Federal Reserve, Texas, and the UN System Usurp Our Children’s Precious Prerogatives Via P-12 Education

So much going on as the cards have to now be laid down. The End Game we saw in the UN’s Ban Ki-Moon’s “Dignity For All by 2030″ global program commences in earnest in our children’s classrooms and in their very ‘desired mental states’.  That latter graphic phrase was used at the March 8-13, 2015 59th Annual CIES Conference held at the Hilton in DC and called “Imagining a Humanist Education Globally Ubuntu!” Take a look at it and keep that phrase in mind as we move through today’s tsunami of disclosures.

Anyone wanting a link between today’s disclosures, GEFF, the UN System, the Common Core, and School Choice can look at all the links laid out in this bio of former Intel Chairman, Craig Barrett, on the Board link of an expanding chain of Arizona-based Charter Schools. http://bsischools.org/about-us/board-of-directors Most links should ring a bell, but it is the co-chairing of the Skolkovo Foundation Council that is behind GEFF and the Re-Imagining Futures Agenda by 2030 with MIT, Russia, and Silicon Valley that brings so much into the same circle with what I have been covering in recent posts.

Plans for Us and our Children is one way to put it.  David Coleman, confessed Common Core Main Architect and now President of the College Board, just spoke at the NYT Schools of Tomorrow Conference about changes to the SAT. He said that there would be no more “SAT-type words” that few children recognized and only showed up in a high-stakes arena. Instead, everyday important words like “analyze” and “synthesis” would be looked at to see if prospective members of the Ideological Elite were interpreting concepts and themes correctly, and showing proper use of the Dialectic, after their years of carefully selected Learning Experiences. This would of course give a final glimpse into the Desired Mental States to see if the youngster merited a slot in one of the higher ed institutions creating the Planners of Tomorrow prepping us all for the 2030 Agenda.

OK, Coleman did not phrase it quite like that but those were the example new SAT words he gave. They do resonate with whether students have developed the desired Worldviews, don’t they? Will they apply the desired strategies and techniques in everyday practice just reeks of something Moscow State or U of Belgrade would have pushed in the 70s to join the Party Elite. The vocabulary word I did not know when I took the PSAT decades ago was ‘usurp’. I came home and looked it up promptly. It means “to take or hold in possession without force or without right.”

Usurp is still a useful word in the 21st Century, but only if accurately describing and conveying to others what is being planned for us and our children, remains a desired goal. It does not fit though with what the Planners want to allow. As we will see, Workforce Readiness is the Euphemism-du-Jour to cover up a prescribed state of deliberate ignorance, coupled to cultivated false beliefs, and overlaid with new communitarian values.

To explain why there is a global call for Competency, let’s look to a 1978 book originally written in Polish by Leszek Kolakowski and translated as Main Currents of Marxism: The Breakdown . Frustrated, his words tell us precisely why ignorance is now needed.

“Human thought developed and produced science by enlarging the area of knowledge that was not subject to arbitrary judgement, thanks to the Platonic distinction between knowledge and opinion, episteme and doxa. This distinction, of course, leaves no room for an ultimate, all-embracing synthesis [bolded by me as a reminder of Coleman's desired new SAT concept of knowledge] in which thoughts, feelings, and desires are merged in a higher ‘unity’. [Alert readers recognize the whole purpose of a Whole Child emphasis and what goes by the euphemism 'Excellence' in education].

Such an aspiration is only possible when a totalitarian myth claims supremacy over thought–a myth based on ‘deeper’ intuition [Deeper Learning--a 21st Century Core Skill], so that it does not have to justify itself, but assumes command over the whole of spiritual and intellectual life. For this to be possible, of course, all logical and empirical rules have to be declared irrelevant…”

Relevance, one of the New 3 Rs. Perhaps instead of declaring facts ‘irrelevant’ they can just be asserted as Inequitable and Not Accessible to All Students, especially given our more diverse 21st Century population. Maybe those logical and empirical rules can be asserted to be inappropriate for a “culturally-responsive curricula and pedagogy” and inconsistent with a Real-Life problem-solving emphasis where a single, unambiguous answer is supposedly highly unlikely. Yes, I am listing many of the explanations for all these shifts we keep hearing, but Kolakowski grasped what is still going on because he lived in such a police state.

“The object [striven for] is a unified body of knowledge which despises such trivial aims as technological progress, and whose merit is to be one and all-embracing. But there can only be such knowledge if thought is allowed to shake off the external compulsion of logic; moreover, since each person’s ‘essential’ intuition may be different from that of others, the spiritual unity of society must be based on other foundations than logic and facts.

There must be some compulsion other than rules of thought, and that must take the form of social repression. In other words, [this 21st Century Learning as I update this 1978 language beyond Herbert Marcuse and the Frankfurt School] system depends on replacing the tyranny of logic by a police tyranny. This is corroborated by all historical experience: there is only way of making a whole society accept a particular world-view…”

P-12 education reforms globally have been created around a hope that there can be two ways to force the acceptance of a particular world-view. That is the reason for the deliberate insistence on ignorance that gets covered up with a variety of explanations. Yet the insistence students arrive at a ‘shared meaning’ and without complaint become merely members of Communities of Learners makes it clear teachers and administrators are expected to have an iron fist within the velvet glove of ‘meaningful learning experiences.’ Now to three exceedingly influential plans driving this underlying tyranny in the classroom.

In 2014 the Texas Association of Workforce Boards created the vision for all P-12 in that state, once again showing why they did not need to participate in the Common Core formally–”The Workforce in Texas: Aligning education to meet the needs of Texas employers.” Is that really why people have children in Texas or choose to move there–to be molded to the desired mental states that meet current employers’ needs? Not the desires of the family or personal hopes and dreams based on a lively, logical mind that recognizes when their autonomy is being usurped and can say so?

I appreciate the explicit nature of that Texas declaration and the reason I know about it is that the US Federal Reserve System, the world’s most influential public-private partnership, whose product we all carry in our wallets and hit the ATMs to use, just published Transforming US Workforce Development Policies for the 21st Century.

https://www.kansascityfed.org/~/media/files/publicat/community/workforce/transformingworkforcedevelopment/book/transformingworkforcedevelopmentpolicies.pdf is the link to the 670 page Warcry to officials and politicians at every level of government to restructure the nature of the political and economic structure in the US, with an emphasis on Public-Private Partnerships. They touted the Texas Statement and especially the vision of economic and community development created by Project Quest in San Antonio, Texas. When the people in charge of a nation’s money supply proclaim Saul Alinsky’s community organizing tactics to be a national model, maybe we have turned quietly into a Police state still hiding behind Euphemisms. Chapter 4 in particular covers the “Connecting Education to Careers in the 21st Century,” which has become the sales pitch, as we have seen, for an education grounded in ignorance and manipulation.

Anthony Carnevale, the lead chapter author, and cited throughout the book, was actually the author of this same vision of education grounded in ignorance, which he laid out in the New Workforce Training Manuals created for the Department of Labor, during the same Bush 41 years when Lamar Alexander was the Education Secretary. The emphasis of those manuals and Carnevale’s various degrees in ‘cultural history,’ ‘social science and public administration,’ and a Public Affairs PhD are detailed in this post.   http://www.invisibleserfscollar.com/anesthetizing-any-ability-to-blow-up-or-contaminate-a-chosen-politically-useful-narrative/

Obviously I cannot cover that entire book in a post although I did read it over the weekend, just like I have read Carnevale’s Workplace Manuals. I wish there was speculation about what is going on or that the Kolakowski quotes were not so entirely apt. Over and over again the book acclaims Congress passing WIOA–the Workforce Innovation and Opportunity Act I have been warning about since it passed (July 10, 2014 post). It gets praised regularly as a “Bipartisan and Bicameral Agreement,” making me wonder what legislation that Congress passes is not Bicameral. Alliteration though bolsters the overall giddiness at the nature of the fundamental transformation mandate.  It also makes it appear that politicians at every level wanted WIOA because this is the vision the private Federal Reserve already had for the American people, society, the economy, and the future generally.

Finally we have a video created to be a part of “the World’s Largest Lesson” to be held globally in classrooms this Friday, September 25. In honor of the launch of the UN’s Post 2015 Sustainable Development Agenda to shift us all towards Dignity for All by 2030, https://vimeo.com/137728737 is the video. http://www.globalgoals.org/pt/2015/09/17/welcome-to-the-worlds-largest-lesson-materials/ is the link to lesson materials already available in ten languages. The video makes it clear that there is ‘plenty’ for all of us and that the world and its ‘systems’ and institutions can and should be redesigned so there is ‘enough’ for all of us going forward. We can ‘share.’

That’s where I want to end because that video and this UN vision can only be attempted in a world of profoundly ignorant or misguided people. As Kolakowski noted, even trying necessitates a police state of power usurping at all levels of government. This is largely hidden though because already prevailing ignorance, false media hype, and these confounding, ubiquitous euphemisms. All obscure the reality lining the Road to 2030 that we keep coming across from every direction.

