation is understood as a process of altering the fundamental attributes of a system, including in this case structures and institutions, infrastructures, regulatory systems, financial regimes, as well as attitudes and practices, lifestyles, policies and power relations.”

Whew! Now you don’t really think that alarming confessional is all I have do you? I thought not. Looking at a few of the Stanford profs involved with the IPCC Report led me to a January 2011 document Called “Knowledge, Learning, and Societal Change: Finding Paths to a Sustainable Future.” This was the Science Plan [notice bolding above] “for a cross-cutting core project of the International Human Dimensions Programme on Global Environmental Change” or IHDP. Don’t get too excited but the social science schemers involved with IHDP see knowledge, learning, and societal change as being in a dialectical relationship where change to one affects and drives changes in the others. KLSC has since ensconced itself in Switzerland with its own website and probably lovely chocolates and fabulous vistas for all its employees, but in discussing it I will stick to the January 2011 declarations for education as well as a 2013 paper kindly laying out the history of IHDP.

We have speculated before on why what Edmund Gordon called “intellective competence” and that’s it, or what is being trumpeted as “equity and excellence” by those seeking economic justice for all, would be useful if you wanted political control, but the KLSC document removes all need to speculate on eliminating Axemaker Minds. Quite simply, we might not behave as desired and we might fail to act when wanted. To put it bluntly, the so-called “science of global change” and the education reforms pushed to accomplish it are all about “how to motivate and empower action by sufficient numbers of people with very different political and economic perspectives, ecological and physical conditions, and cultures.”

The answer is that the inner mental models and new values, attitudes, and beliefs will be carefully sculpted via “personalized learning” until students have different types of “knowledge and different core competencies.” That would be a “broad notion of knowledge that goes beyond a narrow notion of cognitive, science-based forms of knowing.” In fact, “knowledge can be conceptualized as any form of mental representation of the world,” whether true or not, as long as it either changes the student from the “inside-out” or causes him or her to take action.

KLSC is quite aware that “how issues are framed and the way they are communicated appears to influence people’s receptivity to the issues and possible responses” so of course we are in the midst of Curriculum Redesign with ties to IHDP to make students receptive as desired and responsive as wished. All those references to Enduring Understandings or Understandings by Design can be evaluated through this KLSC doctrine: “Knowledge is what empowers its possessors with the capacity for intellectual or physical action.” The KLSC view of the purpose of “education and pedagogies”? The aim is “the formal or informal intervention in an individual’s development to steer learning processes towards socially acceptable behavior.” Not just an intentionally created internal noetic keel then, but consciously aimed at behavior desired to drive transformation.

How do we get that kind of transformation? KLSC points to the “subconscious change of perceptions and [mental] terms of reference over time.” That would mean that the changes are designed to be not just nonconsensual, but at a level past the point of awareness. All the references we keep hearing to Positive School Climate or fostering Communities of Learners? Why “they help link individuals with a shared sense of purpose, so that individual changes are undertaken in the context of a wider social movement.” The KLSC project wishes to “promote research into understanding how to identify a tipping point in attitude and behaviors.” And all of this provides KSLC “with core approaches to understand the positioning of individuals in collectives.”

Oh, a firm knowledge of history gives me such a core understanding, but then I just write books and a blog instead of conducting “action research” on children and young adults for personal profit and professional advancement. KLSC admits that “by societal change, we mean large-scale behavioral change” by “individuals, groups and formal institutions.” And all the while plenty of people continue to believe this is just a good-faith discussion about the natural sciences and climate or how to best teach children for the 21st century.

Well, it is the latter, but only because the nature of life in the 21st century is being radically revised with little notice. I think that all this documentation makes it very clear that “humans” became embedded in “complex systems” according to the social scientists so that human behavior could be controlled and become subject to the “sphere of conscious political calculation.” It allows a shift in the very nature and purpose of governments all over the West without, once again, getting anyone’s consent. These “contemporary efforts to devise strategies for Earth System governance” truly do aim to place the individual chains invisibly within the mind.

The 2013 paper acknowledges that such “geoengineering remains a controversial stewardship ideal also in Earth System science circles.” Well, a touch of sanity at least. Since I am pretty sure I know which side of the debate will get the promotions, lucrative grants, and exotic invites, does anyone think this will remain controversial?

Well, at least before we went to the trouble of documenting Adaptation meant education and personal transformation. Let’s see if we can make this as controversial as it deserves to be.

Center of the Storm: Requiring Data Collection on Continuous Improvement to a Student’s Full Personality

I started Chapter 3 of my book with a quote that has been haunting me ever since we first confronted the DiaMat theory dead on two posts ago. Professor Jeremy Kilpatrick was speaking at a 1987 Psychology of Mathematics Education international conference. In the book, I was illustrating that there were other intentions involved with what became known as the math, science, and reading wars. What Jeremy said then was:

“We need to determine the moral, social, and political order we believe to be desirable, then set out our educational purposes, and in light of those purposes choose curriculum content and objectives.”

It haunts me because I now realize that quote is a fairly concise definition of DiaMat and how its advocates see education as a means of deliberately changing the culture and altering prevailing perspectives. All this manipulation is to create Mindsets that perceive the world in politically useful ways. Well, useful if you belong to the class that plans to be among the manipulators. For individuals, such mind arson cannot work out well. In the last post, the book I mentioned Imagine Living in a Socialist USA ends with a scifi type essay called “Thanksgiving 2077: A Short Story.” In it, the character Les comments that he doubts that “many folks would have gone for socialism if they had known it meant downsizing.” Ahh, the pertinent parts of the story being left out of the sales pitch.

If conscious evolution along a designed pathway seems a bit scifi to us, it is nevertheless behind the designed to be influential ecosystem STEM metaphor of where all these education reforms are actually going. http://www.noycefdn.org/documents/STEM_ECOSYSTEMS_REPORT_140128.pdf is another report from a few days ago. That’s education to create a new reality, not education to appreciate the world as it currently exists or what great minds have pieced together about how it works. That STEM Ecosystem vision is driven by the DiaMat vision, but it gets to hide under language about Equity and Success for All.

