Not Going to Let the US Constitution Stop Us From Using Schools to Enshrine Global Social Justice and Human Rights

Do you remember how the French thought the Maginot Line of bunkers and armaments would protect them from a future German invasion after World War I? So Hitler simply went around and came from another direction. The head of the same group whose ecstatic rejoicing over the passage of the WIOA in the US Senate tipped me off that something transformative was envisioned, announced in this video on “Rethinking Accountability” in education in June http://www.unfinishedbusiness.org/20140707-henderson-common-core-an-important-part-of-driving-equitable-change/ that ‘they’ were not going to let the US Constitution get in the way of achieving human rights for all as defined by the UN’s Universal Declaration of Human Rights. That would be a human right to Just Economic Citizenship folks and an obligation for the rest of us to provide it.

Henderson does a shout-out to the 2 major US teachers unions, AFT and the NEA, and notes they are partners working on his Board as well as to his Vice-Chair, the General Counsel of maldef-the Mexican-American Legal Defense Education Fund. Legal amnesty and future citizenship for anyone who can make it to US soil is not a side issue. It is front and center of the Leadership Council’s (composed of 200 separate component groups) efforts to force the US towards Economic Justice and an Equitable Society and ‘building a More Ideal Union.’ Henderson points out that the “thousands of students who may not yet be citizens” need to be educated as if they were. You cannot watch that speech and especially the AFT President’s intro and not grasp that an invasion by migrants is viewed as a crucial means of fundamental transformation. It will radicalize education, the ballot box, and enable democratic local decision-making via participatory mandates of the relevant stakeholders in every community entitled to be consulted.

I want to pivot now to the suburbs because such a vision of Equality and Justice is simply impossible if suburban schools can still teach a solid curriculum of knowledge and students are allowed to retain the Axemaker Minds many brought from home. Now I could generalize about what I think will happen, but there is no need to do that. That same conference pointed https://edpolicy.stanford.edu/events/1201  to the new Consortium of Large Suburban School Districts as being essential to achieving its vision. Told you already that document was designed for trouble.  http://www.invisibleserfscollar.com/deliberate-cultural-evolution-via-developmental-psychology-to-force-social-change-or-gypsy-supers-lobby-dc/

OK, you say, that’s a hugely troubling vision, but we still do not know precisely what the desired template is. But wait (no, this is not one of the Ronco commercials pushing Christmas presents no one really needs) one of the participating Consortium districts, Fulton County in Metro Atlanta (not coincidentally also involved in EdLeader 21, Digital Promise’s League of Innovative Schools, and with that new affirmative Student Code of Conduct) announced the vision in an article in a local paper. ‘Problem-based learning’ would be the new view of curriculum instead of icky textbooks. High School will become a place “for all learners…[where] students and teachers come together.” It is a place where ‘different types of learning styles are addressed’ that provides ‘collaborative learning opportunities.’ Lots of collaboration and chances to sing kumbaya in unison on a daily basis to build community spirit.

A bit of sarcasm there towards the end. I know perfectly well what is involved in Fostering a Community of Learners. That’s why FCL has its own tag on the blog connecting explanatory posts. Now, we could also pretend ‘problem-based learning’ is not in fact a euphemism for what radical Paulo Freire called the cultivation of a ‘critical consciousness’ in each student in how they will now perceive their cultural and historical reality. http://www.thinkingtogether.org/rcream/archive/110/CulturalAction.pdf That would be true and creating Guilt in the Fortunate Students is as crucial for transformative change as creating Anger in Latinos and Blacks and Gay Students and anyone else who can be made to believe the world as it currently exists must now be redesigned for their benefit. Vengeance will be a plus too.

Anyone paying attention might have been able to make that accurate connection though. What’s the fun in that? No, being a research maniac entitles us to more vital info than that on what’s coming. The links we have found to the Study Circles made me want to look at what are called Folk Schools in Scandinavia. Could those also be related to this new suburban vision for high school? UNESCO defines the current vision of such a school as a place “whose point of departure is today’s living conditions and the problems we face” and “which do their best to open up young people’s eyes by confronting them with more genuine experiences and broader philosophies of life.” Now I happen to know that high school is using the term ‘authentic’ instead of ‘genuine,’ but yes, we do have complete alignment.

I am going to bring this vision forward to award-winning Finland and what is now called the Human Dignity Paradigm suitable for a “Diversity-Positive Milieu.” That vision is said to enshrine what is called for by the Universal Declaration of Human Rights. First though let’s go back to the year, 1948, when the UN adopted the Declaration to see why UNESCO wanted to push “The Danish Folk High School as an Instrument of Attitude Change.” It’s rather hard to escape the basic fundamental entry point needed for wholesale social change with a lead-off heading called “How to Create the Right Attitude of Mind in the Young.” Now in the No **** Sherlock Hall of Fame for all time great understatements in a bureaucratic report would be:

“the quickest and easiest way to create unity is to invoke terror.”

Now those readers who are Climate Skeptics may have a good idea where such a terror gambit may be lurking in the 21st century, but in general the report  wants to create an ‘ethical standard’ that will force everyone to voluntarily cooperate by committing to “a higher consideration than themselves.” Of course some of us immediately see that for what it is-the Public Sector and Friends Full Employment Act until Time for a Taxpayer Funded Pension, but let’s pretend anyway so we can accurately recognize what is really intended. The word ‘folk’ concerns a whole people and the values they are all to share. Remember new humanistic values are the absolute inner core of all these global reform efforts by people who really do seem to believe Marx might have worked if the implementers had simply had enough supercomputers, data, and the psychological  insights of the behavioral sciences.

A folk high school is designed to give each student a “comprehensive view of the world.” It stresses that “true life can only be possessed in common with one’s fellow man, and that some of the richest values a people possesses can be accepted and shared by all, rich and poor, high and low.” It is a place to build an “enlightened view of human and civil conditions” and a “blithe feeling of natural fellowship.” The latter is what we today might call a Positive School Climate. The folk school would be training its students in co-operation. Its value as a vision in today’s suburbs anywhere in the world is the fact that the typical Upper Middle Class student with educated parents who have made themselves available during those early years pretty much arrive at First Grade at close to the level of essential academic skills that are viewed as a long-term ceiling. To get to Justice and Equality for All obviously.

The folk school model then, and a widespread failure to comprehend the radical shift that has taken place, is an essential part of what is going on globally in education under the mischievous labels of ‘reform’ and ‘remaining internationally competitive.’ Hiding under those banners is an actual determination by public officials to force “a broad outlook and understanding” among all students of a given generation “so that co-operation” in all areas can succeed. This of course requires a “will to solidarity” in each student, which is why that affirmative Student Code of Conduct, Positive School Climate mandates, and requiring Principals to create Communities of Learners to be judged as Effective and thus entitled to promotion, are so crucial.

None of this is coincidental. It all fits like a Bespoke Glove because it has been custom designed to fit together to force the desired effects at the level of the school, classroom, and each student’s mind and personality this time. When that 1948 report sneers at ‘examination schools’ and their failure to create the “mentality required to rebuild the world through all-embracing co-operation,” just substitute high-achieving suburban schools with a traditional content transmission focus. Then update to the 21st century and its tendency to stress social and emotional learning because facts can simply be looked up.

The 1948 version with the same intention of cultivating a mindset suitable for fundamental change was to ask “what is needed by modern society?” The answer then by UNESCO was it’s “not what a man knows, but what he both can and will do in co-operation with others.” Furthermore, that “is a capacity that needs training. Teaching and school work must be so directed that the pupil both sees the value and feels the pleasure of performing a task in common.”

That same requirement now goes by the name Collaboration and is specifically listed as one of the 4Cs required for 21st Century Learning. We’ve gone long again. Next time we are off to Finland to get lots more details on what is envisioned.

Everywhere that has ever had a successful economy.

Especially anywhere that ever valued the individual.

Global.

Substituting Human Values for Spiritual Growth Lets Education Become the Driver Towards the New World Order

Did you ever come across something that both intrigued and terrified you at the same time? That is how I feel about the official Baha’i materials that I have now gotten a chance to read. Especially alarming was my insight that there was nothing to keep these religious or spiritual principles from simply being renamed and then required as a component of an anti-bullying campaign, or a characteristic of an IB Learner, or as conducive to a Positive School Climate, or even required emotional competencies or Life or Soft Skills. In other words, invisibly part of Student Achievement or Growth with no tip-off to parents or a community for the kind of wholesale change in consciousness schools are now being used for.

So being the intrepid investigator I am, I found the Baha’i tenets being pushed as the Psychology of Child Development, moral education, peace education, character education, and Integrative Ethical Education. Missing of course the Baha’i label for the most part unless you actually go to the website of the Center for Global Integrated Education or check into what Achieving Coherence in education means and discover that the Pedagogy of the Empowered does after-school programs. This link from 1991 and a UN talk is par for the course http://watsongregory.homestead.com/files/un_talk.html as Baha’i universal principles get dropped into what is to be quietly pushed during the 1988-97 World Decade for Cultural Development.