Ubiquitous-another one of those useful descriptions of reality that the College Board no longer wants students to have access to or practice with.

Neurological Social Engineering Designed for Collectivist Political Purposes: the Real Purpose of K-12 Standards

I really wish there was still some doubt on what Learning Standards or Competency actually mean or what they intend to alter. No one is openly admitting to us that in the future all that is desired are ‘existential competencies’, a ‘natural science worldview’, or a mind that can be easily read via Knewton adaptive software. We may find the aims sickening, but apparently the planning locations have been glorious. Can you believe our invite to the April 1-3, 2015 Global Education Futures-Forum California: Toward Learner-Centered Lifelong Learning never arrived? We could have stayed at the Five-Star Rosewood Sands Hill Luxury Hotel  in Menlo Park and planned the future of learning globally while hanging out with tech titans there for the Global Technology Symposium. With rooms starting at $600 a night, we too could have lived the Jet Set Life while planning how to meet people’s ‘needs’.

Since we were not invited and did not get to nestle our heads in high-thread count linens, who was there and how did this catch my eye? In early August ISSS-the International Systems Science Society-had its annual meeting in Berlin. Speaking on education were Alexander Laszlo, Ervin’s son and like him a former ISSS President, and a Pavel Luksha. Luksha is Russian but is involved with a project with MIT called Re-Engineering Futures. The California Forum was part of that work getting ready for a Kazan World Skills conference in May, the global World Skills conference in Brazil in early August, and then on to Singapore this fall. The final vision gets presented in Davos in January once again amidst the private jets, luxury linens, and foie gras This is all apparently how global plans can get marketed as local or even as something called the North Carolina Plan laid out in the comments with links on the previous post.

http://www.edu2035.org/ is not a hot link because something is screwy with my computer this morning, but it is the site for the Global Education Futures Forum. What I am describing can be found there. Please pay special attention to the GEFF Advisory Board since it is linked to the Center for Curriculum Redesign because Charles Fadel is a listed member as is an Under Secretary of the OECD. Knewton has a representative which is why this week’s Wired article on the ability to read student’s minds is timely. Another listed member of the GEFF Advisory Board is Alexander Laszlo, who undoubtedly learned about collectivism’s need for a subjective mode of consciousness from his dad instead of the Grimm fairy tales most of us heard as children.

Finally, we have former Gates Foundation exec Tom VanderArk listed, which means that the Brookhaven Innovation Charter just approved in Georgia (links in comments on previous post) that says it is based on VanderArk’s White Paper and the Hewlett Foundation push around Deeper Learning is tied to the GEFF vision. So are school districts like Fulton and other League of Innovative Schools districts that we have covered as bringing him in to consult and train. The entire state of Utah and the concept of Competency (just the means to stealthily impose that subjective mode) get implicated because next Tuesday and Wednesday, September 2 and 3, 2015 there is a Statewide Joint Conference there on Competency-Based education with VanderArk as the speaker on both days. Also speaking is Marc Tucker of the National Center on Education and the Economy so we also have the Common Core being shoved away as we get back to NCEE’s New Standards Project from the 90s, renamed now as Competency-Based Education.

All of this fits perfectly with what my book Credentialed to Destroy foresaw. Chapter 4 on Competency is even more timely now than when it was written. One of the themes of the California Forum apart from the death of the Gutenberg Era and divvying up the billion dollar EdTech market was “How will educational ecosystems for emerging social practices be created?” Now I can scream all day long that the new forms of assessment are not in fact tests and are looking to create and monitor desired behaviors, but there is nothing like the concept of virtual reality prisons to make the point. This is from a GEFF 2014 report called Future Agendas for Global Education .

In following up on all the intended uses of gamification and virtual reality in education of the future, the report mentions that “Besides that, gamification can be efficiently used to redesign the penitentiary system.” Now when we read the following quote, we need to appreciate that if these adaptive software and virtual reality worlds are powerful enough to remediate dysfunctional behavior, what is the effect of constant embedding over K-12 on normal minds?

“application of maturing virtual simulations can allow (within the coming decade) to create realistic virtual worlds, ‘virtual jails’ that help delinquents correct their dysfunctional behavior and acquire socially acceptable ways of conduct–for instance, re-living the criminal action from different positions (of a violator, of a victim, of a police officer who searches for an offender, etc.) and their mastering the proper way of acting [Mastery Learning?]. Such educational solutions could become a more humane way to rehabilitate criminals–and similar solutions can be applied to help re-qualify ‘accidentally alienated’ citizens, e.g. those dismissed from jobs due to skill mismatch. We believe that, since early 2020s, virtual reality worlds will be used as temporary holding places for unemployed and as a cheap alternative for vocational education & training. Also, virtual worlds that help replace dysfunctional behavior patterns with functional ones can be used to deal with traumatic experiences and improve lives of ‘clinically normal’ people that suffer from dependencies, bad habits or fears. ‘Psychodrama worlds’ where people play together and live lief stories of each other could gain wide popularity as an alternative to group therapy by mid-2020s, not only (and not so much) as a clinical psychotherapy, but as part of standard educational trajectory for a majority of population.”

Now in a world where following the misleading phrase Career Ready Practices as the new purpose of K-12 leads us straight to a communitarian obligation to others and so does the now obligatory Positive School Climate, do we really think ‘dysfunctional behaviors’ will be cigarette smoking and eating disorders? No because the next paragraph states that “any gamified practice has an educational dimension, because the game clearly defines desirable and undesirable behaviors.” That is what makes it educational in this Brave New World that is no longer a work of fiction at all. Educational Dimension=altering human behaviors. No wonder the ESEA Rewrite the US Senate passed binds all states to use performance assessments to examine academic results. All behavioral too.

Honestly I think the life of Five Star luxury being pursued to foist this education and Future Transformation vision must addle the brain at some level. How else to explain an insistence that “we now know too much” and that we need only “adequate science and technologies to be maintained and developed going forward.” No wonder we have repeated proclamations that the Gutenberg Era is over. It created the concept of the individual and liberated the human mind. Our wannabe political Overlords want to take all that away and the tech companies want to sell public officials the means to do just that.

What parent when they opt for a Charter School for their child that hypes 21st Century Learning or who wishes for vouchers to escape bad neighborhood schools understands that they are really tapping into a GEFF plan to “reorganize the institutions of cognition and knowledge management.”? Now given the sorts of facts I turn up and papers and confessional books through the decades I can appreciate why this collectivist vision needs Mind Arson and knowledge management.

Repeat after me: We will NOT acquiesce.

Please take the blinders OFF about what formative assessments and a Whole Child focus around digital learning really mean. Otherwise, these planners want to create a Neuroweb of manipulated collective consciousness that is reminiscent of what Star Trek called the Borg. When people in positions of power with access to taxpayer money at the global, national, state, and local levels write of a desire to transform K-12 education and the very concept of learning and wish to “create semantic Internet and supporting artificial intelligence solutions that will structure human knowledge, and scientific knowledge in particular,” we need to listen.

Now we know why digital learning is so crucial to all these future models of education. It’s not a better way to teach math or reading or about making backpacks lighter. It’s about rewiring the brain for collectivist political purposes and it is a Bipartisan pursuit going on all over the globe.

Thankfully we know about the agenda and the links into our local classrooms. Will accurate knowledge reach enough parents and taxpayers in time or will the manufactured hype surrounding the Common Core continue to obscure the actual story?

Knitting Binding Fidelities of Consciousness Individually and Globally Because the Test of a Knife is If It Cuts

We already knew the essence of what makes us individuals was being targeted each time the social science profs described us a a ‘system’. Now it appears the social scientists and educators are comparing us to cutlery. Assessing whether we will perform and behave reliably and as expected. That really is a translated quote from Dilthey as to what the Human Studies, or as he also called them–’the moral sciences,’ were interested in monitoring and measuring. “Dilthey was anxious that his methods should be put to practical use. [Actual quote translated from German] ‘The usefulness of methods emerges from their use, just as the test of the knife is if it cuts.’” Since this is 19th Century Germany and the aspirations for the future, we now know that ultimately the knife could cut and the Germans would march thoughtlessly and emotionally to war.

Now remember all the data being gathered on students, the formative assessments, the open-ended questions on mandated tests, and the soon to be federal requirement to use digital technology to push ‘personalized learning’ and read this quote.

“So, how people think and feel, how they perceive the world and what they strive for, is due to a mental structure which has resulted from the moulding influence of physical, social, and cultural factors upon the innate configuration of the mind.”

