Rapprochemont or Civilization Surrender? How to Force Global Solidarity Starting with Preschool Education

In case anyone wonders how that UNESCO Roadmap to the Global Action Programme even came up in a discussion of what might be applicable in your neck of the woods, the just-ended Connected Educators Month touted that Youth Summit in Paris last week. Anyone unaware of CEM might want to know it ties to fed ED, virtually all the ed trade and professional groups, and the tech companies involved closely with the to-be-required digital learning. Poking through that Youth Summit and its materials taught me quickly that there is an EDC/HRE global initiative. That stands for Education for Democratic Citizenship and Human Rights Education and it declares the “decisive role of school in shaping the young generation, transmitting cultural, moral and civic values and creating the premises for new social change.”

Initially I had written “wanted us to know” but let’s face it, none of these planners, summit attenders, UNESCO or OECD employees, etc, actually plan to tell us anything. We were certainly not going to be told that preschool through high school needs to provide a “shift in mindset and social responsibility” to deal with the peoples and cultures of the world and that this “holistic approach to rebuilding and reconciliation” and “integral human development”  cannot “be achieved effectively without unhinging the idea of nations and cultural communities from the nation-state.” And we wonder why APUSH does not want to glorify American exceptionalism or our Founding Fathers and is now promoting the concept of Dialogue around an Interactive Constitution.

Those were quotes taken from something else being kept quiet from us that was promoted in a session at the Youth Summit called “Mobile Cultures for Dialogue” that announced that in 2013 the International Decade of the Rapprochement of Cultures commenced. Think of that name as you look at the hordes now from Syria or North Africa in Europe or the arrivals in the US from Central America or the resettlements of Somalis and others from certain parts of Africa. Yes, all those migrations/invasions, depending on your perspective, do appear to be a part of the UN’s Post-2015 plans for all of us. UNESCO has now put up a Summary from its first Expert Meeting held March 24-25, 2015 in Paris to create a framework to implement the RoC agenda.

I know everyone will be shocked, shocked, not that there is gambling going on in Casablanca, but that UNESCO views “Citizenship education in a plural and interconnected world” as the means to implement this agenda. “Key message to be instilled: Human values drive a dynamic process to develop responsible citizens.” Apparently citizens who have divorced themselves from fealty to that evil nation-state. Before we examine what is coming at us unbeknownst and without our approval in the present, let’s go back to an interview Amitai Etzioni gave in 1999 that was uploaded by the University of Goettingen in 2013. Not only is Germany the destination of choice for these Migrants in search of a cohesive society to meet their needs, it, like the US, also appears to be Ground Zero for finally bringing the Active Society into fulfillment.

Since we all love a good confession from the politically connected, let’s just listen now to these past declarations of intent and methods of choice. “I was very connected to cybernetics. So the social cybernetics [science of control, remember?] which I tried to develop stated that one of the four conditions for successful social change is the support of the people. Therefore it was not a top-down concept. [or must not be perceived to be since we have tracked to the UN and the OECD]… Because the good society is communitarian [people] believe in shared virtues…you need true participation to set new mores…eight months is not a very long time for reaching shared understandings.”

Although media can help and UNESCO and Etzioni both have called on it to do so, education remains the primary tool for creating these values of solidarity and all this must be done at the local level as early as possible. Last week two papers came out in the US seeking to accomplish precisely what the Active Society needs and the UN entities and the OECD all want. https://cdn.americanprogress.org/wp-content/uploads/2015/10/30051800/StandardsAlignment.pdf is tied to Etzioni as one of its co-authors is a JD/ Masters in Ed Policy candidate from GWU. Now that’s how you get to both recommend transformative practices for education and also create the legal mandate to make it bindingly so. Just what the Active Society and UNESCO recommend.

Doesn’t everyone want Standards for Nonacademic Skills that cover Preschool through Third Grade and start with Sharing, then “self-control, and then “building relationships with peers and adults.” Fits well if the community and collective action, instead of the individual, is to be the required means of political action. Notice too that the Early Learning Outcomes Framework was changed in June 2015 to add ‘perceptual development’ for the little tykes and to delete ‘general knowledge’. Might get in the way of pitching all these false narratives.

The Achievement Gap Institute at Harvard wants to move “Beyond Standardized Test Scores: Engagement, Mindsets, and Agency” http://www.agi.harvard.edu/projects/TeachingandAgency.pdf that in the name of Excellence, Effective Teaching and what will be measured to keep jobs, and Equity manages to make the new classroom focus creating the very kind of personal characteristics needed so that everyone feels their responsibility to others.

Since not everyone is as click happy as I am when I see a link, please notice that the cited mindset scholars network combines Growth Mindset, Grit, Perseverence, and Civil Rights expectations as a matter of law into what is slipping in there. Clicking further we find the National Mindset Study that is funded by Carnegie and is involved with the “brain’s ability to restructure itself” and for the students “to internalize those messages [provided] via writing exercises.” Ding. Ding. Ding. So the human brain will neurologically restructure itself over time in response to manipulative reading and writing exercises. This is thus a known way to create false beliefs and acceptance of carefully cultivated narratives that promote social and political transformation.

Etzioni wrote about the need for ‘authentic consensus’ and spoke of the need for the bottom-up support of the people and this is how it gets created. Early Learning Standards wanting to target Perception and social and emotional learning. That Harvard study seeks to focus on developing student’s ‘purposeful initiative’, Why does that matter? Because that bridges the gap between what the students have internalized as values and beliefs about the world and motivating them to act to change the world. That’s what now constitutes Effective Teaching. It’s not about knowledge. It’s about cultivating the beliefs, values, attitudes, and behaviors needed to either push for, or go along with, transformative social change.

Now we can go back to the Rapprochement of Cultures, which oddly enough is being financially sponsored by the same Saudi Arabia with no desire to take in any of the North Africa or Syrian refugees. It is formally sponsored by Kazakhstan, one of the world’s most notorious dictatorships, which is rather a tip off that this agenda is actually not about a goal to “enhance dialogue between cultures based on dignity, tolerance, and respect.” It’s only certain cultures, religions, and beliefs systems entitled to such deference and respect. For an idea who, we can look at the backgrounds and previous initiatives of the invited experts listed at the back of the summary or we can see what President Obama, Jeh Johnson, and a Merkel spokewoman said here http://linkis.com/dailycaller.com/2015/de8UL

When I originally outlined this post I actually mentioned a Tripod of needed false beliefs and narratives that this Rapprochement plans to push that refuses to listen to any facts, no matter how provable they are. Before I knew the background of the ‘experts,’ it was clear this initiative intended to impose a one way Affirmative Claim against the West to protect certain cultures and religions and to provide endlessly for any adherents that managed to physically make it within the borders. If you wonder why I went back to the Etzioni quote on not being top down, Recommendation # 6 calls for “ensuring civil society [Etzioni's preferred term] is paramount in recognition of their pivotal role in transforming social norms, attitudes, and behavior, as well as nurturing peace from the ground up through promoting positive principles and ideals.”

That’s what those two cited papers do from just this week. It’s what the new required PBIS, Positive School Climates, and Restorative Justice practices do. Since Harvard and the state of Massachusetts are listed partners, and the location of, the UNESCO/OECD Center for Curriculum Redesign created by Charles Fadel, it is very unlikely that the paper is not part of the RoC vision for the “creation of a sustainable, socially-cohesive society.” If anyone thinks I am somehow just trying to pull at the heart strings by tying terrible visuals of the hordes in Europe or crossing the Mexican border to the education agenda, Common Core, and competency based education, let me close with a few more quotes. Not my bolding.

” 7. Promote the respect for the inherent human dignity of migrants, refugees and asylum-seekers and enhance societal understanding of their value and contribution [to, sic] the impalpable dynamics of ideas and in enabling the rapprochement of cultures. Achieving a better balance between migrant rights and duties could result in peaceful coexistence and cultural diversity.”

Notice that ‘could’ because UNESCO is granting a human right to come anyway and an obligation for us to provide and change our existing culture via ‘quality education’ to change prevailing beliefs and values. Notice that the Rapprochment, said to be the biggest initiative UNESCO has ever undertaken, is intimately tied to that physical presence in nation-states that are no longer to have border or cultural primacy themselves. Now as I finish think of the NEA and their CARE Guide and the Southern Poverty Law Center and its Teaching Tolerance initiative that teachers are being taught to implement as part of the Common Core training.

” 8. Strengthen existing and nurture new forms of global solidarity, including through the media, which foster mutual understanding and tolerance, and counter hate speech, racism, xenophobia, radicalization, violent extremism and genocide. Voices of tolerance must be stronger and they must be better supported to maximize impact and reach.”

Education under RoC, that is in fact coming to your local schools with the force of law, “can be a means to resist and overcome political forces, in particular, identity politics that seek to counter pluralism within self and society.” Got that? Only a bigot would refuse this RoC agenda. If you think the hostility to existing nation-states is just in one place this is how Rec #2 ended:

“Social responsibility with respect to safeguarding and promoting culture also needs to be extended beyond the realm of the nation state in favour of its universal value for humanity.”

I am not jingoistic nor bigoted, and I did not go looking for this agenda of Rapprochement. It has a trail that leads to fed Ed and others involved in what goes on locally.

We no more have an obligation to ignore this Suicide of the West by Menticide than most of us would ignore the assassination of Archduke Ferdinand and his wife if we could stop it by speaking up.

So I am.

Menticide: Deliberate Targeting of Our Frame of Orientation for Examination and then Assault Via Education

One of the primary creators of Systems Science and thus a behavioral science pioneer was a biologist, Ludwig van Bertalanffy. He was very involved in reconceptualizing K-12 education in order to implement research coming out of what he called the “emerging psychology of man”. He also called it “a new science of man or general anthropology.” This new type of ‘education’ and new ‘science’ views “man as an active personality system.” Please note that the Workforce shift in purpose I covered in the last post would require that activity emphasis in all K-12 schooling. Not coincidental in the least. In 1966 lectures, Bertalanffy described Menticide as follows:

“If a population is manipulated in the right ways, it cannot transmit, to coming generations, values and freedom it has lost itself; and this is precisely what psychological manipulation aims at and has widely achieved.”