Dangerously for someone trying to look out for such desired conversions many Baha’i remain members of their Christian, Jewish or Muslim faiths as well and there is no “clergy or ecclesiastical order within the Baha’i faith.” It is thus not clear how many, like Watson are “an educator, working on my education doctorate at Harvard University, with an emphasis on sustainable development” using the schools or universities to collect a paycheck and spread their ‘worldview’.

Not to sound paranoid, but reading  that the son of the founder of a faith, that so closely tracks the tenets of Marxism in pushing the unity of mankind and reconstruction of society through converting the heart and values and ‘mental processes’ via an emphasis on education, also saw North America as the “cradle of the administrative order which Baha’u'llah had conceived” was quite an epiphany. So was discovering that the Baha’i faith in the West was based in Chicago where in 1912 that same son and anointed spiritual leader  had laid the cornerstone of the building that became the “Mother Temple of the West” while on a tour of 40 American cities and towns. That would be the same place that gave rise to the Behavioral Sciences in 1948 and where CASEL, the hatchery of so much social and emotional learning curriculum, is now located.

We can add the overdrive expansion of the influence of Baha’i faith to those troubling ideas that simply erupted in the 80s that I describe in my book that indicated that plenty of people in decision-making positions all over the world had gotten the word that State Communism was about to have a funeral. But not so strangely anymore with No Autopsy of the Ideology. Successor ideologies that would serve similar ends were apparently to get their chance.

In 1984 the entity in charge of Baha’i, the Universal House of Justice, published The Promise of World Peace. In 1985, the book Ervin Laszlo recommended in his 1989 The Inner Limits of Mankind was published so we also have The Baha’i Faith: The Emerging Global Religion to consult on what those tenets might be. A universal system of values and beliefs to be adopted in full and adhered to in full that simply substitutes the phrase ‘human values’ for what are in fact acknowledged ‘spiritual principles’ of Baha’i is a school that is proseletyzing even though a Christian prayer at a graduation or sports game would bring the ACLU swooping in threatening litigation.

Is the difference that Baha’i teaches submission to the authority of government? The Oneness of all Mankind? That of course, according to the basic teachings of Baha’i, “implies not only a new individual consciousness, but the establishment of the unity of nations, of world government, and ultimately of a planetary civilization.” All this from a book advocating for Baha’i and insisting that “We must express unity by building a truly universal and unified social system based on spiritual principles. The achievement of such a system represents the God-directed goal of human social evolution.” Oh good, because that’s within the purview of someone with a teaching certificate or a foundation job or a doctorate in education.

What if you do not believe that all the world’s religions push the same basic message? Is that no longer a sanctioned belief to have and act on in the 21st century? What if a Baha’i commitment to the “spiritual conquest of the planet” makes us nervous and a statement that religion is not “personal salvation we are seeking, but a universal one” seems like a political coup towards collectivism using education as the stealth means of destruction? Is there no recourse when the principles being pushed, quoting Shoghi Effendi, this time acknowledge:

“Our aim is to produce a world civilization which will in turn react on the character of the individual. It is in a way, the inverse of Christianity, which started with the individual unit and through it reached out to the conglomerate life of man.”

You know if something is the inverse of something else, don’t then later assert that all religions are basically equal as part of a bootstrapping sales pitch for the “newest” one. If K-12 education is requiring that all students perceive the fundamental ‘connectedness’ and interdependence of all peoples and treating such system thinking as required under the C3 Social Studies Common Core Framework, what recourse do we have when we discover it is a core Baha’i principle? What do we do when the actual Common Core classroom implementation replicates what Gregory Watson laid out as “Educational Imperatives from the Science of Systems“?  What happens when the sought change in perception or new schemes of thoughts to be coerced through the K-12 classroom tracks back to Baha’i as well as an explicit rejection of the “concepts of an outdated worldview–the mechanistic worldview of Cartesian/Newtonian science” when those concepts remain factually true but unwanted? Not a transformational tool to change hearts and minds and inspire action for change and global justice?

What happens when the reform required tracks back to a Baha’i desire that “once we begin to see things differently, we can begin to feel differently, after which we can begin to behave differently. Abstract knowledge does not have the potential to empower changes in our behavior to the degree that experiential knowledge does, especially when this experience comes to us as children.” Doesn’t that give new meaning to the push for universal preschool and an accreditation mandate too or the so-called Maker Culture and project orientation that is equitably accessible to all learners? Do self-declared religions get a free pass to sponsor revolutionary change through education that will lead to new social structures just as long as the UN recognizes them and loves their potential for empowering change?

Historian Arnold Toynbee is quoted in The Promise of World Peace that the “present threat to mankind’s survival can be removed only by a revolutionary change of heart in individual human beings. This change of heart must be inspired by religion in order to generate the will power needed for putting arduous ideals into practice.” Is there no recourse to such a declared intention as long as the Baha’i link is left off the worksheet? How about required service learning actually grounded in the Baha’i principle that “religious values are expressed in the service to others” and that “work performed in the spirit of service is worship”?

What if the transformative education going euphemistically by ‘quality learning’ also tracks back to the Baha’i desire for a “rebirth of the human personality.” That goal of “individual development is always seen in the context of the collective progress of the entire human race… and this places an emphasis on the qualities which the individual needs to acquire in order to help that collective progress.”

What do we do when the acknowledged intention of a curriculum or instructional practices or Whole Child mandate turns out to be “not to produce a human being whose greatest virtue is to harm no one, but to give rise to social activists and change agents?”

What happens when the definition of ‘culture’ quietly shifts to “include behavior patterns, the individual view of him/herself, of society, and of the outside world”?

Especially when such a stealth shift also wants “those who hold power in the world” or “decision-making authority” to simply mandate and lead the change?

Schools are thus not the only place being pushed to impose a nonconsensual coup over all grounded in new values and beliefs.

 

Evolution to a Holos Consciousness Is Certainly Not My Idea of Education Reform. Is It Yours?

Take a deep breath and hold on to your hat if you have one on. The amount of evidence I have on the story I am about to tell is overwhelming, but in a blog format I cannot really cite all of it. Those with my book will want to pull it out and reread the parts about Theodore Brameld’s intentions for education globally and Gorbachev, Harlan Cleveland, the noosphere, and the Club of Rome. The phrase Holos Consciousness is the desire of the related Club of Budapest and was laid out in Ervin Laszlo’s 2001 book, Macroshift: Navigating the Transformation to a Sustainable World.

I ordered it after his son, Christopher, was cited as the main force behind the October 2014 Global Forum on Business as an Agent of World Benefit, and when I recognized how many of the important pushers of a radical K-12 education vision had been involved with Ervin’s pursuit of conscious evolution during the Cold War–the General Evolution Research Group or GERG. Two names really jumped out from the list of Honorary Budapest Members, Professor Nicholas Negroponte, a founder of the MIT Media Lab that we just keep encountering, and Robert Muller (whose World Core Curriculum from the 90s is the nightmare many have worried is where the phrase Common Core was designed to quietly lead.)

Now I am going to pivot for a moment to the report RSA issued earlier in the week that I assumed would tie into the already announced communitarian agenda of the future using Big Data. http://www.invisibleserfscollar.com/science-fiction-made-real-were-we-ever-to-know-in-time/ I knew it was on character education and social and emotional learning as the new K-12 emphasis. The actual report though had this provocative title: Schools with Soul: A new approach to Spiritual, Moral, Social and Cultural Education. RSA promptly created the acronym SMSC education so we will too. SMSC “requires a robust, co-constructed and shared understanding of each of its components” in the literal sense of insisting we are now to have approved, and accepted by all, beliefs fostered via school (and media as well). Everything else I suppose is to be illicit. Foremost on the list of what must be jettisoned as SMSC comes to the forefront of the view of what education is to be in the 21st century are the “overt values of capitalism and individuality.”

That true aim of global education reform, which you may remember we just keep encountering in the small print describing definitions and planned practices, becomes even more apparent if you know anything about the two individuals chosen for intro quotes in that RSA report. Professor Unger’s is mild, almost fortune cookie material: “The commanding objective must be the achievement of a larger life for ordinary men and women.” Only a hint of his radical beliefs now told from his perch as a Harvard professor. We met Unger here http://www.invisibleserfscollar.com/multiple-recent-proclamations-laying-out-commitment-to-revolutionary-transformation-of-our-entire-society/ where I quoted his intentions laid out in a 2007 book. Here’s a sample from that post that fits in perfectly with the Helos Consciousness and the Education 3.0 we have been discussing in comments:

“Education, beginning in childhood and continuing throughout the working life, must nourish a core of generic conceptual and practical capacities to make the new out of the old. It must also equip the mind with the means with which to resist the present. For this very reason, the school should not remain under the control of the community of local families, who tell the child, become like us.”

Now Schools with Soul says that “more than any other dimension of SMSC, spiritual development needs a ‘stipulative’ definition that spells out how pupils’ spirituality will be developed at school…three categories…could usefully inform schools’ approaches: experiences, practices, and perspectives.” Long time readers will remember that many New Age practitioners attach all sorts of names to their pushes and then show up at schools or doing teacher development where it gets referred to as promoting Positive School Climate or anti-bullying or mental first-aid. Same practices and experiences being promoted. Same end-game transformed perspectives being sought.