Both the UN and the OECD have detailed their Future Earth and Great Transition and post-2015 plans and I have covered them in various posts. I have also detailed Gar Alperowitz’s vision of the Good Society and Harry Boyte’s for the cooperative commonwealth as other examples of future visions of transformation. So the moral, social, and political order desired by the public sector and their cronies globally or its links to what is called the Common Core now in the US are clear and no longer in doubt. Now Jeremy’s quote is the truth, but not a good PR strategy for a politician or School Super to sell to a community. Well, at least not one who has not had education, K-12 or higher ed, already nurturing for years at a time both a sense of grievance and an attitude of ignorance despite adequate coursework and degrees.

What’s the way in then? How do we get to what the book describes as the goal of accessing a student’s full personality so it can be monitored and manipulated to fit the believed needs of the people with political power? You do it obviously with euphemisms like making “continuous improvement in student learning for all students” the new federal goal. Then you take the work of a Professor like John Bransford and write books and hold conferences where the term “learning” encompasses what became the notorious aim of outcomes based education in the 90s: changing values, attitudes, beliefs, feelings, and behaviors.

That’s what ‘learning’ actually means in 2014 to an education ‘professional’ who is on the lucrative insider track and that’s the information to be gathered by the schools through assessments. Most people hear ‘assessments’ and think examinations of knowledge and hear ‘learning’ and think of the acquisition of knowledge and useful skills. Most people would be wrong, but sticking to duplicitous terms means most people will never know what is going so wrong in education. I have been around school board members who have been led to believe that the phrase ‘continuous improvement’ is also about ever increasing knowledge. Instead, it comes out of the PBIS, Positive Behavior psychology work, and also seeks to cause and then monitor changes in the now-proverbial values, attitudes, beliefs, feelings, and behaviors.

That’s what makes Monday’s release by the well connected iNACOL and CompetencyWorks of “A K-12 Federal Policy Framework for Competency Education: Building Capacity for Systems Change” so fascinating. If you are troubled by revelations about the level of personal monitoring being conducted by the NAS according the Edward Snowden’s leaks, how should we feel about schools and school districts becoming primarily personal data collection devices that go to our innermost thoughts and feelings and motivations? About schools using that information and providing it to states and the federal government to chart whether the desired changes in values, attitudes, beliefs, and feelings are occurring? That the idea of protecting privacy becomes a matter of not detailing who is being changed, but requiring and monitoring and guiding wholesale, full personality change nevertheless. And determining what practices and curriculum best foster such change and what type of students they work particularly well on? That’s customized leaning. That’s what personalized education actually means.

The phrase the document keeps using is student-centered accountability, not compliance accountability. Here’s the big idea that all K-12 is now to evolve around. Highly useful remember with DiaMat as the goal, teacher classroom behavior being seriously circumscribed (last post), and that obuchenie mindset being the goal of ‘teaching and learning.’

BIG IDEA: Student-centered data systems should collect, report, and provide transparent information on where every student is along a learning trajectory based on demonstrating high levels of competency [http://www.invisibleserfscollar.com/targeting-student-values-attitudes-and-beliefs-to-control-future-behavior/  explains what competency really means and how Milton Rokeach created it as an obscuring term for its actual purpose], to help educators customize learning experiences to ensure that every student can master standards and aligned competencies. Data should provide useful information for improving teaching and learning, as well as for accountability and quality purposes.”

Quality as we know does not mean academics. It means desired personal qualities and an outlook on the world and ties back to John Dewey’s vision. Notice though that competencies and standards are NOT being used here as synonyms. In the paper standards refers to standards for college and career readiness. Since we have tracked the standards for college readiness first to a David Conley 2007 paper for the Gates Foundation and discovered generic adult non-cognitive skills and then on back to Maslow and Rogers humanist psychology work that benchmark doesn’t exactly merit peals of joy. We can see though why ALL students can get there with time though and how much time this standard leaves for all that personality manipulation.

Career ready we actually have tracked back to attitudes and values embracing communitarianism. http://www.invisibleserfscollar.com/birth-to-career-finally-and-quietly-creating-the-soviet-mindset-but-here-in-the-usa/ Again highly useful if transforming the moral, social, and political order has become the actual point of K-12 and higher ed. Especially if information on precisely where all students are at any given point in the process of desired consciousness transformation is being monitored constantly through data collection.

Ready to reach for something to relieve heart burn and nausea at this point in the post? Here’s the problem with avoidance of these troubling intentions. Then nothing can stop them except perhaps an investigation after all this personality manipulation leads to a tragedy. I think that has already happened and this expansion will only make it even more likely in the future.

We have to focus on what is really being monitored and changed. Next time we will talk about how all the previous safety valves in the education system are being turned off so that there is no one really to complain to about what is intended. I also want to talk about that report’s determination to put some type of deceitful zone of privacy over Georgia’s actions in this area of pushing competency as the new focus of education. The report has it classified as having “No Policies in Competency education.” That’s not true as I know from repeated personal experiences in plenty of meetings with public officials or their advisors. I made Chapter 4 of the book about Competencies as the ultimate end game and the ugly history. I used a troubling Georgia statute nobody seemed to want to acknowledge passing.

Why the deceit and cover up? It’s not because there are no connections between Knowledge Works and what has been going on in Georgia. How many other states have similar deceit going on with so many people in the know having unexplored conflicts of interest that guide their behavior? Talking to people elsewhere it does not seem unique, but the obfuscation here does appear deliberate. Knowing why I believe it is deliberate should be helpful to all of us looking at inexplicable actions in our states and communities.

Maybe I should call the next post Tracking Techniques 102 or “How to tell when someone is lying to you about public policy.”