He should know since not only was he a fellow at the Center for Advanced Studies in the Behavioral Sciences in Palo Alto shortly after it was created in the early 50s, but he was also a presenter at a 1957 conference on “New Knowledge in Human Values” held at MIT. Organized by the Research Society for Creative Altruism, it resulted in a book edited by famed, or notorious Humanist Psychologist, Abraham Maslow. Shortly after that book came out the NEA hired Maslow and his associate Carl Rogers to develop the new K-12 education vision we covered here. http://www.invisibleserfscollar.com/psychological-approach-to-a-humane-politics-restructuring-the-west-quietly-and-effectively-via-ed/

In order to be able to spot the same vision implementing this desired ‘science of man’ in subsequent education ‘reforms’ we have to truly understand what was sought at conferences we were not invited to, even if we could get around the technicality of not being born yet. That’s what old books are for. Professor Robert S. Hartman also spoke about creating a ‘moral science’ and a ‘science of values’ by controlling the meaning people associate with words and images. As we read his intentions, let’s just imagine how much fun he would have had with his social engineering desires with access to today’s Digital Learning mandates, where the Images are controlled and dramatize whatever the creator desires for students to believe.

In the kind of naivete and hubris that can be hard to read in hindsight, Hartman said that “as natural science has changed the world, so moral science, once it is developed and fully known, is bound to change the world.” In fact, he believed that “There will come a time when the problems and conflicts that now plague us will be as forgotten as the tortures of the middle ages and the clubs of the cave men.” Talk about famous last words.

Hartman explained how the moral science principles “puts the spine in democratic ideology” and would be the “future science of moral humanity.” If it reminds anyone else of where the lesson plans for the UN’s Global Goals and the linked video for the World’s Largest Lesson from the last post are going, there’s a reason. Hartman related that he had written a report to UNESCO’s International Institute of Philosophy on the development of this value theory “over the last five years (1949-1955).”

I am asserting that the “worldwide intellectual potentiality” is still what is being carried forward by the Systems Scientists like Ervin Laszlo or Bela Banathy and embodied into K-12 via misunderstood terms like Excellence, Outcomes Based Education, Competency, and what GEFF is peddling. Another conference presenter, Erich Fromm (a member of the Frankfurt School of confessed cultural Marxists and transformational social scientists. See Tag) lectured on “Values, Psychology, and Human Existence.” In one of those jaw-dropping epiphanies that brings together so much, Fromm stated that such a human science would first change values. Then it would need to be able to get at–assess would be a good description for what is required–and then alter what he called “man’s frame of orientation.”

That single phrase so thoroughly captured precisely what all the actual Common Core/ Competency/21st Century Skills implementation is now pushing and has been since at least the 60s. I even used one of my very favorite bookmarks to mark the page. From APUSH “Conceptual Frameworks” to Social Studies ‘lenses’ to Cross-Cutting Themes and Core Disciplinary Ideas to Enduring Understandings and Whole Child, everything targets a student’s Frame of Orientation. Growth Mindset being required and exalted is just a way of insisting that the orientation and its frames must be malleable to the Learning Experiences supplied. When listening to the World’s Largest Lesson video or all the Climate Change hype, remember that Fromm told us that “even if man’s frame of orientation is utterly illusory, it satisfies his need for some [internalized mental] picture that is meaningful to him.”

No need to wonder now why relevance, real world applications, ties to “authentic local and global issues” and “assessment primarily concerned with providing guidance and feedback for growth” are the new required focus for K-12 education.  http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_Teachers.pdf that is now being used for teacher professional development is just full of confessions on what teachers must be doing to the students so that they internalize what Fromm called a Frame of Orientation that will guide their future behaviors and perceptions. I especially liked page 27′s insistence that “the teacher understands critical thinking processes and knows how to help learners develop high level questioning skills to promote their independent learning.”

Apparently a neurologically embedded, deliberately created, and manipulated Frame of Orientation fosters independence and autonomy in this Orwellian vision of the future where Unknown=Independent. How does this creation occur? Why “the teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful learning experiences.” There is an crucial confession here in this “Application of Content” vision. School subjects now exist in order to be the means for instilling the desired Frame of Orientation. Then students collaboratively practice projects and tasks until the new values and beliefs are locked in place at an unconscious level. “The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local and global issues.”

That emphasis fits perfectly with the World’s Largest Lesson, but even more so with the UN’s expressed plans to use data, like a student’s frame of orientation and values, to also restructure the world’s economic, social, and political systems. To a UN bureaucrat, too many politicians, and most education administrators these days we are ‘systems’ to be redesigned with data. So apparently is everything else involving people. That is what the meeting in New York is about this week and the 15 year commitment where no one gets left behind that president Obama signed us up for is actually not really about stopping malarial deaths from mosquitoes. http://www.undatarevolution.org/wp-content/uploads/2014/12/A-World-That-Counts2.pdf is the blueprint that confesses:

“It is up to governments to put in place the rules and systems to realise this vision, working with domestic stakeholders and in the multilateral system, at regional and global levels. Governments, through the legal systems they enforce, are the ultimate guarantors of the public good.”

Because it worked out so well for all of us when in 1928, governments signed on to abolish war. In more utopian hubris:

“it is governments that can balance public and private interests and create systems that foster incentives without creating unacceptable inequalities, adopt frameworks for safe and responsible use and manage the international system that can transfer finance and technical expertise to bring the least informed people and institutions up to the level of the most informed. And it is governments that are elected to respond to citizens on their choices and priorities.”

Mercy me, somebody spent way to much time absorbing theories and not enough time learning genuine history and its constants. Now wanting to be Pollyanna instead of looking this awful overreach straight in the face for what it plans, let’s assume this paper gets dismissed as merely “the UN” and president Obama will be gone in 15 months anyway. In 2012, the National Science Foundation created http://www.nsf.gov/cise/aci/cif21/CIF21Vision2012current.pdf establishing a Cyberinfrastructure for 21st Century Science and Engineering and we and our various ‘systems’ are what need to be socially reengineered. In 2014 grants “Laying the Foundation for Data-Driven Science” were issued. http://www.nsf.gov/news/news_summ.jsp?cntn_id=132880 One of the bolded Data Infrastructure Building Blocks (DIBBs) program is to “drive innovation in education.”

Headed by Ken Koedinger at Carnegie Mellon and funded as LearnSphere, this project is premised on “Educational data holds the same potential to guide the development of courses that enhance learning while also generating even more data to give us a deeper understanding of the learning process.” Whatever the personal intentions of individual professors, LearnSphere is precisely what Hartman, UNESCO, and Fromm hoped to one day have as a cultural tool for transforming human nature. Or at least trying. I am not done yet though. The CIF 21 document compares the kind of human systems data that will now flow from our Cyberinfrastructure to the astronomical mapping of an area of the universe known as the Sloan Digital Sky Survey. The aspiration and intention is “from individuals and communities, to address far more complex problems of science and society than previously possible” and “advance innovation in society.”

One more tie so the inexorable nature of this juggernaut is indisputable. Remember MIT prof Alex “Sandy” Pentland from this post?  http://www.invisibleserfscollar.com/redesigning-education-globally-to-humanize-personalities-and-make0each0one-of-us-more-susceptible-to-peer-pressure/ He is not only involved with the UN groups that produced that What Counts report and many Working Groups, including Education and Workforce Development, to gain implementation at state and local levels. He is also involved in the Kavli HUMAN Project as an advisor.  http://online.liebertpub.com/doi/pdf/10.1089/big.2015.0012 It’s not just a Big Data project to “Understand the Human Condition”.  It’s not just that Kavli used that same analogy to the Sloan Digital Sky Survey. It also seeks to yield “detailed behavioral phenotypes that characterize the myriad ways in which humans express their genetic endowment in different environmental settings.”

And we wonder why Opt Out is to be no longer allowed once a state or district gets “meaningful formative assessments” or why we all need SMART energy meters.

Because we and our children in Preschool through higher ed are to be part of “a discovery dataset that would revolutionize the social and natural human sciences.”

Now I’m done.

Liberating the Sought Generalized Ears Primed in Advance for Plannified Collectivist Societies

Generalized Ears have nothing whatsoever to do with Dumbo and they will not allow us to fly. In fact, I would argue that the phrase ‘generalized ears’, like the hyped Competency or K-12 education built around Equity and Essential Skills for All, is designed to make sure NONE of us is likely to go off the provided script for our future predictable behavior. Maybe instead of the ‘script’ metaphor we should use ‘prescribed path’ since the current K-12 rhetoric is all about Career Pathways and Multiple Pathways to a Degree. Before we get to the whats and whys again, I want to give everyone reading this hope despite these dark designs. Even though Pols refuse to listen as enabling legislation at every level comes up for a vote, as has happened this past week in Congress on the ESEA Rewrites.

Congress has made the fundamental blueprint and points and implementation detailed in my book Credentialed to Destroy an even more crucial set of revelations than it was when I published it in 2013. That remains the foundation. Serendipitously it seems, but not really because of the actual connections of cybernetics to constructivism, I happened to be researching a sequel when I saw the language of these intended federal mandates. I have been able to call on some of that research and my Axemaker clear understanding of what is being sought to sound the alarm. It did not prevent passage, but we know for sure what we are dealing with. In light of my revelation in the last post of the alarming machines a gouverner , I want to first add more confirmation that the minds of men and their underlying personalities have long been viewed as the way to invisible social control over the masses of voters in Western countries. Quoting Karl Mannheim summing up Fascist Ideology:

“The superior person, the leader, knows that all political and social ideas are myths. He himself is entirely emancipated from them, but he values them…because they…stimulate enthusiastic feelings…and are the only forces that lead to (the desired) political activity.”

If you want to fundamentally transform and have a database in place to do just that  http://nypost.com/2015/07/18/obama-has-been-collecting-personal-data-for-a-secret-race-database/ and you have been using federal grants and contracts to lure state and local politicians of both parties into supporting the various needed component parts, you also need the K-12 and higher ed systems on the same page. That’s what these ESEA Rewrites were designed to do and it’s why the outrage of We the People is being ignored. Let me tell a little secret all the Social Control advocates know that they do not want us to know. It’s why I write this blog sounding the alarm and determinedly wrote the first book. To quote E.A. Ross from a 1953 essay by Professor Roger Nett published in Ethics with the Orwellian title “Conformity-Deviation and the Social Control Concept”:

“[E. A. Ross] concluded that ‘one who learns why society is urging him into the straight and narrow will resist its pressure. One who sees clearly how he is controlled will thenceforth be emancipated. To betray the secrets of ascendancy is to forearm the individual in his struggle with society.”