In fact the second lead-in quote is far more overt than Unger’s. Stephen R. Covey is cited for stating that “We are not human beings are on a spiritual journey. We are spiritual beings on a human journey.” OK, you say, Covey is entitled to his beliefs. But how many readers would recognize that Covey’s books such as The 7 Habits of Highly Effective People or his book just for teens are cited by charter schools and in ed reform presentations as embodying what schools now push to promote success for all? What they take into consideration in calculating whether a student is ‘achieving’ or has ‘Growth.’ The presentation I heard of Covey’s work was sponsored by AT&T and the local Chamber of Commerce as what the essence of the legislatively mandated “soft skills” would mean.

My point is that these fundamental shifts in the essence of what is felt and valued and believed are taking place now. It’s in the digital curricula and  MIT Media Lab produced games to create empathy or social and emotional learning practices that are not even on a parent’s radar screen. RSA may be located in the UK, but that’s a report with global aspirations citing Michael Barber and his work for Pearson and many of the reports we have discussed on this blog. The shift is occurring now. It is about altering worldviews and mindsets, and we are not even being given a chance to consent, or a By Your Leave, or even a reference to the shift in an electoral platform. I am seeing conversion charters that use euphemisms to take away that very veto power from parents or local school boards that Unger aspired to obtain, and School Governance Councils created to do the same. It could be farce if children’s minds and personalities were not the actual target.

Oh, and Western civilization when we read the intended shifts involved with that Holos Consciousness sought by the Club of Budapest. And we get there by having schools that quietly implement a spirituality focus without calling it that in letters home or robocalls to parents interpreting the school’s new vision and mission. Instead, the classrooms simply “initiate important conversations about what life is for, instilling a better felt sense for the myriad of human experiences, and some practical know-how on meaning-making for ourselves and others through rituals and practices.” You can do a search and check out how often now Mindfulness exercises are being pushed in the classroom, even on preschoolers and elementary kids. None of this is accidental and all of it is precisely in line with what the Club of Budapest regards as necessary for its agenda of planetary change.

Here’s the RSA definition of spiritual experiences, practices, and perspectives. Before I give it I will remind all of us that this fits with Mihalyi Csiksentmihalyi’s definition of the flow experiences schools should create in order to foster what he defines as excellence. Also that Csik is involved with Ervin Laszlo’s work on conscious evolution. Yes, Houston, we do have a problem, and indeed, the worst we could contemplate is really already here.  http://www.invisibleserfscollar.com/excellence-means-education-putting-what-we-feel-wish-for-and-think-in-harmony/

“Spiritual experiences are moments of aliveness, rapture and homecoming that make the world feel viscerally meaningful. Spiritual practices are the disciplined and creative activities that support human development–things we do to strengthen our inner lives. Spiritual perspectives are the value-rich visions of what it means to be here, to be human, our worldviews that contextualize our experiences and practices.”

In other words, these look a great deal like a student-centered classroom having media rich activities and a rich, relevant dialogue that focuses on the 4Cs of 21st century skills: communication, creativity, collaboration, and critical thinking. Parents will never notice the shift. If they do, Common Core is ever ready to be the excuse for the change in attitudes and dispositions in the student. I want to close this post about how such a fundamental desired shift can and is occurring almost invisibly with a point Zaid Hassan made in his book we discussed in the last post. He talks about the importance of a koan to obtaining personal transformation in Buddhism. As a serious nerd and scholar of what is really going on in education, I noticed the resemblance to John Dewey’s Indeterminate Situation and much of the planned assessment under the Common Core.

As I always say, same function, same purpose, whether admitted or not, so let’s look at what Hassan said was the purpose of a koan.

“In Zen practice, a koan is a particular kind of question that, on the face of it, seems not to make any sense. It’s used with students to provoke great doubt and gauge their progress in Zen. For example, ‘two hands clap and there is a sound. What is the sound of one hand?’…the value of a koan is not in answering the question, for there is no answer. It’s that the Zen student, in struggling with the question, arrives at a new way of being, valuing, if you like, the very nature of the struggle. The struggle generates value, producing new insights and change.”

Such productive struggle, as educators call it of untaught or ambiguous problems, has a similar effect in non-Zen students. Some of them do not appreciate such deliberate social engineering while they are legally captives in a K-12 classroom in the least.

Now that we have seen how the Holos Consciousness can be grasped on a massive scale without anyone really noticing the shift while it is happening, we will go into the nature of the Macroshift next.

Gratitude over the Timely Official Admissions that Now Leave 2014 Intentions Beyond Dispute

As I write this, I can practically hear the refrain from that 1984 Band Aid concert “Do They Know It’s Christmas Time?” playing in my head. And I certainly do know that. The gifts are wrapped here and the ingredients for pasta bolognese are ready for Christmas Eve dinner. I hope every one of my readers gets the opportunity to engage in the festivities and rituals they and their loved ones also cherish at this unique time of year. I am going to just play mom, chauffeur, and cook  through the New Year after this post although I will likely keep the conversation going in the comments. But two important admissions that clarify what has been going on and what we will likely encounter in 2014 and beyond globally have come my way. This post is just a head’s up, and a reminder that there is a language involved with all these transformational intentions, we now speak it, and we can correctly translate and appraise Whatever comes our way in 2014 in both education and social policies generally.

Clarity is always something to be grateful for even if it does not come in a box with pretty paper and a bow. Some of it did come, however, on this slideshow that arrived in my email to Wish Me a Happy Winter Solstice. http://www.slideshare.net/TheHappinessInitiative/personal-happiness-handbook-25-actions-along-10-domains-of-happiness I suppose longer days of daylight from now on is something to celebrate, but you will find quite a bit of meddling about what is supposed to make us “happy” going forward. Very much grounded in communitarianism as so much else seems to be these days. We had already noted in previous posts that the UN started a World Happiness Report in 2012 and the OECD has been pushing Subjective Well-Being as a means of aiding its Great Transition emphasis.

GT also has its own posts, but briefly one of our 2013 discoveries is a shockingly widespread political  belief that it was always the West, not Russia or China, that actually met Karl Marx’s criteria of the high level of technology produced by capitalism (in our case computers and broadband and ICT generally) that would be necessary to achieve his envisioned little c communism stage of human development -”From each according to his abilities, to each according to his needs.” The ‘needs’ or support economy (also distributed capitalism and other tagged names) then is another way of philosophers or sociologists or economists or bureaucrats saying we are shifting to this little c vision without anyone actually needing to inform taxpayers or use either the alarming c word or the notorious M name.

A few weeks ago (Dec. 11, 2013) the US National Research Council and UK (Economic and Social Research Council) released a joint report called “Subjective Well-Being: Measuring Happiness, Suffering, and Other Dimensions of Experience.” When governments decide to shift the “focus of economic measurement from production [i.e. consumer choices] toward people’s well-being,” that is a significant enabler of stealthily shifting to a needs economy. Especially when there is to be a focus on “equality, sustainability and nonmarket dimensions of well-being that cannot be captured well by conventional ‘objective’ means.” We could add that all that data on youth from digital learning will prove useful here, but let’s stick to the actual report for now. It wants to have the feds measuring the  experienced (hedonic) well-being (ExWB).

Now that mouthful term means that the governments now want insights into the “emotional states and experiences of people belonging to different groups.” With those insights, factors like “long-term unemployment, depression, or lack of income” that are shown to be drivers of long-term suffering can supposedly be reduced. Because LBJ’s Great Society policies turned out so well. The idea is also that positive experiences can be enhanced or increased. Yes, ‘enhance’ was the word used and this could easily turn into a parody with the  catch-phrase “I’m from the government and I’m here to help,” but the intentions are quite serious. The feds also want to evaluate the purpose or purposelessness in people’s experiences so that they do not miss what the report regards as ‘crucial,’ ‘central drivers of behavior’.

Going into 2014, let’s keep in mind the intentions described in that report which are clearly laying the ground work for attempts at extraordinary levels of social engineering for the future. Think of it as teed up in the dark away from prying eyes that could ring an alarm. We were quietly lurking in the outfield though and have caught what was intended to be a most troubling concept. Now we get to frame sought 2014 policies through the “lens” of making Subjective Well-Being the domain of governments in the 21st century. As if we are all merely wards of the state in need of constant oversight.

Now for that second admission we can make great use of in 2014. We have long known that the accreditors answered to UNESCO and intend to use education to drive cultural change. We also knew that UNESCO globally is the driver of all the tremendous changes in higher ed. We have suspected UNESCO is the driver of K-12 reforms globally including the US Common Core, but I have been looking for the proverbial indisputable link beyond UNESCO being a named partner in the global 21st century skills movement. I now have that proof downloaded and hard copied along with UNESCO’s desired global curriculum and methods. Helpfully available on CD-ROM so with digital learning we parents will never see it.

