Peeking into the Behavioral Programming Blueprints for Collectivist Subjugation via K-12 Education Deceit

We are going to shift away from the previous post’s concentration on the active refusal to teach reading properly that has been going on for decades. First though we will look at what Marshall McLuhan openly confessed to in his 1962 global bestseller The Gutenberg Galaxy. The entire book bemoaned the analytical habits of mind and sense of individualism created by phonetic literacy and the advent of print as an obstacle to “total human interdependence” and “corporate responsibility and awareness”. In order for the “highly literate and individualist mind…to become more collectively oriented,” a widespread ability to read print fluently and phonetically had to be jettisoned.

We can all agree that that particular scheme has gone quite well for the Collectively-oriented Statist Schemers. Limiting the ability to read well and independently is a necessary condition for a shift to Collectivism because (to quote mcLuhan again):

“Print is the extreme phase of alphabet culture that detribalizes or decollectivizes man in the first instance…Print is the technology of individualism. If men decided to modify this visual technology by an electric technology [Hint: Like Digital Learning as a required 21st Century Skill?], individualism will also be modified. To raise a moral complaint about this is like cussing a buzz-saw for lopping off fingers.”

Since neither education or buzz-saws operate independently, we do reserve every right to complain about the politicians, principals, and other administrators who are lying to us taxpayers and parents about what they are actually up to. At least a lopped off finger leaves a bloody stub so we can immediately take notice of the damage done. It is so much harder when other elements of the collectivization plans are even less visible than a limited ability or inclination to read. Today we will talk about the global push to use Character Education to “define the core ethical and performance values they most wish to instill in their students.” I bolded the ‘they’ because other people now get to decide what your child is to value and believe at an unconscious level so it will predictably guide behavior going forward.

In my book Credentialed to Destroy in the chapter on the real Common Core implementation, I described how everything I had documented pointed to personal values, attitudes, and beliefs being the true new aim of the curriculum. This post is about more than that and it ties into both the Curriculum Redesign Project we looked at here as well as the Global Education Leaders Programme [see tag]. This also fits closely with the disturbing Education Commission of the States and State Farm Civics Education report we examined in December 1, 2014. was distributed last week to make sure all schools and officials now understand that a “comprehensive approach uses all aspects of school as opportunities for character development” and that all “academic content and instruction” is integrated with character development and moral reasoning through discussions of ethical issues.  The core values to be developed “affirm human dignity, promote the development and welfare of the individual, serve the common good, define our rights and responsibilities in a democratic society, and meet the classical tests of universality (i.e., Would you want all persons  to act this way in a similar situation?) and reversibility (i.e., Would you want to be treated this way?)”

Now those are not the requirements written into the US Constitution which is simply being ignored. They are, however, very similar to Kohlberg’s Moral Development Theory (developed by a Harvard prof) that the Chinese imposed on Hong Kong students as soon as that lease was up. We know then it is a theory that fits in well with collectivist aspirations and desires for “guiding the behavior of all those in the school community.” Those core values are to be “integrated into all aspects of school life” including the hiring of teachers and “non-teaching staff.”

Principle 2 “defines ‘character’ comprehensively to include thinking, feeling, and doing.” Yes, that’s why we keep hearing about Whole Child Initiatives as part of the Common Core. How many parents understand that the Growth and Continuous Improvement the schools are hyping as showing improvement in student achievement are actually a shift of definitions to “a holistic approach to character development therefore seeks to develop the cognitive, emotional, and behavioral dispositions required to do the right thing and do one’s best work”? Whose definition of the right thing we reasonably ask? Why the definition used by those seeking Social Justice is the real answer.

How do I know that? Beyond the insistence in Principle 4 that a “school committed to character strives to become a microcosm of a civil, caring, and just society,” I happen to know, as the tenacious lawyer that I am, that the federal government under the civil rights laws and most of the major civil rights groups are all insisting on a commitment from schools to Excellence and Equity. I happen to know that in K-12 education, Excellence has a specific meaning that quietly dovetails with that redefinition of ‘character’ from Principle 2.

Schools that make academic coursework about helping “students form caring attachments to each other” and “a feeling of responsibility for one another” are laying the foundation for a communitarian society in the near future. A school that leads students to believe that they have a human right to have others satisfy their basic needs and that each student, in turn, has the obligation to meet those basic needs is laying the groundwork for what Uncle Karl and his followers called the Human Development Model That’s not name-calling or a criticism although I do believe it is an unworkable vision. I am simply recognizing as a factual matter the description of what is being advocated for in phrases like

“the school sets aside time for students to assess community needs, create ideas for meeting those needs, plan and coordinate service learning projects, and reflect on the positive consequences of community service.”

