Authoritarian FantasyLand: A Place With Required Habits of Mind but Disdain for Facts

Back from my jaunt this week to Orange County, California to talk about all the things coming into K-12 classrooms under the cloaking banner of the Common Core. Since I was taking notes on Monday night and the pro-CC side zealously conceded a great deal in their prepared presentations, I thought we would talk about what was admitted upfront and what the implications are for all of us. It is safe to say that California is further along than many states so this will fit with what is or will soon be going on everywhere. If authoritarian seems awfully strong, it is partly a reaction to the number of speakers who insisted that the Common Core was now “the law” and there was thus no reason for further discussion. Now no one actually uttered the phrase “resistance is futile” or “submission is mandatory,” but that was the drift of the arguments.

Gone is any concept that the United States is a country conceived on a premise that the individual is ultimately so sacrosanct that even a king needs to ask permission to cross his threshold. No, if a school board, legislature, or city or regional council adopts a law or enacts a regulation, apparently obedience is now mandatory without further discussion. That crucial shift is one reason the authoritarian description seems apt. The other is the number of times I heard speakers, especially one who was a former California 4th District PTA President and a current Huntington Beach school board member utter phrases in support of the Common Core like “its purpose is to create habits of mind” and dictate “concepts to be absorbed” by the student. Another speaker spoke of “internalizing” knowledge.

All of those references, whether the speakers know this or not, are to what Soviet psychologist Piotr Galperin called theoretical instruction to guide future behavior. We covered it here http://www.invisibleserfscollar.com/transcending-the-individual-mind-as-the-analytical-unit-of-learning-while-still-guiding-how-we-will-act/ . My dictionary defines authoritarian as “unquestioning obedience to authority rather than individual freedom of judgment and action.” Now let’s face it, if concepts have been implanted in student’s psyche at an unconscious level, which all these speakers are admitting and I have been warning about, there’s not even any opportunity to question. Is there anybody out there that denies our definition is being more than met with these openly declared intentions?

One of the Board members read two passages from my book. One is that we are looking at the “Marxist theory of education.” I suppose he was trying to paint me as some kind of 21st Century McCarthy threatening to name names. As the book lays out in detail, Uncle Karl wanted education to be all about controlling consciousness. Let’s face it, the pro-CC speakers themselves admitted that aim several times. If educational theorists and professors use the M word among themselves for what they advocate, we get to use the term as well. That’s me–factual, not raving. The 2nd quote had to do with the assertion in the book that Common Core actually wants to limit knowledge. I explained quickly about how a concept-based education worked, but I have a better example to actually quote now that I am home with access to all my materials.

The term “rigor” and “cognitively demanding” both got used a lot as reasons for the shift to the Common Core. No one mentioned though that the purpose of this kind of classroom work was to foster a “tolerance for ambiguity” in the student. More psyche in the classroom crosshairs then. I mentioned in my testimony that to work the problem MUST be ambiguous, be previously untaught, or have no single correct answer.  http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Rigor-Redefined.aspx is a 2008 article by Harvard prof Tony Wagner elaborating just that–”a complex, multi-step problem that is different from any they’ve seen in the past.”

The pro-side did not care for my pointing out that when they stated that CC were “learning standards” they were saying it was about “social and emotional changes in the student” and “goals” for changing a student’s values, attitudes, beliefs, or behaviors.  That came out on rebuttal even though our former PTA President and Board member had cited “engaging experiences” as one of her reasons to support the CC transformation of the classroom. What precisely does she believe the “experiences” are getting at? Plus, I now have access to the standard definition of ‘rigor’ which is “the goal of helping all students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.” I took that from an SREB powerpoint, but plenty of school districts use that quoted definition verbatim too.

Another reason cited in support of CC was it “promotes Equity.” As we say in the South “Yeehaw.” Dissimilar treatment of students in order to get them to the same outcomes is not likely to be a popular selling point, at least until we get a generation trained with those Anti-bias Standards from the last post. So we get Equity imposed invisibly by Supers and Civil Rights edicts and local city councils. Alarmingly, Brookings’ Metropolitanism guru, Bruce Katz (see tags)  announced this week http://www.brookings.edu/research/papers/2014/10/22-metro-growth-uk-us-katz  that  “it’s time we rewrote our own federalist contract [that would be the US Constitution] and realign power and responsibility for the modern era in which cities and metropolitan areas, rather than nations and states, drive economies and progress.”

Right into a ditch in all likelihood, but this is the political vision all these education reforms embodied in the full CC implementation are relying on as the future they are preparing our students for. In that link, you will find a link to a UK report that makes it clear that geography is being used to disguise the shift to the needs-based, economic justice vision that Uncle Karl lusted about achieving at some point in the future. As the report said “the scale of metros means they are best placed to drive the strategic integration of public services and economic development.”

That’s the vision for Manchester in the UK and the greater LA area, my neck of the woods in Georgia, and everywhere else as well. Everything I have read suggests a Folly of monumental proportions is planned, but it will be quite lucrative for a while to those connected vendors who form public-private partnerships to receive taxpayer money for meeting ‘needs’ like housing, education, or healthcare.

I want to close this discussion with a Keynote Address noted Change Agent Shirley McCune gave back in 1981 called “The Future of Educational Equity.” She saw “struggles for equity” as the “whole rationale for the formation of the United States” which tells us what can happen when we let graduate degrees in social work dictate how we educate our kids. What I found fascinating since I had always seen the Reagan Block Grants to state and local governments as a ‘conservative’ shift was how A-OK she was with this plan. So someone who wanted to see comparable economic and social outcomes among groups and “groups of people represented throughout society in proportion to their representation in the population” viewed state and local governments as the place to achieve that.

Something to think about as commentators assume that the Common Core is an acceptable dictate if a local school board requires it. That the only problem with the Common Core is the federal fingerprints all over it from Arne Duncan’s actions. Really? Authoritarianism that goes so far as to dictate personality traits at an unconscious level to drive future behavior is not a problem now as long as it is not federal authorities mandating it? McCune believed that the “only way that persons would be willing to ‘buy equity concerns’ is if it is demonstrated that it is an innate part of quality education.” That of course is precisely what embedding Racial Equity Outcomes in coursework or those Anti-Bias Framework do.

It’s McCune and others view of how to use a misleading term like quality education for “building a new consensus on equity.” She also viewed quality education for equity as about equipping students with the “highest level basic verbal and mathematical skills consistent with their individual ability.” The only way to read that language is that slower students will get a variety of ways to show their skills, but able students still cannot go beyond basic. They can just go faster through the basics.

Just as we are seeing with all the current emphasis on Career Pathways, where California is one of the lead pilots http://www.clasp.org/resources-and-publications/files/aqcp-framework-version-1-0/AQCP-Framework.pdf McCune’s plan for equity relied on ALL students now receiving a combined academic and vocational education where everyone would obtain “the skills and attitudes necessary for working cooperatively with both the same sex and opposite sex in the paid workforce and in the home.”

Finally McCune’s version of quality education “would equip students with the flexibility and self-confidence that would enable them to cope with the rapidly changing society through continuing adult learning and growth.” Doesn’t that sound just like what the Common Core is touting as having a Growth Mindset? Everything old is new again apparently until total transformation is finally achieved.

Apparently the products of a “quality education” grounded in ‘rigor’ will not object to the fundamental rewrite of our “federalist contract” and in the mean time, governments at all levels seem to be pursuing this Equity vision without any genuine disclosure or consent. Leaving it to the lady who reads too much and has for a very long time to lay it all out.

Hopefully Just In Time as the slogan goes.