Here’s the really fun part, UNESCO says it has, since 2002, been addressing education reforms with “renewed vigour” because it serves as the “Task Manager of Chapter 36 of Agenda 21.” So much for people who consider any mention of Agenda 21 to be proof you are a “conspiracy theorist.” It appears that the Paris-based UNESCO bureaucrats and their supporters have clearly been the ones theorizing how to best conspire and with the aid of our money and children. The stated aim is “the educational strategies and action plans at all levels and sectors of education in all countries.” All means all, folks. UNESCO also confirmed what many of us have long suspected. The International Baccalaureate Organization is working hand in hand with it in implementing Chapter 36 of Agenda 21 in unsuspecting schools and districts. Frames the true intentions behind that IB Learner Profile, doesn’t it?

In this time when we commemorate Peace on Earth and Good Will Toward Men, I think we actually enhance our chances of ultimately getting there in as many places as possible through awareness of what the UN is actually up to in our classrooms through the aid of ambitious local administrators and oblivious politicians. I now have the needed proof of all those connections and aspirations.

And with those brief disclosures I wish everyone a Merry Christmas and a Happy New Year!!

Progressively Producing New Kinds of Students Pre-equipped Via Schools to Work Harmoniously

Education professor James Paul Gee has once again told us graphically what is really intended. Even if I did have to go back to 1996 and a book printed in Australia to locate the toxic vision for using schooling to obtain “indirect control” over students and their future behavior. It’s all about the “arrangement of environments” like schools and the required classroom focus and later a mandated change in workplaces. The idea is that these environments can be restructured so that the physical environments and the required nature of the social interactions can “themselves, in a sense, encode control.” Gee concedes that “[s]uch an approach can easily take on the tones of manipulation.” You think? Anything for the Good Society or ‘cooperative commonwealth’ I suppose if you are on the receiving end of taxpayer or other money to Make It So.

The book the new work order: behind the language of the new capitalism explains how cognitive science and the school classroom can be used to ease the transition to a reimagined economic system for the 21st century. And fairly invisibly too. “Such new classrooms may very well progressively produce students pre-equipped to work harmoniously in distributed systems by internalizing core values, values that issue from the social practices and organizational structures of the system itself and not from any visible controlling center.” Now those required new social practices and the change in focus can come from a charter agreement that parents and taxpayers do not understand. From what I am seeing that recognition of “Oh My. What have we really agreed to?” is about to hit full force around many parts of the US.

But the example Gee used from 1996 is about to be a key component of all schools because a requirement of creating a Community of Learners is part of what will measure who will be deemed an effective principal in the future. And the accreditor AdvancED requires a transition to these Learning Communities with their requisite collective visions in its Quality Standards that went into effect in 2012. That’s how this comes in without parents or taxpayers knowing the schools have done a U-turn and gone to the kind of psychological change the student focus that Uncle Karl and John Dewey have pursued in their philosophies towards education for more than a century.

Gee kindly gives us the money quote on how these Communities of Learners are really to work and what the so-called ‘learning theories’ or ‘cognitive science research’ we are really dealing with here. These ‘learning communities’ are

“based on the idea that knowledge does not reside privately in individual heads but rather it is situated in activities and distributed, or as Lave puts it, ‘stretched over–not divided among–mind, body, activity and culturally organized settings (which include other actors)’. This is, of course, precisely our theme of distributed systems.”

Now none of this is factually true but implementing these theories at school and workplaces goes a long way towards shifting towards the type of transformed society I described in the last post. The Good Society Gal Alperowitz is pushing or the cooperative commonwealth of a Harry Boyte or the All-in Nation or The Spirit Society or that welfare state based on subjective well-being the OECD is pushing. Trust me as someone who has read all these reports and books. Remarkable  consistency of vision going on with ed based on technology and the imposition of these psychological theories in the classrooms as the vehicle. And if you are unlucky enough to live in a League of Innovative Schools district, your Central Office has volunteered your children and dollars to fund the research into what works and what produces change and what really motivates your children at an unconscious level they may even be unaware of.

Are we going to get what is being sought? Mercy no. Let’s remember something the French commentator Jean-Francois Revel wrote more than 20 years ago in Last Exit to Utopia reacting to similar nonsense in France. Where of course UNESCO and the OECD are based.

“there can be no society without inequalities. These may derive from differences between individual performance or from disparities in advantages controlled by the state–or more simply from the wall separating those who have one or more state privileges and those who have none. Here I am using the word ‘privilege’ in the exact sense defined by Littre as ‘an advantage granted to an individual or group and enjoyed to the exclusion of others, to the detriment of the common law.’…

The inequalities within productive liberal societies are constantly subject to a mixing process and always in flux. In statist, redistributionist societies, the inequalities are frozen in place.”

That’s where all this is actually headed. The Meeting of the Minds is all about seeking special favors from an alliance with political power. So is the Global Cities Initiative or that Citistates conference at the Rockefeller Foundation estate in Bellagio, Italy in 2002, 2007, and 2012 that we discussed in the comments. Another invitation lost. We are using misunderstood reforms in education globally to change to societies where “the state creates the special privileges that generate inequalities, beginning with those that [politicians and the public sector and their unions] bestow on themselves.” And then quickly their cronies. And we will not be prospering in this static society and we would probably not consent if asked. So we are not being asked. Through federal grants and regional equity initiatives and planning around urban economies, it is all simply happening.

And a subjective well-being global and national focus is a tremendously useful way to make all this invisibly so. All you have to do is use the schools to make new social relationships the focus and limit transmission of facts. Anyone noticed a movement in that direction? Then you simply have to target social and emotional learning just like that July 28, 2012 Positive School Climate Executive Order plus the accreditation standards require. And then you go after an area that uses another $100 word–the conative. What motivates the student? Precisely what Digital Promise is researching and adaptive computer software, gaming, and learner analytics throw off. Massively.

This is a good paper on precisely how invasive this holistic focus is and all the aspects of the student’s identity and personality that are to be considered fair game. To get the desired change to tolerate or hopefully help take action for the desired change. To the Good Society that will actually function as an insiders-only kleptocracy of the sort Revel recognized. And the Soviet Union operated for the benefit of its nomenklatura with their special stores and ability to travel abroad. http://www.edpsycinteractive.org/papers/holistic-view-of-schooling-rev.pdf Notice this vision takes the prof in 2011 to Athens, Greece to present this “new vision for educating children and youth” with his whole child and every domain–Spiritual Transcendence, Moral Character, Social, Volition, Thinking, Affect/Emotion, and Physical/Kinesthetic. That Becoming a Brilliant Star Framework certainly qualifies as a Your-Child-Will-Be -Ours, All Ours orientation.

And finally getting to do research through digital literacy initiatives on students to study motivations and the “use of personal agency or volition to make choices regarding thought, emotions, and behaviors” is crucial to getting the desired common good society. And it’s so cool because virtually no one is paying attention to these levels of planned psychological intrusions or the real reasons for them. And again, you cannot make ‘subjective well-being’ the focus of social transformation UNLESS you also make the psychological and emotions and what drives behavior and collecting all that data the focus of school.

By the way, late in the paper Huitt does ask the question of “whose rights should be central to the concept of citizenship” in the 21st century. The individual or the community? Want to guess where he comes out in this well-cited paper? Yes it did have to do with collective benefit and the UN’s Universal declaration of Human Rights and redistribution to ensure REAL “individual autonomy.” Like anyone is autonomous with all this deliberate psychological conditioning coupled to intentionally trying to alter “one’s view of reality and one’s relationship to it.”

As I was researching this post and where subjective well-being and these psychological intrusions inevitably take us, I came across a 2012 paper on Human Behavior Modeling put out by the Cognitive Sciences Lab at the University of Karlsruhe. It laid out how a focus on emotion and motivation and grit and conative drivers and measuring all this via intentional assessments can be used to make human behavior predictable. People can then be made through schooling  to act consistently with desired models of their future behavior.

We have a very high level of intentional social reengineering going on here all being put in place by principals and consultants and central office staff just pushing whatever garners them the next lucrative promotion or grant or contract. Only aware, I hope, of the line to be sold and the changes to be made but no genuine idea of the real reasons why.

Did you know the word ‘quisling’ refers to a real person? Major Vidkun Quisling (1887-1945) was the Norwegian army officer who collaborated with German occupying forces during World War 2 and ruled Norway a head of the puppet government. After being shot for treason after the German defeat his name became synonymous with traitor.

I can accept not knowing the full story I am telling as all these people move towards implementation of this toxic agenda while living at our expense. But if the provable facts do not cause a Cease and Desist, I suggest getting T-shirts printed up for presentation that say:

Quisling.

 

Finale: Essential Learning Outcomes To Guide ALL Students Through Decreed Global Challenges

And ALL truly means all, K-12 and higher ed. As with most binding plans designed to govern and transform the “entire educational experience” of the 21st century, the blueprints were sitting somewhere no one was likely to look. Especially since it is a higher ed document by one of its governing groups.http://www.aacu.org/leap/documents/GlobalCentury_final.pdf   It just happens to mention that theses are Outcomes and then Principles of Excellence that apply to students in K-12 schools as well. The accreditors then know all this and will enforce this vision out of your sight. The central office staff will know it. I have no doubt that this is what is behind that new EdLeader 21 Coalition of Suburban Districts as their Supers take those districts where the urban districts have already gone.