Learning standards like the Common Core in the US and a Competency orientation generally seek to grasp the essence of the innate configuration of each student’s mind. Then activities, projects, or group problems can be chosen in a personalized, individualized fashion to manipulate that mind, at a physiological level, to interpret the world as desired. To act in it and on it, reliably. I will let that unfortunate social engineering reality sink in while I tell you where the first part of the title came from. In 1976 Harvard sociology prof Daniel Bell wrote a blueprint for aligning the social, cultural, political, and economic systems in the US away from the focus on individuals. Called The Cultural Contradictions of Capitalism, it sought to shift the US to what he italicized as state-directed economies and state-managed societies.

To accomplish that shift without a full-scale uproar over coercion and the loss of liberty required a ‘public philosophy.’ I believe that K-12 education, first via what used to be called Tranzi OBE and now going by Competency, Excellence, and a Whole Child emphasis was picked to be the means for shifting the prevailing consciousness of each student away from “an individualist ethos which at best defends the idea of personal liberty, and at worst evades the necessary social responsibilities and social sacrifices which a communal society demands. In sum, we have had no normative commitment to a public household or a public philosophy that would mediate private conflicts.”

Now remember that imperative every time you hear Collaboration as a necessary 21st Century Skill or ponder why the targeting of new values seems to pop into every assignment.  Bell bemoaned that “without a public philosophy, explicitly stated, we lack the fundamental condition whereby a modern polity can live by consensus (and without it there is only continuing conflict) and justice.” By the time Bell wrote the Afterword for the 20th Anniversary Edition of the book, he added another way of describing the needed public philosophy: “the binding fidelities of consciousness, rooted in history and tradition, kinship and race, religion and nationality, that shape the emotional consanguinity, literal or fictive, among individuals and make them one.”

In 2015 we seem to be calling such a still desired mandate Deeper Learning and required Communities of Learners in each classroom and the entire school. Anyone hoping that the plans for economies and societies have gone stale has not read the nature of the proposed  regs under WIOA just issued by the federal government. Between what is required in each state’s plans, sought in each plan, and who must benefit from the various programs, the long-sought vision is unquestionably here. What I am also saying is that the true purpose of the ESEA Rewrite, now in Congressional Conference, is to force schools to inculcate the needed public philosophy in each student, to be instilled via ‘meaningful’ assessments and required state academic goals (misleadingly labeled ‘content standards’ to deceive) grounded in behavior.

Remember my receiver analogy from the last post? Dilthey recognized that the Human Sciences needed to assess each student because “if we wish to know the meaning of behavior we must know the meanings of the behavers.” How’s that for putting student-centered learning into its true context? Dilthey recognized that out of man’s psychological reactions and attitudes to the world (now accessible on each student via all that DATA flowing into state longitudinal data systems) “grew world-views. World-views were the result of the giving of content to the forms of the mind by the historical stream. [now the Learning Registry or SAS, Pearson, Amplify, AIR, etc] They were the primary patterns in which the sensory impressions of the external world were organized. They, therefore, basically determined the thoughts, values, and action of the individual.”

Anyone beginning to get nervous about what personalized, brain-based learning actually means?  And world-views need not be true or factually grounded. Dilthey again: “Worldviews, then, were not universally valid views of the world, but rather systems of values which were widely shared.” Wrong, but commonly believed is simply not going to end well for any of us not currently in public office at the local, state, or federal levels or working for one of the agencies pushing this. Speaking of data, Bell in his 1996 Afterword also reminded us that the essence of the Post-Industrial Society is that “information, not production, became the control system of the economy.” So all the hype about manufacturing is more to aid the transition to state-directed economies and state-managed societies than anything grounded in fact.

The employers concerned with inadequate skills are actually seeing the real effects from the pushes in the 80s and 90s to make instilling a public philosophy the primary purpose of K-12 education. Back in the original 1976 body of the book, Bell explained that the public philosophy was to be “the single overriding principle…to which all persona, as members of the community, must subscribe.” In fact, Bell sought “to find a social cement for the society” in 1976, interestingly enough about the same time as state or national think tanks hyping liberty, freedom, and free enterprise began popping up.

Wouldn’t it be ironic if part of the actual purpose in some funders’ minds was to deceitfully create a means to quietly guide, and shut up, anyone noticing a shift in values and political programs? In the name of School Choice all schools, public, private, or online, could be forced to be institutions that would force the “restatement of what is legitimate (the grounded values) in a society.” That reality sure fits the facts I personally have encountered and what teachers in private schools and charters now tell me. Bell was aware and annoyed at how much the West, and the US especially, reveres the individual. His goals were:

“Where bourgeois society separated the economy from the polity, the public household [and now WIOA] joins the two, not for the fusion of powers, but the necessary coordination of effects. The public household requires a new socio-economic bill of rights [WIOA again!] which redefines for our times the social needs that the polity must try to satisfy. It establishes the public budget (How much do we want to spend, and for whom?) as the mechanism whereby the society seeks to implement ‘the good condition of human beings.’”

We can see why politicians, university profs, and district administrators are being less than forthcoming about what is really going on. All the known facts, statutory language, regulations, and anything else designed to control the classroom implementation and the social and economic consequences dovetails with all these declarations. Our students are living in a world where education is to become a means of human study. The declared intentions are to use the behavioral sciences and data from students to instill the requisite values, behaviors, and beliefs to be the needed social cement. Grounded neurally as the prevailing consciousness among a majority of future voters.

In a February 14, 2015 post I covered the just released America Next Education Reform report and its declared ties to the Heritage Foundation in particular. I just did not equate an acceptance of a welfare state as being a conservative position. Bell also called for what was laid out in that 2015 report except he attributed the same idea to economist Alice Rivlin, with an emphasis “not on public provision, but on public financing of care.” In fact, Bell reiterated his preference by saying that “what some liberals and some New Leftists have rediscovered are the virtues of decentralization and competition.” Maybe, after two failed attempts at fundamental transformation in the US, we can see why everyone with aims to steer public policy might be shouting “Local Control” in the kind of Bipartisan manner we saw with WIOA and now with the ESEA Rewrite.

I know it is quite mean of me to read what no one ever assigned to me and grasp what no one ever intended to tell me. That’s just how language intended to have legal effect works sometimes. That’s why this vision needs Axemaker Minds and to a large degree print itself to go away. Much better to embed the students in a controlled virtual reality that can be made to function in whatever way best produces the desired Public Philosophy.

I have a Public Philosophy too. It is to save as many students as possible and this great nation and other countries from a toxic vision that has already caused too much unappreciated harm.

We are now where Bell hoped to get to back in 1976 and then 1996. We had best all grasp the implications in time. Our Governors, Senators, mayors, and legislators do not intend to tell us.

It is what it is and we must deal with this head-on.


Legally Imposing Mental Strait Jackets Touted as Student Success or Achievement While Paralyzing Mass Consciousness

This post was a bit delayed after the House narrowly passed its ESEA Rewrite last Thursday–called the Student Success Act–when so many of the Republican Reps were sending out false affirmations of what they had done and who they had protected. I wondered where so much inaccurate info could come. I was told repeatedly that these Pols refused to listen or even look at the statutory language that contradicted their preferred talking points. In other words, they want the binding effect against their constituents and our childrens’ minds of federal legislation while ultimately keeping deniability that “they didn’t know.” There goes any entitlement to the Honorific of “Honorable” when referring to any of these deceitful Pols who choose to remain ignorant while the US gets shoved nonconsensually into long-designed collectivism, becoming a partner in all the UN’s current mischief against the masses.

Long-planned, huh, how long? As my book Credentialed to Destroy details, the 1960s effort ignited by the original ESEA and the 90s version did not go as planned. Think of the deceit surrounding this ESEA Rewrite as simply in line with the Oligarchs and their political and corporate cronies refusing to wait any longer for mass submission. Let’s go back then to 1963 and Ervin Laszlo’s Blueprint for transitioning the West to his Essential Society where the “full satisfaction of individual demands is the main characteristic.” No mention at that time of an Obamaphone or Broadband for All, but we are all getting used to the current entitled demands. Laszlo wrote this crucial obligation that fits with his Government by Idea:

“the ultimate task of a government is to close the gap between the actual situation in the nation and this [Essential Society] Ideal.

The scheme must be built on the individual [student-centered; personalized learning]; it is to provide for his freedom and his fulfillment. Now the individual needs (i) to live, and (ii) to live satisfactorily. The first need makes a demand on the private economy to supply goods and skills for subsistence, the second on culture to provide comprehension and a solution to the problemmatic aspects of experience.”

When I keep hyping why the language in these rewrites about Competency and Higher Order Understanding and Skills is so crucial and indicates such a transformation of the historic purpose of schools that is why.  I want us to remember all the deceit from the Pols surrounding this Rewrite when I give you the name of the book these next quotes are coming from: Individualism Collectivism and Political Power. Political Power, Laszlo recognized back in 1963, before the original ESEA, could advance collectivism in those countries that has historically reverenced and protected the Individual if K-12 education could be altered for the purpose of “preventing individuals from evaluating and comprehending societal and general reality in unbiased, objective terms.” Boy, does that add further spin to all the revelations in my book.