I would add politicians at every level to that struggle given what we are now seeing. To the progressive polyphonic federalism and Metropolitanism this blog has already laid out,  this week came http://www.spatialcomplexity.info/files/2015/07/Making-Sense-of-the-New-Science-of-Cities-FINAL-2015.7.7.pdf . Won’t that go nicely with the above database and required federal education policy that is all about social and emotional learning, internalizing desired Generalized Ears, and then monitoring to check on action in the real world (Mastery)? http://gettingsmart.com/2015/07/personalization-new-frame/ shows how dramatic the confessions are now that there will be desired federal legislation.

So what are Generalized Ears? It’s the idea that what a person is likely to perceive from a given experience or provided information “depends upon anticipatory sets.” What has already been cultivated in a student’s, or anyone’s, mind and personality. In cybernetic schooling those anticipatory sets or Lenses are carefully manipulated, monitored, and rearranged when needed for desired political purposes. See Karl Mannheim again above. The same Kenneth Boulding I discussed in my book and we met here http://www.invisibleserfscollar.com/reimaging-the-nature-of-the-world-in-the-minds-of-students-alters-future-behavior-and-social-events/ is the one who said that “one of the main objectives of General Systems Theory is to develop these generalized ears.” Boulding wanted a theory that would reliably predict “the dynamics of action and interaction” and Axemaker Minds get in the way.

To quote Ervin Laszlo again on how to shift away from Individualism to Collectivism, planners and politicians must NOT leave the “individual free to think of general reality as he pleases.” He further noted, echoing Mannheim and predicting what we now are calling Understanding By Design or Core Disciplinary Ideas or Cross-Cutting Themes, in 1963  that “unlike previous ages, plain force is [not] the most effective means of winning people today; ideas prove to be the most efficient tools for that end.” Is the bias in the new AP US History conceptual framework making more sense now? It’s not about facts, but criteria to guide what is noticed and ignored. This brain-based instruction article even admits to using a  “perception-action” emphasis in the classroom to physically rewire the brain. http://www.districtadministration.com/article/neuroscience-builds-students-brain-power The motto this week after ECAA passage in the Senate seems to be Go Ahead and Admit It Now, no one can stop us.

Back to Boulding because his view of Knowledge is everywhere in the Common Core and any subsequent state learning standards that will fit the ESEA Rewrite’s mandates.

“Knowledge is not something that exists and grows in the abstract. It is a function of human organisms and social organization…Knowledge however grows by the receipt of meaningful information–that is, by the intake of messages by a knower which are capable of reorganizing his knowledge.” That would be what the ESEA Rewrite and Tom VanderArk above called personalized learning and what gets hyped also as a Growth Mindset. It is why Ervin Laszlo in Essential Society knew a social philosophy stressing the fulfillment of individual needs was necessary to push a more collectivist orientation and that “ideas act on individual minds.” His italics–remember that italization for emphasis every time you hear ‘student-centered learning’ being hyped.

What’s wrong with the use of the words Success or Achieve in the ESEA Rewrite or in the Parent Checklist the federal DoED issued Friday, July 17, which talked about ‘development’ and Success in Life as the purpose of K-12? They all reek of the behavioral scientist and system science social engineering goal with its “strongly felt need to get inside the ‘black box’” of the human mind of young people. They treat students as “homeostatic biological organisms with purposive, adaptive psychological properties.” Now when the school or teacher manipulates those properties, they get acclaimed as ‘effective’ and Growth, Achievement, Learning, or Success are all proclaimed. The actual result of psychological manipulation for collectivist, fundamental transformation purposes is obscured.

Laszlo openly laid out how the needed all-encompassing belief and value system needed for a transition to collectivism would work. He saw the desired model as what “reigned in the Middle Ages, during the prime of Christian influence on thought. The individual had only to believe in a doctrine which was offered everywhere, among the learned as among the simple [a precursor to Equity for All], to obtain what was held to be the full truth. He then received a fully comprehensible, satisfactory picture of the world, with God as the supreme ruler and source of all things, and man as the centre and finest example of his creation. As we are dealing here with social, and not with absolute values, we are not interested in the analytical truth of any statement, but merely in its effect if taken at face value.”

Axemaker Minds, clear and rational, well-stocked with their own personally selected store of facts, specialist minds instead of Generalized Ears, are notorious at not taking the Narrative as provided or the Sound Bytes on offer. If an individual’s perception of reality must be controlled so must curriculum and the concepts to be used to make “intuited experience” comprehensible. If all this seems still too far away in time or too abstract in principle, let’s once again bring this down to the classroom in the here and now. This week an article called “Geocaching is Catching Students’ Attention in the Classroom” was being hyped to illustrate the new need for “active learning as when students engage in developing projects in a more meaningful way than when concepts were simply presented using traditional methods by teachers.” The old way stressed the mental and the rational instead of activity and may not have involved emotionally charged content, triggering that all-important subjective mode of comprehension.

Building on the discussions of constructivism in reading and math and science in Chapters 2 and 3 of my book, we learn that engaging instruction and teacher professional development focus now on “ways that constructivist learning environments can help create active, reflective, student-centered learning that is socially relevant and personally meaningful to learners.” Triggering Laszlo’s sought subjective mode of comprehension that cannot see reality clearly and now to be mandated by Congress AND the states AND the school districts AND the accreditors AND generally in a charter school’s agreement for renewal that nobody but me seems to bother to read.

I will close with the best example of the now to be required Higher Order Thinking Skills and Understanding once again from Laszlo. Keep in mind its acknowledged purpose too.

“Consequently he will attempt to know his experience by an emotionally determined concept, provided by the aesthetic experience.[ Visual and grounded in activity]. He will still comprehend through concepts, but on a subjective, instinctive level and not through conscious reason.”

And after years of practicing this, the student will now be declared to be College and Career Ready.

Because with these aims of collectivism and social engineering, the planners know that euphemisms and odd, little known, real definitions, are their friends.



Commanding Students to Treat Themselves as Manipulable Objects Means Invisible, Ongoing Predation

This post ends what began as a Trilogy but became a Quartet of posts when Senator Lamar Alexander substituted a substantially new version of his K-12 federal legislation rewrite with virtually no attempt to let the voting public know of the switch. As the last post covered in part, as a whole 1177, as the bill is called, reads as if it is the fulfillment of everything the behavioral and social scientists in Palo Alto have ever wanted from education to remake the existing world. It will take the sequel to my book Credentialed to Destroy to lay out all the connections I have documented, but I have them and I get to read 1177 with the informed mind and well-stocked glossary from books and papers going back to its founding in the early 50s. 1177 is also deeply embued with the communitarian ethos and seeks to turn it into collective obligations under federal law. Quite a combo.

I began this Quartet with the Fraud of the Century post because I thought it was important to begin to frame these shifts accurately as a usurpation by governments at all levels of an ability to make decisions that traditionally and legitimately belonged to private individuals. Now please forgive me for what is about to be a graphic metaphor, but it is the best comparison I can come up with and it unfortunately fits. Back in China under Mao or the USSR, the ordinary people knew perfectly well that they were coerced and manipulated by the power of the State. I won’t say imagine because this may be an apt image, but it’s not a pleasant one, that you wake up to someone with a knife to your throat and they insist that if you submit to sex they will not hurt you further. You may not have black eyes, but you were still raped and you would know that.

What the behavioral and social scientists in the East and West have been looking for over decades in a horrifyingly coordinated manner (also documented repeatedly beyond what is in first book) is an ability to gain that physical submission to whatever schemes the public sector decides on without the public appreciating the extent of the sought submission. That of course requires psychological manipulation and a limiting of knowledge, which is precisely what K-12 education in the US has sought to do from the original legislation in 1965 forward. On page 32,  the Every Child Achieves Act of 2015 (ECAA) prescribes that  each state “shall include the same knowledge, skills, and levels of achievement expected of all public school students in the state.” The ‘same’ and ‘all’ are deliberate language that limits what can now go on in K-12 public education for every child, regardless of ability.

Accessible to all as a legal requirement means that the focus has to be on emotions, beliefs, and behaviors because those are the only things all children have in common. Usefully those are the areas that the behavioral scientists have always wanted to access and now it’s the only legally acceptable focus. How useful. Now we are going to go back to one of the Big Fish among those behavioral scientists, Benjamin Bloom, to something he wrote back in 1976, where he believed his Mastery Learning techniques (notice how many times ‘mastery’ appears in ECAA) could create equality of learning.

He also wanted to shift the focus of school away from subject-content to affective characteristics, cognitive behaviors, and psychomotor skills. He pointed out that making equality of learning outcomes (italicized just like that) be a goal of education rather than equality of opportunity would mean “teachers and instructional material and procedures should  emphasize acceptable levels of learning for all children.” High standards gets its height from the percentage meeting the goal, not from the height of the goals themselves.

We see that same planned focus in the remake of all high schools project that started in 1998 as the National Urban High School project that the National Governors Association and the federal DoED saw no reason to tell us about. We have already discussed how all secondary schoolwork will meet distressingly low ‘common core goals’ such as the listed low, non-intellectual skills the federal Department of Labor created for its SCANS-Secretary’s Commission on Acquiring Necessary Skills in 1992. Oh, that would be when Alexander was the federal Education Secretary. What are the odds? From the 2008 NUHS “Seeing the Future” report, let me quote two more examples of “Common Core Goals” that would “cut across disciplines, drive the curriculum, and serve as the standards for assessing student work.”

The Six Hoover Learner Outcomes: What All Students Should Know and Be Able to Do on Graduation

1. Demonstrate habits of inquiry

2. Experience high technology

3. Collect, analyze, and organize resources and information

4. Communicate ideas and information

5. Work effectively with others

6. Organize personal resources, plan goals for the future, and show a commitment to lifelong learning

Now try to control your enthusiasm at these generic skills and personal qualities as I list The Five Habits of Mind from Central Park East Secondary, NYC.

Connection: How is it connected to other things?

Perspective: What is the viewpoint?

Evidence: How do we know what we know?

Speculation: How else may it be considered?

Significance: What difference does it make?