Priority Economic Citizenship for Some, Officially Sanctioned Status as Prey for Most of Us

A large part of what made America exceptional and historically prosperous officially died yesterday. It’s probably why there has been so little mention of a huge new source of funds to states and localities approved in a landslide yesterday by the US House.  So we are taking a side trip but still related detour from the last post to discuss what has been done to us by our political class. Booth parties. Do not call them public servants. Many obviously cannot be bothered to read what they force on us in every state and every locality now in the US. Straight out of the radical Left Handbook that we saw at this conference.  http://www.whitehouse.gov/files/documents/ostp/opengov/sond2%20final%20report.pdf

“The Workforce Innovation and Opportunity Act, which would update jobs training programs in the U.S., passed the House by a vote of 415-6 Wednesday afternoon and now heads to President Barack Obama’s desk. Obama applauded Congress for passing the bill last night and said he looks forward to signing it into law. ‘This bipartisan compromise will help workers, including workers with disabilities, access employment, education, job-driven training, and support services,’ Obama said. Labor Secretary Tom Perez called the bill “good for workers, employers and the economy as a whole.” Lobbyists and business groups were also thrilled.

- Who voted “nay”? Justin Amash (R-Mich.), Paul Broun (R-Ga.), Jimmy Duncan (R-Tenn.), Rep. Walter Jones (R-N.C.), Thomas Massie (R-Ky.) and Rep. Steve Stockman (R-Texas).” [Source of Quote is Politico]

Hardly any coverage of the statute. I probably would not have noticed it or read its 812 pages either if members of the radical groups that took out the New York Times ad commemorating the 60th anniversary of Brown v Board of Education and lamenting the lack of fairness and human rights for every person in the US  http://civilrightsdocs.info/pdf/NYT-CCSS.pdf had not been practically doing a lap dance at the prospect of WIOA passing. Remember how often equity comes up these days supposedly as a new legal requirement of what education must accomplish? I have warned repeatedly that the actual definitions of College and Career Readiness are horrifically low and to be binding on all students. http://www.isakson.senate.gov/public/_cache/files/a4766452-3945-44d4-bb34-f8a6670bf166/WIOA%20Final-bill%20KIN14299.pdf is the final bill.

On page 514 we find the official Congressionally approved definition of what it will now mean to be prepared for the workplace, which is also now the official, Congressionally approved, function of all K-12 institutions as well as community colleges. Remember that suburbs or small towns that wish to exceed this standard for all may be accused by the Civil Rights Divisions of Justice and Education of being discriminatory. In many ways this also nullifies the various discussions around the country over the Common Core or other academic standards. Students now are to have a combination of:

basic academic skills, critical thinking skills, digital literacy skills, and self management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of post secondary education and training.”

Yeahaw! That’s not just the floor. It’s the ceiling as well with political appointees from Big Business, Governments, Unions, and community organizing entities determined to bring about wholesale social change organized into required Local Workforce Development Boards (Sec 107) to make it so. Nobody in any of the permitted groups granted access to these or the required State Workforce Development Boards (p 34) has any interest in Axemaker Minds likely to blow the whistle on cronyism or create a genuine disruptive commercial innovation.

Instead we now get Congressionally approved and to be required Career Pathways (p 10) developed  by the Boards and Industry or Sector Partnerships (p 22) so that what students can do “aligns with the skills of industries in the economy of the State or regional economy involved.” The Middle Ages called the decision that others get to decide what each of us may become feudalism. The 30s and 40s called it Fascism and the 21st century calls it State Capitalism. It is now here in the USA.

No wonder neither side is trumpeting this monstrosity. Thinking about images from what appears to be a planned invasion of the US southern border that simply could not happen without a great deal of official sanctioning, I want to go through some of the considerable ways WIOA gives English Language Learners lots of funding and a priority place at the table of those boards and future employment opportunities. We may not be offering political amnesty yet, but my reading is we certainly have offered economic citizenship without regard to legal status. Now of all things.    https://www.raceforward.org/practice/tools/compact-racial-justice-agenda-fairness-and-unity is an example of the kind of community organizing and democracy revolutionizing that is now intended in the name of race and ethnicity.

To give all of us a better idea of what democracy and equity and fairness and progressive change now mean, I am going to use a 2011 lecture Princeton prof (and Obama colleague and citizenship education advocate) Danielle Allen gave. https://www.youtube.com/watch?v=zrW6HNi9-QU The New York Times featured her vision of a radically transformed Declaration of Independence in a story last week on July 3. In my mind that makes her vision an officially sanctioned one by those with fundamental transformation on their mind.

She views it as the job of governmental institutions to secure and enable factual equality. By this she means five facets that governments must now see to. First, everyone is to have Equal Agency and Political Equality under a Principle of Non-Domination.  Next is a Principle of Equal Opportunity that individuals must have the capacity to pursue their own happiness and that governments and politics will now be used to bring about the material resources needed. Start listening at about the 17:00 mark if you do not believe me.

Next is a Principle that Allen calls Epistemic Potluck. Believe it or not this relates to the affirmative use of the Student Code of Conduct we met in the last post. It also relates to what is called ‘problem-based learning’ in the new vision of high school that goes with this equity and democracy vision. Told you this was a related detour. The idea is that ‘knowledge’ is no longer about experts or specialists or a textbook, but rather the product of democratic conversations among participants magically deemed to be equal no matter how ignorant or emotionally aggrieved anyone is. These conversations will produce a consensus or shared understanding that will be pertinent to solving problems. We have also encountered this same deliberative democracy idea as the Rockefeller Process of Communication For Social Change.

Fourth is the Principle of Reciprocity. Those who have more have an obligation to those who have less so they can supposedly be truly free. Freedom is no longer to be treated as something that comes before the primacy of equality. Finally there is a Principle of Co-ownership of Equality. Allen describes this as a “communitarian commitment to egalitarian sharing of difficulty and prosperity grounds the social bond that sustains a free polity.” Marx was more succinct when he described the same principle as “from each according to his ability and to each according to his needs.” Allen literally wants a communitarian commitment “to social decision-making” and governments empowered to make her vision and what a majority now decides to be necessary for happiness so.

We went back to look at Allen’s Vengeance Will Be Ours Finally Vision because the WIOA not only integrates Adult Education and Literacy for those with deficient skills but mostly for every English Language Learner on American soil. On page 546 WIOA calls for this to also be ‘integrated’ with civics education. That integrated model for those who are supposedly dispossessed comes straight from Marxist radical Paulo Freire even though the statute forgot to mention that. Since you may not be familiar with his work or view of education, here’s an objective source on where this all leads. http://tx.cpusa.org/school/classics/freire.htm Remember community organizers intent on race-based transformational activity are eligible to provide and be paid for WIOA adult literacy, workforce, and civics ed training.

I wish I could say something pithy about WIOA or how it will not be as bad as it looks. If you get one of the federally funded jobs as a trainer at living wages or become a Director or staff member of one of these new Local Workplace Development Boards, you win. The Chamber of Commerce wins. English Language Learners clearly win as they are constantly carved out as Individuals with barriers to employment. The rest of us not so much.

Bound without notice. Prey without consent.

Welcome to US official public policy in 2014.

 

Redesigning Education Globally to Humanize Personalities and Make Each of Us More Susceptible To Peer Pressure

I have kept a constant drumbeat going now that what we are dealing with in education, Preschool–higher ed, and the hoped for changes elsewhere in all social institutions and practices are related to hoped-for transformations toward government-led collectivism. That seems so shocking and painful that it is easy to dismiss. It is perfectly understandable to feel that way, but the incessant drumbeat now has cymbals joining in and we are building toward a crescendo. Time spent ignoring these planned transformations simply increases the damage they are doing and the extent of the future clean-up. We really are dealing with educators, politicians, professors, and social planners who are determined to enact “forward-looking transformative practices that are needed to enact history in the present.”

That’s what Quality Education and Redesigning Curricula are all about. It is thus hugely alarming that a video surfaced this week of the director of the MIT Media Lab Entrepreneurship Program giddily bragging about the extent of the planned transformation.  http://www.edge.org/conversation/reinventing-society-in-the-wake-of-big-data I don’t share his optimism that the acknowledged potential for evil to be the engineered result is unlikely because there is no central place for a dictator to get at individuals. Of course there is. That’s the new purpose of all these transformational practices in education that MIT is deeply immersed in. It is also the purpose of all the interest coming out of the UN in media cooperating on how it portrays, or ignores, daily events. UNESCO now uses the term Media Education as a means of advancing to what it euphemistically calls Scientific Humanism for a reason.