When you add what is in that AACU link to the AACSU initiatives we went over in the last post. Plus this AACSU Seven Revolutions Vision for Educating Globally Competent Citizens and we truly do have a noetic revolution going on in our midst. http://aascu7revolutions.pbworks.com/w/page/39316693/FrontPage?mode=embedded gives you something to ponder on the Mindsets being created in these current and future voters, especially with governance in the future listed as one of the 7 Revolutions. Like all things that might be controversial if known accurately in education and public policy, the rhetoric of this has now been toned down to Global Engagement. But the 7 Rev Framework remains and as I am about to explain, also applies to what is expected from high school graduates.

It’s no accident that the 7 Rev developer institutions have large teacher colleges. Some of them, like Kennesaw State, have huge programs, especially for continuing education. And that is certainly a stealthy way to get a revolution to invisibly trickle down. Influential but mostly out of sight. The preferred 21st century transformational method as we now know.

I am going to quote from the doc but this is one I really do urge everyone to download and read. This is IT. As page 14 says: “These essential learning outcomes should become the guiding compass for student accomplishment in the twenty-first century.” They are to be the guiding principles for the learning tasks, the curriculum, the projects, the videos, and all those poorly understood assessments. Because the focus will be using content to engage “with big questions, both contemporary and enduring,” in comes the Climate Change materials that National Geographic has prepared that many scientists regard as false.   http://education.nationalgeographic.com/education/encyclopedia/global-warming/?ar_a=1

So polar bears may not actually be endangered and we have had 17 years without increases in global temps but schoolchildren are not to know that. Influential false beliefs change behaviors, prompt action, and make future citizens willing to tolerate Invasive Governments at every level. Then NG nicely gives a link to UNEP so teachers can download those materials as well for the K-12 classroom. http://www.unep.org/tools/default.asp?ct=clim is that link. Remember factual reality affects actual consequences, but personal perceptions of reality guide an individual’s future behavior. And now education is deliberately splitting factual reality from perceptions. Without notice.

The document by the way is from 2007. So while what will become known as CCSSI was being planned but before it was official, a governing document of the defining implementation principles once again was published. Where few but silly Miss Marple with her determination to track down the relevant blueprints would ever look. Think of those Essential Learning Outcomes as laying out future Personality Characteristics for All Students. Best described, in my opinion, as specifying Who each Student Will Be Inside, Be Able to Do, and Be Ready to Act on, and What they Will Believe. As the report says “beginning in school.” No wonder preschool too has now been targeted for transformation and monitoring for social and emotional learning.

After all it takes time to ensure that “all students” have “an informed concern for the larger good.” To be guided in life by always asking “what is most worth doing?” Nothing personal to my teacher readers, but an ed degree, or a political science doctorate, or urban planning masters do not qualify anyone to create a curriculum designed to mandate that attitude. And I would be the first to concede, neither does a law degree. That should be an individual decision backed up by the wisdom of the ages. And no I am not referring to the Dalai Llama’s version of the wisdom of the ages. Which is part of the reason contemplative education is so troubling. That takes the personal decision away by grounding action in unconscious feelings and school redesigned new values. But the contemplative push meshes with this new Essential Learning Outcomes perfectly.

The troubling Part 2 “From the American Century to the Global Century” laid out a strategy to make the US demise quite inevitable. Poisoned via expensive education. The report basically lays out every talking point or UN-led initiative to become the Holy Grails incorporated into all education. Then the report falsely claims (as a Phi Beta Kappa history major I may know this off the top of my head but few students today will) the following:

“Americans live in the world’s most powerful democracy. But democracy, as the founders recognized [not], is much more than a design for government and lawmaking. Rather, it is a framework for a special kind of society in which citizens must take mutual responsibility for the quality of their own communities and their shared lives. Democracies are founded on a distinctive web of values: human dignity, equality, justice, responsibility, and freedom.”

That has to be John Dewey and Martha Nussbaum’s definition of freedom which is all about the larger good being fulfilled. No wonder we keep finding obligations throughout the actual definition of Career Ready that just reek of Communitarianism. Creating that belief in each student is an Essential Learning Outcome. And the report even asks ” How do we cultivate what Martha Nussbaum has called the “narrative imagination” so that graduates are able to engage diverse communities and other societies? How do we prepare citizens to address the growing and destabilizing divisions between those with hope and those who still live on the margins of our own and other societies.”

Now doesn’t that goal mirror the reasons laid out in the last post for using education to mobilize low income children of color? You can organize students and parents but this vision cannot make the world work the way it plans. It simply removes the mental tools that can best help the individual cope with genuine daily problems.  I need to move on but Martha calls this sought view for ed “cosmopolitan education” and it is clearly why she was the IB’s Keynote Speaker on creating desired Worldviews.

I am going to quote in its entirety the AACU’s Principles of Excellence framework since it is THE governing vision for what students are to become in the 21st century, using K-12 and higher ed, and CCSSI and Democracy Projects and Global Competency etc as the cudgels to make it so. And personal data to monitor it is happening.

Principle One. Aim High–and Make Excellence Inclusive

Make the Essential Learning Outcomes a Framework for the Entire Educational Experience, Connecting School, College, Life, and Work

Principle Two. Give Students a Compass

Focus Each Student’s Plan of Study on Achieving the Essential Learning Outcomes–and Assess Progress

Principle Three. Teach the Arts of Inquiry and Innovation

Immerse All Students in Analysis, Discovery, Problem Solving, and Communication, Beginning in School and Advancing in College

Principle Four. Engage the Big Questions

Teach through the Curriculum to Far-Reaching Issues–Contemporary and Enduring–in Science and Society, Cultures and Values, Global Interdependence, the Changing Economy, and Human Dignity and Freedom

Principle Five. Connect Knowledge with Choices and Action

Prepare Students for Citizenship and Work through Engaged and Guided Learning on “Real-World” Problems

Principle Six. Foster Civic, Intercultural, and Ethical Learning

Emphasize Personal and Social Responsibility, in Every Field of Study

Principle Seven. Assess Students’ Ability to Apply Learning to Complex Problems

Use Assessment to Deepen Learning and to Establish a Culture of Shared Purpose and Continuous Improvement

I bolded that Shared Purpose to be able to point out that is describing the Community of Learners concept we have traced back to Michael Cole, Courtney Cazden, and Ann Brown’s visit to the Soviet Union during the Cold War. Please also notice what the continuous improvement is in. These listed Learning Outcomes.

We will be here all day if I describe all the ways these Outcomes reflect every post I have ever written on this blog. No wonder I found what I found and we can talk about the links in comments if you like.

I just want to close by pointing out that I do track these ed reforms all over the world. I download and read those reports and frameworks too even though I do not usually mention in posts. I think committing a deliberate murder of American exceptionalism and our superpower status and the primacy of the US Constitution are all express goals of the implementation of these ed reforms. And others I know about.

But when the transformation of the US is done, the goals of these Principles of Excellence align with what I have seen in every country I have ever reviewed ed reforms in. Global indeed.

But as the criticisms of Martha Nussbaum’s cosmopolitan education have pointed out, this is citizenship for a world that has never existed. Which may not slow down all those being paid to push this vision.

But it truly ought to be a compelling concern for those of us providing the funding for this takedown of the US.

 

Turning All of Us into Piggy Banks or Dependents Who Need Direction and Aid and Desired Dispositions

Following up directly from the presentation discussed in the previous post, do you believe that the “best way to prepare students for the future is to equip them to invent it?” Can we in fact design the future we want if we are just all determined enough? What makes one a good inventor? Passion or knowledge? How well do most group efforts where consensus and majority rules prevail work out in the real world?

How about education designed to “plant the seeds of peace in children’s minds”? Will that work or is the West, especially the US, simply disarming, mentally and emotionally, its young people while real threats still await? Both of those quotes come from Fernando Reimers, the Harvard Ed School professor who used to be an official with the World Bank, whose three dimensions of global competency were explicitly mentioned in that P21 video. If something is being incorporated by reference into classrooms to get at student values, attitudes, and beliefs, and create new dispositions and behaviors, we had best know what it is. Now. Before we have a toxic collective common core in a majority of voters.

If you are reading this outside the US, we now have our explicit link from a European journal of all this to the 2001 Citizenship initiatives in the UK and Australia I first described here http://www.invisibleserfscollar.com/mandating-global-citizenship-mindsets-by-assessing-whether-students-adopt-social-altruism/ . Canadians who have never read the 2012 Shifting Minds report from C21Canada should find it. Global indeed in every sense of the word. Not speculating here and it’s not just an American problem. Even though there are apparently additional gold stars and bounties available for change agents whose theories gain international acceptance. Just ask Pearson’s Michael Barber.