 

 

Relying on Mass Emotional Stimulation to Coerce Transition to a Society Organized by the Public Sector

Because I still have a large body of facts from history located quietly and portably within the privacy of my own mind, I have a nice cushion to fall back on when I encounter troubling open declarations about reorganizing the nature of business and the economy and society. Especially when these plans originate among parasitic taxpayer funded international bureaucrats, higher ed administrators, and Big Business wanting to protect its current turf and revenue by simply hiring more lobbyists. In case you did not think about what the acronym UNPRME stood for in the last post’s linked report, it means United Nations Principles of Responsible Management Education. Think of the United Nations realistically as a place dominated by dictatorships wanting to snuff out liberty in any part of the world or areas of society where it still currently exists.

The reason I brought up that body of knowledge is it lets me respond to that report and the Great Transition pursuits generally and everything I have compiled and written about what is called the Belmont Challenge and the Future Earth Alliance by walking over to my bookshelves (plural at this point in my research) to reread something on point. This time I pulled a book first published in 1936 called Collectivism: A False Utopia. Written by a Christian Science Monitor reporter, William Henry Chamberlain, who was stationed primarily in Moscow in the 30s, he also spent a great of time in Berlin, Germany. Given what he had seen, Chamberlain opens the book with the point that even more crucial than the question of where the line should be “between public and private enterprise in economic life” was “whether the people are to own the state or whether the state is to own the people.”

Those are still the crucial issues today in 2014. When I listen to a state legislator boast that the schools have never been very good at academics so now we only want them to ensure that all students are “competent,” he is treating students like subjects under his oversight. When the EU Economic and Social Committee pushes itself as the bridge between Europe and an “organised civil society,” it intends to do the organising so it can dictate what is allowed or impermissable. www.eesc.europa.eu/?i=portal.en.press-releases.30595#_ftn1 When it announces that it is “unnatural” for hunger and obesity to coexist in the same society we can just imagine the extent of the meddling that will now be required in people’s personal lives.

When the Common Core pushes teachers to instruct students that certain groups are “right wing” with “extremist views” and thus should be called “Fascist” they are using the term ahistorically as an insult to slime ideological opponents about the proper role of governments. http://dailycaller.com/2014/01/18/teachers-instructed-to-teach-all-right-wing-extremist-groups-are-fascist-video/  They are also making Fascism a “metaphorical lens” for students to view certain types of political activity. When I use the term or allude to it, it is based on going back to someone like Chamberlain or Hayek or Von Mises who lived with people who openly proclaimed this as their organizing philosophy. I go back to these older resources written before World War II or even the annexation of the Rhineland or Kristallnacht because they are based on personal informed observation. They are untainted by knowing the tragic end of the story. That’s what makes the modern day parallels to declared intentions so troubling.

When we look at 21st century skills and see nothing but mind arson or at the manipulated perception of obuchenie and wonder why, consider this passage from Chamberlain:

“In the collectivist state, on the other hand, every influence within the control of an omnipotent government is mobilized for the purpose of creating a uniform type of personality, disciplined and regimented to the last degree, trained to regard anything ‘the leader’ advocates as right and to change its mind as quickly as the leader may change his. It is easy to imagine the kind of individual that is becoming a standardized product under the collectivist dictatorship; it is a sort of human gramophone which plays without a hitch whatever tune the official thought-controllers may call.”

Human gramophone was the metaphor in those radio, pre-TV days. Just imagine what the thought controllers intend to do with adaptive software, gaming, and embedded virtual reality. And before you dispute claims of collectivism, it’s all through all these cited documents from this blog. That’s also what all those references to the obligation to promote the common good are about. I am not claiming anyone is planning in 2014 in the West to be a dictator. I am asserting though that all these documents assume that majority will may now impose terms on all citizens down to the nitty-gritty details of life. Dictatorships don’t have to be about a singular individual in charge of all.

Chamberlain made an important point about the nature of envy and when it becomes explosive to a society. Tell me if you don’t believe that politicians and NGOs and international figures and the media and college professors and think-tanks are currently, and deliberately, using rhetoric about inequality to ignite an explosion of just the type Chamberlain worried about:

“Envy is as inescapable a condition of human life as the inequality that provokes it. It becomes a formidable form of social nitroglycerine under two conditions: when the masses are conscious of a worsening in their condition, and when a considerable number of individuals endowed with genuine force and ability feel themselves excluded from normal opportunities of advancement, from a fair chance of enjoying a satisfactory livelihood.”

“Liberty” on the other hand, as long as it is properly nurtured and respected for the mass prosperity machine it has historically proven to be, is a “constant agency of self-renovation.” But that of course is a danger to politicians and bureaucrats wanting to direct society and the economy and being well-paid for life for just showing up and pushing as told. Hence we get the mind arson and no Axemaker Minds all while asserting these education initiatives promote “critical thinking” and innovation. The small print about the innovation being a reenvisioning of society and the economy gets left unread and unremarked on in public.

It is interesting that Chamberlain believed that “if American democracy should ever be overthrown, it would yield place to fascism, not to communism.” I will interject here that he was not using democracy in the John Dewey transformative sense so common today. To Chamberlain, communism was the Stalinist variety where if there were 15 collaborators in a scheme, another 185 would be selected at random to be executed to dissuade future participation and encourage squealing over any overheard plans. It’s not the little ‘c’ communism variety various professors in the US and the West generally still think we should try in the 21st century that now seems deeply embodied in the current UN and OECD initiatives. Now I continue with the rest of the quote because it remains a relevant, prescient point:

“Both communism and fascism are forms of despair politics. But communism is calculated to appeal to people who never had anything, while fascism is the preferred expression of despair for people who once had something, but have lost it.”

But what if the public sector is the primary driver behind the conditions of despair? What if what has been lost and is being taken away is due to an ever-expansive, self-justifying, public-sector, and a non-profit sector that benefits from its alliance and its grants from the public sector without having to pay its dues in taxes, and a cronyistic Big Business sector that wants to operate with impunity due to its political connections?

Out of the frustration of what has been lost and with misleading pitches and propaganda from politicians, the media, and education, are we now shaking the social nitroglycerine described above?

Are we increasing the programs that created much of the dysfunction in the first place?