Alex Pentland, the talkative star of that troubling video where he says George Orwell was simply not imaginative enough of the possibilities, is also involved with the United Nations Global Pulse Initiative. GP began in 2009 and “serves as a laboratory through which the UN System and its partners are discovering how to harness the power of Big Data to meet the challenges of global development in a Post-2015 world.” http://www.un.org/millenniumgoals/pdf/GP%20Backgrounder-General2013_Sept2013.pdf So again I am not theorizing about what is going on here. I just have more sources and an intensive understanding of what is involved and how it is interconnected. I have already written about that post-2015 troubling agenda and how much it looks like what Uncle Karl envisioned as the human development society.

If the phrase little c communism still strikes us as off-putting, imagine my horror at reading Pentland’s new visionary book Social Physics which openly proclaims the intention to “reinvent our current economic, government and work systems” and having “Reflections on Primitive Communism” being a cited article supporting his vision. Say What? indeed. Likewise, the Sakhalin Declaration we looked at in the last post is just an update conference to the vision of the global common future laid out at the World Summit in Geneva in 2003 for “Building the Information Society: a global challenge in the new Millenium.”

It is to be “people-centred, inclusive and development-oriented” and the place to start for realizing this “common vision” is to “focus especially on young people” and the “opportunities provided by ICTs.” Yes, that is acknowledged as mind arson in the last post, but then Pentland is pushing social learning precisely because it makes people more susceptible to peer pressure that will change future behaviors. Brave New World should perhaps be retitled as Education to Promote Bullying by Governments, Cronies & Communities: the 21st Century Great Transition, Like It or Not.

Those are some of the background facts and declared intentions undergirding all this talk of changed instructional practices and curricula and measuring assessments to look for a poorly-understood Student Growth or Achievement. Orwell may not have been imaginative enough, but he was spot on about the use of unappreciated definitions of words to obscure intentions from the general public. This quote is taken from a 2006 article in Theory & Psychology called “Embracing History Through Transforming It.” It provides the rationale for Quality Education and Deep Learning and Social Learning and all these other transformative practices we have uncovered. It is the essence of the DiaMat process being pushed in education and the article says so.

“what is placed at the center is not the child alone and not even the classroom practice existing here and now, but rather the dialectical co-authoring of development and history by each and every individual child (and teacher) with the rest of humanity (including its past and present generations), through collaborative activities that continue and simultaneously transform history. [Now we can appreciate all the group projects or the emphasis on real world, authentic problems]

In this case, the students and teachers, instead of being de-individualized by seeing them as part of humanity, are in fact empowered to a larger degree than in any other, more individualistically based visions of education because taking the dialectical view of history means the ineluctable agency and responsibility of people, including each and very individual, as actors who together create society and history itself and are created by them.”

Boy, that’s a long sentence, but the sentiment could not be more clear. It also fits perfectly with the visions described above, in recent posts, and where I am going. That’s why there is a global need for a new vision of education and why its nature is obscured with Orwellian terms like Quality Education or Excellence. Remember I said I would talk about why subject-matter and content remain important to radicals who have no use for the transmission of knowledge? Because real knowledge empowers the individual mind (explained in detail in my book) and reenforces the existing social institutions and practices? Instead, according to Professor Seth Chaiklin, “subject-matter instruction should contribute to humanization, through personality development” and teachers and curricula designers should “consider how it could be used to work for those ends.”

“Teaching should aim to develop understandings of the central topics in a problem area” according to these CHAT and Marxist theory of development theories of education being imposed on us. Those understandings then act as conceptual lenses to interpret daily experiences in ways likely to fuel a personal belief in the need to take action to transform present reality. A/k/a act on history to change its course. It’s why facts are not important, but relationships among topics are. So the emphasis in a 1st Grade Math Lesson is on “More and Less” and “Some and Few.” Words that can come to correspond to a physical reality that should be changed in a world where economic justice is to be sought. The calculator can add or multiply, but it cannot become a Change Agent of History. Hence the need to change.

One of the most common terms now used to illustrate the need for classroom changes is the oft-proclaimed need for students to be ‘engaged.’ Now I always interpreted that term as social and emotional learning through experiential activities, but Pentland’s book helpfully tells us it is more alarming as a goal. Here is his quick definition of ‘engagement’ from the book’s Glossary. “Engagement is social learning, usually within a peer group, that typically leads to the development of behavioral norms and social pressure to enforce those norms.”

See where the title comes from now? Now “social learning consists of either: (1) learning new strategies (e.g. context, action, outcome) by observation of other people’s behavior, including learning from memorable stories [which of course need not be true, only emotionally impacting]; or (2) learning new beliefs through experience or observation.”

Well, no wonder lectures, sequential worked-out illustrations of math or science problems, and textbooks generally are now deplored. No wonder the great works of literature are treated merely as a means for making a transformative point. Making beliefs the focus and wanting them to be malleable to change, plus peer pressure to follow the always excitable herd, are so much more transformative in their potential as instruments for change.

Next time we will zero in on how Soviet psychology developed the use of instruction and curricula to create a Systematic Development of Orientation Towards Future Action. From the last psychologist (died in 1988) to have regularly worked with Lev Vygotsky.

No I am not going to sign off with Same Bat Time, Same Bat Channel. That phrase would really date me wouldn’t it?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Relying on Mass Emotional Stimulation to Coerce Transition to a Society Organized by the Public Sector

Because I still have a large body of facts from history located quietly and portably within the privacy of my own mind, I have a nice cushion to fall back on when I encounter troubling open declarations about reorganizing the nature of business and the economy and society. Especially when these plans originate among parasitic taxpayer funded international bureaucrats, higher ed administrators, and Big Business wanting to protect its current turf and revenue by simply hiring more lobbyists. In case you did not think about what the acronym UNPRME stood for in the last post’s linked report, it means United Nations Principles of Responsible Management Education. Think of the United Nations realistically as a place dominated by dictatorships wanting to snuff out liberty in any part of the world or areas of society where it still currently exists.

The reason I brought up that body of knowledge is it lets me respond to that report and the Great Transition pursuits generally and everything I have compiled and written about what is called the Belmont Challenge and the Future Earth Alliance by walking over to my bookshelves (plural at this point in my research) to reread something on point. This time I pulled a book first published in 1936 called Collectivism: A False Utopia. Written by a Christian Science Monitor reporter, William Henry Chamberlain, who was stationed primarily in Moscow in the 30s, he also spent a great of time in Berlin, Germany. Given what he had seen, Chamberlain opens the book with the point that even more crucial than the question of where the line should be “between public and private enterprise in economic life” was “whether the people are to own the state or whether the state is to own the people.”

Those are still the crucial issues today in 2014. When I listen to a state legislator boast that the schools have never been very good at academics so now we only want them to ensure that all students are “competent,” he is treating students like subjects under his oversight. When the EU Economic and Social Committee pushes itself as the bridge between Europe and an “organised civil society,” it intends to do the organising so it can dictate what is allowed or impermissable. www.eesc.europa.eu/?i=portal.en.press-releases.30595#_ftn1 When it announces that it is “unnatural” for hunger and obesity to coexist in the same society we can just imagine the extent of the meddling that will now be required in people’s personal lives.

When the Common Core pushes teachers to instruct students that certain groups are “right wing” with “extremist views” and thus should be called “Fascist” they are using the term ahistorically as an insult to slime ideological opponents about the proper role of governments. http://dailycaller.com/2014/01/18/teachers-instructed-to-teach-all-right-wing-extremist-groups-are-fascist-video/  They are also making Fascism a “metaphorical lens” for students to view certain types of political activity. When I use the term or allude to it, it is based on going back to someone like Chamberlain or Hayek or Von Mises who lived with people who openly proclaimed this as their organizing philosophy. I go back to these older resources written before World War II or even the annexation of the Rhineland or Kristallnacht because they are based on personal informed observation. They are untainted by knowing the tragic end of the story. That’s what makes the modern day parallels to declared intentions so troubling.