What are we dealing with here then? Well, to quote Reimers we “could call these dimensions the three A’s of globalization: the affective dimension, the action dimension and the academic dimension.” By “affective” Reimers means the “development of character, affect, and values” around a “global common framework of values” such as the UN’s Universal Declaration of Human Rights. I took the title from my own observation that everyone in the world having a right to a certain standard of living means a global class of administrators redistributing from those with the duty to provide to those waiting to benefit from the goodies. History shows the national leaders will want their cut and no one has an incentive to get off the dole or taxpayer teat. Especially if it is just there. At least until the money dries up completely and then where are we? Gimme anyway? And all this gets administered by bureaucrats from the UN or OECD who want tax-free salaries and benefits that only have a reason to exist as long as dependence and tragic dysfunction remain. Anywhere. More lucrative jobs if misery then spreads.

A Global Problem-solving focus is Not a prescription to get better. In other words, global education around competency and sustainability is actually likely to be unsustainable and make existing problems worse. The power to coerce gets used where it exists even if the students mean well in all these Youth Movements being fostered in the name of:

1. “A positive disposition toward cultural difference and a framework of global values to engage in difference. [I always sensed IB was a stalking horse for something bigger for everyone. Yikes!] This requires a sense of identity and self-esteem but also empathy toward others with different identities [remember here how critical Irina Bokova views the relationship between UNESCO and the new UN initiative--the Alliance of Civilizations]. And interest and understanding of different civilizational streams [with a spin that Bokova and AOC and Reimers approve of] and the ability to see those differences as opportunities for constructive, respectful and peaceful transactions among people. This ethical dimension of global competency includes also a commitment to basic equality and rights of all persons and a disposition to act to uphold those rights.” [cites make it clear this is an economic justice/John Dewey definition of democracy, not a structure of government].

Second is the skill dimension that develops the “motivation to act and the competency to act.” By that Reimers means “addressing personal and collective needs and of achieving sustainable human-environmental interactions” through those internalized Global Values created via the Affective Dimension (I am combining about 3 different sources for Reimers. All are the same vision and written since 2006). Reimers wants students to learn to “live these [Universal Declaration of Human] rights (not just to know them).”

Third is that academic dimension and notice it IS knowledge but it is supplied knowledge and concepts to prompt the desire to act politically. To invent a different future around a collective responsibility for the wellbeing of humanity. “To understand the interconnectedness of the entire globe on a range of issues, environmental, political, demographic, and recognize their importance.” Again Reimers–”global competency encompasses the skills and interest to understand the basic interdependence of human beings and the environment on a planetary scale.” Now that’s a definition that will require a global class of tax paid administrators intent on coordinating and regulating and outright restricting.

Here then is a direct quote of the academic dimension taken from Reimers book by way of the NEA Foundation’s website (to show their support and intent I suppose), ALL students will need “Deep knowledge and understanding of world history, geography, the global dimensions of topics such as health, climate and economics and of the process of globalization itself …and a capacity to think critically and creatively about the complexity of current global challenges.” [aka systems thinking, paging Peter Senge and Bela Banathy].

So to be clear Global Competence also comes in under definitions of what constitutes 21st Century Learning. Even if you are not in a Senge affiliated district or state like Nevada, let’s say you live in the Atlanta area where the large districts of Cobb, Fulton, and Gwinnett have joined the 10 districts piloting Ed Leader 21′s Suburban Consortium http://www.edleader21.com/index.php?pg=33&id=2 that will delight their taxpayers no end as they discover no where to run from the policies and practices that led to the dysfunction of the Atlanta cheating scandal. The DC area is in the same situation as Fairfax County, Arlington City, and Prince Georges and Montgomery Counties in Maryland also close off the escape route. And Charlotte, Greenville, SC, and Miami-Dade to complete the long sought attempt to level academics in the suburbs and shift those home-instilled values and dispositions.

I mentioned proof above of global coordination of all these citizenship and global competency initiatives, here’s the 2007 link http://www.citized.info/ejournal/Vol%203%20No%202/Vol%203%20no%202.pdf . It puts a new reason on why we really needed a single set of national standards in the US. Too many of the states you see had created civics and citizenship standards that focused on developing the dreaded accurate knowledge among young people. And since having the federal government push this formally was just not available, as usual, one of the charitable foundations, Carnegie, picked up the tab and “the National Centre for Learning and Citizenship at the Education Commission of the States convened a series of meetings with civic policymakers and practitioners.” Instead of knowledge, these meetings “encourage policymakers to conceptualize citizenship education as ‘strands’ of civic competency that encompass civic-related knowledge [because direct instills patriotism?], cognitive and participative skills, and civic dispositions.  Equally important, there was agreement that these citizenship competencies are best developed through a coherent sequence of learning experiences that extend from kindergarten through twelfth grade.”

Get ‘em emotional often and early for many years in other words should make for igniting a reliable  generation of social change agents. Having “primary grade children …discuss the nature of ‘fairness’ and create a better school environment” are the experiences that “provide the civic foundation for middle and high school.” Where they will be primed to attend Youth Forums in Costa Rica to hear Al Gore or the Global Youth Summit next year in China.

That’s how and why all of these earth-shaking mental and psychological changes get instilled in your child or a majority of voters. And the elections in the West gradually get used to mandate a taxpayer-financed fundamental shift.

That UN and education superintendents and university administrators and too many politicians at all levels and every party are determined to give a 21st Century try.

And because they are adults who have spent their careers living off either the public sector’s ability to extract taxes and incur debt. Or live off the tax-free and compounding wealth left by Andrew or John D or Model T Henry or even today’s Bill, Melinda, Eli, and Warren, they are tragically unaware of what will happen when we make the purpose of education–Global Competency or Sustainability or Transformational Outcomes Based Education–turning out the rational, independent lights of most individual minds.

To “instill seeds of peace” in a dangerous world. To create influential guiding beliefs that are false. To mandate “perspectives” because we wish that is how the world worked.

Breaking the individual and collective piggy banks and then where will we be?

Igniting an Entire Generation of Dedicated Social Change Agents via Education Compelled to Act Now

The great Political Theorist Kenneth Minogue’s tragic death yesterday gave me a good reason to go back and reread the highlights of his fine 2010 book The Servile Mind. Turns out to be just the kind of insights we need to grasp precisely what is being attempted globally in education. And why. I had been fuming since Friday that we have basically three tracks going on right now in education. Track 1, the vast majority, really have no idea that there are to be dramatic changes in the nature of K-12 and higher education. Track 2 is aware of the Common Core and is concerned that it is a usurpation by the feds of local control over the curriculum.

I observe and write about Track 3–the real implementation  intended to fundamentally change attitudes, values, beliefs, and behaviors in order to gain a desired political, social, and moral transformation. Track 3 is so anti-content that it calls for substituting emotional engagement instead (this past week’s Partnership for Global Learning annual conference in NYC). Or as this influential group advocates  http://p21.org/tools-and-resources/p21blog/1151-how-can-technology-empower-deeper-learning-in-a-21st-century-school “deriving the curriculum from the lived experience of the student” rather than “a collection of fixed texts.”

Minogue recognized in The Servile Mind that something fundamental was shifting all over the world “as governments take over the tasks individuals used to do for themselves.” That our very conception of society is changing and much of the attitudes driving those changes are being first nurtured, and then required, by education “reforms.” He rightfully worried about what happens in countries where a majority of voters come to see themselves as “an association of vulnerable people whose needs and sufferings must be remedied by the power of the state.”

Minogue recognized that the power and unprecedented prosperity achieved by countries in the West grew from a foundational vision of “self-conscious individuals guiding their destinies according to whatever moral sentiments they entertain.” Now, all over the world, a competing vision seeks stealth enactment and education is the preferred means of avoiding detection as the rulers sculpt the citizens to be malleable. And behaviorally predictable if only the right buttons are pushed. Yes, that would be another job for the compliant media if Minogue had only had a copy of all those UNESCO reports. Minogue does nail the new vision though. A future society “in which individuals find their identifying essence in supporting public policies that are both morally obligatory and politically imperative.”

That future vision now can quietly come in the front door of the school to coerce compliance from an early age. Via lots of psychological student data and a very poorly understood definition of Student Growth. Which will make it much more difficult for us to protect the next generation from being manipulated into a “gullible acquiescence to the projects of government.” Minogue wrote about the Romans and how they “had learned the moral practices needed for a sycophantic submission” during the long reign of Augustus. And when the atrocious Tiberius came along they had been mentally and emotionally disarmed from coping with overt tyranny. The usefulness of deliberately targeting “hearts and minds” has been clear from time immemorial and we should honor Professor Minogue’s admonition that “we should never forget that moral change takes place below, and often deeply below, the surface of a culture.”

Back to track 3 to discuss what is off most radars. It has explicit intentions to create those very moral changes we were just warned about. In an entire generation of learners. Hoping to, in the words of one speaker, create “habits of head, heart, and hand that together will hopefully cause students to take meaningful action. And engage in volunteerism and service. Standing up against injustices and improving conditions and making changes in the world around them.” I have warned about media education and the primacy of the 21st Century Skills push and also the Global Competence portion of the Common Core that guides the classroom vision even though it is usually unmentioned in the PR push. On June 4, 2013, the Partnership for 21st Century Skills (which had deceitfully claimed to be shutting down a few years ago) put on a Congressionally Sponsored Global Awareness Event at the Capitol Hill Visitors Center. To push Global Citizenship and Digital Literacy. We had the Pearson Foundation as a sponsor and a Disney executive (as in Mickey Mouse and lots of Media pull) as the moderator.