Next time we will return to Chamberlain’s concern over what he called “straitjacketing of the mind” in both collectivist ideologies and compare it to known current pushes in the schools and classrooms.

Shifting the Way People Relate and Feel Towards One Another is the Crucial Leverage Point

When we encounter the exact same point being made over the decades despite dramatic differences in circumstances and intervening events, we have located an important handmaiden to ideology. So before we talk about what is intended, let’s go back to 1983 for some wisdom from a veteran European observer of what were the methods of choice during the Cold War. That great ideological struggle that my research says morphed in its strategies and tools but never vanished as we were led to believe. In his book Why Democracies Perish, Jean-Francois Revel has a chapter on “Ideological Warfare and Disinformation.” Since I believe education and especially this forced, largely invisible, psychological emphasis of changing personal values, attitudes, feelings, and dispositions was, and is, a means of ideological warfare, I looked for some advice from the past.

“its job is to fight propaganda not with counterpropaganda but with truth. Unfortunately, this is not something democracies are good at.

They are disadvantaged from the start by the long odds against halting the spread of utopian notions with plain facts. [http://futurewewant.org/ is a link to an example of how ed reform globally is now intertwined with these utopian visions of the future]. And they are unskilled in defending themselves against communism’s falsification of these very facts. [Today it is the idea that the crisis of 2008 and the global downturn proves free markets do not work and the public sector must intervene even more]. As weapons in the ideological war, propaganda and disinformation have a double objective: to concoct false images of Communist reality and of its leaders’ intentions and to circulate through the non-Communist world the plausible lies and deformed versions of events best calculated to disorganize the world.”

Disorganize the world. Still useful if you want economic and political power. When I first read a description of Transformational Outcomes Based education and watched it being pushed in the 90s all over the world everywhere with a tradition of liberty and cherishing individualism it struck me as a coordinated attempt to gain unilateral intellectual disarmament. When I read Psychosynthesis complaining about how those “who identify themselves with their mind and are proud of their intelligence” have “lopsided development” that is difficult to change but those with a “loose self-identity” are more adaptable and amenable to change it gave me pause.

Let’s use education to force a laying down of that mighty weapon–the human mind–lest it develop changes in unapproved directions. We may not be dealing with Capital C Communism anymore but we certainly are dealing with a ruling elite wanting to use the financial and coercive powers of the public sector globally to dictate what any of us can be, or become, or perhaps even do, in the future.

And the media, educators, and NGOs like the UN and the OECD or the World Wildlife Fund are all definitely spreading plausible lies and deformed versions of events that are easy to challenge with truth if enough people are aware and still have Axemaker Minds. Did you know though that there was ” a great and important law of the psychological life?” Roberto Assagioli laid it out in just that language  in Psychosynthesis as a tool to be used to “achieve the right inner attitude toward other people and to successfully perform intended actions involving others.” What Assagioli called the “loving will.”

Doesn’t that aim sound almost the same as what  Maslow and Rogers and the NEA started pushing in 1962 as the new focus of education where “the important thing is not the specific method used but rather the way people relate and feel toward one another in the classroom?” And this change was important because “pessimistic views regarding the nature of man and methods of discouragement have to be discarded. One has to enter wholeheartedly into a cooperative adventure with those involved.” As Revel and others have noted, we are changing only one side in the Cold War or in the dangerous world of 2013 as we glance at Syria and evil on both sides with chemical weapons use staining multiple hands. Only one side is being asked to disarm and just “feel” that all can be fixed if we just “refashion our interpretation of the lived environment so that we can intelligibly act within in it.”

Can we? That last quote has jumped across a time gap of almost 50 years but has the same pursuit. From the UK this time and a report called “Transforming Behaviour Change: Beyond Nudge and Neuromania.” http://www.thersa.org/__data/assets/pdf_file/0006/553542/RSA-Transforming-Behaviour-Change.pdf Before we get to that November 2011 report, let’s go back for that great psychological law: “images and mental pictures tend to produce the physical conditions and the external acts corresponding to them.” Another way of saying this is to point out the “immense power of images.” Assagioli says:

“It seems high time that this law should be utilized for higher and more constructive purposes [than advertising is what he means], and the fullest use of it should be made for the purpose of psychosynthesis.”

As I first explored in this post http://www.invisibleserfscollar.com/when-gaming-intends-to-shape-and-distort-our-perceptions-of-everything-around-us-viva-la-revolution/ , educators and the ruling elite and those who would like to join have a modern day tool in the computer and adaptive software and especially the coming classroom emphasis around gaming that would have made Assagioli and Maslow drool. No wonder UNESCO sees media education as the means to achieve Marxist Humanism. No wonder CCSSI wants media and digital literacy to be as important as print literacy. The power of images. Especially when schools define ‘engaged learning’ as the goal and immersion in a virtual reality as the means. Then the student can regularly try out utopias or envision potential future catastrophes that MUST be avoided. And precisely what will tell a student that something is in fact unworkable in reality or unlikely to really happen? An actual catastrophe with real lives?

The “Transforming Behaviour Change” report talks about preparing the “brain for social bonding and empathy” but what if we are bonding with bullies who have no desire for Peace in the real world? What if we are being primed to use the “motor-power of imagination” to redesign an economy and society in ways that ultimately cannot maintain the prosperity we will need to consistently keep most people well-fed? Feeling and intuition may create adaptability to transformative change but it is only knowledge that can deal with the inevitable consequences. And personal knowledge is precisely what is being extinguished in order to gain a widespread personality that seeks, or is amenable to, such wholesale change.

“The baby will have disappeared with the bath water” before most of us will even know any water has been drawn. But meanwhile the ruling elite will be “reworking the foundations of economic models” as that 2011 document put it. In a disinterested way of course. No wonder the report keeps mentioning George Soros. We simply use student-centered education to “change your sense of who you are and what you value” and voila! Reimagined human societies and economies can be ours. Education merely needs to create “the development of an inner authority which can ‘write upon’ existing social and psychological productions rather than be ‘written by’ them.”