When we look at 21st century skills and see nothing but mind arson or at the manipulated perception of obuchenie and wonder why, consider this passage from Chamberlain:

“In the collectivist state, on the other hand, every influence within the control of an omnipotent government is mobilized for the purpose of creating a uniform type of personality, disciplined and regimented to the last degree, trained to regard anything ‘the leader’ advocates as right and to change its mind as quickly as the leader may change his. It is easy to imagine the kind of individual that is becoming a standardized product under the collectivist dictatorship; it is a sort of human gramophone which plays without a hitch whatever tune the official thought-controllers may call.”

Human gramophone was the metaphor in those radio, pre-TV days. Just imagine what the thought controllers intend to do with adaptive software, gaming, and embedded virtual reality. And before you dispute claims of collectivism, it’s all through all these cited documents from this blog. That’s also what all those references to the obligation to promote the common good are about. I am not claiming anyone is planning in 2014 in the West to be a dictator. I am asserting though that all these documents assume that majority will may now impose terms on all citizens down to the nitty-gritty details of life. Dictatorships don’t have to be about a singular individual in charge of all.

Chamberlain made an important point about the nature of envy and when it becomes explosive to a society. Tell me if you don’t believe that politicians and NGOs and international figures and the media and college professors and think-tanks are currently, and deliberately, using rhetoric about inequality to ignite an explosion of just the type Chamberlain worried about:

“Envy is as inescapable a condition of human life as the inequality that provokes it. It becomes a formidable form of social nitroglycerine under two conditions: when the masses are conscious of a worsening in their condition, and when a considerable number of individuals endowed with genuine force and ability feel themselves excluded from normal opportunities of advancement, from a fair chance of enjoying a satisfactory livelihood.”

“Liberty” on the other hand, as long as it is properly nurtured and respected for the mass prosperity machine it has historically proven to be, is a “constant agency of self-renovation.” But that of course is a danger to politicians and bureaucrats wanting to direct society and the economy and being well-paid for life for just showing up and pushing as told. Hence we get the mind arson and no Axemaker Minds all while asserting these education initiatives promote “critical thinking” and innovation. The small print about the innovation being a reenvisioning of society and the economy gets left unread and unremarked on in public.

It is interesting that Chamberlain believed that “if American democracy should ever be overthrown, it would yield place to fascism, not to communism.” I will interject here that he was not using democracy in the John Dewey transformative sense so common today. To Chamberlain, communism was the Stalinist variety where if there were 15 collaborators in a scheme, another 185 would be selected at random to be executed to dissuade future participation and encourage squealing over any overheard plans. It’s not the little ‘c’ communism variety various professors in the US and the West generally still think we should try in the 21st century that now seems deeply embodied in the current UN and OECD initiatives. Now I continue with the rest of the quote because it remains a relevant, prescient point:

“Both communism and fascism are forms of despair politics. But communism is calculated to appeal to people who never had anything, while fascism is the preferred expression of despair for people who once had something, but have lost it.”

But what if the public sector is the primary driver behind the conditions of despair? What if what has been lost and is being taken away is due to an ever-expansive, self-justifying, public-sector, and a non-profit sector that benefits from its alliance and its grants from the public sector without having to pay its dues in taxes, and a cronyistic Big Business sector that wants to operate with impunity due to its political connections?

Out of the frustration of what has been lost and with misleading pitches and propaganda from politicians, the media, and education, are we now shaking the social nitroglycerine described above?

Are we increasing the programs that created much of the dysfunction in the first place?

Next time we will return to Chamberlain’s concern over what he called “straitjacketing of the mind” in both collectivist ideologies and compare it to known current pushes in the schools and classrooms.

Molding the Minds of the Masses Toward Myths as an Effective Means of Manipulating Action for Change

Two posts ago I mentioned I had one more equity event to attend as I listened in person to the blueprints of intended transformation for all metro areas, not even just the US. So December 4, I attended the roll-out of the Harvard Equality of Opportunity Project at a  meeting of the Atlanta regional Housing Authority. Among those special guests recognized by name at the event were the Metro Atlanta Chamber of Commerce, the group that had just put out that Metro Atlanta Equity Atlas I have written about, and the head of the Georgia Partnership for Excellence in Education. Apparently I am not the only one who gets that all these entities and terms are linked in a common transformative vision of the future.

As I have been attending all these events or reading mentioned books like White Flight, it has been hard for me not to notice the extent to which beliefs in things that are not so, or which did not happen in the manner described, are being presented as fact. One of the points made at the Wednesday event by representatives of an entity, Georgia StandUp, with ties to ACORN, complained of the still present “plantation mentality.” That this was the reason it was hard in metro Atlanta to move from the bottom percentage of income earners to the top 20%.

Now I can be a pretty serious nerd, but we are not going to have that kind of policy discussion. I was struck at several of these events, however, about the myths about money and power, and who has it and how they got it, that are taken for granted by speakers or audience members. It is as if everyone believes that only predators prevail, and they now want governments to step in so various groups can supposedly take their turn being a predator and dictating who can do what, and where, and with whom. Treating society and the economy and people like we actually are a plantation in need of new owners and overseers.

I keep leaving sad and climbing in my car and thinking we are in great trouble if so many with political power and the ability to coerce taxpayers have so few accurate perceptions about how the world worked to create mass prosperity. As Daniel Hannan from the last post noted:

“In almost every period of human history, people’s circumstances were fixed at birth…The miracles of the past three and a half centuries–the unprecedented improvements in democracy, in longevity, in freedom, in literacy, in calorie intake, in infant survival rates, in height, in equality of opportunity–came about largely because of the individualist market system developed in the Anglosphere.

All these miracles followed from the recognition of people as free individuals, equal before the law, and able to make agreements one with another for mutual benefit.”

And we are now using education reforms like those new civic values and regional planning and new visions of reforming Workforce Development and Human Capital Policies to throw it all away. http://www.brookings.edu/~/media/research/files/papers/2013/12/04%20workforce%20development%20jacobs/fedroleworkforcedev.pdf We have lots of people in power who clearly believe the myths of still dominant racism they were taught to foster a sense of grievance that cannot be extinguished until capitalism goes. With no idea of how much they have been relying on its fruits.

The post title comes from a 1937 quote from Zalmen Slesinger in his book Education and the Class Struggle where he wrote about the desire to use the schools to shift society away from capitalism. Slesinger agreed with Earl Browder, then the head of CPUSA, who had said “The school system must itself be revolutionized before it can become an instrument of revolution–or of any serious social change.” Which is precisely why we are now seeing district conversion charters and limitations on elected local school boards and accreditation agencies assuming classroom policy oversight. Their leaders know what Browder meant even if we do not. As Slesinger wrote:

“[These] molders of the minds of the masses must assume the role of the propagandist, the political strategist, using whatever techniques may be effective in convincing and in converting the minds of the masses as speedily and as effectively as possible. Failure to do so is to expose the masses to the destructive demagogy of the ruling class.”

These quotes were in a Chapter called “A Fascist and Communist view of the function of the American school” in a book by Professor Clarence J. Karier. I noticed the strong resemblance between what was described there and what the actual Common Core implementation is looking like and the rhetoric being used. As Karier noted when he wrote the book in 1967: “The end clearly justifies the means for each group. If myth satisfies the irrational need of the masses in a mass society and if it serves as an efficient vehicle of manipulating the people, then both would use it for their own purposes.” And that’s still the case even if those who hold such a view of education run under the banner of a mainstream political party, or work in aid of a regional planning authority or taxing district. Lots of ways to effect these same ends while masquerading as a moderate or even a conservative. At least the ACORN affiliates are not masking what they pursue.