The entire vision of what its advocates refer to as Marxist Humanism as a goal for the West’s society and economy is grounded in meeting human ‘needs’. Interestingly, the requirement that all schools must now have “an academic program that helps all students succeed,” even those with what can only charitably be described as inert minds even on a good day, gets expressed in terms of an obligation to meet all students’ needs. Since inert minds are an unfortunate reality, we get the call for “a variety of active teaching and learning strategies” so that participation and projects become the way to deal with inert minds. Quietly and without alerting the parents, social interaction around topics of interest from the real world and ethical issues for the new hoped-for society become the entire point of the classroom and coursework.

We talked about the reasons for wanting to limit reading fluency, but treating words as a whole and doling them out to guide thought ties right into the plan for how the “core values are woven into the literacy curriculum, where students use their reading selections to reflect on the values and on issues of character, such as discrimination, patriotism, and moral courage. In social studies classes, students are expected to act upon the core values as they select and research national or international causes and then work with community members to carry out related service projects.” I do not think it is a stretch to imagine that the reading selections available in the Cloud or put aside as an ELA Task Set will have a deliberate slant to it.

Here, for example, is how elementary school gets reimagined. “Grade-level curriculum guides show how essential questions [from Grant Wiggins' Understanding By Design, See tags] can be tied to ethical issues and specific service learning projects. Students at every level now engage in service as an integral outgrowth of topics they learn in class. In a fifth-grade unit entitled “Let Freedom Ring,” the essential question Why do we have the Constitution and the Bill of Rights? leads to assignments researching the background of specific amendments and concluding with an advocacy letter written to members of Congress. [We can all just imagine what was advocated for]. In a second-grade class, students respond to a reading assignment about Haiti by raising enough funds to donate 400 pounds of beans to the people in need there. Leary students learn that service is a vital part of good character and meaningful academics.”

I bolded that aspect about “leary students” since we are talking about 7-year-olds who might know a thing or two about what really makes Haiti so dysfunctional and be pondering the chances that any or how much of the 400 pounds will make to those in need there. Well-informed students don’t get to be leary anymore even when they reasonably ought to be. Given this statement: “the school’s approach to student conduct uses all aspects of behavior management–including rule-setting and rule-enforcement–as opportunities to foster students’ character development, especially their understanding of and commitment to core values,” life in K-12 education is about to become very uncomfortable to any students or adults not aboard the collectivist bandwagon.

Previously I mentioned that there is a term for this type of community focused approach–Productive Learning. It’s not particularly productive to the individual student, but it is very productive to the political class laying out what must be done and what may not happen anymore. If we think of this Character Education vision as using K-12 to prepare students to now be members of a Human Development Society, the other crucial aspect of Productive Learning involves preparation for the new Workforce.

We will deal with that aspect next time as we keep tracking the necessary conditions for a transformation away from Individualism as a legitimate 21st Century focus.

Isn’t It Political Sabotage to Use Education to Eliminate the Assumption that Students are Individuals?

Yes I am in a feisty mood today. I am angry at the level of deception and duplicity surrounding the actual Common Core implementation and where this is all going. Or was until some of these revelations. Those of you past a certain age may remember the 80s TV show “The A-Team” when George Peppard would put a cigar in his mouth, lean back, and with a grin say “I love it when a plan comes together.” Well today we really are taking a huge step towards unravelling a well-laid but nefarious scheme that involves Common Core but more importantly it involves education globally. And UNESCO. And the IB, International Baccalaureate Program, and its IB Learner Profile and concept of Global Citizenship as where Common Core is actually going.

I had intuited this from personal experience over the past several years but never thought I could prove it. Then Ed Week did a story right before Christmas on how Common Core was now emulating IB except that the Common Core was missing the IB’s focus on the affective or social and emotional learning. Well I was intrigued and annoyed. Fascinated that Ed Week would admit the link given the IB focus is on changing the individual to listed Personality Characteristics rather than knowledge. For the student to develop a desired Worldview that frames their perceptions of reality for a lifetime. But the typical person does not know that. And annoyed because I knew Common Core was just drowning in social and emotional learning. And Ed Week likely knows that too. I think they are angling for SEL to get an invitation to come in through the front door instead of the windows or through Executive Orders.

