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.

Learning to Walk Naked into the Land of Uncertainty While Calling It Math, Science or Lit Class

Did that get your attention? Mine too. The first part came from a January 2003 article in the Journal of Transformative Education. The latter part is me recognizing from all the Common Core rubrics I have seen how the same principle makes it to classrooms as higher order cognitive tasks or rigor. This is taken from the body of the National  Council of Teachers of Mathematics (NCTM)’s recent report Principles to Action. Mathematical tasks are “classified as low level when they have little or no ambiguity about what needs to be done.” So those word problems you remember doing in Algebra that involved using symbols for ratios tied to the real world that taught logic and analytical skills and also might have genuine uses in life as an adult are unacceptable because there is a fixed solution. Beyond the reenforcement of the Axemaker Mind, the traditional type of math problem supposedly does not prepare a student to deal with a world in flux and to act despite uncertainty on the likely consequences.

When humanist psychologist Carl Rogers shifted his focus “from psychotherapy with individuals [and writing books as we have seen with Abraham Maslow and the NEA] to transformation in larger social systems,” he decided that large group work would be a fine way to go about “changing hearts and changing consciousness” in order to get to the desired Person of Tomorrow.  http://insightu.net/content/library/journals/jtevol01no01january200364-79.pdf Since the Quartet of planned Transformations we just finished to supposedly create Climate-Resilient Pathways in advance fit so well with the “deep change is different from incremental change in that it requires new ways of thinking and behaving…Making a deep change requires walking naked into the land of uncertainty” theme, I thought it would make a fine way to illustrate the targeting of the inner mental models and value systems of the student in classes that still have subject names.

Back to NCTM’s P to A again as they like to shorthand it where, speaking of using large groups to provide a mind altering herd effect per Rogers, teachers are to “establish an equitable environment that engages all students in the collective work of understanding mathematics.” As Rogers foresaw “person-centered group processes” are a good place to acquaint individuals “with the urgent societal need for people to voluntarily make personal sacrifice for the common good.” The group becomes a place to reject the West’s conception of “the individual as a separate, conscious agent disappears into the service of the interconnected whole. The African concept of umbuntu (“I become me through you and you become you through me”) is an example of such a connected worldview.” Since we have already tied down that those Career Ready and Positive School Climate edicts lead straight to cites of expected communitarianism, we might as well add an African name for what will be expected of students to show the desired proper attitude of change and inclusion.

Again from P to A “students are actively involved in learning that involves productive struggle with mathematical ideas leading to a disposition of perseverance in problem solving.” Such struggle, perseverance, and Grit is far  less embarrassing for most of us than walking around in our birthday suit, but every bit as deliberately intended to cultivate a mindset to act in the face of uncertainty and “tolerating ambiguity.” You see, it’s not just teachers, Principals, and those Gypsy Supers who are being primed to be Transformational Change Agents. NCTM one more time–” mathematical tasks are viewed as placing high-level cognitive demands on students when they allow students to engage in active inquiry and exploration or encourages students to use procedures in ways that are meaningfully connected to concepts or understanding.”

http://www.nextgenscience.org/sites/ngss/files/EQuIP%20Rubric%20for%20Science%20%26%20Response%20Form_Finalv1.pdf is the new eval that tells us when there is meaningful connection going on so that a lesson includes “the blending of practices [behaviors], disciplinary core ideas, and crosscutting concepts” to create “three-dimensional learning to make sense of phenomena or design solutions.” That instructional materials eval was for the Common Core Science Standards, but the same three dimensional concept is in the comparable rubrics for ELA and Math. Not only does that account for the second part of this post’s title, but the required 3 dimensions are targeting the student’s inner mental models of reality in precisely the way the cybernetic theory of control over human behavior laid out. Gold stars to all readers who read 3 dimensions and gasped: “but that’s Piotr Galperin’s image [provided by activity in a physical context], associations [those cross cutting concepts], and overall core understandings.”

NCTM also just loves the idea of concepts to guide perception of reality. In fact, they have also figured out a way to make math class a place to ignite the burning passion for transformation in the social, economic, and political spheres too. P to A insists “mathematics educators must be pushed to grapple with the complexity and particularities of race, marginalized status, and differential treatment by providing a lens for examining social, institutional, and structural inequities that contribute to differentials in the opportunities to learn mathematics.” Not to worry though, the teacher will be provided with an accurate understanding of history and economics to use in explaining the causes of such inequities to the students. Christopher Columbus started it.

Sorry, but turning math class into a medium for theorizing about social justice as a group process to reach consensus reminds me again of that Rogers’ article talking about “members of the group suspend their assumptions and judgements to become empathically attuned to others in the group as equally unique and sovereign coparticipants in the same larger community.” No. No. No. Particularly when the article went on to describe the mind altering and compliance enforcement potential of such conscious communities or integral groups and praised the belief that members will undergo deep change as a result of their willingness “to go along with it–not because they are conforming but because they believe that their individuated aims and the community’s aims are one.” Remember it’s not just math or Lit class. To be an Effective Principal under ASCD guidelines is to be pushing the Fostering Communities of Learners and Whole Child visions.

Notice that the Rogers article quoted the creator of the term ‘Excellence’ in education, Mihaly Csiksentmihalyi, who we just keep running into. In all the Professional Development for the Common Core using Csik’s flow concepts though, no one has ever mentioned that the altered consciousness sought in teachers and students is “like being on some mind altering drug without the chemicals.” Sure does explain the giddiness of the administrators afterwards though on the utter joy from using the techniques in classrooms. Gets you to that same place again in altering consciousness then with all your clothes still on. Thank goodness.

The NCTM vision of mathematics education “that works for all students” where students may work on “problems that take hours, days or even weeks to solve–mirroring the world for which we are preparing them” really does sound like math class to change how the world is perceived. The hyping of “digital tools that allow teachers to take learning much deeper” sets up the vision we just keep coming across to let programmed virtual reality be the preferred substitute now for the real world. Students come to see “math as a useful tool in understanding the world in which students live,” with nothing to tip them off that false perceptions are being deliberately cultivated to drive the belief in the need for fundamental transformational changes.