One more time with Karier as he noted that “[b]oth totalitarian views conceive of education as a weapon of indoctrination to be wielded by the power elite.” That’s the natural outgrowth of Statism through the ages and suddenly everyone with ambition or greed or a sense of grievance is lobbying to become a member of the planning and predatory power elite. Which is why the myths being created by Harvard history professor Lisa McGirr in her 2001 Suburban Warriors: The Origins of the New American Right are so dangerously effective in creating mass beliefs that it is the Right that is selfish and irrational. Borderline paranoids and delusionals who saw communist threats where none really existed and who held an erroneous “mythic vision of the nation’s past.”

McGirr used Orange County, California as the “lens” for examining the Conservative movement, and the legitimacy of the suburban vision, and ultimately the President they helped first promote as a Governor, Ronald Reagan. In her chapter on “The Conservative Worldview” McGirr complained of hostility “toward liberal ‘equalitarianism’ and conservatives’ skepticism about democracy. She illustrated that ‘radicalism’ and ‘right-wing rhetoric’ by pointing out that conservatives noted “marked distinctions between a republic and a democracy and emphasized that the United States had been founded as a republic.” Such an outrage to actually be familiar with formative documents like The Federalist Papers one can assume will remain unassigned in McGirr’s courses. She also complained about libertarians who “express deep dismay with the voting process, seeing it as a means for the majority to coerce the minority.” Which is kind of funny given how often I read now of the intention to force the minority to submit to the vision of the common good developed by the voting majority.

McGirr also consistently pointed out the irrational, apocalyptic “fear of communism” with “elements of conspiracy theory.” Unfortunately for her, I have an increasingly large collection of people operating in California and elsewhere in the US, especially the Ivies, in the time she is writing about who essentially bragged about what they were up to and who they were actively coordinating with. There may have been loony conspiracy theorists in Orange County, but there was also a great deal of transformative activity being pursued.

McGirr’s Harvard undergrads may believe that such fears were nuts and thus that Conservatives are too, but it is sloppy as factual history. Since McGirr regularly mentioned the work of Harvard sociologist Daniel Bell and what he wrote in his 1963 book The Radical Right, I do not think any of the ‘myths’ about the Right and Orange County and the 1960s legitimacy of anticommunism is an accident. It reads under the now known facts like intentional misdirection.

I guess if you want transformative change the needs for plausible myths abounds. Unfortunately again for Professor McGirr I have read and written about Boulding’s 1962 The Great Transition and Bell’s Commission on the Year 2000 report and his view of The Post-Industrial Society and also the World Order Models Project. None of these leave any doubt about the sought little c vision of world federalism and redistribution being sought. Orange Countians, in other words, had real reasons to be paranoid. But today’s students are being taught it is all myths and people creating a “cast of villains” in order to preserve their own “way of life and a set of power relations in American society” that had been beneficial to them.

My favorite myth that McGirr complains of is “the firm belief in the wastefulness of government.” Only an idealogue with a political view of the use of history would dispute the accuracy of that belief. But then again, McGirr admitted she used the term ‘ideology’ as defined by Eric Foner [an admitted radical historian at Columbia where she got her PhD],   “who calls it ‘the system of beliefs, values, fears, prejudices, reflexes and commitments–in sum, the social consciousness–of a social group, be it a class, a party, or a section.”

Fascinating that the used definition of ideology is precisely what education, and the myths it is now trying to consciously cultivate, are targeting. In preschool, K-12, college, AND grad school.

With all these myths abounding we can appreciate why actual facts and modelling reality are out. And emotional imagination and online gaming is in.

Willingness to Make Personal Sacrifice for the Good of the Whole to Become an Integral Component of Student Identity

After last year’s stealth release of the hugely troubling C3-College, Career and Civic Ready Framework over Thanksgiving week to avoid anyone noticing what was actually changing under the invisibility cloak of the Common Core, I was watching like a hawk this year. But I really was not expecting anything like what I saw. A new definition of US civic education and to be required and assessed values that literally would have transformed Mao’s cold dark totalitarian heart in the manner of the end of the cartoon The Grinch Who Stole Christmas. Why such joy from a bloody tyrant? Because the only way to describe the Youth Civic Development & Education: A Conference Consensus Report released by the Stanford Center on Adolescence on November 27, 2013 (but oddly with a 2014 copyright) is suitable for schools in a country that aspires to authoritarianism over the individual. Any knowledge of history would clue that the actual result in practice is likely to be even worse.

Everything any dictator could ever want from his or her schools sounds hyperbolic and you may be wondering how many cups of espresso I have had this morning. Two cups of Lapsang Souchong tea so that’s not the reason I am writing in such dramatic terms. And I have done some additional reading in recent days to verify both the seriousness of what we are looking at and the price of what we are scheduled to lose. Invisibly and soundlessly. No notice means no protest in time and using technology as is planned means no offensive textbook coming home to alert parents or taxpayers to the wholesale transformation.

The paper’s primary author, William Damon, has already been quoted on this blog as seeking to use education “to direct the course of the future.” http://www.invisibleserfscollar.com/what-if-higher-order-thinkingdeliberate-confusion/ . After reading this report one has to wonder if he or any of the other authors was tempted to jet to London and visit Highgate Cemetary to put a bound volume at Uncle Karl’s tomb to pay homage to his hoped for view of the future and human development. So much more meaningful than flowers at this point across the centuries of this bloody pursuit to finally gain full submission over even the idea of the legitimacy of the individual.

The first book I dove into to verify what I was reading a description for was a 1973 book by Ivan Illich called Tools for Conviviality. Illich made no pretense that he was calling for socialism globally and how to get there. The book came on my horizon because it is a part of a World Perspectives series that began in the 60s with Kenneth Boulding’s The Great Transition that we have already alarmingly discussed. Illich insisted that “society must be reconstructed to enlarge the contribution of autonomous individuals and primary groups to the total effectiveness of a new system of production designed to satisfy the human needs which it also determines.” Like Broadband for all?

We have encountered this human needs focus (instead of individual choices vision) before and it did start with Uncle Karl’s writings. Illich called it the convivial society and Gar Alperowitz calls it the Good Society or the pluralist commonwealth and Shoshona Zuboff called it a support economy and distributed capitalism. Apparently there’s a good reason why this same vision with a variety of names keeps lurking in the shadows of radical education reform. It is the Illich/Marxian vision of submission to “public controls over tools and institutions” and apparently people too.

Education is the invisible, no need to gain consent from the masses, means of finally shutting down what Daniel Hannan in his fine new book Inventing Freedom: How the English-Speaking People Made the Modern World calls the Anglosphere Miracle. The uniquely English idea “that the law existed not to control the individual but to free him.” The highly unusual in most parts of the world and throughout much of history “idea that the government ought to be subject to the law, not the other way around.” As Hannan notes “oppression and power are far more usual” which is why “politically, a medieval European monarchy would not have been so very different to a modern African kleptocracy. Once people are in a position to set the rules, they tend to rig those rules in their own favor.”

So changing the definition of required civic values in the US so that “all citizens must be prepared to make sacrifices for the common good” as what will be mandated and assessed in K-12 public schools is quite simply an insistence from government that citizens now submit to the suzerainty of majority political will. Administered by politicians and bureaucrats who intend to plan and confiscate. In case you think I am taking damning quotes out of context to rally outrage against the Common Core, how about insisting that “Democracy requires that citizens be willing to make personal sacrifices for the common good”? Doesn’t that phrase bring home why Ayn Rand’s personal experiences with the Bolsheviks in Russia in the 1920′s led her to fret so about “mandated social altruism” imposed by state edict?

It is hard not to visualize all those white crosses and stars in the Arlington National Cemetary or the monuments to the fallen in the D-Day invasions in Normandy France and be appalled that US education and law professors and writers are now seeking to revise. The very definition of what is to constitute politically acceptable 21st century US patriotism.

“Patriotism requires an ethic of sacrifice and duty, and the capacity to act on that ethic. It requires sacrifice in the form of civic activity that involves giving back for the benefit of the whole society.