Maybe we could call that inner authority the common core or triune consciousness (see previous post under that tag) obtained via the techniques of psychosynthesis brought in to achieve a Positive School Climate. All as we chase after this OECD-endorsed utopian vision of “21st Century enlightenment” to get “successful lives in well-functioning societies.”

“Behaviour change becoming an explicit goal of government policy” sounds like something from a science fiction novel, doesn’t it? Not a well-funded initiative of  the present called the Social Brain Project. Never forget please that the US and UK are already working together as lead partners in seeking behavioral, economic, and social change as part of the Belmont Challenge and Future Earth Alliance [see tags] work. Hiding conveniently from prying eyes over in Sweden. So once again this is NOT a matter of pulling together sensational quotes. However, I do intend to end with one more from the Social Brain Project so we can ponder what freedom will mean in such a future vision.

“The ‘Think’ approach is more democratic, and contends that if we deliberate collectively as rational agents responsive to argument, we will find a suitable course of action and collectively follow it through.” Now the Social Brain Project clearly likes all that collective decision-making on behalf of all of us but it thinks the “Think’ approach is too reliant on reason and not enough on the unconscious mind and habits. It wants a ‘steering’ approach to behaviour change that “literally changes the subject.”

The subject is not Algebra or English. It is us and our children.

Being launched via transformative education into a world where our perception of reality and new values and attitudes are to be shaped just as surely by deliberate propaganda as anything a Khrushchev or Brezhnev ever sought to do during the Cold War.

 

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

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

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

–I have personally seen the black helicopters;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

 

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.

 

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

 

 

Now More Than Five Years Into An Attempt to Help Organize A Near-Total Revision of Human Behavior

Now won’t Performance Assessments and a total alteration of the nature of education come in really handy for such a goal? That title is from an August 7, 2012 presentation in Portland, Oregon by Paul Ehrlich on conducting research with his Millennium Assessment of Human Behavior (MAHB) that we have already talked about. It was his later remark about “creating a vision of a future in 2050″ that caught my attention most. It reminded me of a remark by Norwegian Jorgen Sanders on why he could be so confident that his 2052 predictions were not just a matter of probability. He said it was because processes were already in place to make the desired future come true. The UN Secretary General has said within the last year that there is no further need for treaties. That UN education initiatives will be sufficient to realize its desired future. That’s a lot more confidence than I feel and I certainly have more control over my future than a bureaucrat talking of societies and economies with millions of people and activities. What’s really up?

This post was originally going to just be about Professor and Change Agent Extraordinaire David T. Conley and how the Common Core implementation is taking terms like Noncognitive and christening them anew as Metacognitive Learning Skills. And the Ed Week essay of January 23, 2013 “Rethinking the Notion of ‘Noncognitive’” was likely to be the last time anyone acknowledged there is no content knowledge there. Just a hat trick to get rid of the deliberate departure from a rational thought focus.

I recognized Conley’s name as being involved with Outcomes Based education in the 90s and Oregon’s push for a change in K-12 focus to proficiency passing and a Certificate of Mastery. And that Proficiency Passing sounded a lot like the current drumbeat to Move On As Soon as a Student reaches Competency.

No new ideas. Just new names. But when I did my search for Conley up popped all the work he has done in recent years for the Gates Foundation and various states getting ready to implement Common Core on what College Ready really means. And it was stunningly inconsistent with what we are all expecting College Ready  to mean. Even apart from the stories I have written on altering the nature of college to fit with where Common Core is taking K-12. Now I really had the makings of a story on the continued duplicity involved with the actual Common Core classroom effect. But it was a remark in a 2010 Kappan interview that shifted my focus back to Portland and Ehrlich and whether I could link Common Core and  MAHB to that Future Earth Alliance I have written about and other UN transformation activities.

Conley makes no bones about the fact that Common Core is actually “an overhaul of the system from top to bottom”. Absurd but it is what is going on. On top of that though he says this new education system will be “based on the real educational needs of students, with an eye constantly toward the future world and society in which students will live.” Now that futurist talk reminded me of William Spady’s Transformational OBE Future Life Roles http://www.invisibleserfscollar.com/future-empowerment-paradigm-or-educentric-tradition-guess-which-began-its-reign-20-years-ago/ . And his links to Portland. And Bela Banathy’s.  And the fact that Spady says in his 1997 book that Oregon stuck with OBE even after it became notorious. And that Peter Senge and the Waters Foundation now consider the Portland School District a Systems Thinking exemplar.

Two more connections you likely do not know, Portland is considered to be the ICLEI Agenda 21 role model for Regionalism. And Vicki Phillips who now heads the Gates Foundation’s Education Initiatives was the Portland School Super. Leaving Pennsylvania to take the job. So Portland is Ground Zero for the idea that education can be an instrument to transform the future. Just like Ehrlich says he wants to do globally.

Conley’s essay wanted to establish “semantic parity between cognitive knowledge and noncognitive skills” like beliefs, attitudes, and feelings. Conley wants us to see knowledge and unfounded beliefs and feelings as “equals” which I suppose is one way to alter the future. Just needs some Name Laundering. And then he goes on to say that with this declaration of equality, “the relationship between the two would be less hierarchical, more symbiotic.” Instead of the rational, well-stocked mind being in charge of behavior, emotions and false beliefs (or there would be no reason to dethrone knowledge) would govern. Exactly what Ehrlich says he wants to achieve. And quickly. Also sounds like his Newmindedness push of the late 80s.

Now I am not going to tease you further, I was able to locate a January 2013 issue of Human Dimensions where Anne and Paul Ehrlich announced that  MAHB was working with IHDP,  the International Human Dimensions Programme on Global Environmental Change. And IHDP is involved with UNESCO and the Future Earth Alliance and using the social sciences to reorient society. And in 2011 IHDP put out out a document describing precisely how it plans to use education to do just that. And I have a copy as of late yesterday. Busy weekend for Education’s Miss Marple. So I am not speculating about the Ehrlichs being involved with the global education transformation anymore just because of the similarities to what is being sought.