Digital learning for all gets mandated to supposedly drive equity and then those “available tools and technology help teachers and students concretize and visualize [Galperin's Image again] mathematical abstractions.” Suddenly a discipline created to provide a symbolic system to reliably and unambiguously describe, and abstractly manipulate, actual reality in ways that created the civilizational progress we take for granted becomes a conceptual tool for misperceiving reality in politically useful ways.

At least if you have fundamental transformations on your mind.

Like Rogers, NCTM, and most of the central office employees in your local school district.

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

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

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

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

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

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

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

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

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

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

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

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

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

Quality Education Shapes What Will Be Valued and Provides Unifying Concepts to Guide Political Consciousness

Now that we know that there is a deliberate global coordination to redesign the very nature of school curricula, I thought it would be helpful to understand what these various entities and institutions believe constitutes ‘knowledge’ in the 21st century. After all creating a ‘Knowledge Society’ has been the UN’s euphemism for their intended economic, social, and political transformation since at least 2005. (Explained in the conclusion of the book so I am merely adding now to what is there.) In 2013 UNESCO created a report called Renewing the Knowledge Societies Vision for Peace and Sustainable Development by Professors Robin Mansell and Gaetan Tremblay. We will be using the definitions usefully laid out in that report.

We might be tempted to equate knowledge with facts, but that would be an erroneous translation of what is to be meant by the word now. “Information and knowledge are not the same because knowledge requires interpretation by human beings.” Now if there was a Cliff Notes Guide to all these plans of transformation, it would now say in bold print that phrases like “quality education,” “teaching and learning” that we have now retranslated into the original obuchenie from the psych theories, and “competency” among others are ALL about deliberately guiding that likely interpretation. Why? This editorial from a UK paper a few days ago provides the answer. http://www.theguardian.com/sustainable-business/behavioural-insights/2014/feb/14/seven-dimensions-action-climate-change . It wants not a set of disparate facts, but a “more energising set of associations” that create a “political consciousness” that will then act predictably in response to raised issues. How? Because each person will “connect with the deep roots of the problem.” Deep Learning in other words.

So with education and the media working in tandem planners and politicians hoping for radical change can create, and then manipulate, that deliberately cultivated mindset. That worldview. Those perceptual lenses. Why? Because the knowledge societies intend to push for “new forms of political deliberation, representation and decision making” and to make that seem like a matter of individual choice in a democracy when it actually could not be more planned. As the report mentions “what is valued in tomorrow’s knowledge societies will be shaped by the strategies and actions towards information, communication and education that are taken in the near term.”

Given that recognition by people pushing for radical transformation it really should bother us that in September 2013 there was a first ever international conference in Sakhalin, Russia organized by UNESCO on “Internet and Socio-Cultural Transformations in Information Society.” Most of the discussed documents remain in Russian, but an English translation of what the participants agreed upon said that ICT should be “embraced” by the knowledge societies “as an essential but not sufficient component of converging the nano, biological, information and cognitive sciences and technologies.” It even assigned an acronym for that merger–NBIC. The participants agreed that “the Internet creates a basic environment for the socialization of future generations, changing their values and ways of thinking.”

Now if that reminds anyone else of Paul Ehrlich’s decades old push for New Minds or what I have described as the official Statist desire to eliminate Axemaker Minds, let me continue to quote from what these advocates of ICT use in education readily acknowledge:

* Logocentric, narrative ways of thinking is losing its dominance, getting supplemented and partly replaced by ‘clip’ mentality characterized by a lower degree of logical connectivity, criticality and consistency.

*Consciousness immersed in cyberspace largely loses the ability for supra-situational activities and long-term planning. As a result traditional models of intellect-enabled basic processes of social control are defied.”

Instead, of Run as Fast as We Can away from such pernicious personal consequences, we get open embrace and advocacy. Apparently the loss of reason and an ability to think well is useful to the planners and funders (like the foundations financing so much of this) of these knowledge societies. Maybe it’s because such Manipulated Minds are thought to be useful for the hoped for sustainable development. After all one of the Earth Charter International Recommendations Outcome Documents from 2012 openly declared that the Just Transition hoped for would require “a shared vision of ethical and spiritual values that inspires and guides cooperative action for change. Shared values awaken a sense of common purpose and build community spirit.” Reading manipulative language like that from people who are lying to us about what they are really up to always makes me want to chuckle with the irony of it all.

Won’t work, never has. The only question is how much destruction of individual minds and personalities will continue to occur before enough people begin to grasp the true causes. With this kind of deliberate mind arson I suppose the hope is to keep an electoral majority mindless and manipulated with these politically useful values. Well, values is not all we get along with the taxpayer bill for all these machinations.  We are also to get Competencies says the 2013 report to “empower people to make changes in their lives.” How thrilling. And you wonder why I developed the metaphor of the Invisible Serf’s Collar to describe what education is being used to do.

The UN hoped-to-be Overlords and their agents like politicians and profs and accreditors and school district supers all believe we also need “information and media literacies.” These “need to encompass conceptual competencies such as critical thinking, innovative approaches to problem solving; practical competencies for navigating in media and information environments; and competencies such as social networking, digital citizenship and cross-cultural interaction skills.” No wonder one of the leading advocates for this global ed vision, Marc Tucker, used the metaphor “On the Shoulders of Giants” to obscure that there will be no such further building on or transmitting the great cultural knowledge developed over centuries.

Again the Sakhalin participants also mentioned that it was “against this background [the deficits ICT and the Internet are actually promoting quoted above] that the promotion of competencies (skills, knowledge, and attitudes), united by the term ‘media and information literacy’ (MIL) gains importance. MIL ensures responsible safe and critical use of networks for free access, production and exchange of information necessary for living and receiving quality education, as well as for scientific progress.” Now since the next sentence talks about “contemporary socio-cultural processes,” the scientific progress is in Marx’s view of societies inexorably evolving towards communism based on levels of technology. It’s not a Newton dropping his apple to discover gravity view of what is science.

I want to end with another extended quote from the 2013 report because it is so telling about how important to the planners of transformation it is to create predictably guided perceptions at the level of each individual. It is why the nature of the curricula, the classroom, the teaching practices, and what the student is to be doing ALL had to change. My bolding.