Aspirational Collectivists, be they UN officials, Congress members, school supers, or profs, need citizens that “view reality from the subjective context of need,” even when they are dealing with objective matters. That filter needs to become the prevailing mode of comprehension of the masses and it needs to be practiced repeatedly from preschool on so it becomes a Habit of Mind and mental strait jacket. Laszlo gives the needed frame of mind or Worldview that once again fits right in to that Young Adult Success Framework linked two posts ago. It also fits with what Harvard called ‘performances of understanding’ and what is more commonly called now Formative Assessment. In other words, this is where Opt Out is really going:

” In a Communist climate, on the other hand, all things and all relations are evaluated subjectively, following the Marxian formulation of practice as the proof of knowledge, and the good of man as the criterion for the desirability of political activity. It follows then that knowledge in a Communist society represents the comprehension of the environment in the context of its effect upon man, more precisely upon the collectivity.”

And we wonder why we keep being told school must now be experiential and the experiences must be relevant and successful students are those who are “meaning makers.” Now I am switching to what it is clear both versions of the ESEA Rewrite intend to force as a matter of law. It’s why it is so atrocious for Pols to be touting this all as a return of power to the states and local schools when the feds are actually requiring by law that every other governmental entity and charters track and manipulate what Norbert Weiner called, in italics, a change in taping. That’s what he wrote that Cybernetics is all about. When that change in taping is educational and involves a student at a neurological level, as in “There is no Maginot Line of the brain,” that is called Learning.

It could be physiologically put into place and would work in human beings in a manner akin to an anti-aircraft gun’s taping of the internal calibrating mechanism: “which alters not so much the numerical data, as the process by which they are interpreted.” The feds are saying that the student’s internal taping is what must be focused on. It is disingenuous to then say that what the states and schools do is up to them. Not in the essence of what truly matters to our children and our future it is not. This Weiner explanation of cybernetic feedback, I am stating here, fits with what the House is calling Student Success and the Senate calls Every Child Achieves. Maybe this is a good time to remind also Laszlo’s point that most minds are inferior and only capable of a subjective mode of comprehension of experiences. If the same standards are required for all and the achievement gaps must be closed and Universal Design for Learning is enshrined in the legislation, this is what school becomes by default.

“feedback is a method of controlling a system by reinserting into it the results of its past performance…If the information which proceeds backward from the performance is able to change the general method and pattern of performance, we have a success which we may well be called learning.”

That’s also why it matters so much that the Senate version prescribed that the states must allow ‘performances’ to be the means of showing that its ‘content standards’ were met. Before I give the next quote from Weiner, who actually was troubled by the possibilities for governmental control of the masses all this entailed once computers truly came into their own, [Remember ECAA' s digital mandate] let’s look at a quote from Weiner on what happens when the human mind’s ‘taping’ is being targeted for political or other purposes (italics in original):

“I have spoken of machines, but not only machines having brains of brass and thews of iron. When human atoms are knit into an organization in which they are used, not in their full right as responsible human beings, but as cogs and levers and rods [Career Pathways!], it matters little that the raw material is flesh and blood. What is used as an element in a machine, is in fact an element in the machine.”

A machine then is the person, manipulated by political power via education, but the machine extends to the workplace, society, the economy and all those other areas governments are now proclaiming as their turf. And one savvy reviewer in 1948 when Cybernetics was originally published saw the potential for governmental mischief and manipulation of human processes for political gain from the beginning. A Dominican friar, Pere Dubarle, wrote in Le Monde that these theories would tempt Pols to set up what he called machines a gouverner . I am asserting in this post that this is precisely what is occurring and why we have so much deceit surrounding this Rewrite.

“the human processes which constitute the object of government may be assimilated into [probability] games…Even though these games have an incomplete set of rules, there are other games with a very large number of players, where the data are extremely complex. The machines a gouverner will define the State as the best-informed player at each particular level [city, state, nation, global], and the State is the only supreme co-ordinator of all partial decisions. These are the enormous privileges; if they are acquired scientifically, they will permit the State under all circumstances to beat every player of a human game other than itself by offering this dilemma: either immediate ruin, or planned co-operation.”

A sobering quote, but DuBarle felt better that the computers then available lacked the capacity to determine and control the “system of psychological reactions of the players in the face of the results obtained at each instant.” That is no longer the case and the Common Core and all the other State learning standards for students the Rewrite will require are to produce exactly the mounds of data adaptive learning has always needed to change the taping at the level of the mind.

Now, given what we know (see Chapter 7 of my book especially) about the actual implementation in the classroom, we clearly are looking at education being used as a tool by Political Power at all levels for “mechanical manipulation of human situations” as DuBarle worried about. It allows Pols now and their administrative co-participants to “plan a method of paralyzing the consciousness of the masses.” Crucial since both Weiner and Laszlo admitted that is necessary for collectivism to be possible.

DuBarle said this cybernetic vision would create “a world worse than hell for every clear mind.” The Pols and their cronies thus intend, or are choosing to remain ignorant of, the use of K-12 education, enabled and mandated by federal legislation, to make sure there are no longer enough clear minds to alter the needed, prevailing subjective comprehension in enough of the masses of voters.

They may prevail, but this Clear Mind will keep telling the story of what is really transpiring in our schools and universities.

And why.


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?

Harnessing the Meaning Making Capacities of the Human Mind and then Assessing for the Tightness of the Fit

We talked about NAEP in the last post so we could begin to appreciate its real purpose as both a driver and a monitor of using education to mentally deconstruct any concept of learning as the transmission of factual knowledge. In fact, whenever we see the phrase “meaningful learning” from now on, let’s just be upfront that it means changes in a student’s mind or personality intended to reliably guide future behavior as desired. The quote at the beginning of that title comes from a 2000 book Assessing Science Understanding: A Human Constructivist View that asserted that science is no longer about a body of facts and information about how the world works transmitted from a textbook or a teacher. No, “science is best understood as a formalized and highly adaptive way of harnessing the meaning making capacities of the human mind.”

To ‘Understand’ then in math, science, history, or while reading a book is to interpret in the manner someone else has stipulated so that students will practice perceiving and behaving as desired until these behaviors become unconscious habits. Locked in at a physical level in the brain’s neural pathways. That is what is being assessed and why we keep coming back to an insistence that the ‘performances’ or ‘achievements’ be action-based. It’s why we are getting such a push for Project-based Learning. When I went through the activities in that book, they were not about learning a body of knowledge. They were training students to view the world in a certain way. Did you know back in the mid-80s as these reforms were being dreamed up there was even a term invented for what would be sought-observational competence? Is the student noticing the themes or aspects desired in a given situation and ignoring the elements we would rather not be the focus of attention?

When I called attention to the idea of that ‘proficiency’ under NAEP and state standards after the adoption of NCLB in 2002 was about Proficiency Standards for Reasoning, I found this document   http://www.mathleadership.com/sitebuildercontent/sitebuilderfiles/standardsofpracticematrix.pdf assuring me that the Common Core would meet these action-based concepts of the desired proficiency. The students may not know much, but they will have been trained and primed over years to act in certain ways based on stipulated prompts. And look, there are 3 levels of achievement just like what the Every Child Achieves Act requires each state to have as its “aligned academic achievement standards” that will constitute how the ‘content standards’ will be met. Prescribed behaviors. Harness the mind and then ‘assess’ to see if the harness fits properly and guides behavior as desired. If so, herald the student as performing ‘proficiently’ or ‘competently’ and thus being College and Career Ready.

http://www.heinemann.com/fountasandpinnell/supportingMaterials/lli/AlignmentWithNAEP.pdf is not Math or ‘science’ but it is the vision for learning to read and write and then what will be the ELA activities using the Fountas & Pinnell curriculum so beloved by the Common Core (described in Chapter 7 of my book on the Learning Progression). Isn’t it good to know these prescribed literacy activities involve “very specific behaviors and understandings are written for each level and built into every individual lesson?” How very harness-like. Get each student used to the jerk of the tether while they are still young and their minds are oh-so-malleable to manipulation. That link also makes it clear that NAEP after 2000 was being used to quietly implement the performance and proficiency standards from the New Standards Project that grew out of that National Education Goals Panel we met in the last post.

No wonder the National Center for Education and the Economy reuploaded the entire NSP body of work back in December 2010. Just in time to pretend it is actually something new called the Common Core and in time for an ESEA reauthorization like ECAA. NSP’s Performance Standards simply get euphemised as ECAA’s “aligned achievement standards” that quickly gets defined away as just “challenging state academic standards” for the rest of the Act. As if we are still talking about the transmission of knowledge brought to us by the Greatest Minds Who Have Ever Lived. No, instead we get ‘sense-making’ from our prescribed activities using the supplied ideas, themes, principles, and concepts intended to function as a politically transformative mental and emotional harness.