Which makes David Conley’s attempted official laundering of Noncognitive (the elements that made OBE so controversial) and College Ready so important. The Gates, Joyce, and Hewlett Foundations all help underwrite Ed Week  and they are each deeply involved with elements of the implementation that vary tremendously from the popular sales job to parents and taxpayers of what Common Core is about. You don’t get the position of headline essay unless this is an official position to be distributed widely. Which it of course was.

Conley’s March 2007 report for the Gates Foundation called Toward A More Comprehensive Conception of College Readiness wants to put the focus of K-12 on creating “habits of mind,” which he describes as a range of cognitive and metacognitive capabilities. And these are to be intentionally practiced at school until they become habitual. Something you need not even think about. Without that Ed Week essay we would not know he is referring there to our old controversial friends–values, attitudes, beliefs, and dispositions. Every parent sends their child to school to obtain “high degrees of self-awareness and intentionality.”

College Ready does have some knowledge in mind from the phrase “be able to know and do.” Unfortunately it just means the Big Ideas and Concepts. No need for detail. And College Ready rejects a focus on “de-contextualized content and facts.” No what content is allowed through into the classroom must be experiential. Something that can be interacted with as a task or activity or project. So students can apply their little bit of knowledge to real life problems that need solving. Students get to “understand themselves as instruments of communication.” It does sound ludicrous but Conley’s explicit goal is to set a gateway so low that virtually everyone can get through to college. “Academic behaviors,” which sounds solid, turns out to “consist largely of self-monitoring skills and study skills.” Study skills turns into time management, using information resources, and “communicating with teachers and advisors.”

Show up regularly with a pulse and a high school diploma entitling you to attend college no questions asked is yours. Another component of College Readiness, Contextual Skills and Awareness, turns out to be “interpersonal and social skills” and an awareness of the “privileged information necessary to understand how college operates as a system and culture.”

Remember these are the Learning Goals for ALL students. The highly capable as well. This type of Social Engineering via K-12 education hiding behind duplicitous definitions is precisely how UNESCO bureaucrats and the Ehrlichs and numerous professors addicted to all the NSF grants to use the social sciences and education plan to get “a near-total revision of human behavior.” All these schemers can alter the future. What they CANNOT achieve is their desired Vision. And they seem to not know or they have forgotten that lesson from the past. I mentioned Vicki Phillips, the former Portland School Super. In 2010 she moved to Gates with the responsibility College Ready. Not Common Core. Not creating consistent programs of solid content from state to state as the PR campaigns suggest.

College Ready. Conley’s College Ready. Search it out. He has repeated this vision of what College Ready really is numerous times since 2007. EPIC appears to be bringing in the dough that was once your money. Or maybe Bill and Melinda’s or Warren’s. Maybe Andrew Carnegie’s too.

When the Democratic Platform for 2012 mentioned education they did not talk about the Common Core. The content standards really only exist to gain the initial political approval from the states. They mentioned having All Students College and Career Ready. We have already discussed that Career Ready actually has a largely Communitarian mandate. To be demonstrated daily.

Now we know what College Ready means. So nobody gets to know much but they will be well practiced at believing and feeling and collaborating. And self-monitoring. Sounds like a Blood Pressure check.

Being stealthily prepared for that Ehrlich vision. At taxpayer expense. With everything aimed at removing the rational mind and the legitimacy of acting as an individual.

In the name of what sounds like a laudable goal to be embraced.

Future Empowerment Paradigm or Educentric Tradition? Guess Which Began Its Reign 20 Years Ago?

Of all the snow jobs I have to hear on why education needs to change away from the transmission of knowledge and instruction of subject matter, the one that spikes my blood pressure the most has to be the sanctimonious–”What we have been doing is not working.” Trust me, the credentialling Colleges of Education declared war on content back in the 60s. It became a hot war in the 90s with honesty among themselves about “revolutionary, unprecedented” changes and “radical” transformations. When controversies erupted, the dishonest revolutionaries though wanted to keep their pensions and taxpayer paid health benefits and monopoly over the classroom. All we heard then was that there was a difference of opinion of how to teach reading or math.

No one publicly mentioned this Paradigm shift or that the Educrats had taken to wearing the mantle of being Social Change Agents at war with an economic and political system they likely did not really understand. That they had decided to push for a different future for Americans and Canadians. Indeed globally. That educators, especially a group selling their “expertise” to states and school districts for a Paradigm transformation they admit their was no public demand for. Nevertheless, the schemers like Bill Spady and Spence Rogers embarked on new lucrative careers pushing:

“a colossal process that involves redefining and reshaping entire institutions and the belief systems and cultures surrounding them.”

No hubris there. After all Spady holds humanities, education, and sociology degrees from the University of Chicago and had been involved in education his entire life. What better preparation for Wholesale Transformation? The fact that the culture and traditions being replaced grew spontaneously over time and had created the highest level of prosperity the world had ever seen should not matter, right? And Rogers had been a high school math teacher. That’s an excellent background for:

“fundamental and widespread shifts . . . in the perceptions, beliefs, values, and preferences of the countless people involved in and directly affected by the transformation.”

Is it now hard to comprehend why districts and states aggressive in this wholesale transformation have had such poor academic results? If not even worse tragedies. Spady’s description of his desired new paradigm was even written in 1997 after the controversies over OBE generally and Transformational OBE in particular. This is from his defend himself and the paradigm book. Transformational has the students being assessed on life role performances based on a presumptuous future Spheres of Living Template. That would be the areas of “Work & Productive Endeavors, Close & Significant Relationships, Meaningful & Fulfilling Pursuits, Physical & Cultural Environment, and Group & Community Memberships.” These will teach students the practical “Life & Resource Management” so that each student as an adult can achieve “Personal Potential & Wellness.”