I tucked that annoyance away until I was reading David Conley’s 2007 report to the Gates Foundation on College Readiness and recognized just how much the listed characteristics mirrored the IB Learner Profile. And also the 21st Century Skills Movement. Doublechecking to see if I was right pulled up a September 2010 IB document called “Meeting the needs of 21st century learners: New Developments in IB Programmes.” Which sure did look like it fit the actual Common Core implementation I have been charting. Moreover, Harvard’s Project Zero is advising IB. That meant Howard Gardner and Csik’s Flow. And we have been chronicling what they say they are up to. Altering the future. Lots of that aspiration. In fact the new IB motto is “Imagine Education for a Better World.”

IB’s updated Learner Profile language too is quite reminiscent of what Paul Ehrlich and IHDP and Peter Senge all claim to be seeking via education. See what I mean?

“The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.”

IB just loves to push that “I am because we are” theme, claiming it is an old South African expression. And its elementary program, PYP, has an educator in 2012 proudly proclaiming that “our students no longer see themselves as the centre but as part of the whole. The change is inspiring!” Yes and Peter Senge, who IHDP views as one of their favorite futurists and a useful Statist aider and abettor calls that Systems Citizenship. I wrote a post about it in horror.

When I went online to check to see if IB was touting a connection to the US Common Core up came the Hunt Institute in NC which is putting out so many of the Common Core training videos for teachers. They had put up the Ed Week story on IB as proof that the Common Core reflected “World-Class Standards.” So IB=World Class Standards. Time to track IB some more. Which is what I did. Arne Duncan in his Equity/Civil Rights drive would be pleased to know that IB is changing its programmes to make them more accessible to all students. Called “Valuing All Learners” it is intended to allow for the inclusion of special needs students in everyday classrooms for all kids. Just change what counts as learning!

Then it turned out that Professor Martha Nussbaum is an advisor to IB talking about Critical Thinking and the problems of our current economic model. More links to Chicago! She wanted IB attendees to know she did not hate business. She merely believed “a human face needs to be attached to our economic system by the teaching of critical thinking and global citizenship.” I think Riane Eisler called that a Caring Economics in our new 3 R’s post. Nussbaum wants education and society to produce more “people who are prepared to live with others on terms of mutual respect and reciprocity” and fewer of the people “who seek the comfort of domination.” Well, honestly, the solution for that is not to make sure nobody knows much and is driven by feelings and intuition instead of facts. But, hey, I am not tenured. What do I know about how the world has always worked. That doesn’t really matter I suppose now that we have IB to recreate our Worldview for the future. More than one slide laid that out.

Now I could talk about IB over several posts but all the papers and slideshows I was downloading over the past several years certainly looked like the planned Common Core implementation if you take good notes. Then things got ever so much more interesting. IB put up its partners in research. They included the University of Chicago and Columbia University Teachers College. Plus the American Institutes for Research. Which might well explain why so many of the slides were from the US. Guess who else? EPIC–Education Policy Improvement Center, David Conley’s group. No wonder the definition of College Readiness reminded me of the IB Learner Profile.

And representatives from the UK and Canada and Australia and Hong Kong. Which would explain why there is so much commonality worldwide. It’s not just UNESCO although UNESCO helped create and fund IB initially. And IB in the last few years has again openly embraced the UNESCO vision of using education to obtain cultural evolution. Downloaded that pdf before writing this post. And IB and Martha are quite graphic in seeing IB education as a vehicle to “promote a humane, people-sensitive democracy dedicated to promoting opportunities for ‘life, liberty and the pursuit of happiness’ for all. Which sounds strikingly like the Second Bill of Rights push her old friend Cass Sunstein is touting for Obama’s Second Term.

I am going to close with two statements David Conley made in his 1993 book Roadmap to Restructuring that graphically laid out every aspect of what will be sought via education for transformation. His involvement in both IB and College Ready and laundering non-cognitive in 2012 is no surprise. Various Means to Still Sought Transformations that go far beyond education. What he said in 1993 as a statement that underlay all his visions and intentions for education that explicitly included OBE and systems thinking and communities of learners was that this was all an education for “a democratic society that rejects the social class system.” And the alternative would be a leveled society except for political insiders? That’s a caste system like the Middle Ages with no movement or mass prosperity.

The other complained of continuing “learning experiences predicated on assumptions of students as individuals.” There is nothing accidental about the communitarian emphasis to the definition of Career Ready or in the interdependence to be fostered by mandated systems thinking  or john a powell’s determination to destroy the concept of the unitary self.

I have said before that globally there is a recognition that the sought common core is changed values. A Global Consciousness. Values with a Common Good/Universal Love orientation. Now that it appears that the IB Learner Profile=Common Core in US and global classrooms we have to decide whether educators and politicians have the power to jettison the concepts of Individualism without our permission.

It turns out there was a very good reason for all that Mind Arson. Power. Getting it and keeping it. The real 21st century vision.