“Knowledge is a more complex concept than information. It cannot be reduced to the mere addition of unrelated information elements. Knowledge is a concept that implies meaning, organization and structure. It refers to articulated sets of meaningful observations, analyses, and interpretations that are developed over time (a/k/a a learning progression for those who have read my book) and available for each generation to be discussed and criticized. Access to knowledge implies not only access to technical devices and to stocks of information, but also involvement in learning processes. There is no knowledge without learning.”

So we are to get deliberately created Mindlessness because of the digital learning push as Quality Education globally. What mind is left gets deliberately organized and structured to perceive relationships wherever planners believe it will be politically useful. And why again?

For purposes of the need to drive action for transformative change or not to rise up in time and combat those who are acting.

Oh. My. Word. No wonder the nature of knowledge had to be redefined for such a vision.

Change Perception, Change Behavior, Change Rules, Change Systems–the Real Common Core/Teacher Coercion Story

Today’s post reenforces my consistent point that what is going on in education ‘reforms’ at all levels is not about the how and what of getting as many students as possible as knowledgeable and able as possible. What most of us view as the historic role of schools. Even something as fundamental as the new teacher evaluations and measures of what constitutes student ‘achievement’ or ‘growth’ are actually bound up in the broader social, economic, and political transformation agenda. And once again the aim is not limited to the US or Canada or the UK or Australia. It truly is global in aim as this short video called ‘Purpose’ show us. http://www.purpose.com/

Now the first part of the title comes from that circle chart at the 1:21 mark that the way to achieve this comprehensive vision of global transformation is to Change Perception which causes Individual Behaviors to Change, hopefully along the preselected pathways. That in turn allows Changes in the governing Rules (either explicitly or as we saw with Harold Berman through the concept of evolving law that shifts with needs and new contexts). Finally, all of these shifts over a majority of voters results in a Change in the economic, social, and political Systems.

We could also call that chart a Graphic Organizer illustrating how to accomplish Dialectical Materialism in the real world. Now I still find that to be an off-putting phrase and just using the initials might not alert my readers to what I mean. I am also darn sure we are going to keep needing to refer to this Theory with an Infamous Past so I hereby rechristen it DiaMat for short. Why am I so sure this theory will need a nickname to allow for easy use?

Because I believe that the new teacher evaluations and professional development standards, and even the new definition of professional learning that is coming out of Kentucky, are all about getting DiaMat into everyday practice in our schools and classrooms. DiaMat in the teachers’ daily instructional practices of course allows that Obuchenie mindset to be developed in the students. Then the new alternative assessments being administered by Pearson, even in states like Texas that are not adopters of the Common Core, get to measure whether the desired changes in perception are occurring.

If we look at the inner core of that circle chart, we see Perception changes through new Story Telling, which of course is most vividly accomplished by ditching textbooks and making virtual reality Gaming and Cyberlearning the new focus of the classroom (under the motto that it keeps students engaged and thus keeps them from dropping out). Next, at the inner core under Change Behavior we find ‘Motivator,’ which is precisely what the League of Innovative Schools and the federally promoted Digital Promise hope to use technology in the classroom to determine. Under Change Rules, we find ‘Mobilizer,’ which I believe is a euphemism for the better known–’community organizer.’ Finally, under Change Systems, we find ‘Platform Builder.’ Like Peter Senge promoting systems thinking or Mark Greenberg pushing positive psychology on schools or Angela Duckworth on Grit and Tenacity as examples in education? Or to take it up a notch, we have Harry Boyte and his concept of the cooperative commonwealth or Gar Alperowitz and his Democracy Collaborative or King’s Beloved Community as only being satisfied via economic democracy.

The point of just those few examples is that the world itself and all the individuals in it may not be interdependent, but the idea behind radical ed reform and the transformation visions that accompany it certainly are. My book and this blog are dedicated to trying to sound the alarm of these connections in time. You may not have read Imagine Living in a Socialist USA that came out about two weeks ago from HarperCollins Publishing, but I have. It is a historically and economically illiterate vision with a devastating conclusion of what a Thanksgiving 2077 could be like in the transformed US. In the middle is an essay from Bill Ayers of Weathermen and “Just another guy in the neighborhood” fame laying out the associated ed vision. Ayers calls it “Teach Freedom!” but the Common Core calls it student-centered deep learning of the desired concepts with application to real world problems. DiaMat again.

Remember how we discovered that the omnipresent around the classroom implementation dual phrase “teaching and learning” was an inexact stealth attempt to bring in the Russian psychology and political theory of obuchenie to alter the student’s perception? Well, we did not dwell on it then but it is the teacher’s perception that is also  under active attack. The students are not the only ones to be asked to Ascend from the Abstract to the Concrete based on preassigned concepts to be understood as desired and acted upon. Teachers must shift too. Think of it as forcing everyone to become a change agent or to find a new job or career.

That’s what the new classroom observations and teacher evaluations are all about according to the developers of the Common Core standards themselves, Student Achievement Partners. Well, they did not mention obuchenie or Ilyenkov’s Ascending theory but they are intimately tied to the new definition of student achievement and how to end educational inequality. You see? This is why radical schemers are so hostile to us having our own personal store of accurate facts about the past. We go beyond the assigned story and interject our own conceptual understandings based on a pertinent solid foundation. Naughty me! Seriously in November 2013 TNTP (yes it is the entity Michelle Rhee started) released an Issue Analysis Report co-developed with Student Achievement Partners called “Fixing Classroom Observations: How Common Core Will Change the Way We Look at Teaching.”

That report itself says that “the implementation of improved teacher evaluation systems in a growing number of states and school districts, and the introduction of Common Core State Standards across the country” are “inextricably linked by their shared goal: better instruction for students.” Once again so much for the talking point about Common Core NOT being about how to teach the content. It is ALL about how to teach the content and in fact greatly limits what the content may be. Common Core and TNTP together ( they are distinct only to minimize the previous public outcries that supposedly derailed outcomes based education) are all about obuchenie instruction. On the circle graph we talked about above it is a certain type of instruction that changes perception so that behavior itself changes. Then the DiaMat process that should result in transformed systems can begin in earnest.