And according to Spady the Aurora, Colorado school district just spontaneously came up with this Great Idea of Empowering Student Life Performance Outcomes as the future focus of school. And other school districts just adored the idea and wanted to transition their schools and communities as well to this vision of the new perfect planned future. Ooops. They left out the planned society part although that is clearly where this is all going. Even if Spady suggests setting up committees to develop proposed future conditions to get widespread ownership of this vision. Two things stand out now in 2012 and going forward. One is that Spady by 1997 is already misrepresenting the history of OBE, what happened in Aurora, and who was involved as we covered here  http://www.invisibleserfscollar.com/using-education-to/

At the time I wrote that post about Creating the Behavior Government Officials Want in Future Citizens, I was reacting to the implications of what Bela Banathy had written and ASCD’s Educational Leadership were pushing on schools. And I understood Transformational OBE and its life role performances around an imagined future. Never have thought much of it as you can imagine.

Looking back now though I think we need to look at all these OBE and Systems Thinking transformations as related tools to get K-12 education in the West generally but especially the US to the 1989 UNESCO blueprint vision I described here http://www.invisibleserfscollar.com/values-and-vocational-creating-citizen-drones-via-education-worldwide/. Moreover, now that I have seen the early 70s during the Cold War UNESCO vision for a planned society called the Learning Society that I described here http://www.invisibleserfscollar.com/coercing-teachers-to-be-social-and-political-saboteurs-what-can-be-done/ , all of these education programs are clearly just strategies to target the West economically and politically and achieve control over a great deal of what should be free human behavior through the K-12 schools as well as colleges and universities.

No wonder it does not really go away no matter the poor effects on students or declines in test scores or even school tragedies that seem to have common factors being left undiscussed. That 70s report was quite graphic about the concept of employing mentally and psychologically invasive means in order to get transformed individual mindsets and visions for the future. The idea commonly phrased now as “You can’t get an omelette without breaking eggs.” I once wrote that students are not trees. Neither are their brains and personalities eggs to be broken and scrambled using data and feedback to adjust beliefs and values and feelings and attitudes to go along with a collectivist vision for the future in the name of the Common Good. Imagine what the officials who brought us Oil for Food’s corruption partnering with Education Leadership degrees have in mind for the future. No wonder we are being prepped for a post-GDP, Quality of Life society.

I find it interesting that in his book Flow published in 1990 then U-Chicago psychologist, now Harvard, Mihaly Csikszentmihalyi, has a cover that advocates this ecstatic union of feelings, thoughts, and actions (discussed in the previous post) as a means to enhance the Quality of Life. Of course he also says that Flow is easier for other species of animals and preliterate primitive societies to achieve. That may have a lot to do with UNESCO push for Basic Skills for All and only basic skills that began about the same time. And, oh, that unappreciated change in the definition of Literacy.

Communitarian prof Amitai Etzioni whose work is implicated so in what will constitute the required Positive School Climate and the actual definition of College and Career Ready also wrote back in the 80s about the Quality of Life society. Of course he was also honest enough to admit that such a society would be at the expense of future economic growth and development. The Quality of Life/Personal Wellbeing Society is also the focus of those Belmont Challenge/ Future Earth Alliance documents I have written about. I know you are shocked, shocked, that UNESCO is also a partner of the Belmont Forum in the going operational in 2013 Future Earth Alliance as well. http://www.invisibleserfscollar.com/future-earth-alliance-where-education-climate-and-economic-planning-are-all-cores/

Now I think I see some patterns here. And reasons for the continued disregard for the reality of what these reforms cause. A second aspect from Spady’s descriptions has a bearing now to what is coming to a classroom near you soon if it has not happened already. First he outlines the use of what he calls the Learning Community concept to ensure compliance with his Transformational OBE vision among Teachers, other faculty, and students. That is still its function now and too many parents are still envisioning academic rap sessions among Sage Teachers and involved, interested students when the Principal excitedly announces a Learning Community. Think of it as no one having the freedom to reject these bad ideas and the consensus being created by those without the knowledge or acuity to recognize what can lead to tragedy.

Secondly, the Common Core measurements of what is being accomplished in the classroom are largely formative assessments. Based on what Spady called performance assessments of empowering outcomes. The mentions of tests are largely attempts to mislead the nature of the wholesale change. The forming involves the student in the largely affective ways I have outlined in other posts. But having read a lot of SBAC, PARCC, and Gates Foundation funded assessments as well as the OECD work creating the entire concept, Csik’s psychology transformation of Optimal Experience appears to me to be thoroughly embedded into what is to occur.

And Csik thinks Karl Marx’s work has been misunderstood and misapplied and had lovely things to say about Antonio Gramsci and his brand of “humane socialism.” He now wants to develop and remake man’s consciousness as he believes  “we now need to learn how to reunite ourselves with other entities.” It is the disciplines and academic knowledge, he believes, that “produced science, technology, and the unprecedented power of mankind to build up and to destroy its environment.” Gosh, darn, amazingly enough, another UN priority.

If the vision of education, K-12 and higher ed, all over the world, under UN influence, is premised on this belief:

“Recognizing the limitations of human will, accepting a cooperative rather than a ruling role in the universe, we should feel the relief of the exile returning home. The problem of meaning will then be resolved as the individual’s purpose merges with the universal flow.”

We all have a right and need to know that. Now. Before the New Year. Before the Future Earth Alliance commences working with the education accreditation agencies and unions to impose this vision via education. Even further than it is now.

That’s a Vision of Submission if I ever read one. And it’s totalizing in its aspirations.

But luckily some of us still have the knowledge and acuity to recognize what we are dealing with. Be brave and forthright now with what we know. We are not naive Chamberlains hoping for the best in 1938.

Truly Effective Teaching Involves the Awakening of All Three: Heart, Mind and the Soul

The graphic levels of personal, psychological, manipulation laid out in the Chapter on “Whole Systems Thinking in Education and Learning” (from the same source as the Change the Filtering Mindset from the last post) sent me scurrying for a way to put what was going on into perspective. It fits too well with what was being pushed in the name of Transformational Outcomes Based Education in the 90s for me to pretend “Oh No, they do not really mean that.” It fits with the actual PBIS/Social and Emotional/Deep Learning Emphasis of the CCSSI classroom implementation I have been profiling for months.