With those thresholds, what will now constitute mandated ‘learning for all’ judged as meeting federal law requirements, these very low and largely non-academic ‘common core goals’ asked of high schoolers will make a great deal of difference to where the US and other countries with comparable goals are really headed. Just imagine College and Career Readiness based on those as the high school completion goals and we will see why we found what we covered in this post. http://www.invisibleserfscollar.com/now-more-than-five-years-into-an-attempt-to-help-organize-a-near-total-revision-of-human-behavior/ , which usefully gets us back to a global focus as we all ask why, why? For that answer we need to go to Uzbekistan to some research Alexander Luria did there in the early 30s to test the effect literacy had on the mind based on a theory he and Lev Vygotsky had developed.

What Luria found was that: “For illiterate peasants speech and reasoning simply echoed practical and situational activity. For somewhat educated people the relationship was reversed: Abstract categories dominated and restructured situational experience.” In other words, illiteracy is problemmatic for pushing theoretical thinking as a reliable guide to altering perception, and thus future behavior, because it simply does not work. It works poorly with an Axemaker Mind that recognizes inapt metaphors and can develop its own concepts from its personal store of facts. So if that Davydov vision of a restructured curriculum and purpose of school we met in the last post and in Chapters 2 and 3 of my book is to work students need to be kept at a Basic Skills and low levels of factual knowledge threshold. Are things making more sense now?

And we have also documented repeatedly that in mandating assessments tied to higher order thinking skills and understanding ECAA mandates that Davydov vision. Now the title came out of reading the following passage in a book from 1981 called Educating because the described vision throughout the book dovetailed so well with the real Common Core implementation I documented in my book and all the references to ‘learning’ now in ECAA. Gowin stated that “voluntary individual learning probably cannot begin until the person can regard the self as an object…One must be able to treat oneself as an object in order to probe one’s self, to see it as an instrument in learning.” What ECAA does is mandate that the student must view themselves that way and accept the school’s right to manipulate his beliefs, attitudes, values, behaviors, and even the hardwiring of his brain as he wishes.

That’s what that language in the statute translates into when it is run through the behavioral sciences glossary and existing papers and books. Gowin called it  a ‘controlled yielding’ and viewed the reorganization of the mind and personality at a neural level as necessary. All of this is bad enough and quickly leads to all sorts of literature on precisely what Transformational Learning really means that makes me long for that first post where we were angry that “high standards” meant combining college prep and vocational into project-based learning for all students. A reader though has passed on the most aggressive charter language I have ever read from the school district, Clarke County, whose leader was recently named National School Superintendent of the Year. https://drive.google.com/file/d/0B8U0imqlmoA-alFFRU1aNGxBQjQ/view?pli=1

It was this local school district declaring the right to reorganize its students minds and personalities via required “personalized dynamic learning experiences” that really brought home the level of predatory invasions governments at every level are insisting on. Dynamic means transformative change in the student so I want to close with a quote from the late Professor Jack Mezirow on Transformative Learning Theory that fits with where that charter, the ECAA, and this entire learning focus takes us. Long, but vital.

“Transformative learning is defined as the process by which we transform problemmatic frames of reference (mindsets, habits of mind, meaning perspectives)–sets of assumption and expectation–to make them more inclusive, discriminating, open, reflective and emotionally able to change. Such frames are better because they are more likely to generate beliefs and opinions that will prove more true or justified to guide action.

Frames of reference are the structures of culture and language through which we construe meaning by attributing coherence and significance to our experience. They selectively shape and delimit our perception, cognition and feelings by predisposing our intentions, beliefs, expectations, and purposes. These preconceptions set our ‘line of action’. Once set or programmed, we automatically move from one specific mental or behavioural activity to another, and we have a strong tendency to reject ideas that fail to fit our preconceptions.”

No wonder the behavioural scientists wanted a shift to theoretical instruction (called there frames of reference) as I have repeatedly documented. No wonder the government officials and employees who want all this power are lying to us.

The public sector gets to determine what is problemmatic and decide the desired fix and it’s all out of sight. Except for in the language it is using in laws, regulations, and charters to try to make all these personal intrusions mandatory.

Luckily for us the latter is my playground.


Illegitimate Extension: the Stealth Substitution of ECAA and the Dystopian Future Triggered by its Mandates and Lures

ECAA is the acronym for the new federal K-12 legislation–the Every Child Achieves Act of 2015. Since Senator Lamar Alexander, assuming unknown to me powers never discussed in Civics in that “How a Bill Becomes a Law” brochure, has pulled what unanimously passed his Senate subcommittee and substituted this more than 200 page longer bill http://www.gpo.gov/fdsys/pkg/BILLS-114s1177pcs/pdf/BILLS-114s1177pcs.pdf , we are going to interrupt our trilogy to take a look. Especially since the lack of any genuine public notice of the “Yoohoo, Heads Up” variety makes it appear none of us were supposed to have a chance to notice and object to the switch. I was not fond of the old bill’s language and wrote several posts explaining why back in April.

The new language though requires, as a matter of binding federal law, two revolutionary shifts in American schools. It imposes the UNESCO/OECD Seven Domains (and accompanying subdomains explicitly in numerous instances too often to be coincidental) of Universal Education. I intuited that after I finished the 792 page bill and then located the 3 reports created by the Brookings Institute Learning Metrics Task Force (LMTF) and published in February 2013, July 2013, and June 2014. All the reports start with “Toward Universal Learning”. Report 1 is then titled “What Every Child Should Learn” and lays out those 7 domains of Physical wellbeing, social and emotional, culture and the arts, literacy and communication, Learning approaches and cognition, Numeracy and mathematics, and science and technology. Report 2 is “A Global Framework for Measuring Learning” and Report 3 lays out “Implementing Assessment to Improve Learning.”

Report 2 gives the perfect rationale for why ECAA has had such a stealth approach and why the Opt Out movement seems to really be about shifting to formative assessments and a Whole Child approach. Let’s listen in on this useful confession:

“While measurement may have different purposes at different levels, the systems for measuring and improving learning at the classroom, national, and global levels should not be working in isolation. Globally tracked indicators should be aligned with what is measured nationally and in schools or classrooms, while measurement at the national level should be aligned with the competencies measured in classrooms or schools.”

That is why ECAA is so intent on ensuring that all states and local school districts are using “high-quality assessments” and measuring “higher order thinking and understanding.” Now I have written about the meanings of these terms before, most particularly here http://www.invisibleserfscollar.com/muzzling-minds-all-over-the-globe-while-trumpeting-higher-order-skills/ , but it is time to reveal that second revolutionary shift mandated as a MATTER OF LAW by ECAA. It forces a vision of theoretical learning and “mastering of the technique of theoretical concept formation” developed in the Soviet Union to create ideological thinkers who could be manipulated by state authorities (or anyone else who knew about the methods). This relates to what is described in Chapter 3 of my book and is also why it is so alarming that ECAA has the National Science Foundation providing recommendations on Best Practices in STEM coursework.

After I had finished reading both the new ECAA and those three Universal Education reports, I pulled a 1984 book Psychology in Utopia: Toward a Social History of Soviet Psychology for insights into what was being mandated via ECAA as “personalized, rigorous learning experiences that are supported through technology” and a repeated obligation to “personalize learning”. This is all under the Innovative Technology Expands Children’s Horizon’s (I-Tech) part that begins on page 551. In other words, after normal people have become too frustrated with ECAA to continue. I have known for a while that the phrase “personalized learning” is a quagmire of misunderstandings and psychologically intrusive practices to lock-in, at a neurological level, how the world will be interpreted going forward.

The book’s author did not think much of this theoretical learning and called the project an “outright utopia,” which should not be extended “illegitimately, to the whole of society.” Can’t imagine then why we should enshrine it in 2015 as an obligation under federal law. The book described all the programs that Vasily Davydov and his group created in the 70s that, from my knowledge of the actual Common Core implementation as detailed in my book, is the basis for all those planned learning tasks and literacy instruction now. Oh. Good. Kozulin noted though that by 1981 Davydov’s research showed that “object-oriented activity” alone had no effect on mental development. To have that effect, a “personalized form” of “educational activity” must be found. I am guessing that is what ECAA means with its constant references to “well-rounded educational experiences.”

To be ‘personalized’ according to the research of the Soviet psychologists, the focus “of the psychological program” must get at “problems of motivation and personal reflection and the construction of individualized programs of educational activity.” That would be what ECAA calls data to ‘personalize learning’ and ‘inform instruction’ and specifically calls for the “use of data, data analytics, and information to personalize learning and provide targeted supplementary instruction.” See what I meant by Windows on the Mind from the last post?

I have a lot to cover so here’s why Universal Design for Learning had to be in ECAA and why it is vital to personalizing learning http://www.eschoolnews.com/2015/05/19/udl-personalized-939/print/ . Here is the Gates Foundation-funded and tied to OECD work and the Achievement Standards Network we have also covered on the Next Generation Learning Environment and its ties to personalizing learning. https://net.educause.edu/ir/library/pdf/eli3035.pdf

So why really must Learning be personalized and why is what now constitutes ‘content’ under ECAA really behavior or the kind of theoretical concept knowledge or principles we have now tracked to the USSR and its visions for utopia in the future? This is from the 2nd Universal Education LMTF report. I put up a link yesterday from 2013 of Arne Duncan hyping this very global agenda of the UN Secretary-General. It is worth quoting in full, but I am bolding the real stunners. Remember the UN Dignity for All by 2030 Agenda I have covered previously.

“The world faces global challenges, which require global solutions. These interconnected global challenges call for far-reaching changes in how we think and act for the dignity of fellow human beings. It is not enough for education to produce individuals who can read, write, and count. Education must be transformative and bring shared values to life. It must cultivate an active care for the world and for those with whom we share it. Education must be relevant in answering the big questions of the day. Technological solutions, political regulation or financial instruments alone cannot achieve sustainable development. It requires transforming the way people think and act. Education must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies. It must give people the understanding, skills and values they need to cooperate in resolving the interconnected challenges of the 21st century.”

That is precisely what ECAA does when you go through its actual language as I have done. By the way, that quote was from a section of the report titled “An Adaptable, Flexible Skill Set to Meet the Demands of the 21st Century.” In the US and other countries all over the world this gets sold as students having a Growth Mindset. It’s no accident that before hyping that euphemistic term Carol Dweck was a well-known Vygotsky scholar. The 1970s Soviet work is an updating of Vygotsky’s work and what this blog has tagged CHAT-cultural historical activity theory. We have met it all before http://www.invisibleserfscollar.com/treating-western-society-and-its-economy-as-a-train-in-need-of-rebuilding-and-central-direction/ and now we know why. These global plans and using education as the vehicle are far more extensive even than what is already alarmingly detailed in my book.