DiaMat is why the TNTP report stresses the need to teach the “right content.” Interpolating again, I believe that means content that will shift perception in politically powerful ways so that “students are learning what they should be learning.” Learning remember has been redefined as a change in values, attitudes, beliefs, feelings, or behaviors. That redefinition then fits well within the Purpose Chart for Change. If you really believe that outcomes-based education went away instead of morphing into new names and a different PR strategy, look at page 6 of that TNTP report under “student outcomes” (the italics are in original) about “Rubrics should draw a clear distinction between the  outcomes teachers are responsible for producing in a successful lesson and the strategies that can help them achieve those outcomes.”

Because I really am trying my best to alert teachers and students and parents in time about what is really going on and where it is all designed to lead, here is one more heads up addressed especially to teachers. It also goes to my certainty that what we are dealing with is in fact obuchenie and DiaMat and that they are integrally interrelated to the actual Common Core implementation and the Competency ultimate fallback. “State Lessons for Transforming Professional Learning” http://learningforward.org/docs/default-source/commoncore/seizing-the-moment.pdf Launched in 2011 from the official CCSSI sponsors and coming from Kentucky, the remainder of the 6 pilot states are Georgia, Illinois, New Hampshire, New Jersey, Utah, and Washington. It will be going national though and it is tied to what TNTP is developing as well. It also ties into the history of what it means to be an effective teacher that I laid out in my book Credentialed to Destroy: How and Why Education Became a Weapon.

It is DiaMat that ultimately weaponizes students and teachers and administrators caught up in this tragic vision. They are being credentialed and coerced to be change agents to transform the world. Meanwhile their educations at the K-12, collegiate, and graduate levels are being systematically stripped of anything accurate that might be an obstacle to a willingness to seek transformation–first at the level of perception, then behavior, then reality itself.

While people like me who have studied history and economics and classical lit and science are jumping up and down and screaming like that silly robot in Lost in Space with his “Danger! Danger!”

This has been a week in Atlanta where the dangers perceptible to anyone paying attention were unrecognized, or disregarded, by too many education decision-makers. Expanding the authority of this sector nationally and globally so that it can ignite transformational systems change will create comparable results to what happened Tuesday.

Nowhere to Go. No Way to Get There. Except this time there will be no innate southern kindnesses to keep us and our loved ones and our resources safe.

Translating the Off-Putting Term Dialectical Materialism and Discovering the Intended Process in ALL Classrooms

And if ALL classrooms, preschool through graduate school, is not sufficiently alarming, how about in ALL students and teachers and professors and administrators? Plus with a little luck, and using active coordination of themes and cultivated beliefs between education and the media, those interested in transformative change in the 21st century hope to spread the mental and emotional contagion to parents and enough voters generally to ignite the change via the ballot box and ALL institutions.

So how does the mouthful phrase ‘dialectical materialism’ fit into this vision? That is something I have struggled with for a couple of years now. I basically got it, but not well enough to translate into a pithy analogy for mass consumption. I suspect much of that is deliberate to prevent alarms from going off recognizing its use to prompt revolutionary cultural change. I knew it was about consciousness and had been coined not by Marx or Engels, but by Joseph Dietzgen. Like them, his revolutionary intentions forced him into exile in the Anglosphere, countries much more accommodating of dissent than Germany or other parts of 19th-century Europe. Instead of London or Manchester, England though, Dietzgen relocated to the Chicago area. But what precisely merited exile by authorities wishing to retain existing political power?

The recent recovery of some lost Nelson Mandela transcripts that quoted him as saying: “to a nationalist fighting oppression, dialectical materialism is like a rifle, bomb or missile. Once I understood the logic of dialectical materialism, I embraced it without hesitation.” I read that and immediately wished someone would concisely explain that logic as I was quite sure it was still lurking in our midst, ready to mount an invisible attack against existing institutions, values, beliefs, and other cultural norms. Last week, my personal project, supposedly unrelated to the blog or book or speaking engagements, was to investigate when the law shifted to being seen as a cultural weapon. Just a matter of personal curiosity so I ordered a book I had seen mentioned, Law and Revolution: The Formation of the Western Legal Tradition. It was published in 1983 by a then Harvard Law Prof, Harold J. Berman.

I was expecting a more straightforward history than what I encountered. I certainly was not expecting to read on the first page of the Preface that “A world ends when its metaphor has died.” Well, that got my attention as nothing is more prevalent now in education ‘reforms’ than the determination to excise factual knowledge of the past or science or human nature and substitute some type of metaphorical belief, usually called a ‘lens,’ as in the new C3 Social Studies Framework or a Generative Metaphor from Donald Schon and Chris Argyris’ Action Science work.

Continuing on in the Introduction, I found a determination to jettison the reverence for the Anglo tradition of the common law, and language about the law being not “a body of rules,” but a “process.” That statement sounded eerily similar to what radical education reformers like Linda Darling-Hammond, or sponsors like CCSSO, are using to describe what the REAL Common Core implementation is about. Not transmitting a body of knowledge anymore, but cultivating desired ‘habits of mind’ and hoped for ‘dispositions’ amenable and primed to act for wholesale social change.

Perhaps because it is a book designed to change the nature of a particular institution-the nature of law, law schools, and the role of the judiciary, Berman’s book is quite graphic about using the word ‘dialectics’ to describe the process of changing values and beliefs in people so it will have an impact on how and whether they act. Those actions in turn can affect the material world and the physical environment, which in turn acts upon those who inhabit it. A dialectical process back and forth involving the material world, but it all starts in consciousness. Mental and emotional beliefs. Dialectical materialism. Change the consciousness of enough people and the world itself and the future can supposedly be changed in predictable ways.

That’s the theory of how to “transform the social and political and economic realities” and it was revolutionary enough in the 19th century to merit exile and, perhaps, prison in certain times and places in the 20th. Now a willingness to push it can get you a lucrative ed doctorate credential intended to secure a six-figure taxpayer paid salary and then pension for life. That is if you cooperate with the right people and force the right theories on unsuspecting schools and students. What a transition that is for an infamous theory!