I think it is hard for readers of this blog to fully appreciate how confining this manipulative vision of reading, math, and science will be since we all have Axemaker Minds of some type or another. Some minds may be better stocked than others with accurate facts and abilities to infer, but all of us still had some kind of a knowledge orientation to our K-12 and college experiences. That Heinemann language and the fact we are talking about 6 year olds being manipulated should give some idea of just how constraining and invisible this behavioral harness can become. ECAA though wants to push preschool for all as a basic right so we are actually going back even younger than 5 or 6. We also do not have to speculate about what the “early childhood care and education” vision that fits with this competency/proficiency approach looks like.

New Zealand–tied to the Innovation Lab Network and Competency through the GELP-Global Education Leaders Program that we have discussed on this blog (see tag) adopted Te Whariki–the National Early Childhood Curriculum in the 90s to go along with what was then called Transformational Outcomes Based Education (detailed in Chapter 4 of my book explaining Competency and its history). We know that in 1998 the US-based ERIC asked that the Te Whariki papers be submitted to its database. Te Whariki pushes a developmental approach that rejects the old “focus on the learner as an individual, and learning as furniture in the mind.” Instead, learning is the change brought about in the student as a result of “responsive and reciprocal relationships with people places and things.”

Someone obviously hates commas, but they like hyphens as they see the student as an “individual-in-action” interacting in social, cultural  and purposeful contexts. I mentioned Urie Bronfenbrenner and the Great Experiment in the last post. Te Whariki is explicitly grounded in his Ecological Systems Theory that is concisely explained here.  https://www.uncg.edu/hdf/facultystaff/Tudge/Bronfenbrenner%202005.pdf So are competency and proficiency-based concepts of learning. They all intend to create ‘dispositions’ or “habits of mind, tendencies to respond to situations in certain ways.” And if those dispositions start being baked in and turned into a harness back in early childhood programs (the quote came from the Te Whariki paper) the adolescent and then young adult voter need not even know the harness and guiding bit are there at all.

Te Whariki gives a definition of assessment that fits with where formative assessments intend to go in the US and elsewhere: “the primary purpose of assessment should be to provide information which can be used to identify strengths and guide improvement.” All that is based on what people with political power decide they want to see in the citizens of tomorrow, not what parents or the children themselves want. This harness view of education also gets marketed as a thinking curriculum and it was laid out, before the 90s controversies, in a 1991 book by Edward Fiske called Smart Schools, Smart Kids: Why Do Some Schools Work? once again financed by the Carnegie Corporation that now sponsors Competency-based Education.

I keep hearing news reports wrongly describing what are now performance assessments or other means of checking for the presence and efficacy of the mental harness as ‘standardized tests’. Fiske’s book complained that “the most damaging aspect of standardized tests, though, is their impact  on the curriculum. Since states test reading and math, this is what schools emphasize. [Horrors!! Let's revise the NAEP.] But in doing so they focus on basic skills and factual knowledge that such tests measure and direct schools’ attention from the new agenda of teaching students to think.”  The book then quoted Lauren Resnick (who will go on to co-direct the New Standards Project and be on the Common Core validation committee. She also chaired the 1987 committee that produced the report on Higher Order Thinking Skills a/k/a Teaching Students to Think in a Way that Serves as a Harness) and her husband Daniel.

“Current tests are tuned to a curriculum of the past, one that is not suited to today’s social and economic conditions…[The Resnicks advocate transitioning all students to tests grounded in] Goals such as interpreting unfamiliar texts, constructing convincing arguments, understanding complex systems, developing approaches to problems, or negotiating problem resolutions in a group” that sounds just like the learning tasks and means for assessment being touted as part of the Common Core classroom or a competency/proficiency-based classroom. Fiske’s book also pointed out that powerful tests like the NAEP are a “high-stakes game in itself” and that “whoever controls those powerful tests will control a large measure of what is taught and learned in American schools.”

Once again, that’s why the mandate of ‘aligned achievement standards’ in ECAA that forces a behavioral or performance-based, consistent with Universal Design for Learning, approach in every school in every state matters so very much. It’s a way the federal government mandates the construction of a harness while pretending to return control to states and localities.  Specifying the hows of testing is controlling those tests and the curriculum itself. I want to close with what Linda Darling-Hammond said in Fiske’s book since she is the author of the New Paradigm being pushed for what will constitute meaningful learning. https://edpolicy.stanford.edu/sites/default/files/publications/accountability-college-and-career-readiness-developing-new-paradigm.pdf Standardized testing back when it was still fact-based and right-answer oriented was supposedly based on the “dubious assumption that there is a single right answer to any question worth asking.”

LDH viewed the old-fashioned standardized test as the “triumph of passive learning. It is testing for the TV generation. We don’t ask if students can synthesize information, solve problems, or think independently. We measure what they recognize.” So back in 1991, when she was still a professor at the Teachers College at Columbia, Hammond, like Lauren Resnick, was very involved in advocating for a thinking kind of curriculum that fits with a Harness Function.

No wonder both professors remain so involved now in guiding the actual classroom implementations both in the US and globally through the OECD.

Malleable Minds Fit for an Affirmative State Designed to Meet Needs and Constrain the Ruled

We actually do not have to infer what kinds of minds and personalities and beliefs are suitable for these new visions of tomorrow. One advocate tellingly used this quote from Napoleon that “There are but two powers in the world, the sword, and the mind. In the long run the sword is always beaten by the mind.” That reality is very galling for many powerful people so they now have nationalized and globalized K-12 ‘reforms’ to extinguish that very capacity. Since we would rebel if we actually understood what was intended, we keep getting a sales pitch about ‘human flourishing’ in so many of these blueprints. As James Madison presciently observed “a people who mean to be their own Governors, must arm themselves with the power which knowledge gives.”

I want to detour for a minute back to the Deepening Democracy paper from the Real Utopias Project because they kindly laid out new ” transformative democratic strategies” for the “Affirmative State” at all levels to use to quietly, but persistently, “advance our traditional values–egalitarian social justice, individual liberty [in the sense of having governments meet everyone's basic needs] combined with popular control over collective decisions, community and solidarity, and the flourishing of individuals in ways that enable them to realize their potentials.”

Remember Michael Fullan specifically tied the experimental New Pedagogies and Deep Learning in the Global Partnership to the “broader idea of human flourishing?” What we have going on is the marrying of the methods of the Human Potential psychological focus to the political and social ends that track back to Uncle Karl without anyone wanting to ‘fess up’ as we Southerners would say.

All the K-12 education reforms I have tracked, as well as higher ed and increasingly grad schools, are all tied to stealthily pursuing and “accomplishing the central ideas of democratic politics: facilitating active political involvement of the citizenry, forging political consensus through dialogue, devising and implementing public policies that ground a productive economy and healthy society, and in more radical egalitarian versions of the democratic ideal, assuring that all citizens benefit from the nation’s wealth.”

Hard not to remember all those ‘You didn’t build that’ comments from the 2012 Presidential race, isn’t it? Harvard’s Kennedy School of Government by the way calls this new model Empowered Participatory Governance. I am not going to write about it in particular except to point out it ties all the Metropolitanism, Regional Equity, make the mayors and the local the focus of government. The Local is supposed to be the layer that meets the needs, whoever provides the financing or specs on what those needs will be.

So when Lawrence K Grossman and others keep hyping self-governance they are describing a world where everyone’s needs have been met via the political process, not a person’s ability to make their own way independent of governmental interference with their decisions. ‘Self-governance’ is again an Orwellian term tied to the kind of economic and social justice and participatory governance view of democracy that even its advocates above admit is quite radical. I think that’s why its structures and needed values and beliefs frameworks are being quietly put in place through education and the law without any desire for the typical person to catch on in time. Remember Grossman was a prof at the Kennedy School while he worked on The Electronic Republic: Reshaping Democracy in the Information Age.

Whether we understood it in the 90s [remember the Freeman Butts vision from the book?] or now, K-12 education was and is being restructured to fit with “citizens at large gaining the power of self-governance.” Everyone gets their basic needs met, “with the public at large playing a critical role in the government’s decision-making process” and few focusing on the pesky little detail about the crucial shift to a vision where “rulers are subject to control by the ruled.” Similar to all those references to being Governed, instead of the individual independent decision-making power Madison knew he had structured, we are all supposed to settle for having a say, being ruled, but having our ‘needs’ met. Even then, we as individuals do not get to decide what our needs are. This shift we are not being told about unless we Follow the Documents in the Oligarchy’s admitted paper trail, stems from:

“the United States is moving toward a new modern-day form of direct democracy, made possible by its commitment to universal political equality and propelled by new telecommunications technology.”