ECAA though is the mother lode because it makes regulating our behavior and personality at a neurological level not just something schools may do, but something they MUST do. As a matter of federal law to further an admitted global agenda. LMTF Report 3 talks about how the countries are to get the global Learning agenda and the Seven Domain emphasis into schools and classrooms as a binding obligation. By the time we trace through the schoolwide PBIS, Positive School Climate, “supporting activities that promote physical and mental health and wellbeing for students and staff,” creating and maintaining “a school environment that is free of weapons and fosters individual responsibility and respect for the rights of others” and other ECAA mandates that the local schools and districts must now provide we can see how Ban Ki-Moon’s transformation through education vision quoted above makes it all the way into each classroom and each child.

I have mentioned the repeated use of “well-rounded educational experiences”. It appears to be an obligation to implement not just a Whole Child emphasis, but also to make up for whatever deficits poverty in the community, a dysfunctional family life, or any other problems like being a migrant that does not speak English may have created. All means all. Physical education language in ECAA turns quietly into a mandate to promote the “social or emotional development of every student” and “opportunities to develop positive social and cooperative skills through physical activity participation.” Again mirroring subdomains laid out in those 3 LMTF reports.

I am going to close with yet more proof that ECAA is all about fostering desired behaviors, emotions, and values as it contains repeated references to meeting students “academic needs”. Now I wouldn’t be much of a lawyer if I did not recognize defined terms left mischieviously undefined. Sure enough here’s a link to a February 2009 statement from the National Association of School Psychologists.   http://www.nasponline.org/about_nasp/positionpapers/AppropriateBehavioralSupports.pdf No wonder there are so many references to school counseling programs and mental health providers in ECAA.

I have notes on everything I have described here. If I could draw a jigsaw puzzle to show how tight the actual fit is with everything I have described, I would. It’s impossible to get this level of fit accidentally or this level of correspondences coincidentally.

I joke about speaking ed. I understand intuitively and from years of practice how the law can be used to bind people and places against what they would wish. I have put both those skills together to bring everyone a heads up.

I only wish I was speculating on any of this. Hopefully this post will reach enough people in time.

Asserting Political Will to Transform the Nature Of Education to Create a New Kind of Electorate

That title might describe the natural implications of the language in the Every Child Achieves Act or the Common Core sponsor CCSSO announcing in February 2014 that the purpose of the Common Core was to create desired ‘Dispositions’ in ‘Citizens,’ but unfortunately that quote comes from the purpose of the dialectical thinking we met in the last post. It’s also the purpose of what the Common Core calls Deeper Learning, ECCA calls ‘higher order thinking,’ and what 21st Century Skills calls Critical Thinking. Can we all say “thoroughly permeates the actual implementation” together in unison? Let’s go back to what Richard Paul wrote back in 1993 in the Introduction to his Critical Thinking book:

“Harnessing social and economic forces to serve the public good and the good of the biosphere…requires mass publics around the world skilled in cooperative, fairminded, critical discourse…it is essential that we foster a new conception of self-identity, both individually and collectively…[we must reconceptualize the nature of teaching and learning so that people learn] something quite new to us: to identify not with the content of our beliefs, but with the integrity of the process by which we arrived at them.”

All those references we keep encountering on having a Growth Mindset instead of a Fixed One make far more sense if education now insists that “we must come to define ourselves, and actually respond in everyday contexts, as people who reason their way into, and can be reasoned out of, beliefs.” Must be a malleable citizen in other words and not like those Bakers in Oregon who think they can decide who to bake a wedding cake for. Governments now get to decide what are unacceptable beliefs and practices. At least they are adults being told what they can and cannot do and believe and are being told openly. How much worse is it when the unacceptable beliefs involve our children and what they brought from our homes? How much more hidden is it when the unacceptable beliefs and values get taken out via formative assessment that a parent never sees or has anyone explain accurately?

Paul was quite honest (and fond of emphasizing with italics) that the required Critical Thinking involves an obligation for students to “have to empathize with and reason within points of view toward which we are hostile. To achieve this end, we must persevere [with Grit?] over an extended period of time, for it takes time and significant effort to learn how to empathically enter a point of view against which we are biased…We must recognize an intellectual responsibility to be fair to views we oppose. We must feel obliged to hear them in their strongest form to ensure that we do not condemn them out of ignorance or bias.”

In case anyone fails to appreciate why it is so revolutionary for the federal government to require all schools in every state to assess all students at least annually for (page 36 of ECAA) “higher-order thinking skills and understanding,” they are looking for whether the student has learned to think as Paul laid out. Is the student fixed in how they view or interpret the world or open to change? What concepts, strategies or ideas do they use in untaught situations where there is no single correct answer? Every group pushing for radical social change wants student assessments to be tied to HOTS because they, and with this post we do too, know that “the character of our mind is one with our moral character. How we think determines how we behave and how we behave determines who we are and who we will become.” [Paul again]

Who we are becoming is the whole point now of K-12 education as reenvisioned because as Paul explained (quoting in turn economist Robert Heilbroner):  “…the problems of capitalist disorder–too many to recite, too complex in their origins to take up one at a time…arise from the workings of the system….The problems must be addressed by the assertion of political will…the undesired dynamics of the economic sphere must be contained, redressed, or redirected by the only agency capable of asserting a counter-force to that of the economic sphere. It is the government.” Paul went on to describe “How are we to cultivate the new kind of electorate?” That cultivation became the focus of the Critical Thinking book.

Now the very same groups like The Leadership Conference head quoted here in describing the actual new purpose of a new kind of accountability in education http://www.invisibleserfscollar.com/not-going-to-let-the-us-constitution-stop-us-from-using-schools-to-enshrine-global-social-justice-and-human-rights/ are enthusiastic about the language of ECAA because it forces annual testing of HOTS. Wade Henderson also participated this week in the rollout of this plan http://www.goodjobsforall.org/wp-content/uploads/2015/05/PFA-GJFA-Launch-Report.pdf calling for Government to massively intervene in the economy to ensure a reduction in inequality and Good, living wage jobs for all. Basically Heilbroner’s vision and Uncle Karl’s updated to 2015. The report also blames current wage stagnation and the weak economy on too little government intervention in the economy.

That kind of economy run by political will calls for a new kind of mind, values, and behaviors, which is precisely what the real implementation is designed to deliver. In my book I cover the first attempt to deliver this desired new mindset via K-12 education in the 60s. One of the things I have learned since the book came out is the widespread anger, especially among intellectuals, that existed in the 1950s and 60s over the American economy and society many of us grew up cherishing. Paul’s vision of Critical Thinking and a new philosophy of education that would deliver the new kind of needed citizen frequently cited a Professor Israel Scheffler. His essay on the New Activism presented in 1970 revealed that a didactic, traditional subject matter, transmission of knowledge approach to education was and still is viewed as immoral and amounted to “Fiddling while Rome burns.”

Transmission of subject-knowledge via lecture or textbook, for example, is held to reenforce the world as it currently exists. Perhaps the student feels no need to explore alternative viewpoints he knows he abhors because he is aware with facts of precisely why. No, K-12 education and ‘Critical’ or ‘Philosophical’ Thinking is designed to create mindsets ready to accept and adopt the “imperative task of altering an utterly evil status quo.” Education as traditionally envisioned and then practiced was “compliant with evil–an obstacle to the revolutionary transformation of society.” School “must transform itself into an agency of radical social change.” Moreover, education must develop people who are aware and feel responsibility for “the suffering of other human beings whose pain he might, through his efforts, alleviate.”

In a follow-up 1971 essay called “Philosophy and the Curriculum” Scheffler insisted that traditional subjects treat education as if it were about “fixed points.” Well, that obviously would be in the way of radical social change. In a passage that sure does presage all the transdisciplinary, Whole Child, conceptual lenses, and Charles Fadel’s Redesign of Curriculum work for the OECD and UNESCO, Scheffler noted:

“The educator needs to consider the possibility of new classifications and interrelations among the subjects not only for educational but also for general intellectual purposes. He must, further, devote his attention to aspects of human development that are too elusive or too central to be encompassed within the framework of subjects; for example, the growth of character [Fadel] and the refinement of the emotions [no wonder ECAA included PBIS, mental health and well-being and "non-academic skills essential for school readiness and academic success".] He ought, moreover, to reflect on schooling as an institution, its organization within society, and its consequences for the career of values.”

ECAA in the form being considered by Congress certainly fits in every respect the functions of K-12 education and Critical Thinking called for by both Richard Paul and Israel Scheffler. That means their expressed goals for these shifts away from didactic transmission of knowledge come with the mandated changes in practice and assessments.

Does Congress understand the nature of what it is actually about to mandate? Do politicians from the federal level to the state and local care?

Or is cultivation of a new kind of electorate the whole point with few willing to openly admit they know this is the entire purpose of these reforms?

Is 21st Century Learning really all about creating that electorate that will tolerate an economy and society premised on political will?

Is the onset of the wage stagnation and economic weakness bemoaned in that report above as the result of too little government intervention actually a result of this announced shift by 1970 to make education an instrument of radical social change?

If so, what will happen now that we are essentially doubling down on that strategy?

Meaningful Learning or Internalized Hammer and Sickle Style Habits of Mind and Behaviors?

Let’s go back to that Herbert Marcuse book from the last post. In making a point about a desired new Soviet rationality Marcuse stressed that if certain ‘attitudes and behaviors’ can be successfully internalized, they will provide unconscious “pragmatic directives for action.” That effect has nothing to do with physical geography. Instilling desired habits of mind and practiced behaviors would have the same effect in the West as was recognized in this old post where Soviet psychologist Leontiev called it the Great Experiment. http://www.invisibleserfscollar.com/imitating-the-ussr-in-striving-to-discover-how-the-child-can-become-what-he-not-yet-is/ Funny how no one told us about the Great Experiment being conducted on us starting in the 60s with our tax money and education facilities, but filter everything I described in Chapter 6 of my book through that open admission.