Dialectical materialism then is the actual theory that underlay outcomes based education and what was really being sought from it. Because it is an off-putting term with a clear history and proponents calling it the equivalent of a cultural “rifle, bomb or missile,” the real name for the theory gets left out. Instead, we get language about Growth Mindsets and not Fixed and Grit, Perseverance and Tenacity to euphemize the actual dialectical mental and emotional change to arrive at the desired synthesis in a person who will act.

This vision of education as dialectical materialism to change the student’s values, beliefs, and dispositions so they will likely act as desired upon the world can be seen as recently as last Friday as Michael Barber and Pearson released a Michael Fullan authored document called A Rich Seam: How New Pedagogies Find Deep Learning. That report also helpfully ties together the actual intended Common Core implementation in the US to what is going on in Canada, Australia, South America, and Europe. A global vision of the kind of perspectives and Worldviews that education is to inculcate for the future.

Everything is designed around experiential learning and getting students ready to act in desired ways. To see the past through so-called present and future needs. It’s not just the students being primed to act in desired ways. I keep hearing reports of teachers being told to stand and chant as a necessary component of new required professional development, while I notice how the leaders of the training just happened to be active in outcomes based education in the 90s. Or a recent story of videos being shown of enthusiastic cheering at various emotional public events like sports. Then the teachers are told that they must stand and cheer exuberantly at every mention of the phrase “Common Core” during the presentation. Does it remind anyone else of Michael Barber’s work with rebellious UK teachers years ago where the mantra was “First, act, then belief comes?”

To me, it is reminiscent of another of William Henry Chamberlin’s observations from his 30s experiences of collectivism that we encountered in the previous post. He noted that “human personality, for instance, may sometimes be dwarfed and standardized under the influence of democracy. But in the totalitarian states it tends to disappear altogether; the individual is simply sunk in the collectivist mass that votes, marches, salutes, cheers with the regularity and precision of an automatic machine.” That term ‘totalitarian’ may seem a bit misplaced when talking of the US or UK or Canada or Australia, but every one of the political and economic and social philosophies Chamberlin was writing about from personal experience was grounded in dialectical materialism. It is the foundational theory behind changing values and beliefs. What varied, then and now, are the particular beliefs that can be deliberately cultivated as useful for transformative change.

It is easy then to see the belief in Catastrophic Manmade Climate Change as one of today’s useful cultivated beliefs as well as the hyping of Inequality and the push for Communitarianism (misleadingly hiding in the definition of Career Ready as well as what will constitute a Positive School Climate). The intense focus on continued racism and sexism in reading selections and classroom discussions provides the same function. Useful beliefs that will likely compel a belief to act to transform the world in predictable ways. Others are more subtle, like the regular complaints over the religion of Islam being portrayed as inherently innocuous in ways that disregard known, provable, potentially dangerous facts. Or the economic misconceptions being deliberately cultivated and then tied to revered figures like Martin Luther King as Democracy Collaborative/Good Society’s Gar Alperovitz did recently. http://sojo.net/magazine/2014/01/beyond-dreamer

We are going to talk next time about how this dialectical vision has become incorporated into the teacher evals for licensure and promotion to ensure compliance. Another dialectical process to ensure actual change in the material world.

Unfortunately all these intentions just cannot shake off the effects of unintended consequences and perverse incentives in that same material world.

The one where we all live and pay taxes to finance these millenarian visions of unrealistic, and nonconsensual, transformations.

 

 

Assessing Deep Knowledge to Monitor Whether Theory is Guiding What Will be Noticed and Observed

Now you can just imagine the popular outcry if the Common Core and its integral 21st Century Skills were being sold as a shift to Abraham Maslow’s Eupsychian education. That would certainly make the current wholesale transformation of the purpose of education and the function of schools and universities much harder to sell. In fact, that overt psychological pitch might even get the attention of a social-climbing PTA President or a politician intent on ever higher elective office. No one but me at the moment is going to describe what is going on now in such explosively impactful terms. But that widespread omission doesn’t mean it’s not still the actual intention.

Professor Daniel Bell, then a professor of Sociology at Harvard, wrote a 1973 book The Coming of Post-Industrial Society: A Venture in Social Forecasting that laid out precisely why people guided by a theoretical understanding of reality was so crucial to any plan for social transformation. Which is precisely what he and others had in mind. The age of the individual and decision-making through free markets was supposedly over and the future was a planned society and decisions through the political process but not really by elected representatives. Bell believed in 1973 precisely what the federal Department of Education’s Equity and Excellence Commission pushed in 2013–that the future political structure would be grounded in “equality of result–by sharing and redistributive policies–rather than equality of opportunity.”

Such a political demand either has to be imposed by brute force, which is another loser PR campaign, or by “being rooted in some powerful ethical system.” That’s why we have Maslow and Rogers in 1962 and Outcomes Based Education in the 80s and 90s and Global Competency and the Whole Child Initiative now all targeting new values. Global values. Humanistic values grounded in popular metaphors like Martin Luther King’s Beloved Community or potential apocalypses like Catastrophic Manmade Climate Change. It’s a rationale for developing what Maslow called the “self-actualizing B-Values” and Bell saw as the “philosophical foundation–a conception of justice as fairness–for a communal society.”  Bell goes on to describe an intention we need to keep in mind to appreciate why a nationally and globally imposed common core of beliefs and values is so sought in 2013:

“In the nature of human consciousness, a scheme of moral equity is the necessary basis for any social order; for legitimacy to exist, power must be justified. In the end it is moral ideas–the conception of what is desirable–that shapes history through human aspirations.”

Bell said the historic “premise of individual freedoms and the satisfaction of private utilities” was crumbling. All of the sought changes over the decades via education and the hyping of first global cooling in the 70s and then later global warming, and now the refusal to take actual temps amid an undisputed increase in Carbon Dioxide into account, all make more sense when you read Bell’s next axiomatic assertion from the 70s: “the political system is now being geared to the realization not of individual ends but of group and communal needs.”

Sounds just like a shift from a profit economy to a needs-based, For Benefit Economy, doesn’t it? Old ideas at social engineering apparently never die. They just get new names, different advocates, and better sales pitches on why they are necessary and must be imposed, something to keep in mind after Friday’s White House Executive Order imposing Climate Change adaptations like it or not. http://www.whitehouse.gov/the-press-office/2013/11/01/executive-order-preparing-united-states-impacts-climate-change .