If you have 40 minutes to spare, here’s the link http://www.youtube.com/watch?v=6Us7qvshjhw&feature=c4-overview&list=UUK7RYYXF4XqP_mIDu28ZtuQ . I am going to assume you are busy though and give you the highlights. Or what I consider the troubling implications of a vision of education that regards the whole point now as getting students to “become passionate about global issues.” Issues selected and fostered because they will be useful to growing the tendency of the government to intervene, or at least guide, in all matters in the future. I was quoting Scott Hirschfield of the US Fund for UNICEF earlier so let’s continue with what knowledge and values and skills he wants to see K-12 schools cultivate. He said UNICEF defines global citizen as someone who “understands interconnectedness and appreciates global diversity. Someone who challenges inequities and takes meaningful action in their communities at the global level.”

Hirschfield went on the say that “head–heart–hand is how we shorthand this.” I am going to interrupt my quoting to point out that genuinely free market economies provide people with what they want to buy but they are drivers of economic inequality. It’s just that the least successful still are better off financially than has ever been the case in a state-directed economy. With Statism what gets equalized has generally been misery unless you are politically connected. Everyone else gets misery without much recourse apart from physical escape. On rafts. Over Berlin Walls. Tunneling. A human drive to be free.

So when content is pooh-poohed and emotions are pushed and equity becomes the driver we need to beware of knowledge as officially described as “economic and political literacy and an understanding of human rights.” Hand is the “skills we want” like “conflict resolution and a willingness to negotiate and compromise.” Then we get heart as “the values and dispositions we want young people to internalize” like “compassion and toleration of others.”

I will interrupt this troubling confession of the new purpose of education to once again borrow Professor Minogue’s insight that “the ideological frenzies of the twentieth century” like Nazism and Communism “have largely disappeared, except in universities, but the basic impulse in our civilization toward collective salvation has not.” And the way an elite go about obtaining that collective salvation and servitude is through a “change in the hearts and minds of human beings.” So we recognize the impulse but what happens to a society where the next generation knows little but feels the need to jettison what exists and try to design anew?

I will shift and end with Kathleen Welling’s vision since she too sees the new purpose of education as “changing lives.” She hyped the first Global Student Leaders Summit in March in Costa Rica with Al Gore as the keynoter. Next April the Summit is going to China and the emphasis is on “how do we change this world?”

I think the term “playing with fire” is too mild to describe the dangers of this new, to be mandated, view of education. Welling also mentioned that she believed that the Asia Society was doing fine work in promoting this new view of Global Education which is why I led off this post with a mention of its PGL13 conference last week. http://sites.asiasociety.org/pgl2013/about/ She also mentioned the work of Fernando Reimers at Harvard as guiding this new vision of global education for all in the future.

He’s probably not on your radar yet but he’s been on mine for a while. At the beginning of this week that celebrates genuine freedom, what type of meaning would freedom have in a country where K-12 education becomes devoted to “all children” must “develop their own understanding about how we all share responsibility for the well being of humanity?”

Not just that understanding mind you, but also “develop that compassion” so that students will learn to act as desired. And on the political issues desired.

 

Inventing the Education of the Future By Insuring Planet-Wide Activity to Produce Unified Outlooks

Last week EdX announced that 15 more colleges and universities had joined its vision to offer online degrees. What caught my eye about the announcement was that one of the colleges, Davidson, a perennial Top Ten US News institution, had announced last fall that the Duke Endowment was paying it $45 million to “boldly” remake the nature of liberal arts education. So when Davidson’s part of the EdX announcement focused on the “transdisciplinary” nature of its new focus I decided I was looking at what we lawyers call a “defined term that is dangerously missing its actual definition.”

What I found is relevant to everybody everywhere. Whatever your interests. Because the search for that Transdisciplinary definition led me to the manifesto for implementing Agenda 21 and economic, political, and social visions first laid out at the 1992 Rio Earth Summit. In 1994 the first world congress on transdisciplinarity was held in Portugal. Its purpose was to lay out how to get the desired mentalities to evolve via education. This is all part of what UNESCO calls its Culture of Peace Project.

In 1996 UNESCO issued its vision for elementary and secondary education globally–the DeLors Report “The Treasure Within.” It laid out the four pillars of a new kind of education: learning to know, learning to do, learning to live together, and learning to be. It is based on UNESCO’s idea that education in the future should rely on what it viewed as in “the case of human beings, the decisive ‘ingredient’ is their mental and personal disposition to trust, share, negotiate and collaborate.” And that education in the future should cultivate that quality to “produce unified outlooks.”

Yes that is the origination of all that Group Project push but K-12 is not today’s focus. Remember I am using international documents that were created before the K-12 implementation in the US stalled and became partial in light of the outcry over outcomes based education and School to Work and nonacademic standards from the various disciplines like history and English and math. So we have the DeLors vision that I believe moved into the IB curriculum when those rocky shoals developed and Al Gore lost the election in 2000. The K-12 Transdisciplinary vision hid there waiting for another US President to come along and reignite what was called radical education reform in the 90s when all these documents were created. But the DeLors vision of K-12 rolled forward in other parts of the world.

But UNESCO in the 90s did not have a crystal ball and it knew what kind of complete cultural shift it sought. Basically the same one the World Orders Model Project also sought starting in the early 70s that I explained here http://www.invisibleserfscollar.com/reorienting-world-order-values-via-the-intervention-of-activist-education-and-progressive-politics/ . I am not throwing out the term Marxist Humanism to be provocative and I have made the case in every post between that one and this one. Other entities have pushed and are pushing similar visions.

But the history of the latter part of the 20th century and education especially only makes sense when you realize that the bounteous wealth created by prosperity in the West was and is coveted for redistribution. ICT-Internet Communications Technology–has been assumed by plenty of MH theorists all over the world to be the long sought technology that could make widespread leisure a possibility if only people could be made to share. And the best way to force people to share is to use education to create new values and mindsets and beliefs. A widespread belief in an impending crisis would also help.

So in 1997 there was a conference in what must have been, as usual, a lovely setting, in Lucarno, Switzerland on the next step after the DeLors Report. The Transdisciplinary Evolution of the University was the topic. But the report issued was far more encompassing than just the higher ed component. It’s basically the blueprint for all the UN pushes that have become so controversial in so many areas. It is THE manifesto for what has come and is coming through related (if you track from the UN backward) initiatives like the US Common Core or Living Cities or Green Growth or the Regional Equity Movement. You name it and it is probably there. As usual I am giving the precise name to allow for searching but not a link since that would take it down before many of you can read this post. At the moment it is on multiple servers in multiple languages.

Called “Educating for a Sustainable Future: A Transdisciplinary Vision for Concerted Action,” it was created as part of UNESCO’s call to action from the Rio Summit to implement Chapter 36 of Agenda 21 to gain the desired global social, economic, and political changes in structures and institutions and especially people’s mindsets, personalities, and values. As usual it was a call to action for the levers of the sought revolution and biosocial evolution–”the multiple partners and broad community of stakeholders in the educational enterprise.” No, they apparently don’t mean parents or taxpayers.

The really nice thing is the report tells us the truth about Sustainability and acknowledges that “sustainable development is an amorphous concept, intended to be:

“an emerging vision…In truth, it is as much an ethical precept as a scientific concept, as  concerned with notions of equity as with theories of global warming. Sustainable development is widely understood to involve the natural sciences and economics, but it is even more fundamentally concerned with culture: with the values people hold and how they perceive their relations with others. It responds to an imperative need to imagine a new basis for relationships among peoples and with the habitat that sustains human life.”

And education, K-12 and higher ed, is how you get those new values. Especially holistic education that targets the Whole Child, emotions as well as knowledge. Particularly if you get to make education about real world problems to be engaging and relevant. And you get to supply the Big Ideas and Conceptual Lenses that students will then use to guide their daily perceptions. It’s an essential part of How to Change and Guide Beliefs 101. And grounded in feelings instead of much actual facts makes those beliefs integrated. Hard to change later. Whatever the reality.

So not only is education globally the recognized vehicle for social and economic change, the idea expressed is that “not only can it inform people, it can change them.” Yes, that does make all that behavioral data being scooped up via computers in the Digital and Blended Learning K-12 emphasis all the more important. That is part of what EdX and the MOOCs are also doing in higher ed as we will discuss in the next post.

In the mean time all these visions are attached to a recognition that education is essential to “a vision of society organized in a new way.” Which all my recent posts have laid out in detail as the vision attached to education reform. UNESCO and politicians globally know that “societies need to be convinced of the need for sustainable development, in order to show their capacity to devise solutions to the problems confronting them.” A recognition that of course always comes down to a belief that direction from governments at the federal, state, and local levels and international agencies are an essential component of every future economy. Despite the reality that government-centric economies in the past have gutted mass prosperity. Cronyism inevitably abounds. See IRS Scandal.