I think the “Nation’s Report Card,”–the National Assessment of Educational Progress or NAEP–was always intended to monitor the progress of the Great Experiment. I think that is why the Carnegie Corporation began to finance the development of NAEP back around 1964. Before we talk about the poorly understood, designed always to manipulate, NAEP, let’s get back to the why. Here’s what Marcuse and others believe: obviously false statements about the present do not matter because if people can be made to believe them anyway, they can still become those desired attitudes and habits of mind. People can then be counted on to reliably act in a way so that the “historical process in which the commanded political practice [in the West this gets hidden mostly invisibly in education objectives and little-disclosed mandates like the now omnipresent Positive School Climate] will bring about the desired facts.” (italics in original)

Now if someone actually wants to believe that current reality and the facts about what works is in the way of a desired transformation, it is no wonder we now have education where facts and right answers are to be minimized and concepts and ideas emphasized instead. Sure sounds to me like what Marcuse said was practicing with “the original content of Marxian theory as a truth that must be believed and enacted against all evidence to the contrary [exactly like President Obama and the UN now on Climate Change]: the people must do and feel and think as if their state were the reality of that reason, freedom, and justice which the ideology proclaims, and the ritual is to assure such behavior.” Until it becomes an internalized habit of mind practiced from preschool to high school in an active, engagement-oriented new kind of educational emphasis?

Let’s shift back to the Breakpoint and Beyond book from the last post because it made a similar point. A new kind of society was possible if people could learn the “art of changing one’s mind…After we have put together a new frame of mind, we then rebuild our society by reinventing our organizations.” Without a solid base of historical knowledge, how many people will be aware that we are trying to redesign social institutions around theories? That’s how we get lots of people willing and primed to act with an inability to comprehend the foreseeable consequences. It’s where we are now because none of these pursuits is new as we will see. We have been creating educational objectives around a desire to “devise the means to change our minds about what is real: from a belief in the limits of a rational, past-driven world to belief in the limitless potential of a creative world.”

No one asked us, did they, before embarking on this Bipartisan vision of Creativity, Connecting, and Future Pull? Do the politicians and their all too important staffers actually know why we are now pushing education where the “processes shift from logical and straightforward to innovative and discontinuous. The basic human strategy moves from ‘solving problems,’ by attacking them piecemeal and getting back to normal, to formulating broad and original opportunities. [Maybe by using that appointed regional planning commission so that its edicts are binding and there is no one essentially to complain to]. Attitudes shift from finding and applying the ‘right,’ tried-and-true, traditional answers to energizing the production of unique advances: major breaks with the past. The system moves to creating the impossible [or at least trying while the architects of all this are well-paid with taxpayer funds or foundation grants]; not just doing things differently, but doing different things.”

When NAEP was first being created from 1964 to 1968, Ralph Tyler chaired its development committee. http://www.invisibleserfscollar.com/is-common-core-a-catalyst-to-dramatically-alter-system/ reminds us of why that matters so much. The 1970 “What is National Assessment?” report made it clear that NAEP’s ultimate goal “is the measurement of change (progress) in knowledges, skills, understandings, and attitudes as they relate to meaningful education objectives.” The emphasis is on “objectives rather than content.” In a 1972 paper “National Assessment: Measuring American Education” Ralph Tyler was interviewed and he made it crystal clear that NAEP was about “helping schools get rid of the right-answer syndrome and replace it with learning how to learn.”

I am the one pointing out that this statement fits with what Marcuse laid out as well as the creative mindset amenable to change that the Breakpoint book had in mind. Tyler stated that the NAEP is not a test. “They are exercises that children, youth and young people are given” that show the “public both what children are learning and how many are learning each thing.” The exercises sought to remove any middle class bias and “attempt to measure the youngsters’ thought processes or their ability to perform [behave] in some way.” Making my point that standards are ‘goals’ and are not about content as traditionally understood, Tyler revealed forthrightly back in 1972 that “the objectives or goals represent a kind of standard which is considered desirable to achieve. The exercises, if they are good measures, tell to what extent the goals are being achieved. This approach tells very specifically what a person knows or can do.”

For anyone unfamiliar with Tyler, he was every bit as much an advocate of transformational collectivism as John Dewey or anyone else we have looked at. From looking at the NAEP reports from that 1970 one coming forward, I do believe that the Washington Sunday Star warning that “What the Kinsey Report was to American sex, the National Assessment may be to American education” is an understatement. I could say something more here, but best not in case my mother or children ever read this post. NAEP was intended to radicalize American education and then monitor which groups were changing, by how much, and where. It was chilling then when this NAEP research pulled up a National Education Goals (NEG) Panel report from the March 3, 1993 meeting where then Education Secretary Lamar Alexander was presiding. Apparently Richard Riley had not yet been confirmed.

To bring us up to the present context, that would be the same Lamar Alexander who has now created the Bipartisan Every Child Achieves Act that we looked at in the last post and especially in the comments. It would also be the same Richard Riley who is now Vice Chair of the Carnegie Corporation that is also working with CCSSO in pushing Next Generation Learning and Competency-based education in addition to the Common Core. Back to 1993 though, the notes show now-Senator Alexander as wanting to get the accreditation agencies “engaged in the dialogue about standards.” He wanted a meeting set up between them and the NEG panel. He also reportedly waxed nostalgic about heading the National Governors Association and getting all the nation’s governors to work with him for the entire one year period from 1985-1986 on just the one subject of education.

He was proud of creating a way for Democratic and Republican governors to work together and was pleased that the NEG Panel was continuing the same tradition. The Senate’s Education Committee apparently continued the Bipartisan selling out of America by approving ECAA last week without dissent. Probably best then for those Senators to now remove the American flag from their lapels. They may not be aware of the Hammer and Sickle ancestry of what they are mandating, but that does not change the lineage of these ideas, practices, and objectives in the least. http://www.invisibleserfscollar.com/transcending-the-individual-mind-as-the-analytical-unit-of-learning-while-still-guiding-how-we-will-act/ is another good primer for a Congress that is forcing collectivist traditions whether they know it yet or not. We certainly do.

Back to that 1993 meeting because it still affects what is being sought now. It sought to “Establish a National Education Standards and Assessment Council (NESAC) to provide leadership and oversight to the development of national content and performance standards and an assessment system.” The Panel also wanted to “support the continued expansion of NAEP.” Think of NAEP as the enforcer for moving beyond “right-answer syndrome” to assessments that could get at how students think and what behaviors they are ready to perform. Now think of the language in ECAA about “aligned achievement standards” each state must develop to go with their mandated ‘content’ standards as being about what in 1993 was still being called ‘performance standards.’ Behavioral in orientation now and then. Two different terms for the same concept.

I forgot to tell you what sent me down this particular pathway, didn’t I? It was my conclusion that there was some type of connection among the New Standards Project that fits all that the 1993 panel wanted and commenced in 1996, performance standards, and what the NAEP is actually assessing for. Guess what? I was right. Guess what else? All of this ties to what was considered ‘meaningful learning’ in the 90s and in the New Paradigm for College and Career Readiness now.

Oh, and Every Child Achieves Act also ties to what used to be called Proficiency Standards for Reasoning. Because specifying that and then practicing until it’s a habit of mind would get us back to Marcuse’s vision wouldn’t it?

Next Time then we will continue.

Stealth Prescriptive Reframing Installs the Progressive Collectivist Vision Masked as Deferring to ‘Experts’

In the same way I could look at the vision laid out in the 1991 Learning Society paper from the last post and see the fundamental corners of what Marx and his followers called the Human Development Society, even before the writers mentioned that term without Uncle Karl’s name attached, this week there has been a series of connected reports taking us in the US and globally in the same direction. Education reform and the aims of social, economic, and political transformations always attached to it through the decades, turn out to be an awful lot like learning another language. Once we can speak it, no one needs to translate for us when we are looking at models or aims that seek to get to the same place. Different words or phrases for the same fundamental ideas simply get added to our glossary of understanding.

How many times have we heard that the schools must change in this or that manner because the ‘experts’ say so or in order to make our country ‘internationally competitive’. Going back to the 1991 paper, policymakers needed to address and redo the “evolving relationship between individual and collective needs” in order for us to be that Learning Society. In turn becoming a Learning Society was sold as necessary “in order to attain (or retain) their ability to participate successfully in the global economy.” That’s lots of fundamental shifting towards collectivism coming in and being sold surreptitiously as necessary steps to be competitive in a global economy. At least if the commands from the policymakers were to strip naked and parade in the public square as a group or stand on our head on the baseball field when our number is called, we could better notice where this is going and the utter loss of individual control.

See the Frameworks Institute is not the only one who can come up with a compelling metaphor and at least mine are more apt than blatantly manipulative.  http://frameworksinstitute.org/pubs/mm/ecs/toc.html is the link of where we are going but we need to pick up more confirmations first. A 1967 John Dewey lecture kindly laid out the definition of desired ‘learning’ to be malleable to the desired transformations. (This was before the 60s efforts described in Chapter 6 of my book ran aground). It remained the relevant definition of learning for the 1991 vision as well and it is still pertinent today. Now it tends to be sold as students having a Growth Mindset with Carol Dweck being cited as the ‘expert’ to defer to. Learning will “enable an adult to change his thought and action in response to the changes occurring around him.”

I hate to frame that desired mindset as being as spineless as a jellyfish and as flexible as an Olympic gymnast, but basically those are good metaphors for the kind of attitudes, values, and dispositions amenable to all these planned ‘progressive’ transformations. No need to inflame the public by mentioning Uncle Karl, the Deweyans call themselves progressive in their intentions and so does the Frameworks Institute. Repeatedly. Same for this recent global call to arms on making sharing and meeting human needs the new basis for the global economy.  http://www.sharing.org/sites/default/files/images/Common_Cause_WEB.pdf Must be focus groups somewhere saying ‘progressive’ is almost as cool as having a sleek sports car.

I want to go back to the dangers of this belief that we can simply use education and the ever compliant media to reframe how people perceive the world in order to make wholesale transformations palatable. Reframing allows radical changes to be invisibly put in place without most people being the wiser in time. This is from another famous progressivist education professor and psychologist, Jerome Bruner, who is famous enough to be the ‘expert’ to be deferred to as the reason changes in instruction, curriculum, and assessment must be made. This came from a 1962 book (my bolding so I can duly express appropriate outrage):

“Knowledge is a model we construct to give meaning and structure to regularities in experience. The organizing ideas of any body of knowledge are inventions for rendering experience economical and connected. We invent concepts such as force in physics, the bond in chemistry, motives in psychology, and style in literature as means to the end of comprehension.”