Now the term Post-Industrial Society is used less now. Usually the UN or the OECD prefers the terms Knowledge Society or Information Society but the intentions do not really shift the nature of the transition to be facilitated through governmental planning of desired behaviors, distribution of resources, and public policies generally. All that needs new conceptual schema, a/k/a Big Ideas and Deep Knowledge. Bell says industrial society was the “coordination of machines and men for the production of goods.” Since he says, we have become a society committed to social control in order to shift to equality of results, that “introduces the need for planning and forecasting into society.”

Post-industrial society then, like its alternative names, is “organized around knowledge, for the purpose of social control and the directing of innovation and change: and this in turn gives rise to new social relationships and new structures which have to be managed politically.” Bell doesn’t point it out here but now we have the mayors and City Councils and Governors in the name of Economic Development all ready to do just that. The innovation and change then is not the historic Free Lunch For All/ New Kind of Technology like computer transistors shifting to integrated circuits but the kind of sociological innovation Bruno Latour also had in mind in a previous post. And Bell says it is the “altered awareness of the nature of innovation that makes theoretical knowledge so crucial.”

Although the Common Core is still not producing the level of popular uproar that would come if the actual implementation were better recognized, there has still been enough hype about the feds usurping the role of states and localities that the sponsoring trade group, the CCSSO, sent out a letter dated October 1, 2013.   http://blogs.edweek.org/edweek/curriculum/CCSSO%20Assessment%20Quality%20Principles%2010-1-13%20FINAL.pdf . The CCSSO tells the states the kind of assessments they need to have. Try to control your shock that when you cut through the rhetoric and the Appendix and the mentioned June 2013 CSCOPE report, you end up with a determination that these new kinds of assessments be looking for theoretical knowledge. “These new assessments will not be limited to surface level knowledge–they will better assess the deep knowledge students need to succeed post-graduation.”

That “deep knowledge” or what the C3 Social Studies Framework calls “lenses” or what the Hewlett Foundation calls “deep learning” or what Donald Schon (who worked with Bell in the 60s) called “Generative Metaphors” are all examples of what Bell called either “conceptual prisms” or “conceptual schemata.” Having education provide them for ALL Students aids this attempt to bring about a “change in the social framework of society.” I would add and doing so invisibly without bothering to amend annoying barriers like the language of the US Constitution. Friday afternoon Executive Orders on Climate Change Adaptation or Positive School Climate mandates gets the effect without the turmoil that could force policy retrenchment.

If you, like me, have often wondered why it always seems to be the Frameworks that guide the actual classroom curricula being developed or professional development instead of the standards that politicians supposedly adopted, the following passage will finally silence our curiousity about what is really going on. “Nomen est numen, to name is to know, is the ancient maxim” guiding so much of the actual classroom curricula to change values, beliefs, feelings, dispositions, and ultimately future behavior itself.

“Social frameworks are not ‘reflections’ of a social reality but conceptual schemata. History is a flux of events and society a web of many different kind of relations which are known not simply by observation. If we accept the distinction between matters of fact and matters of relation, then knowledge, as a combination of the two, depends on the correct sequence between factual order and logical order. For experience, the factual order is primary; for meaning, the logical order.

Mind knows nature by finding some language in which to express an underlying pattern. Knowledge, thus, is a function of the categories we use to establish relationships just as perception [bolded to remind you of Maslow and Rogers and the 1962 book for the NEA] is a function of the conventions we have accepted in order to see things ‘correctly.’ As Einstein once put it: ‘it is the theory that decides what we can observe.’”

So the social planners and transformational change seekers and psychologists and education profs have recognized all this for decades as an essential component of How to Achieve Equity in a Planned Society 102. Without having having to confess beforehand what is being altered and why.

Isn’t it about time we all knew it as well?

Motivationally Misleading Situations and Wicked Decision Problems: Imposing Psychological Experiments on Students

What would you think if you read the Dear Colleague Letter put out yesterday by the  CCSSO trade group that is funded by tech companies and the accreditors and other beneficiaries of taxpayer education dollars and that supposedly represents state Departments of Ed and you ended up finding this sentence. “There is no experimental evidence to back up this dialectical/constructivist view of self being created by the required assessments being pushed under the Common Core. Or by the OECD to be considered internationally competitive in the future. In fact, we have to look instead to existential philosophy, meditation, spiritual, and history-of religion literatures to locate proof that the kind of personality we want to use education to create is actually possible.” Would you say “that sounds like a wonderful mandate for all schools and all students. Here’s my tax dollars to fund the transformation?”

Well, of course, we wouldn’t. That’s the beauty of the misrepresentations surrounding the Common Core and charters with duplicitous language actually mandating Maslow’s psychological model of growth or the lack of genuine appreciation for what the OECD’s PISA ‘test’ is measuring. It makes the end goal of a revolutionary new purpose for education on automatic pilot towards fruition even though no one would agree to it voluntarily with their own money. Despite the fact that warning after warning is out there in the small print that this is all a massive psychological experiment designed to gain a nonconsensual political and social transformation. Starting at the level of the student’s personality.

Now the letter http://blogs.edweek.org/edweek/curriculum/CCSSO%20Assessment%20Quality%20Principles%2010-1-13%20FINAL.pdf   did not actually say that but when you track back what it did say about what constitutes “high quality assessments” and “deep knowledge” and the ancestry of the term “higher order thinking skills” instead of surface knowledge back about 25 years that descriptive quote I wrote up is precisely what you find. Especially if you go further and click-on the “Criteria for High-Quality Assessment” issued in June 2013 https://edpolicy.stanford.edu/sites/default/files/publications/criteria-higher-quality-assessment_2.pdf .

It lays out precisely the international push to gain personalities amenable to the rise of China and public-sector directed state capitalism as the global model. Citing the Singapore Ed Minister we all need “engaged learning, discovery through experiences, differentiated teaching, the learning of life-long skills, and the building of character, so that students…can develop the attributes, mindsets, character and values for future success.”