We have already encountered the mandate of a recognition of the “interdependence of all people across the world” also in that report. It is straight out of the Global Citizenship mandate the UK and Australia and Scotland all imposed under Michael Barber’s insistence before he left the Tony Blair Administration to push global ed reforms through McKinsey Consulting and now Pearson Education. http://www.invisibleserfscollar.com/mandating-global-citizenship-mindsets-by-assessing-whether-students-adopt-social-altruism/ The US is about to join the rest of the Anglosphere in closing down this ancient view of the individual and his rights before the government and no one was really supposed to notice. No statutes here. Just ambitious Principals and Supers and Consultants and accreditation agencies seeking to lead cultural change towards public control over all institutions.

How many of you have heard about all the founding primary source documents that are to be an essential component of the Common Core classroom implementation? Better read this consensus report then. Those documents are to be read through the lens of what constitutes “authentic liberty.” The report states that

“a nation cannot have authentic liberty, for example, if conditions of severe inequality render freedom an illusion for some members of the democratic community. Nor can we understand the areas in which equality is essential unless we link those elements of meaningful access and opportunity to the freedoms we ultimately must exercise in order to flourish throughout our lifetimes.” [That is unabashedly Marx's theory of human development or what Martha Nussbaum and Amartya Sen are pushing now via the UN and OECD as capability as a human right.] To continue with the quote after making that crucial observation:

“Similarly, some citizens feel a loss of liberty when the government increases regulations of their personal and economic activities in pursuit of particular visions of equality. [Yes we are familiar with those particular visions. See above brackets]. The values of liberty and equality, in turn, are connected to a core notion of human dignity.”

We are NOT being asked to surrender the great Anglosphere invention that enabled unprecedented mass prosperity because production became more lucrative than predation as the way to get financially ahead. We aren’t even being informed. Apparently that joyful message reverts to a snoop like me. Aren’t you enthused that students are to even focus on the proper levers for taking by majority fiat as they learn about “treating political power as a central theme of civic education involves helping young people see how they gain greater control and influence over the many issues that affect them and the people they care about.”

No need to worry about where the lessons of history predict this will all end up because students are to be taught a version of power “firmly grounded in ethical principle.” Yes because any knowledge of reality might foretell the likely tsunami of political oppression that inevitably occurs anytime any group gets this kind of power over individuals who have no effective recourse.

That’s enough. Read the whole thing if you can bear it. I am obviously having a hard time with the no-holds-barred language being used. I think we need to all know our students are to be assessed on whether they are willing to “sacrifice for the the common good or greater good.”

And that this is being defined as “must reflect a commitment to interdependence and improving things for the many and not just the self. Furthermore, students ought to reflect on this principle in terms of a shared humanity beyond the boundaries of the nation, and from the perspective of future generations, considering the worldwide and intergenerational implications of the choices they will make.”

In the name of Common Core and civic education we are about to get all destructive propaganda, all the time. And the specialness of the Anglosphere won’t be all that disappears.

Every radical’s dream coming in as civic education.

Forging New Categories of Consciousness Globally to Make Political Power the Key Determinant of 21st Century Life

If you are like me when I initially encountered the true story behind education reform, you wish political change was not a crucial aspect to the story. Let’s face it, it’s quite off-putting and can seem to be quite kooky at first. It’s an unbelievable story except it’s a factually provable one even if it’s hard to believe. So like it or not I had to go there in my new book. And I have to go there now on the blog to give additional information about what is coming at us from our politicians and agencies but also from international groups like UNESCO and the OECD that can bind us without being on our radar.

When I raise the concept of the little c theory of future human development from a certain notorious historical figure I mischievously refer to as Uncle Karl, or I simply keep reiterating the political purpose behind all these education reforms and the OECD’s PISA or the UN’s sustainability pushes and climate hyping, it is natural to want me to stop it. Keep it simple. Only tell the story from the angle someone is prepared to hear it from. That is really difficult to do though if we are to have any chance for avoiding this fiasco. Tracking all this over decades really does lead us to statements like “restructuring social, economic, and political systems was much more effective” in order to “bring about a desirable future.” So said one of the Club of Rome’s favorite world system modellers, Donella Meadows, in her 1982 book Groping in the Dark: The First Decade of Global Modelling.

Donella conceded something that is crucial for understanding what the UN is really up to with its IPCC Climate reports since plenty of observers have noticed there seems to be little effort to reflect reality. That’s not the purpose of these models. Their purpose is to model social systems. There was a great deal of frustration at the 1978 6th Annual Meeting of the International Institute for Applied Systems Analysis (IIASA) that the book came from that the world’s environment and its social, behavioral, and political systems were so hard to model. Who else thinks that between the education reforms that began in earnest in the 80s and the Sustainability push that commenced via Our Common Future in 1987, the policy makers hit upon strategies to try to make people conform better to the desired model of the future? And a single world system that everyone in 1978 seemed to assume was coming into being over the next several decades.

Who knew? Now we know why I found what I describe in the book or the World Order Models Project I previously described on this blog that began in 1973. Did you know Moscow had an “All-Union Institute for Systems Studies” or that it participated in IIASA’s work? No wonder the emphasis of all this is towards collective planning and decision-making and “managing human affairs during the transition.” The kind of transition I laid out in the last post was being assumed by East and West in the 70s. At least if tied to the UN or OECD or the Club of Rome and now it is hurtling at us. Before I shift back to the current vision, let me quote Donella since I believe it explains why we cannot ignore the little c pursuit:

“There is no known physical or technical reason why basic needs cannot be supplied for all the world’s people into the foreseeable future. These needs are not being met now because of social and political structures, values, norms, and world views, not because of absolute physical scarcities.”

That’s the dangerous wealth as a fixed sum view of the world. And it guides international entities, systems thinkers, national and local politicians, and too many public employees. They see the environment as the justifying issue and education as the favored method for changing all those things Donella just listed to make such redistribution towards the poor in the North and South generally the point of public policy globally in the 21st century. Because those are goals that require the dominance of political power in all decision-making and the ability to bind the individual. There was actually a particular world model that was created in South America and financed by the Canadians that fits with the scenario laid out as the Great Transition. It was called the Bariloche model and was all about “fundamentally” changing global “values and institutions” and “sketching a way of arriving at the final goals of a world liberated from backwardness and misery.”

The Bariloche model from 1976 envisioned a world “in which human needs and human rights, rather than the desires to consume and to accumulate wealth, would become the basis for resource allocation.” And of course create the need for both a dominant public sector globally and docile masses capable of doing little more than Groping in the Dark. Except now with spiffier names like Competency and 21st Century Skills and Capability as a Human Right. Always essential to this vision though is a new way of thinking grounded in emotion that will see the world and its inevitable problems in ways that are beneficial to those who currently hold political power or would like to. Think of it as Mindsets suitable for an Oligarchy in power pretending it is really all about human needs, Gaia, and Successful Learning for All Kids.

Let’s come forward in time to the culminating 2006 document outlining the Great Transition. Called “World Lines: Pathways, Pivots and the Global Future” it gives further insights into all the social and emotional learning and Whole Child pushes as a means of “cultural innovation and social adaptation” that call for “emergent social forms [that] were also realms of the heart that broadened the affective sphere of community and reciprocity.” And such realms are necessary now you ask? Well, yes, we are supposedly in a “pivotal” historical moment to achieve a “peaceful, just, and sustainable world.” Don’t you just want to start a list of all the troubling regions of the world that haven’t gotten the memo about the Great Transition we have embarked on?

Do you think everyone will start behaving well if we just give them more of the world’s physical resources and learn to live with less ourselves? Lots less. How about if we use education to create in each student a “sense of planetary affiliation, kinship, and citizenship”?  Is that the ticket to social justice or just more power and resources to an increasingly parasitic public sector that gets to pursue its self-interest at everyone else’s expense while acting as the administrators of the Great Transition society? Making education policy globally and the 21st century visions of governments at all levels about adjusting to “a global future based on human solidarity, human fulfillment, and ecological sustainability–a vision we refer to as a Great Transition” will be a not-so-great transition to devastation of everything that has ever worked. Transitioning based on incentives that have never worked for the benefit of anyone not connected to political power.