Professor Bruner, we did not invent the concepts of force in physics or bond in chemistry. We simply came up with an agreed upon term in English to describe an observed phenomenon. That phenomenon, and its cause and effect relationships, existed before we knew about them and regardless of what we named it. There is something objective going on that is not in fact ‘socially constructed’. It is a bit Lysenkoesque (see Chapter 3 of my book) and consistent with a desire for ideological thinking to pretend otherwise. Aptly illustrated and adequately explained all these terms do aid in comprehension, but where Professor Bruner wanted to go, and where the Frameworks Institute does go, is a push into using metaphors to enable false perceptions, incorrect interpretations, and inapt analogies. All without a body of facts to correct what is wrong with what is being provided.

“Reframing Education Using a Core Story Approach” with its tremendous support from cited well-known charitable foundations is worthy of Pravda in its declared intent to manipulate adult “internalized narratives” to create support for the type of education reforms that fit Dewey’s template or those laid out in the Learning Society report. “The goal is to produce a powerful story of education with built-in strategic subplots that can reorient and restructure how Americans think” certainly meets my personal definition of an explicit confession. Who gets to determine what Americans are to think beyond the personnel of all those foundations that pay no taxes while they advocate for collectivism for the rest of us? The report says it is “progressive educators and experts.” Like those educated by Professor Bruner or those seeking the next public or foundation grant, promotion, or consulting contract, and shilling as needed?

It’s not just education, climate change is another area where there is a conflict-ridden insistence that the public accept blindly the ‘framing’ that the ‘experts’ put forward. http://www.invisibleserfscollar.com/tethering-the-logical-rational-mind-via-k-12-education-to-emotionally-grounded-experience/ In both areas we find well-funded think tanks trying to determine how to alter “the dominant patterns of reasoning employed by the public” as if the US were now the Soviet Union and the think tanks had the role of Pravda. There is nothing quite like reading about a bolded “Gaps in Understanding between experts and ordinary Americans [those without Ed.D's or degrees in public policy, sociology or anthropology, for example]–features that bring into relief the specific locations where translation is needed if expert knowledge is to become accessible to the public in understanding and reasoning about assessment, learning spaces and times, disparities, and the goal of education.”

Now I have mentioned the omission of cites to Uncle Karl in these particular reports even though the Learning Society report does admit to using the concepts of sociology, anthropology, and work with primates as metaphors for what it seeks to experiment with. Theory in Practice and let’s see what happens. My point is that the social science concepts there and the repeated mentions of deferring to experts in these other reports bring in all the tenets of these notorious collectivist political theories and the psychological and cultural research that was carried on in the Soviet Union into our children’s classrooms.Without openly admitting that crucial fact.

What’s the real support? Deferring to expert ‘knowledge’ that is actually nothing but desired theories created to enable social, political, and economic transformations in the future. If our degreed experts do not know that, the creators of the theories trying to gain implementation as ‘expert knowledge to be deferred to’ were more than explicit about what they had in mind. How does that Deferral work beyond school boards being trained to lay down to the whims of the ‘professionals’ in charge of the school districts as schools? We get Frameworks providing “Redirections, research-based recommendations that comprise the Core Story of Education, and represent promising routes for improving public understanding of learning, education and education reform.”

Prevailing cultural models and patterns really are explicitly laid out as the “challenges that the prescriptive reframing research must address.” At least when you put on glasses or put in contacts, you know they are there and how and why your vision is being prescriptively reframed. That kind of open reframing is not what is being ‘prescribed.’ Hence my hauling out the terms stealth, surreptitious, and, honestly, outright deceit, as so many connected insiders (just read the list of who support the Frameworks Institute) seek to alter how “most American make sense of new information.” They could use the motto that Reframing is not just for students or the new AP History courses anymore. It’s apparently been deemed to be a matter of 21st Century citizenship.

I want to close with a couple of the ideological doozies sold as Gaps in Understanding that are non-compliant with what experts know. “Experts understand disparities [among individuals] as a collective concern–because equal opportunity is a moral imperative.” That’s not a matter of ‘knowledge’. It’s a matter of political preference pretending to be knowledge and ignoring the realities that created those disparities. Likewise, “for experts, learning is a process of interaction” is a euphemistic way to describe education under Uncle Karl’s political and social theories and the cultural models they have inspired. Being accurate would require admitting that under the theory of dialectical materialism, education needs to be a process of personal interaction with other people and the environment. That interaction, in turn, creates the desired changes, both internally within the mind and externally within the surrounding physical world, that may enable the desired broader transformations.

Being honest as usual would impede any chance of experimenting with the future on a massive scale involving most of our collective existence. So instead we are told deceitfully we must defer to the ‘experts’.

Who frequently know far less about what is actually meaningful than we ordinary Americans.



Fostering Faithful Followers for Anticipatory Democracy Created by Reinventing Governments

Anticipatory democracy may sound like a mouthful, but it’s really just a nerdy term policymakers created to justify governments at all levels becoming the decision-makers. We see it in the Inclusive Prosperity, America Next, and Dignity for All by 2030 vision from the previous two posts. Goals for our collective future are set out at forums we are not invited to and then officials decide how to get there from the present. Do you know what “Anticipatory Democracy and Aspirational Futures” http://www.jfs.tku.edu.tw/wp-content/uploads/2014/01/152-S06.pdf  always needs? It needs to develop a shared vision for the future across a broad spectrum of society that justifies governments as decision-makers. How can it do that? Well, it might want to seize control over the Internet now, but even before there was an ICT industry, every radical with transformational plans knew to look to education.

On February 17, 2015 the well-connected KnowledgeWorks put out its vision for the ESEA Rewrite wanting it to be grounded in Competency, including social and emotional ones, and for the federal, state, and local levels to operate together as a single system. http://knowledgeworks.org/sites/default/files/policy-political-landscape-k12-competency-education.PDF Sounds like polyphonic, progressive federalism to me as we covered in a previous post. Now I am assuming knowledge of Competency as laid out in Chapter 4 of my book Credentialed to Destroy and how it fits with the real Common Core implementation and learning progressions. What I want to do here is overlay the pertinent visions we are dealing with where people have confessed the need for New Mindsets, perceptions, and personality traits that will fit with their new visions of what governments at all levels are to be doing in the developed world.

Nobody was ever going to put us on notice or ask our permission. This was to be a fait accompli and somehow tenacious me has stumbled across it all with my constant listening and reading and musing over “why are they saying that? It’s not how the world has ever worked. What’s going on?” Now my reaction to the manipulative deceit of the language in that America Next report sent me scurrying back to a cited book from 1992 called Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector . It made me see what was going on in the name of Outcomes-based education and School to Work in the 90s in a whole new light. Remember how I have been bothered by the sudden ubiquity of all the references now to ‘Governance’ and our being governed? Read this (my bolding throughout this post):

“Governance is the process by which we collectively solve our problems and meet our society’s needs. [In other words it's a euphemism for what Marx called the purpose of his Human Development Society]. Government is the instrument we use. The instrument is outdated, and the process of reinvention has begun. We do not need another New Deal, nor another Reagan Revolution. We need an American perestroika.”

Interesting choice of language in 1992. Since the Reinventing book also cites Harlan Cleveland multiple times, let’s overlay this post into what my book laid out on what seems to really been going on in the 80s and 90s and who was really to undergo the wholesale restructuring. In this new vision the “job of government is to steer, not to row the boat.” Well, that grabbed my attention given the number of times I have encountered the idea that Competency-based education is creating a desired keel at the useful level of the student’s mind and personality. This is the fundamental vision of what the 1992 book called “third-party government” where governments look to third parties to carry out the public objectives they have set. So please do not disingenuously describe it as free enterprise or limited government or conservative policymaking.

A confessed goal of steering society and “using public leverage to shape private decisions to achieve collective goals” is using sovereign power for personal manipulation and control over individuals. Pure and simple. This Entrepreneurial (R)evolution needs a Crisis, which is basically what a hyped ‘skills gap’ and high unemployment provides. It needs Trust in Government, which requires an absence of factual knowledge about the past. It needs Shared Vision and Goals, which is precisely where education again comes in. Where better to go about sculpting “the key element is a collective vision of a city or state’s future–a sense of where it’s headed.” That was John Parr, executive director of the National Civic League, speaking in the book. Parr went on to say: “If you haven’t put that [vision] together, it’s very difficult to make these innovative approaches work, because people become so confused about the role of government. They become very confused about why government is changing.”

If that quote is not hitting anyone else like a ton of bricks given all the hype on a new paradigm for education, how about the open declaration that the cultivated shared vision about the new role of governments “simply assures that enough of the community shares the leaders’ vision to overcome the opposition.” No wonder we keep hearing all those mentions of democracy. Has there ever been a more meaningful confession of majority rules? Now the Reinventing Government book left me breathless because it fit the facts I have noticed or laid out in my book so well going back to the 60s. It said the original version of this reprivitization/steering vision though had come from Peter Drucker and cited a 1968 book The Age of Discontinuity.

Now the 1992 book did own up to needing to change the “mental image of government” each of us has, but Drucker thankfully set out a graphic description of the kind of education for ALL students that would be necessary to fit his vision that “after 250 years, political theory and social theory” would once again join together. If that sounds like the historic concept of the individual is about to go poof, Drucker did call for a “new individualism” and a “new concept of freedom.” To clarify “the purpose of government is to make fundamental decisions and to make them effectively.” Next time you hear that “citizenship dispositions” is a stated purpose of Competency education and the Common Core, remember that Drucker wrote that “In a free society, the citizen takes responsibility, above all, for his society and its institutions.”

Drucker’s vision called for education and learning grounded in skills that would be the “cornerstone of tomorrow’s education for everybody.” This would not be an academic education grounded in subject content and he wanted the focus to be on nonverbal experience and performance. Like performance standards and assessments and learning experiences? What is now being described as Competency education suitable for the workforce or college open to all sounds like what Drucker called in 1968 his “education of technologists.” Education suitable for an equitable society where governments now do the steering and see that all people’s needs are met.