Everyone remembering that Dalian New Champions Conference held out Singapore as the model for the desired 21st century state capitalism? Good because that vision is hugely important to such statements as “new assessments must advance competencies that are matched to the era in which we live.” Now if I run through all the rest of the reasons this letter and that report tipped me off as to what was going on we will never get where I need to go. Regular readers should see it and I can answer questions from new readers in the comments but both sent me looking at “An essay on wisdom: toward organismic processes that make it possible” by Professor Juan Pascual-Leone. Why? It’s a combo of what was sought along with what was said at the (co)lab conference as being part of the desired education transformation for this sought future. Especially Sir Ken Robinson’s statement that the revolution he sought was to view education now as “an organic process.”

The easiest way to explain what is being sought is a desire to have all thought grounded in emotions. It is the constant refrain that the problems to be used for assessment have no fixed answer and it is why lecturing and textbooks are becoming abhorrent. They build up the logical, independent, mind and are not necessarily grounded in feelings. Which means they may not produce the behavior desired to fit with all these plans for transformation. To get that requires a personality that has been shaped by “qualitative metamorphoses in affective-cognitive experiencing and thinking.” Which is precisely what the new curricula and gaming and online learning and these new assessments are designed to create. It’s also why you keep hearing so many mentions now globally to ‘quality learning.’

That’s what these ill-defined “motivationally misleading situations” and “wicked decision problems” assessments force. Discomfort in the student so they change values and strategies and how they view the world. Such “reexaminations are actual executive-learning situations, where the subject, little by little, can acquire suitable metaexecutives” that will guide the desired “mental revolution” of when and how student’s choose to act going forward in dealing “with the hard, misleading reality of everyday experience.”

That’s why the problems have to be authentic and grounded in the real world and relevant. It brings in emotions and changes how the world will be viewed going forward. It’s also why this type of education is something all students can do without regard to family income levels or cultural backgrounds. And if this seems like BF Skinner’s operant conditioning or a science fiction novel, Pascual-Leone actually says this will synthesis (he likes italics a lot) is the answer to Skinner’s belief that “the human mind is so strongly conditioned by its learning history that it cannot be free, and thus the will is an illusion.”

These cognitive psychologists and education profs are saying no, human will exists but we can use pedagogy and theories of education to both shut it down and guide it in desired ways. Since we would all rebel if that was the way these reforms were presented, they are not being phrased that way. To us. In the materials we are supposed to use to frame our beliefs and attitudes toward education reforms. But I track down to the insider-only material that gets withdrawn from library shelves for a reason and it is quite clear. In fact, the commonly used term  “college and career ready” is clearly a play on gaining over time a progression of how students “create our conscious structuring of the intersubjective world of everyday experience” so that each student structures their vision of reality in the way desired.

Over time these motivationally misleading situations and wicked-decision problems are supposed to create empathy in the student towards others and the world. To be “developmentally sophisticated and advanced” in this vision of education, what is desired in future students is to be “humanistically oriented or psychologically ‘spiritual.” Now you know why we just kept encountering such a psychological emphasis as we explored the real Common Core implementation and why there is so much deceit and  misleading definitions to so many terms. Being upfront and declaring you are seeking a personality suitable for the illicit political revolution may be true but it would make for a bad PR campaign.

Now I have explained this psychological model before.Yesterday’s letter simply clarified how important a particular kind of assessment is to the vision. It’s how the psych model gets mandated in the US and globally without admitting it. This psych model by the way has long been pushed in urban school districts. It’s just that now it is being foisted on the suburbs in a way that is not supposed to be visible. I am very concerned though by the widespread belief among many minorities that the only way for them to succeed is to push this psych model on all schools.

It’s the economy as a fixed pie belief and they want government to intervene to give them a larger share. And the economy is not a fixed pie and the way governments are intervening to push this Competency model as the goal for all students will ultimately be the death knell of mass prosperity. It’s just not appreciated yet. There has been an awful lot of racial hatred that has been nourished over the years to get this psych model and the overall political transformation in place. Breaks my heart to watch and hear.

Commenting on a similar push in Brazil a WSJ letter to the editor pointed out how hard it is to contain “the populist forces of fairness and change once unleashed for political gain…[E]conomic success overseen by leftist populists intensifies the hard-left passion for absolute social justice and equality.” Yes, and that is precisely the blood lust these ed reforms and the Inner Cities vision and all the movies being pushed now on inequality are building up. Not bothering to point out that the public sector dominant remedy being pushed ultimately brings less prosperity for most of us.

I am going to close with a quote from Sir Henry Sumner Maine from 1885 that we need to all keep in mind to confront what most assuredly is coming all of our way (h/t Don Boudreaux, Cafe Hayek blog):

“Yet nothing is more certain, than that the mental picture which enchains the enthusiasts for benevolent democratic government is altogether false, and that, if the mass of mankind were to make an attempt at redividing the common stock of good things, they would resemble, not a number of claimants insisting on the fair division of a fund, but a mutinous crew, feasting on a ship’s provisions, gorging themselves on the meat and intoxicating themselves with the liquors, but refusing to navigate the vessel to port.”

I would add that now the enthusiasts are blindly or greedily insisting no one may have navigational skills in the future either. Then where will we all be?

 

 

Using Education to Make Giving More Power to Those Who Govern Us the Common Vision

Does that title give more clarity to why those Essential Learning Outcomes from the last post must now be what the student  becomes and believes as a result of school and college? How about the official Democracy push via education for a new cooperative commonwealth in the future? Or using contemplative practices in the classroom to bypass the rational mind and make the Heart the driver of what will become reflexive Habits of the Mind?

We in the US especially, but also as the dominant vision all over the West, simply have always seen ourselves as individuals first. A vision of the Governors and the Governed is alien to our psyche. But unfortunately it is not alien to the druthers of an awful lot of influential people who would like more power please. Or who get together with each other–politicians, foundation heads, Big Business titans, and bemoan their decaying power To Get Things Done. The Loss of Their Grip on Society.