Trying to use education reforms like the poorly understood actual intentions of the US Common Core or Quality Learning and Global Competency and 21st Century Skills everywhere as an effort to create “thought and action [that] must rise to the level of this emergent totality, as well as its separate manifestations” is utter madness. Especially when the supposed emergent reality is a factually false statement like:

“History has entered the planetary phase of civilization in which humanity and the biosphere are entwined in a common fate.” Repeat after me, none of us deserve to be classified as comparable to inanimate objects or as just another animal. Well, maybe  certain notorious fraternities on certain college campuses. Here’s more of the attempt to diminish every single one of us as an individual and to try to make us mere parts of a greater whole with no fundamental right to our own decisions.

“rather than independent, these phenomena are separate expressions of a larger process, the formation of a unitary global system.”

Now if you thought the communitarian aspects of all these sought social reforms were intrusive, who exactly will any of us be in a “unitary global system” apart from a source of tax revenue and needed labor in a world where all of the incentives have been perverted to chase after a possible future?

I did not lay out all this info to scare anyone so much as to force us to see the vision that people with considerable power and access to the coffers of public money really are pushing on us. Now.

The actual common core to be cultivated in everyone is a “new suite of values-human solidarity, quality-of-life, and respect for nature” that will be the foundation for a public sector administered “egalitarian social contract, poverty eradication, and democratic political engagement at all levels.” Right. Plus unicorn rides every Wednesday.

We apparently really are at a historical moment.

Will the independent individual really cease to have political legitimacy in the 21st Century?

Utopian Education: Creating Mindsets that Push Future Fighters for Something Beyond the Current Real World

I am beginning to think I should get new business cards that say “Reads troubling plans for revolutionary change in the world we take for granted so you don’t have to.” It has been one of those weekends after I read a report from our Competency-pushing OECD in Paris that American taxpayers fund so generously. It was talking about New Economics to be imposed on the West via our institutions and using digital learning and technology and education and social reforms generally (my bolding):

“To turn connectivity into connectedness dedicated policies have to be designed with a twofold goal: first, to guarantee that all the emerging opportunities brought about by technology and its outcomes can be seized in favour of economic and societal development and second, that the resulting benefits of these opportunities are equally accessible to all. Education has to play a major role in the achievement of these two goals.”

Now unlucky me has spent enough time immersed in all these political theories to recognize when I am looking at a description of Uncle Karl’s little c vision of the future. http://www.invisibleserfscollar.com/naming-educators-as-the-levers-shifting-the-human-personality-to-marxs-moral-revolution/ is where I first addressed why changing values and beliefs is so crucial to achieving this little c vision. And it’s not about Lenin or Mao but it remains toxic to the individual and freedom in the sense of what created the West. Today I want to focus on all the current official publications that verify just how right I am as to what is really being targeted and why.

It’s also why parents are getting no relief when they want to opt out of Statewide Longitudinal Databases. It’s because tracking the changes in attitudes, values, dispositions, and beliefs via efforts at schools, and what curricula force changes more quickly and thoroughly, is an important part of the social engineering research being carried on via the schools. Especially with adaptive software and digital learning that allows immersion in virtual worlds.  http://www.invisibleserfscollar.com/students-must-see-themselves-as-active-participants-in-social-change-and-designers-of-social-futures/

All through the 70s Arne Naess’s books were bestsellers in Norway for their ecological visions of a new type of society. To prime the West towards a comparable vision of the future in time for the 90s efforts at wholesale transformation, his book Ecology, community and lifestyle was helpfully translated into English in the late 80s. He pointed out that ecology is where the socialist crowd was migrating because it created a belief in the necessity of political change. Central to these efforts is always a “change in consciousness.” As Naess graphically put it, the change “consists of a transition to a more egalitarian attitude to life and the unfolding of life on Earth.” Remember it is the Axemaker Mind that builds on existing cultural knowledge to invent technology and tools that can manipulate nature for man’s benefit. The “unfolding” vision wants people to merely be another creature. Very useful vision for political leaders, bureaucrats, and business leaders wanting to play future overlords and preserve current power. Not so good for the rest of us peons to be administered.

Before I detail more of the current efforts to create such a these New Mindsets, let’s read another Naess explanation on the intentions:

“The necessity of efforts to change mentality is closely associated with the necessity of organised efforts for profound changes in society. These two kinds of effort must be coordinated, not polarised against one another.”

And coordinated they are. It’s why education leaders are such a crucial component of the visions set out at a (co)lab in Atlanta or the cityLab  in NYC recently. It’s also why education is so crucial to the UN and the OECD’s plans. Following up on the OECD’s expressed intentions for change at its most recent forums led me straight to this transformational vision http://www.gtinitiative.org/documents/issueperspectives/gti-perspectives-premises_for_a_new_economy.pdf . It’s the kind of wholesale redistribution vision that would have made Uncle Karl weep with joy over his continued influence. Typical people should note though that this vision plans to take the world’s existing wealth and redistribute for the benefit of the poor in countries in the North and to raise living standards all through the Southern Hemisphere. It also involves shifting globally from a profit economy to a ‘needs’ economy in the 21st century.

Essential to that vision which we have already encountered in Shoshana Zuboff’s support economy book and the Aspen Institute pushing a Fourth Sector “for benefit” economy (see tags) it will “also be necessary to develop non-consumerist ways of understanding and being in the world.” Now won’t all the current reforms in K-12 and higher ed and the expansion into preschool be useful to such goals? How about an article published last month in the Journal of Human Rights and the Environment by Burns H. Weston and David Bollier which seeks to use Martha Nussbaum’s work we have talked about “as the theoretical means to restore ‘the obligation of result’. This would thereby move the discussion from the abstract to the concrete…” Why, yes, it would. It means we are trying to use education at all levels to create mindsets that will come to use the law and capability theory to impose Uncle Karl’s little c vision on societies without saying so.

Using the term “share-and-share-alike Golden Rule” sounds so much better than “from each according to his ability, to each according to his need” that was the hallmark of Uncle Karl’s vision of what would be possible in a society that had used capitalism to get to a certain advanced stage of technology. As the OECD said above, now it can be seized for the benefit of all others who have “needs.” Again this vision “must include a large-scale and sustained commitment to human rights education–as imaginatively pursued, for example, by the People’s Movement for Human Rights Education (PDHRE), a New York-based NGO ‘dedicated to human rights learning for social and economic transformation.’ It is, after all, life on Planet Earth that hangs in the balance.”

Probably not but it makes a good sales pitch for power to the public sector in the 21st century. Clearly this vision of ‘a just society’ laid out by Weston “that honors a public order of human dignity–the essence of human rights–marked by the widest possible shaping and sharing of all basic values among all human beings.”

Since the idea of the Great Transition is central to all these visions of the 21st century and what quality learning really means globally, the planners see a need for a GCM-a Global Citizens Movement demanding this vision of the future as a matter of rights. Legal rights. Useful then is the largely unheralded fact that CCSSO, the sponsors of the Common Core State Standards, has used its subsidiary Ed Steps, to partner with World Savvy  to get students to examine the “historical forces that have shaped the current world system” and push the “knowledge, skills, behaviors, and attitudes [that] are all aspects of Global Competency.” CCSSO’s real aim. Here’s the vision brochure created in August by World Savvy.  http://www.flipsnack.com/WorldSavvy/f7hf2i59 WS “celebrates innovation, art, and the limitless power of youth to make positive change” and is at the “cutting edge of education for the 21st century.”

To guarantee that the classroom work is “relevant and current” WS picks 3 year themes and the 2013-2016 theme is Population and Progress. It “helps students explore how a growing population defines progress, analyze the evolving nature of our collective challenges, and develop innovations that address these issues.” In fact students can pretend to be Uncle Karl’s Makers of History as WS has them create and submit “a Knowledge to Action Plan.” You will be so glad to know current WS students are quoted as saying they have “abandoned the notion of Us and Them in favor of We.”