So here is education’s UNESCO-assigned mission in the 21st century globally:

–”bring about the changes in values, behavior and lifestyle that are needed to achieve sustainable development, and ultimately democracy, human security and peace;

–disseminate knowledge, know-how and skills that are needed to bring about sustainable production and consumption patterns and to improve the management of natural resources, agriculture, energy and industrial production;

–ensure an informed populace that is prepared to support changes toward sustainability emerging from other sectors.”

That would translate roughly into students who no longer have Axemaker Minds or unapproved knowledge. Who have what UNESCO calls a Common Ethic or a “new global ethic that transcends all other systems of allegiance and belief, which is rooted in a consciousness of the interrelatedness and sanctity of life.”

It is also the cultivation of attitudes of servitude and what I would call sheepdom.  Willing to move with the herd and not stand apart.

I find this to be an appalling vision for the future. Especially one being delivered largely out of sight by college professors and administrators in higher ed and education professors and School District administrators and Principals in K-12.

With an attitude of “there are promotions and lucrative contracts and grants available if you push this.”

The Education for a Sustainable Future vision actually seems civilization crashing to me. Which UNESCO turns out to agree with. They believe the next resulting civilization will be the peaceable one.

If they are tragically wrong, who will give the tuition or tax refund?

 

Cultivating Understandings of Consequence to Guide Daily Life and Prompt Desired Behaviors

Dialectic is such an off-putting word that it is easy to ignore what it is trying to say about a desired vision for how the world ought to work in the future. Especially if you are a political radical hoping for a reason to push transformation. Before the Enlightenment and especially before Darwin published his views of a spontaneous, non-directed biological evolution, both philosophy and religion had developed ways to see the world as a whole. All aspects of it–human, natural, and divine–as related together in an orderly way. The common term used for that all-encompassing vision is a cosmology. When I read Engestrom’s desire to get back to seeing the world in terms of systemic causal relationships–Ascending from the Abstract to the Concrete– where none actually exist, I saw that desire to reorder the nature of the world back into a cosmology view. Without saying so. I saw the same intent in that Rand report mentioned in the last post encouraging students to come up with broad principles from isolated facts. We are really in the realm of belief here, not knowledge.

The difference between me and another commentator on that clearly designed to be globally influential Rand  report is that when I read the grey box blurb on “Correcting Misconceptions about Complex Causality” I immediately recognized I was reading BS. I had read too much disdain for seeing the world in terms of factual and linear, cause and effect relationships to not be suspicious that somehow it was perfectly permissible to think in terms of causality with the so-called ecosystem. Moreover, I recognized that drive for a holistic view of the world because a few weeks ago I read a 1982 book called The Return to Cosmology: Postmodern Science and the Theology of Nature. Written by Stephen Toulmin, it was the source of the Koestler example in the last post.

Toulmin wanted very much for our now 21st century humanity to rethink its place as independent of nature. In fact, by the early 80s he viewed a first “movement toward a revival of ‘natural religion,’ and a reunion of science with ‘natural theology,’ is already underway, though not necessarily under explicitly theological colors. The traditional issues of natural religion are forcing themselves on public attention, though under other names.” The commentators who have remarked over the years that the theory of Catastrophic Manmade Climate Change behaves more like a religion than science might well want to consider Toulmin’s insider observation of what was going on. It’s on page 261.

The problem though is it now comes in as Engestrom’s Theory of Expansion basically whitewashing these old Soviet and Eastern European systemic political theories. Or via the current NSF funded Understandings of Consequence Project being run by Project Zero at Harvard. Which is where searching the names in the footnoted Misconceptions of Complex Causality support took me. Tina A Grotzer and Belinda Bell Basca to be more precise than what the Rand report provided. I think they thought a footnote should suffice to take their word that the assertion was true. No, I actually located their “How does grasping the underlying causal structures of ecosystems impact students’ understanding?” that dated back to a conference from 2000. Hmm, that would be the last go around at US comprehensive radical ed reform. Back when the rest of the world moved ahead of us in gutting the transmission of knowledge as too individualistic. And not apt to a world in flux.

I got to read about RECAST–REvealing CAusal STructure. Structure of course being another name for seeing the world systemically and looking for relationships among things instead of individual characteristics. And I thought of how useful RECAST would be to an education reformer wishing to create widespread and influential misconceptions about how the world works. Just how useful it would be to get at and impact “how we frame experience or information.” To be able to provide “a flexible repertoire of models that [students] understand how to map to relevant occasions.” Tracy Benson of the Waters Foundation did say in print that Systems Thinking was about controlling personal behavior. That would do it and it would be quite invisible.

Then I followed up on the related idea of EcoMUVE–Advancing Ecosystems Science Education via Situated Collaborative Learning in Multi-User Virtual Environments” which of course is the gaming like River City we have already encountered in posts like this one http://www.invisibleserfscollar.com/students-must-see-themselves-as-active-participants-in-social-change-and-designers-of-social-futures/ . And I saw that NSF sponsorship of Understandings of Consequence and language asking me–”What inherent default assumptions do humans make that influence how we reason about complexity in the world?” Well, quite honestly, most people cannot very well because they are actually not too good with abstractions. So they will simply have to take the concepts as provided and use them as instructed.

Now, how useful is that for a Project Zero Group also representing IB in creating Global Consciousness and the CCSSO (supposed state creators of the Common Core) in their related Global Competence push? Secondly I remember that the NSF has changed its policy and is now explicitly using K-12 education to squelch climate skepticism. And I have all those documents and have written about it.  http://www.invisibleserfscollar.com/if-reality-is-ignored-or-disregarded-when-do-we-become-a-state-against-its-people/

Plus I remember our cosmology aspiring professor writing in a 1974 essay included in his book how so many scientists with aspirations of how society should be organized sought to apply the laws of physical systems to living systems. But that when you do that, you are applying physical laws to philosophical matters. Trying to get human affairs to organize themselves systemically even though as Toulmin said regretfully in a footnote:

“After many years of loose talk about ‘ecosystems,’ many leading ecologists are now shying away from the term…The phenomena so referred to (food chains etc.) also lack the stable, self-restoring character of physiological systems, i.e., are not fully ‘systemic.’ If only they were!”

Toulmin even described how French biologist, Francois Jacob, and his attempt at Biological Structuralism, was dealing with “cultural and social integrons” that are unfortunately not sufficiently systemic in the way he desires. So, Toulmin noted wistfully, talking of systems in “politics, culture, and society” does not change the non-causal, non-systemic nature. It’s just a case of bad analogizing to develop a theory to get desired results in human behavior. Something Paul Ehrlich has said he is still doing with IHDP. In fact he says we are more than five years into the global transformation affiliated with the UN.

How to get there? Well, let’s face it, what is the likelihood of a non-footnote detective reading Toulmin? Slim so the analogy to physical systems should stand for most teachers and students and the general population. Just mention “the Second Law of Thermodynamics says” and they will listen. Totally unaware it is NOT a Law of the Universe but a universal law that ONLY applies to a ‘thermally isolated’ system, which is one that “is shielded against all interchanges of heat with bodies outside itself.” Used elsewhere Toulmin said you are trying to use science to argue philosophy. Without admitting that is what is happening.

The year after Toulmin’s book the theories to repair the damage to the wonderful usefulness of inapt analogies and false beliefs to generate Social Transformation began anew with the publication of “Structure-Mapping: A Theoretical Framework for Analogy” by Psych Prof Dedre Gentner. Those of you who have always wondered precisely what higher-order thinking in these assessments such as STAAR in Texas or the OECD’s PISA should realize that “structural analysis=higher order relations.” The idea in all this developing analogizing work is for a student to take what that have been taught about complex causal relations and apply it to a previously untaught area without a clear solution.

Then hopefully as Professors John E Hummel and Keith Holyoak have discovered in their LISA, Learning Inferences through Schemas and Analogies, research:

“People are able to induce schemas by comparing just two analogs to one another. Indeed, people will form schemas simply as a side effect of applying one solved problem to one unsolved target problem.”

Whether it fits or not. Driven not by similarities but by being told there is a causal relationship among the two domains. Even if there is no visible correspondence of characteristics. In fact NSF has also funded research into “Causal Models as Inference Engines” within the last few years. All of which reminded me of the passage in the Rand report where “teachers ask students to engage in high-road transfer by making conceptual connections between scientific laws [like mass and motion] and situations they may encounter in their lives.”

Where again it would be inapt but would any student be in a position to know that? Reading through all the Understandings of Consequences classroom projects and what is sought by NSF and what is in that Rand report and Engestrom’s Learning by Expansion, it is very difficult NOT to see all these so-called education reforms as designed to get students to believe and then feel compelled to act on things that very well may not be true.

Back to cosmology without saying so. Back to people needing direction without pointing out that is the intent of the reforms.

What happens in a world when so much of what is believed is not so?

And so much of what is important is no longer widely known?