It is within these unappreciated declarations of intentions to fundamentally transform the social institutions and functions of government that K-12 is being radically altered to a Student-Centered focus so that “the public’s ability to receive, absorb, and understand information no longer can be left to happenstance.” Prime the Mind and Personality to perceive experience as desired and then have the Michael Fullans and Michael Barbers of the world globe trot and insist that all education now must be based on Learning by Doing. All those deliberately created learning experiences to foster emotional engagement around real-world problems are just the ticket to the Mandarins just ever so worried that “today, the American public is going into political battle armed with increasingly sophisticated tools of electronic decision making but without the information, political, organization, education, or preparation to use these tools wisely.”

So we get Common Core, Competency, Digital Learning, new definitions of Student Achievement, and Growth measures that are ALL actually the “conscious and deliberate effort to inform public judgment, to put the new telecommunications technologies to work on behalf of democracy.” That would be the radical Social and Economic Wellbeing form of democracy with its new reenvisioned view of the roles and responsibilities of citizenship. After all, as Grossman told us: “With citizens an active branch of the government in the electronic republic, they need to know enough to participate in a responsible and intelligent manner.” That’s a long way from Madison’s view of knowledge to be our own Governors, but then Grossman loves this concept of our being ruled. In fact, he either deliberately or obtusely shows a drastically altered view of American history and the Constitution where:

“the citizen’s role is not to govern himself, but at best elect those who would be most competent to govern on their behalf…The new Constitution had put in place a modern-day method of selecting Plato’s Guardians.”

Can we all join in a chorus of No. No. No? How telling though is that misstatement? I do snarkily make repeated references to yokes and serf’s collars and Mind Arson when it comes to describing the real Common Core implementation. Yet here is an insider of insiders admitting to a desire to dictate what we all may do and think akin to what an ancient Greek philosopher saw as Benevolent Despotism. For our own good as determined by the Guardians with their taxpayer funded salaries and pensions. This confession reminded me a great deal of Achibugi also seeing harnessing public opinion as the mechanism to getting to the Global Commonwealth of Citizens we met in the last post:

“the more we learn about how to respond to and understand the public, the more we also increase the potential to influence, change, and even manipulate public opinion. In the electronic republic, political manipulation is the other side of the coin of effective political persuasion. What looks like manipulative propaganda to one, invariably is seen as an honest educational effort to another.”

Well, honest if the purpose of education is the chimera of ‘human flourishing for all’ brought to us by Rulers who see people as a biddable branch of government in a new vision of what the future might be. Before I close this post with a quote Grossman used from the Dean of Columbia’s School of Journalism, that deserves a statue in the Hubris Hall of Fame, I want to remind everyone that in 2010 UNESCO began using the term ‘media education’ as two prongs of a single means to get to its hoped-for Marxist Humanist global future. http://www.invisibleserfscollar.com/decreeing-the-interdependence-of-environment-economy-society-and-cultural-diversity-in-the-21st/ They said it and wrote it and we do get to take insiders at their word on what they are up to when they declare nefarious intentions.

Now imagine these words not just from a Journalism Dean but from politicians, think tank heads, education administrators, and university professors, just to name a few:

“This is the age of media power. We set the agenda. We are the carriers of the culture and its values…We are the brokers of information and ideas. Our decisions, our news judgments tell the people who they are, what they are doing, what’s important and what they need to know.”

Arrogant, yes, but 100% consistent with the real K-12 education ‘experience’ we are encountering. The vision that would be necessary to achieve these declared goals as well as the radical global democracy vision. Plus all those references to being governed and ruled and sovereignty no longer being in the individual.

Those Aims or Goals all fit with the actual Common Core implementation described in detail in the book and the purposes, visions, and methods we encounter daily and weekly now on this blog.

We can fight this, but not while we remain unaware or unwilling to stare down what we are indisputedly dealing with in our schools and universities and virtually everywhere else when we look hard.



Banishing Any Distinction Between Academic, Technical, and Life/Employability Skills: Active Deceit Everywhere

Think of me today as holding a microphone breathlessly informing everyone that I am reporting live from investigating a pot of water that is already at a simmer and it’s big enough to hold each of us. The pot has been designed to slowly come to a full rolling boil gradually so we will not notice what is happening in time. More likely, we will notice what is happening and misattribute what is causing it. Calling for more of the poison that is actually already destroying us from within while advocates holler “it’s political fragmentation and income inequality. More planning. More government programs. Integrate them all now” just as this April 4, 2012 letter from HHS, Education, and the federal Department of Labor called for. http://www2.ed.gov/about/offices/list/ovae/ten-attachment.pdf

But  we are neither frogs nor lobsters and we get to use our still existing Axemaker Minds to cut through the stories we have been deceitfully, or erroneously, fed and get out of that pot. I thought I knew so much about where Common Core was really going because of accurately discerning the essence of how performance standards [they are behavioral criteria] really worked and that Career Pathways would require a politically directed economy. I was right, but Georgia was piloting something else that is central to this story of our intended future. Then in 2006, the National Governors Association formally climbed aboard as well. It’s why it needed a vehicle like the Common Core to remake academic standards and why high school had to be reformed.

“Workforce intermediaries” (grounded in a 2003 conference in NYC funded by the Casey, Rockefeller, and Ford Foundations) and “sector strategies” are the search terms you will need to pull up the plans for your own state or locality. I have downloaded many of them in the last several days. Enough to recognize what terrible jeopardy we were all in even before the WIOA, the Workforce Innovation and Opportunity Act, locked this all thoroughly into place about a month ago. There are lots of NGA documents on this, but http://www.capitalareawdb.com/wp-content/uploads/2013/01/State-Sector-Strategies-Coming-of-Age-Implications-for-State-Workforce-Policymakers.pdf is the most helpful since it shows high schools on the cover as an integral part of this redo.

Sector strategies involve politicians, public employees, community organizing groups in many cases allied formally with Saul Alinsky’s IAF, colleges and universities, working with established businesses and hopefully getting all involved in comparable areas (like restaurants or construction) to work together to create pathways to good jobs for low income, formerly in prison, non-English speakers, etc. Everyone is bound in other words, but some of us merely finance, while K-12 extinguishes our children’s actual knowledge. Others are the intended beneficiaries of a track to a ‘good job.’ As this recent ACT report on building a National Workforce Skills Credentialing system put it    http://www.act.org/research/policymakers/pdf/BreakingNewGround.pdf , most private businesses, even small ones, will become subject to even more regulation as this belief that the private sector exists primarily to provide good jobs and training and tax revenue becomes pervasive.

The recent Aspen Institute book Connecting People to Work highlights SkillWorks as the long time Boston workforce intermediary. What that book did not point out, but I am, is that the Massachusetts DoED in 2013 redefined College and Career Readiness to get Massachusetts school districts on board with this Sector Strategies economic development planning that is now geared around Workplace Readiness. The BESA wanted to make sure the Connecting Activities would be used in the state’s academic and comprehensive high schools although parents probably will not get an accurate description for the shift. Academic proficiency is officially no longer enough in Massachusetts. http://www.doe.mass.edu/ccr/news/2014/0107Integration.pdf is the official powerpoint.

The ultimate goal in each domain is ‘competency attainment,’ that would be in the Flyv social science sense of intuitive, non-analytical behavior we have been tracking for several posts. As we can see, personal/social development is as important as academic and academic is no longer about book knowledge. Now I am going to pivot to the other huge watershed event we are being lied to about that affects how the Common Core should be seen.  I happen to know that Massachusetts, Colorado, Kansas, Minnesota, and Oregon were picked by the feds to pilot the integration of CTE-Career and Technical Education into State and Local Career Pathways systems. Needless to say, this will blend nicely with Sector Strategies for economic development. No one seems to be dwelling on what will happen when the federal spigot of grants runs out and everyone has become a dependent and hardly anyone knows anything accurate or marketable, but here we are. By the way, CCSSO, the other formal sponsor of the Common Core is also involved with this integration.

It turns out you see, that apart from the Common Core we keep hearing about, there is another ‘state-led initiative created with business and industry representatives’ effort on a similar time frame to create a Common Career Technical Core that will govern ALL programs of secondary study. ALL means all and this parallel effort involves far  more than we might suspect. You know how we keep hearing mentions of ‘rigorous’ academics, well it is what is left after CCTC governs all programs of study under its Ten Components. This is why states formally rejecting CCSS nevertheless retain performance standards to keep the money from Perkins in DoED and the Department of Labor.  http://cte.dpi.wi.gov/files/cte/pdf/tencomponents.pdf shows the framework from Wisconsin, a state with a long history with Industry Partnerships and Sector Strategies.

So the feds, whatever state legislative committees may decide by majority vote or consensus to the contrary, have decreed that states are to have Career Pathways and combine “both academic/basic education content and CTE/skills training.” The combo of CCSS and CCTC makes this marriage easier to accomplish and easier to hide. In May 2014 the federal DoED rolled out its Employability Skills Framework that puts personal qualities, once again, front and center of future education in communities [hence all the hyping of local] and the states. All of the related ingredients I have been describing will of course be omitted lest we climb out of the simmering pot in time.