Finally, CCSSO has quietly conceded that it is the Dispositions of the students themselves being targeted by these education “reforms.” http://www.ccsso.org/Documents/ILN%20Knowledge%20Skills%20and%20Dispositions%20CCR%20Framework%20February%202013.pdf

It adds a new C though. Our children are to be “college, career, and citizenship ready.” And if you are wondering what kind of citizenship CCSSO has in mind they go on to cite their sources and usefully mention every controversial report I have ever written about on this blog down to rejecting the individual mind and mandating communitarianism through the Career Tech guidelines. Thank you CCSSO for your hubris in that document.

People trying to criticize the idea of national education standards have begun to use the phrase “Commie Core” to attack the Common Core State Standards. The irony is if you track CCSSO’s actual planned implementation and the agendas of its named partners in developing classroom curricula and assessments and you compare it to Uncle Karl’s actual vision of little c communism, you get a match to the values, behaviors, dispositions, and mindsets to be fostered.

Perhaps a more apt phrase then would be the Commie Core designed to aid the Great Transition whether we consent or not? Designed to be implemented while we are still unaware of such wholesale changes or wrongfully believe this is about the transmission of academic content in the 21st century.

As Naess wrote, these values need to be internalized so direct regulation of the individual in the future will be unnecessary. “I envisage a change of revolutionary depth and size by means of many smaller steps in a radically new direction.”

That was the plan in the late 80s. In 2013 it feels as a parent like all those smaller steps are being pushed in a frenzy at the same time.

Some people have become very impatient for transformative change that benefits them but not us. And hardly anyone recognizes what is happening.

Adjusting Our Conception of Who We Are to Fit the New Global Context of Being Systems to Be Managed

Do you ever read one of my posts and think “surely she’s exaggerating. That cannot be the actual intention. This is America and we are a free society.” Well, maybe less after this past week of barricades blocking open-air monuments keeping veterans from honoring those they served with. Or the elderly tourists being herded and guarded at the Old Faithful Inn lest they actually see and take a picture of an active geyser. Or those orange cones trying to block anyone gaining a view of Mt Rushmore. Plus the mentality that would add to the pain of already grieving families while they are still in shock by essentially telling them politicians and executive appointees did not value the ultimate sacrifice in the least. We have indeed crossed the Rubicon because of the importance of using the federal spending, taxing, and regulatory powers to enforce a different sort of country and society. Without we consent or not.

We think this past week is all a bridge too far when the reality is the transformation is just heating up. Let’s take a hard look then on where we are being led and why and what makes education such a vital weapon for intentional, nonconsensual cultural change. If you are a new reader, I usually refer to Karl Marx as Uncle Karl when I have to go back and pull up his theories and philosophies. Because people are writing that their current plans trace back to him. Still. In 2013. And simply saying that “Karl Marx said” makes me sound a bit hyper instead of ably tracking real declarations and then telling the story with a bit of humor. So if the MIT Press in 2012 decided to publish Ethical Adaptation to Climate Change: Human Virtues of the Future with regular mentions of that notorious Uncle as if he were a respectable theorist with good, untried ideas for us all, we get to take a hard look at what is in store for us.

I see that the Aspen Institute and Bloomberg Philanthropies sponsored CityLab this week in NYC http://www.icic.org/connection/blog-entry/blog-cities-as-the-engines-of-economic-prosperity building on this idea that the Inner Cities are to be new totally managed systems that all federal policies revolve around benefiting. This confab, like the (co)lab summit 2 weeks ago in Atlanta, TED City 2.0, the Brookings Metropolitanism push, and the new Promise Zones initiative announced in August with 11 federal agencies coordinating “prenatal to career nurturing of pathways” are all the second term pushing of what I first described here http://www.invisibleserfscollar.com/well-no-wonder-no-one-listens-to-common-core-complaints-if-it-is-tied-to-federal-revenue-sharing/ .

Since that book was kind enough to lay out the ties of all this to Uncle Karl, let’s see precisely what is intended for all of us. Like it or not. Pretending this is the fulfillment of MLK’s “beloved community” vision and therefore a dream that is entitled to be seen as a human right. Wouldn’t all these machinations make so much more sense if you believed or wanted to use a philosophy that argued that people will remain ‘alienated’ as long as they act as private individuals? Moreover, and highly useful to the current political class and the beneficiaries of their largesse with our taxpayer money, you insisted (my bolding):

“Overcoming this alienation would take the form of a recognition and reappropriation of these processes as social, which to Marx means putting them under the control of democratically organized planning processes.”

We might not be familiar with that intention since it is contrary to how the US Constitution works but I am pretty sure it is common knowledge in Community Organizing 101 seminars. Also common Marxian knowledge would be that the current world need not be accepted as it is but treated as something that humans produced so it can be redesigned through action and will. In fact, we just need to teach children from an early age that “to be human is to transform the world” and that “our economic and social institutions, our sprawling suburbs, our rapidly warming atmosphere” are all supposedly “something that results from human practices, and is not a ‘fact of nature.”

What is going on now in education, and what our 3 theorists from the last post wanted, and all these redesign the world through concentrating on the cities advocates desire, all make much more sense if you realize lots of people believe that the “problem with capitalism and the market economy” is the “private character of decisions.” Immediately telling me the writer has no clue as to what is involved in becoming successful in the non-cronyistic economy where you can only do well if you give people something they volunteer to buy. The point is the public-sector centric theorists have a desire for a future where the public sector can force people “to decide together what they are going to do” so that they will “act in concert to produce the result they all desire.” And you are thinking why would everyone desire the same thing?

Well, that’s to be the beauty of the Common Core in the US and Quality Learning all over the globe. To get people to have the same beliefs and mental models of reality and cultivate feelings to prompt collective action and new values. What we are dealing with is too many politicians and bureaucrats and university professors who believe that in the 21st Century the “social consequences of our actions [are] themselves [to] be the object of a social, and public, decision and not just the result of a series of private decisions…This cannot happen in the market itself, but rather is a matter of politics. In politics, and more precisely in democratic politics, the community makes a decision to act as a community and no longer as an aggregate of private individuals.”

Like it or not, that is the official mantra of the 21st Century vision all over the globe. Man-made climate change is being constantly touted whatever the reality because its solution requires a shift from individuals and markets making decisions to collective, majority binds all, decision-making. And education becomes about reenforcing a human responsibility to change and to engage in a ‘common politics’. Each person must now always consider “what actions would be discursively justifiable to others before acting.” Now that is clearly just a motto to gain power or we would never have seen the events of the past week, but it is the official view of citizenship in the future that our K-12 schools and higher ed are to actively cultivate. Mental transformations in individuals, new cultural models, and new institutions are absolutely precisely what this 2012 book lays out as the intention.

By cultural models, we are to have comparable perceptual conceptions (‘lenses’ and ‘metaphors’ are the two most common euphemisms) for how each of us is to perceive the world in the future and “our relationship to it.” And if you wonder why the name John Dewey just keeps being brought up as the visionary still for both the kind of education and society desired, this passage should relieve all questions:

“To serve as the basis of learning and action in political contexts, new cultural models must be closely associated with the development of new institutions, in particular institutions that function to manage the boundaries of the system to be managed. In their most basic sense, institutions are ‘the external (to the mind) mechanisms individuals create to structure and order the environment’. Through institutions, our ideas about how the world works and what is necessary to act within it, are articulated in language, instantiated into rules and structures, and to a greater or lesser extent empowered (or resisted) by the instruments of the state, business, or civil society. Institutions are essential to create a ‘public’, in John Dewey’s sense (1927): an organic society capable of experimenting, observing and learning in the face of threats and problems.”

Like it or not, this is the genesis of the vision of the future being pushed now all over the globe. It is the vision behind the ambiguous term ‘Sustainable Development’.

I may not be able to make this all go away by myself, being a mere individual and all. But what makes individual minds such a target in all these 21st century calculations is precisely the concern that someone will piece together the story in time. Before the mental and cultural changes are ‘irreversible’. And the new institutions become entrenched.

Now you know. Hope there is still time for the sleeping giant to awake to this danger we are in from our political class and their eager cronies.