Drucker’s “education of technologists” had three essential components. Now when Drucker says “apply knowledge to work” or “using theory” he does not mean book knowledge. He means what we are now encountering as Enduring Understandings, core disciplinary ideas, cross-cutting issues, and other terms for the supplied Big Ideas and ‘lenses’ to be used to guide our interpretation of the world. Drucker wanted “an infinite number of people capable of using theory as the basis of skill for practical application in work.” What today we would call Project-based Learning and Competency-based education. If my interpretation of the likely end result of Fostering Faithful Followers seems a bit too cynical it’s because we have not yet covered the other two essential elements. “Equally important is the training and formation of perception and emotion in school.”

In the next post I want to talk about how the push to make Equity an essential obligation of the federal government makes this steering vision and collectivism necessary. We need to challenge that fundamental false premise before all that is left is a discussion over means. Meanwhile, I want to end with a quote that fits the current, actual K-12 implementation as well as where something in higher ed called the ETS Proficiency Profile is taking us. Remember what I always say about the purpose of policies and practices attaching to them even if the school and classroom users remain unaware. Drucker and the Reinventing Government authors were very graphic. Here goes:

“Perception and emotion are trained, developed, and disciplined only in the experience of performance, that is, only under the challenge of objective standards that exist no matter what the individual’s ability, inclinations, or proficiency.”

Those are standards in the sense of goals for everyone. That is a vision that allows for Student Success for ALL. It fulfills the current attempt to create a federal civil rights obligation grounded in quality education that provides Equity and Excellence.

And at its fundamental foundation it uses governments in the Developed World to steer economies and society to finally fulfill what Uncle Karl called his Human Development Society.

One last revelation from Reinventing Government in 1992–A Global Revolution–that fits with the worldwide push towards Competency.

“If the rise of entrepreneurial government is an inevitable shift rather than a temporary fad, as we argue, one would expect it in other nations as well. And to a startling degree, it has. A similar process of transformation is under way throughout the developed world.”

Using similar mechanisms for comparable reasons.


Abolishing the First Amendment’s Protections While Hyping Intellectual Freedom and Student Learning

If we wanted to turn the current protections of the First Amendment on its head, we might argue that its new function is to “ensure the democratic legitimation of the state” and “create a new state of Mind for citizenship.” If books like The Constitution in 2020 (that the typical person will never even hear about, much less read) assert such claims, while also arguing for national standards for K-12 education to create the desired values and belief system, we would have a United States running on parallel tracks. There is the world as the typical person still believes it to be. Then the parallel, actual, purposes of the changed practices and institutions designed quietly to create:

“A democratic agenda truly concerned with human freedom, equality, and flourishing must conceive of itself in terms broader than the Constitution as law. It must be concerned with the constitution of US society, rather than with the US Constitution.”

If anyone does not believe that K-12 education policy and the new emphasis on “personalized learning” are actually about achieving the vision of the above quote that dovetails with the previous essay on “A Progressive Perspective on Freedom of Speech,” read this inviting “progressives normatively [they set the new rules but do not bother to tell us] to clarify the forms of participation that they believe are essential to a healthy public sphere.” Last week President Obama’s FCC announced its intention to regulate the Internet in the name of net neutrality. Want to guess how the progs illustrated that desire to clarify the new terms of participation and debate?

The book pointed out that “the Internet, for example, is rapidly becoming an extremely important medium for the formation of public opinion.” If that sounds like we are about to have an uh-oh confession here it goes:

“In the coming decades, issues such as net neutrality or the installation of centralized (versus decentralized) filters will hugely impact the precise ways in which the Internet will contribute to the formation of public opinion. Progressives will need a convincing normative vision [remember the experiential Right Brain that is the new focus of K-12 education adores narratives] of a healthy public sphere in order to assess the constitutional implications [little c, as in constitution of society and maybe that other little c] of potential government interventions. They will need this vision as much to shape a progressive regulatory policy as to litigate for the maintenance of progressive constitutional rights.” [No more negative liberties in other words. Look up FDR's Scond Bill of Rights].

We get a glimmer of what is really going on in what the new Conceptual Frameworks in AP US History are actually designed to do. I covered that in depth in a trilogy starting here http://www.invisibleserfscollar.com/mischievous-masquerade-apush-as-the-sought-coherent-framework-justifying-intervention-in-history/ I also address the function of critical theory and why it is also called Cultural Marxism in Chapter 5 of my book.  This recent controversy http://www.dallasnews.com/news/community-news/park-cities/headlines/20150128-highland-park-isd-parent-calls-book-socialist-marxist.ece  illustrates that high school coursework across the country is now training students to apply conceptual lenses like poverty, race, gender, sexuality, etc. in how they interpret the world.

Instead of treating Marxism as an insult that only an unhinged kook would hurl, it’s important to appreciate the crucial importance that the human perception of the here and now has on a widespread willingness to act to transform society. It’s why the prog quotes above talk about “a new State of Mind” for the necessary citizenship. It’s why we keep hearing about desired Dispositions (including explicitly from the Common Core’s formal sponsor, the CCSSO) and all students having a flexible Growth Mindset.  We are all assuming a world and the rule and protections of the law still functioning largely the same while influential, well-funded profs and federal regulators declare “the First Amendment does not protect speech as such, but only such speech as is necessary for democracy.”

That would again be democracy in the economic justice, positive rights, vision for all that desperately needs both K-12 and higher education policies and practices to enable its vision of the future. The progs recognize that the traditional view of the First Amendment will “undermine important and desirable forms of state regulation.” I have long recognized that where the schools intend to go is actually off limits once properly understood. http://www.invisibleserfscollar.com/if-the-system-seeks-to-destroy-the-ability-to-think-can-james-madison-save-us/ Apparently the progs concede that as well. They followed that concern over the current First Amendment language with this statement:

“a progressive constitutional vision for 2020 must advance a robust theory of democracy that can identify the forms of speech and association that deserve constitutional protection because they are essential to the formation of democratic public opinion.”

That’s a First Amendment that has done a 180 and intends to protect only the forms of speech and association that fit with the desired transformative vision. Anything else and the motto is gather data, resculpt, and infringe away. The parents still think this is all about the best way to transmit knowledge and many businessmen still believe they cannot find able employees despite the K-12 system trying really hard and doing its best. Neither is true and it hasn’t been for a while.

One of the many taxpayer-funded trade groups doing its part to advance the prog view of future American society and reshaping the mind of the citizen is the American Library Association. In fact, its Association of School Librarians has even created Standards for the 21st-Century Learner http://www.ala.org/aasl/standards-guidelines/learning-standards and a helpful crosswalk to the Common Core. Category 3 is that “Learners Will Use Skills, Resources, & Tools to  Share Knowledge and Participate Ethically and Productively as Members of Our Democratic Society.” I do believe that is called picking a dog in the fight.

Especially given AASL’s constant focus on pushing Inquiry-Learning, which of course, MUST be experiential. It also prescribes desired student “Dispositions in Action” repeatedly as part of its Learning Standards. Students are also told to “show social responsibility by participating actively with others in learning situations” and not just turning to a book they love or refusing to volunteer the excellent vocabulary their parents diligently built up over the preschool years.

Again, creating Learning Standards that insist that students have that social responsibility or that students must “use information and knowledge in the service of democratic values” is taking sides in this mostly invisible battle for the future of what the US will ever be. We are going to pivot because the ALA was brought in as the so-called neutral authority to proclaim that somehow complaining of bias in what is taught, and the explicit prescription, and required practicing, with conceptual lenses that students are to now use (to interpret their experiences and the reality they perceive around them), is somehow a violation of the student’s Intellectual Freedom. Who is the real infringer here? This is the Have Your Cake and Eat It Too Booklet the ALA has created.   http://www.ala.org/alsc/sites/ala.org.alsc/files/content/issuesadv/intellectualfreedom/kidsknowyourrights.pdf

It showed up as a defense in Highland Park. Now won’t the facts laid out in this post be useful if it shows up in your community next trying to prevent accurate criticisms? After all, these stipulated ‘lenses’ are designed to guide new kinds of student minds and beliefs about their responsibilities to others all while sculpting that needed “democratic public opinion”. The booklet is fantastically wrong in so many of its assertions, but it does still have an excellent command of the historic purpose of the Bill of Rights. “Before the Bill of Rights was written, governments usually told people what their rights and freedoms were. Our Founding Fathers did not like this, and so they flipped the idea around. Instead, the Bill of Rights said the citizens would be free to tell the government what it could or could not do.”

Not exactly consistent with those 21st Century Learning Standards is it? See what I mean about parallel tracks? At the same time that the ALA tries to portray challenges to the slant in curricula as akin to the right of citizens to “take the government to court” and “use  the words from the First Amendment to prove that the government has violated their rights,” the ALA itself is actively involved in helping to resculpt the student’s internal mental structures and values, attitudes, and beliefs. In violation of that same First Amendment they claim to be a defender of. Maybe so, but the first allegiance is clearly to advancing ‘democracy’. That booklet called it the “form of government where all people are heard,” which sounds remarkably like the prog vision of the public sphere above.

In fact, the 2020 book asserted that redistribution of wealth and interference with private contracts are now acceptable as long as the minority can complain in a public forum about what governments are doing. Legitimate practices as long as there is an opportunity to participate and try to sway public opinion sounds remarkably like the ALA’s assertion that democracy cannot “work if all people cannot express themselves and talk to one another to make informed choices.” Sounds like John Dewey’s participatory democracy to me that we are seeing advocated for now at the local level as a forum for binding decision-making as long as all Stakeholders are represented.

I think the ALA’s desire to advance this vision of the future probably has something to do with why it repeatedly and flagrantly misstates the tenets of the First Amendment. But the typical parent or student will likely not know that “The First Amendment guarantees you the right to think your own thoughts, speak your own opinions, and read and write what you want” is factually wrong. The Government at any level cannot infringe that. The ALA though wants that Discourse Classroom where all students bring their perspectives and share their experiences before negotiating to a common understanding. That practiced obligation is needed for this new vision of a “democratic public sphere.”

This is a self-confessed March through the Institutions that is proceeding on a Parallel Track. Let’s not take any groups’ word for what our rights and obligations are. Always look for the conflict of interest.

We really are engaged in a cultural war over the constitution of our society. The law and K-12 education are primary battlefields. None of us have to accept a claim that we are violating Intellectual Freedom by accurately pointing all this out.