We are nowhere close to covering all I have read on these topics in the last week. I am merely building an outline to allow each of us to know what is intended and how the so-called Common Core fits into the deceit. It explains why the Chambers of Commerce, radical groups intent on political and social transformation, and legislators and governors of both parties are so tied to these ideas of national standards whatever the uproar. When I wrote my book, I explained that Competency never goes away because it fits the polytech vision of John Dewey. Now we know it fits with the new Workforce Readiness for all purpose of all K-12 education.

Another aspect that never goes away in the actual implementation materials is 21st Century Skills. I explained that with illustrations that remain 100% right on the money of intentions because they fit with the CTE focus on experiential and real world applications. It’s why those phrases keep recurring now through the relevance command. There are two P21 papers I did not have when I wrote the book that really lock in this marriage of CTE for All Students and how it comes full force to the unsuspecting suburbs. The first is from 2006 and has the long revealing title: ” Are They Really Ready to Work?   Employers Perspectives on the Basic Knowledge and Applied Skills of the New Entrants to the 21st Century Workforce.”

That well-connected report tells us that “the education and business communities must agree that applied skills integrated with core academic subjects are the ‘design specs’ for creating an education system that will prepare our high school and college graduates to succeed in the modern workplace and community life.” P21 did leave out the part about that workplace being reimagined via Sector Strategies and the community life being grounded in required consensus and shared understandings, but that would be how all these actual pieces fit together. “Business leaders must take an active role in outlining the kinds of skills we need from our employees” and the “business community must speak with one voice.” Lots of authoritarianism as we can see sprinkled consistently through this vision of our future.

What is hugely important about that report beyond the tells of attitude for anyone not with the collectivist program is the cite of New Tech High School in California and its project-based learning as an example of the kind of skills incorporated into academics desired. New Tech is now a network of high schools operating in many states and its flagship, High Tech High, is the poster child of both the federally-sponsored League of Innovative Schools and the Hewlett Foundation-sponsored Deeper Learning frameworks. Project-based learning and problem-based learning is how the CTE model comes quietly into the suburbs.

The second report from P21 is the 2010 “Up to the Challenge: The Role of Career and Technical Education and 21st Century Skills in College and Career Readiness.” It does not just call for breaking “down silos among academic, CTE and 21st century initiatives, programs, and teachers” as we now know the feds are pursuing in earnest. The creator of P21, Ken Kay, has since moved on to form EdLeader 21 (has its own tag as I have followed for a while) . EdLeader 21 is a consortium of large suburban school districts in or around metro areas, especially in the South. All of the district supers I have ever looked into involved with this group are what I classify as Gypsy Supers. Each school district they get an administrative job in transitions to ever more radicalized versions of John Dewey’s vision for education.

That’s how CTE comes to Atlanta, Charlotte, Greenville, Raleigh, the DC area, and other districts who have joined. Since no one employed by state or federal agencies or advising school districts shows any inclination of explaining all these vital, demonstrable facts to any of us in time to escape from the pot,

I just have.

**As usual, where I have given dates and titles of reports here and other specific references but no links, I am trying to ensure that particularly dramatic revelations do not get taken down before most of you get a chance to read this post. There is sufficient info provided to make searching easy for anyone who just loves to doublecheck me.

Building the Sentiment, Forging the Real Feeling that Goes Deep: Rigor does Not Mean What You Think

Do you believe in coincidences? Of course they happen, but not about some things, especially when little known professors are suddenly brought back to be the quote of the day in a daily education newsletter. The day after the last post where I mentioned the 1948 push for a World Constitution at meetings held at the University of Chicago, the EdTech SmartBrief cited ‘Italian Writer Giuseppe Antonio Borgese’ for an inspiring vision about Change not only being possible, but necessary. How apropos when fundamental change is the daily meme. Borgese of course is more than an Italian writer. He was one of the prime participants in those meetings, a prof there, and the draftsman. He also wrote the 1953 book Foundations of the World Republic laying out the vision.

You don’t really think I grasp how all this fits just from Abstracts or the Cliff Notes versions, do you? No, I had read that book and get the connection to ed. So does someone apparently at Smart Brief and they are fully aware of the pertinence of today’s K-12 juggernaut of changes too. Few terms though come up more often these days or are used so consistently to mislead parents and taxpayers  on the true nature of the intended changes as ‘rigor.’ There’s a reason education consultant, Willard Daggett, with a ridiculously lucrative national professional development business (for someone who used to be in Vo-Tech. I have a few of those mediocre textbooks) says that “relevance makes rigor possible.” Rigor is always grounded in emotion and personal experiences.

When a District Super tells concerned parents that Rigor is about higher standards and provides the metaphor that you cannot turn up the temperature suddenly on an oven from 350 to 550 without burning the turkey and leaving it frozen on the inside, I think that explanation deserves a Pinocchio award. That example of rigor may make parents feel better about upcoming higher than average failure rates on the new state Common Core math assessments, but it does not accurately reflect the nature of the problem. Rigor is about what a student feels, perceives, and does when there is no single correct answer or there are insufficient facts stated to reach a definitive conclusion or the asked about material has never been taught. It provides superb behavioral science data on likely future actions and it primes students to be willing to act in the face of uncertainty. Just what people with visions of transforming and then redesigning societies and societies around Big Data need from a compliant, malleable citizenry.

Facing History and Ourselves, which we met again in the last post, keeps being cited as the perfect example of a curriculum offering ‘rigorous engagement’ and ‘deeper learning.’ Deeper Learning is being trumpeted, formally assessed, and funded generously as the cornerstone of the Common Core and the OECD’s global vision for education by the Hewlett Foundation. Building on the previous post’s revelations and the return of Life Adjustment before that, why is FHAO so crucial for an international bureaucracy pushing for fundamental transformations in the economy, society, and political structures and institutions? Let’s look.

http://trustnet.learningtrust.co.uk/partners/Community%20Cohesion/Case%20Study_Facing_History_and_Ourselves_at_Skinners.pdf advocates that teaching materials force students (their bolding) through the process of Text to Self (this reminds me of a time when… so that personal experiences become involved), Text to Text (building those links to previous school activities or discussions and the concepts involved so that a predictable mental web is being woven by schoolwork), and Text to World (students connect the ideas to things happening in the world today). Did you realize that’s what ‘personalizing learning’ meant? Constantly reenforcing schoolwork to a student’s life experiences and then creating life experiences in school and elsewhere to reenforce the desired concepts and attitudes? As the link says, FHAO allows students to have Mindsets that allow “better questioning of the world and what goes on it. But most importantly, students become more engaged in their own communities and apply the knowledge they learn to their own lives.” (my bolding this time).

Knowledge grounded again more in emotions and instincts than facts, but all the more likely to compel future action for that very reason. Remember Harlan Cleveland from my book? Well, about 10 years before his 80s vision I explain there he did a report in 1976 for UN Leaders meeting in Philadelphia. It laid out his vision on what the significance of the US Bicentennial was for the future. He saw it as igniting the Next Great World Movement: the Global Fairness Revolution. Like the odd sudden citing this week of Borgese, these visions do not go away. They simply keep looking for new sales jobs to have education finally bring them to fruition. That’s precisely what FHAO and PBS intended to do when they created Choosing to Participate to be used as part of what it would mean to be Literate under the Common Core. http://web.uri.edu/nonviolence/files/ChoosingToParticipate.pdf

When the “challenge for educators” now is announced to be creating “settings that can help young people develop as thoughtful, caring, compassionate, and responsible citizens,” the vision of citizenry is to be Change Agents for Transformation. That is also blatantly a view of education that is primarily focused on Psychosocial Development, not knowledge as academic content. Students are to be deliberately primed, at a deep level, to be unwilling to accept the world as it now exists. They are also to be intentionally manipulated to misperceive the current nature of that world. Ignorance and grievance may be one of the most volatile combinations in the universe. Unlike nitroglycerin though, these Students with carefully cultivated and shaped Mindsets and emotional Push Buttons will not have warning labels. Not yet anyway. I am working on that one.

FHAO does not mince words when it states its intention to have Choosing to Participate:

“be a catalyst for conversation about how we treat each other, how we should live together, and what our choices mean. The key challenge is to think deeply [emotions again!] about what democracy really means, and what it asks of each of us. Democracy is a fragile enterprise and can only remain vital through the active, thoughtful, and responsible participation of its people. Education for citizenship means encouraging each of us to recognize that our participation matters.”