This is the reality, folks, and the prevailing belief is that no one in the US or elsewhere in the West can stop Transformative Noetic Change now–both within individual students and culturally for entire societies. If this were a science fiction movie, this would be the point where the female heroine whispered to the sound of thundering hoofs and gathering clouds of dust that “They are coming.”

Who is they? Why a modern day class of what the Soviets called the Nomenklatura, politicians, bureaucrats, hangers-on, and Crony Businesses all wanting to either live at taxpayer expense or have access to the privileges and protections of an aggressive regulatory state. People, this is the historic norm. The norm of a lack of individual personal freedom that parts of the world for a few hundred years in human history managed to put behind them. Until the uniqueness of this way of living became taken for granted like a Legacy Trust Fund that had always provided and every one ceased to learn the habits of mind that had made it possible in the first place.

That we are looking at a massive act of Global Social Engineering is not news to me http://www.invisibleserfscollar.com/real-change-will-require-new-values-and-new-ways-of-thinking-or-social-engineering-is-hard/ but it may be news to you. My scurrying for history though this time took me to 1942 and Anthropologist Margaret Mead and the Conference on Science, Philosophy and Religion.  There I got an open acknowledgement, decades old, of an intention to use the Social Sciences, what she calls the “recipes of science” and her concern, sort of, over the implications:

“to manipulate people, we shall arrive at a totalitarian rather than a democratic system of life.”

See I am not being hyperboliic in imagining these Aspirations as the essence of what traditionally merited the phrase Totalitarian. Margaret Mead herself said the “plans for altering our present culture” by using the social sciences as “experimental material” commits us “to the manipulation of persons, and therefore to the negation of democracy.”

If it negated it in the perilous times of 1942 when the essence of Totalitarianism was well-known and a daily reality, it still does in 2012. By the way, Mead’s answer was not to reject the manipulation via Social Sciences, like Pedagogy, but rather to stress the Values of  the Means Used rather than the Ends sought in some desired Blueprint of Change. So instead of emphasizing the known Fair Shares Society of Goodwin Liu and Social Citizenship or the Future Earth Alliance as the End, we get the Value of educating every student equally, a Means. No less Manipulation. Still Social Engineering. What we call a Distinction without a Real Difference. Mags, this Means-End distinction given the Totality of the intended Social, Political, and Economic Transformation may have made you feel better in 1942. But we are still dealing with what you recognized  as the “negation of the moral autonomy of the human spirit.”

I am now back in the 90s and the 21st Century with a quote on how to gain Transformative Individual Change in Students in order to drive “the shift in society as a whole” via education. This is a long quote with my snark in brackets to remind you we are already dealing with all these described dimensions. Italics in original quote.

“Learning should involve ‘three awakenings of the mind, the heart and the soul (if) truly effective teaching’ is to take place . . .learning can involve the cognitive dimension (which is traditionally seen as the core of teaching) which involves the intellect; the affective dimension, when intellectual knowing moves to a personal and connected [Relevant as in Willard Daggett's Relevance makes Rigor Possible] knowing involving the emotions [which is why we hear the term "engaging the student" over and over again now and why Spence Rogers' PEAK teacher training materials keep mentioning targeting the feelings of the students]; an existential dimension where students are faced with questioning their values and ways of living and with the challenge of the reconstruction of their own sense of self [this is what is meant by the euphemisms of Challenging and Rigorous and Higher-Order Thinking that make parents of Gifted Students falsely believe their Child will get the Academic Knowledge that is fast becoming Forbidden as bolstering the Independent Axemaker logical Mind]; an empowerment dimension, which, if the existential crisis is resolved, involves a sense of responsibility, commitment and direction [College and Career Ready's Real Definition bound up in Amitai Etzioni's Communitarianism?]; and an action dimension, [Isn't that John Dewey's definition of the religious achieved through education?], which, if the questions raised by the first four dimensions have been resolved, involves the development of informed choices at personal, social, and political levels.”

Programmed via Peter Senge’s Systems Thinking and holistic intervention via the classroom on how to handle yourself politically? An Inculcated Mandate for Altruism and the Common Good with little ability to discern whether the assigned definition really makes Long-Term Sense? I really did go look up brainwashing in two different dictionaries after reading these plans. And the only thing good about having a child in a high school and district seeking to be a leader in this Transformational Educational Change template in the US is I personally recognize hearing the plans for every last one of those dimensions. I am not in the faces of the Gypsy Principal and Super only because I have bigger plans for this information. To tell you, concerned parents and taxpayers (and quite a few teachers who still want to teach real content) all over the world, what is coming and why.

Before I finish with the rest of the quoted plans, the blogosphere started noticing the real Common Core implementation this week in this story http://www.powerlineblog.com/archives/2012/12/obamacore-the-substitution-of-propaganda-for-great-literatiure-in-our-schools.php. Good. They are rightfully concerned with the federal government dictating to schools that a certain percentage of high school reading has to be Nonfiction. The story accurately recognizes that this mandate will lend itself to political propaganda in the classroom. Yes, absolutely, and that’s the whole idea. Especially readings that engage Heart and Soul in a compelling manner so that the instilled Beliefs substitute for Rational, fact-based Thought.

Imagine if the concerned parents and taxpayers outraged over the nonfiction mandate fully appreciated the story we have been uncovering? Or the intention in the next paragraph after the five dimensions I just described to use Joanna Macy’s despair work on students. Now won’t a federal Nonfiction mandate come in handy when you already intend to have students “engage with their feelings and pain for the world in order to reconnect with it“? The official recognition by the Credentialed Transformational Schemers that “a true sense of empowerment must come from both the head and heart.”

Well, they left out the Soul that time in the quote but not because there has been any reconsideration of what we saw in previous posts. Wait until I explain in the next post how the government would just like to have a monopoly on Values and sees the promotion of Religious Pluralism, officially sanctioned now of course, as the best way to get to get there.

If I were a fiction writer with a soaring Imagination, I could never come up with a story that rivals merely reporting the Facts on what is really going on via Education. Well-hidden facts to be sure but Verifiable nevertheless.