So one way to look at all these education reforms whose true target seems unfathomable to us since it shuts down useful knowledge is as an Oligarch Protection Scheme. Now I have generally known that but in March 2013 the book The End of Power: From Boardrooms to Battlefields and Churches to States, Why Being in Charge Isn’t What It Used to Be was published. Yes, I am considering nominating this book for whiniest title of the year but that is not why it caught my attention. You see, its author, Moises Naim, is a scholar at the Carnegie Endowment for International Peace and the former Editor-in-Chief of Foreign Policy magazine. Now maybe you are unaware of just how many of the controversial ideas in education have been funded by the Carnegie Corporation of New York but I am not. So I ordered the book hoping for insights into what Carnegie’s plans were now for all of us. What it is really pushing under the cover of Common Core or EdLeader 21 or High Tech High replicas or Early College High Schools or those Next Generation Science Standards.

Can you say Bingo? Or Touchdown with a conversion for a total of 8 points from the play? Now how’s this for the back cover endorsements of the book–former President Bill Clinton, George Soros, Arianna Huffington, the President of Brazil, and Francis Fukuyama. The last one makes me wonder whether the End of History ended where we thought. The first one is a reminder that all these ed reforms were hoping to be fully implemented in the 90s. If you check the Acknowledgments page, Naim thanks the President of the Carnegie Endowment by name for all her help with the manuscript that became the book. He also thanks the President of the Brookings Institution, Strobe Talbott, by name and former Treasury Secretary, Larry Summers.

So this is the official What the Oligarchs would like to See Going Forward Vision. What drives grantmaking and the research that is pushed in education or other related areas like Metropolitanism or Immigration or Regional Equity generally. I have gradually put together that all these changes are part of a common, governments at all levels, led vision for the future. But the Oligarchs just talk about it over dinner or while jetting to conferences like Davos. They Know because it is part of their ongoing conversations.

But since Naim wrote it down and so many powerful people cooperated, let’s see what the Oligarchs have in mind for us. He bemoans the fact that our elected leaders “are paralyzed by the vetocracy” and he wants to change that. He ends the book with this haunting line:

“Driven by the transformation in the acquisition, use, and retention of power, humanity must, and will, find new ways of governing itself.”

According to Naim, we need to “endow our leaders with the capacity to contain the decay of power.” Now at some point Naim was Venezuela’s Minister of Industry and Trade and also with the World Bank so maybe that’s where his tendency to talk in terms of the Governed and the Governors comes from but he’s not in Venezuela anymore. He works in the US for an endowment tied to one of the richest foundations in the world. A global think tank that aspires to be THE global international affairs go to place. For countries all over the world. So when he writes and thinks in terms of “the societies they wish to govern” repeatedly and nobody even thinks to edit it out, we do have a declaration of how the Oligarchs think of each of us. And what they wish to do to push back against “the decay of power.” They wish to change the “one critical area [that] remains surprisingly untouched: the way we govern ourselves, our communities, nations, and the international system.” Naim writes that “we are on the verge of a revolutionary wave of positive political and institutional innovations.”

Positive for whom? For the family paying real estate taxes that put a strain on the family budget while Supers and their staffs deliberately push Mind Arson in the schools? When you deal with a Principal who refuses to listen to valid concerns or a PTA President who does not care that teacher professional development is being led by someone who has openly held up Mao Tse-Tung as an example of leadership, just remember what is really going on is a struggle for the soul of people and nations. A desire that schools now foster Mindsets of dependence and a belief in the need for collective action to address supposedly insuperable global problems and challenges like Climate Change and Overpopulation and Nuclear Proliferation.

Naim repeatedly belittles the Tea Party for its views and for hobbling “one of the world’s most powerful political machines”– the Republican Party. Well, that certainly explains a lot of why it keeps mounting such ineffective Presidential runs. He also disparages “eighteenth-century readings of the American constitution advocated by characters dressed in period costume” although I suspect he would be no more fond of the language of that document if the speaker had on a Bespoke tailored suit with a European cut. In the name of the “social good” for the future, Naim wants to create:

“an increased disposition in democratic societies to give more power to those who govern us. And that is impossible unless we trust them more. Which is of course even more difficult. But also indispensable.”

Well, indispensable to Oligarchs who want to transform the way “humanity organizes itself” for their own benefit. So they use education for Mind Arson and new beliefs and values. All trackable now via personal data. In the name of economic growth, the urban areas are quietly seeking a shift to a planned Cronyistic regional economy and calling it the Metropolitan Revolution. Have you read it yet? All supposedly necessary again so “we will be able to tackle the most pressing global challenges.” Who are they kidding? These global problems are just the excuse for a feast at our expense and a future of invisible chains and continuous taxes as the Oligarchs enjoy themselves. And take care of each other. We are truly to be just passengers that exist for the sake of the ship.

So when you read a presentation like this recent one  http://www.p21.org/storage/documents/Presentations/Education_for_Life_and_Work_Feb_2013.pdf that you and I were not invited to attend since we might have wondered why the Common Core assessments were to actually focus on intrapersonal and interpersonal competencies, remember now it is assessing Mindsets Suitable to be Governed. Don’t forget to notice the slide thanking all the sponsoring foundations including Carnegie.

You may never have heard of the Committee on Defining Deeper Learning and 21st Century Skills of the Division of Behavioral and Social Sciences of the National Research Council.  But the NRC also tracks back to Carnegie funding. 1919. But with governmental sponsorship now. Cool, huh? Binding and mostly out of sight. Carnegie also funded this report “The Heart of the Matter” issued in June to change the direction of humanities and social sciences instruction to “address major global challenges.” Of course and all we need are basic competencies now from K-12. http://www.humanitiescommission.org/_pdf/hss_report.pdf . Don’t forget to notice that the head of that NRC Behavioral Division is a member of that Humanities Commission.

And when you read that very troubling report, don’t forget that Paul Ehrlich said the humanities are to be the focus now on how to change human behavior. That his MAHB is now doing for UN entities.

Which are also tied to Carnegie funding. Not having to pay taxes just leaves so much more money to use to mess with the psyche of those of us who do. And to plan and scheme and coordinate. Especially with those other foundations. Who all have such transformative plans for us.

Let us be forever grateful that the Oligarchs put so much in writing upfront.

And that we can still read and think and act.