Jumping to the punch line, FHAO intentionally uses the horrors of the Holocaust and Legal Segregation by race in the US to justify a belief that economic, redistributive, justice, if desired by a majority of current voters, is a perfectly legitimate demand binding everyone. Resistance then becomes akin to the racism that surrounded the Little Rock 9 trying to integrate Arkansas schools in the 50s. FHAO is the perfect accompaniment to the communitarian focus we have already located in the required Positive School Climate for all K-12 schools and lurking oddly in the definition of what it means to be Career Ready under the Common Core. FHAO early on specifically instructs students:

“communities are not built of friends, or groups of friends, or of people with similar styles and tastes, or even of people who like and understand each other. They are built of people who feel they are part of something that is bigger than themselves: a shared goal or enterprise [hence all the hype on collaboration now]…To build a community requires only the ability to see value in others; to look at them and see a potential partner in one’s enterprise…community can also be defined in terms of a ‘universe of obligation’–a group of individuals or groups ‘toward whom obligations are owed, to whom rules apply, and whose injuries call for amends.”

Amends are owed. I am going to end with that quote because clearly this intention is where we should put all these sudden mentions of allegations of White Privilege and conferences centered around preparing teachers to make that and race generally a focus of the K-12 curriculum. Everybody seems to like trilogies so this post is the Human Rights Trilogy’s second part.

I want to come back with considering the implications of targeting values, attitudes, and beliefs about how societies and economies should be structured as just another antiquated area that can, and should be, legitimately targeted by K-12 for change. Comparable in the minds of many educators and certainly the FHAO curriculum to the shifts rightfully needed previously to move beyond legal segregation.

We are going to continue to confront history all right. Especially the implications of requiring that students “prove their humanity” in ways to be mandated by political authority.

Should students be taught that “Built into each individual’s experience must be an occasion for giving, a task of humanity, an act of sharing and sacrifice”?

Is that really Student Achievement? Growth? Should taxpayer-funded education administrators and profs really be making these decisions in a free society?

Or is the disputed nature of freedom itself in the 21st Century the real question?

Echoes from the Past: Preparing the Ground for Social Engineers Requires Malleable Human Material

The rather graphic quote in the title of the last post is so useful because it was so upfront about the intention to condition students via education to act in disregard of their natural instincts. Today’s title is from the lead-in to a book chapter called “Education in the Service of Conditioning” from a 1971 book called The New Totalitarians by UK writer Roland Huntford. It is a book specifically on Sweden and how Huntford saw Sweden as embodying the vision laid out by Aldous Huxley in his classic book Brave New World. A place where politicians and bureaucrats used their power over media and education to “induce the requisite change in mentality, so that physical compulsion is superfluous.”

It has always bothered me how often education in Sweden comes up in the story of Radical Ed Reform in other countries. For example, it was where Benjamin Bloom and UNESCO chose to put the summer institutes that started in 1971 to shift countries all over the world towards outcomes-based education. When I researched the creation of the PISA assessment by the OECD in the 90s and what Competency really means as I wrote my book, I learned the OECD already regarded Sweden as being where it wanted PISA to drive other countries towards. When I tracked Paul Ehrlich’s work in education it pushed me towards the Scandinavian model and the UN’s World Happiness Report created in 2012 has the same effect. Recently there was a mention of new charter schools in NYC grounded specifically in the Swedish model. Can you say omnipresent, given what is in fact a small country?

Huntford laid out the reasons he said “of all people it is the Swedes who have come closest to the state of affairs” described by Huxley in the Foreword of his book of the “really efficient totalitarian state would be the one in which the all-powerful executive of political bosses and their army of managers control a population of slaves who do not have to be coerced, because they love their servitude.” We are not there yet in the West, but what I have read and listened to make it quite clear we are dealing with a conscious effort to create an electoral majority of people who do feel that way so they can then bind everyone else to the declared consensus.

To appreciate why we are dealing with what is coming in the US and elsewhere via assessments and curriculum and altered instructional practices and massive amounts of intrusive data on unconscious beliefs, feelings, attitudes, and values, let’s go back to Sweden to find out what made it such a fertile ground for education and societal change research. As Huntford pointed out Sweden was the ideal place to study what it takes to make a person servile since “the Swede has never emerged from behind the veil of the group; he is conscious of himself only through some general category, as a member of a people, a clan or a party.” As we saw in the last post, when race and ethnicity and social justice become must provide ‘lenses’ to bring into a Common Core math classroom, we are being compelled to take on the perspective of the aggrieved group, and not the individual, as well.

This is how Huntford began the chapter on education. It remains dangerously pertinent to what we are dealing with today. Since we have trouble getting officials to be honest with us on their true intentions, we will need to rely on the confessions Huntford obtained so long ago. In a 2014 world where a belief in the Common Good and an obligation for the well-being of others is to be nursed via the classroom, let’s go back to a place where the collective mentality is so strong that there were no words in the Swedish language for the concept of the individual without derogatory overtones. There also were not any words for the collective that do not have positive overtones, as in glorifying it. Sweden by 1971 was a place where Swedes were raised to have a “feeling that solidarity is a cardinal virtue.” It was a place where “Swedes are afraid of owning up to an opinion against the consensus” with a widely-held nurtured belief that it is proper to “repress the individual in order to preserve the consensus.”

As the then Swedish Prime Minister (who had once been Minister of Ed), Olof Palme stated in an address to schoolchildren: “You don’t go to school to achieve anything personally, but to learn to function as members of a group.” What Huntford described here as the need of Swedish planners now seems to be the guiding desire behind the US Common Core and what is called Competency and 21st Century Skills everywhere else. Think of it as the new mantra for the wanna-be nomenklatura all over the world:

“For their intended society, the Swedish planners require a type of person that, thinking collectively, and suppressing his individuality in favour of the group, is technologically orientated, and socially well adjusted. To this end, the educational system was profoundly altered during the 1950s and 1960s. From imparting knowledge, its aim was changed to that of guiding social behaviour.” Remarkably reminiscent then of what we are seeing as the actual implementation and the focus on social and emotional learning and assessing non-cognitive factors in each student. So let’s go back to the social engineering purposes repeatedly stated by the Swedes for comparable ed reforms.

Teaching practices and textbooks (and for us now obtained via the inherent control possible with digital learning) were all tightly controlled by State officials as a “means of controlling what was put into the minds of the population–and what was kept out.” A passage that Huntford wrote about adult education “study circles” in Sweden also reflects what I am seeing as the vision behind the Fostering Communities of Learners Mandate and the so-called Discourse Classroom:

“Participants are taught that, once a decision has been made, then all further discussion is necessarily at an end and that, whatever their feelings might be, it is their duty to submit to the will of the group.”

Huntford called attention to this intention to deliberately create submissiveness as a “kind of conditioned reflex” that is then evoked whenever needed “by this phrase: The decision has been made in a democratic manner, and accepted by the majority.” One of the speakers I heard last fall describing her version of the future and the fulfillment of King’s Beloved Community at last uttered almost verbatim that same phrase. Coming here and soon, indeed. Just like the now ubiquitous phrase of “Equity and Excellence” as the new vision of K-12 education coming from all levels of governments in the US, the Swedish reforms of the 50s and 60s were sold to the public as a “device to promote egalitarian principles.”

Today’s teachers upset over the extent to which their classroom activities are so scripted can relate to the Swedish desire to deliver instruction “in the form of discussions so guided that the pupils felt that they had themselves arrived at the conclusions.” This method ensures that “conviction was deep” within each student and is frighteningly reminiscent of the Common Core’s steady drumbeat of the now required “deeper learning.”

A university prof wrote an editorial admiring the Swedish ed system in a Stockholm paper where he pointed out precisely what we are seeing with the insistence on “authentic tasks” and relevance of curricula to real world problems. He wrote that in Sweden “we’ve got to concentrate on society today” and relate everything taught to “reality.” He noted the need for schools to produce “people predisposed to change. If they were not, they would be unhappy.” Building up on that same theme of avoiding unhappiness, the prof declared it was “useless to build up individuality, because unless people learned to adapt themselves to society, they would be unhappy.”

Reading such plans via education on malleable minds compelled to attend for years of the most impressionable time in their lives makes me unhappy. So does the intention I am also reading regularly of our now aping the Swedes by constantly pointing “out the necessity of togetherness as the only tenable way of life.”  I could go on providing quotes of comparable intentions and the use of agitprop in both ed and the media so that “slogans fall on fertile ground” and people become primed to vote reliably as desired by the current political class.

Instead I will end with a warning that is pertinent to the current reworking of the nature of educational and social science research generally in the US, using students as guinea pigs in real time. Theory in practice in schools near you, including private and parochial ones.  Education in Sweden then like education virtually everywhere now is being reformed with the goal as “not the advancement of knowledge, but the manipulation of society is the highest of aims.”

Therefore we need to remember what Huntford wrote so long ago and why he named his book as he did.

Because when “government and [political] party say that education is to be used to change society, it is no idle chatter.”

Now if we can only widen the circle of those listening in time.