Stimulating the Inner Springs Fundamental to Real Personality Change and Harmonious Social Progress

Did anyone guess that we had embarked on another Trilogy, except this time it was in Reverse Order as my personal experiences starting with a phone call to my home on December 17 sent me looking for answers? For a while now, the false narrative being constructed by various employees or allies of the Atlas Network members has both interested and angered me. Angered because it is frequently built on parroting some of my insights and research conclusions. Read Robin’s book, pretend to be an expert, get people to trust you, and take them somewhere I would never go.

For example I would never describe Bill Ayers and Linda Darling-Hammond as “Marxist Humanists” because they are admitted Marxists and rather proud of it. Hint: this is why Ayers was willing to promote violence. Marxist Humanism (see tag) is a belief that because capitalism has reached a certain stage of technological feats, namely computers and the Internet and communications technology generally (abbreviated ICT), there is now enough prosperity in the world that there need be no poverty anymore within countries or anywhere around the world. It’s why the UN’s Post-2015 plans for us are called “Dignity for All” by 2030. As one of my UN news blurbs put it after New Years, we are now Post-2015 and this agenda has begun. Understanding it accurately is very important.

That gets me back to that phone call. After hanging up in anger at what was said and pouring myself a glass of wine while I made dinner, I began to think about what had changed that day. Well, I had made a comment on the blog that I had ordered William Easterly’s book The Tyranny of Experts that had been an Atlas Network supported Hayek Lecture in London. So I decided dinner could be late, went down and wrote up notes on what was said in the phone call, started looking for financial connections among the known players, and examining commonalities as they popped up. In other words, I started behaving like the Due Diligence experienced lawyer I actually am analyzing a set of facts. I also got up early the next morning and proceeded to see what was in the Easterly book that people might not want me to grasp.

That’s what I meant about a Reverse Trilogy as we started with explaining what a Nyaya concept of justice was and how I knew that Easterly’s book did not accurately portray Hayek’s thoughts on the subject of economic and social rights. I have more than a provided talking points knowledge of Hayek as that post laid out. I also know what Marxism Humanism looks like and Easterly’s book and the Atlas Network’s support for it does give good reason to start to whitewash what the term actually means. For parents, Linda Darling-Hammond’s (LDH) pushes in education and Bill Ayer’s past make them known nightmares to be avoided. We have talked about Amartya Sen and his Justice concept and Development as Freedom in the first two posts. He is laying out a Marxist Humanist vision as nyaya and really so is Easterly in his book. If no one has ever actually explained MH correctly though and you now connect it with Ayers and LDH, that actual reality will be missed.

Sen coordinates a great deal with Professor Martha Nussbaum (also tag) on what they call Human Capability Theory, which also describes where P-12 education globally is going. If anyone is thinking I cannot actually tie all this to Uncle Karl, they do not have a copy of Democracy in a Global World covered in the last post. I went into that described alliance for good reason. Nussbaum also wrote a chapter and she tied the vision repeatedly to Uncle Karl by name. It’s also another reason why I found the open-ended Con Con advocacy from the Texas Governor so pernicious. The Chapter was called “Constitutions and Capabilities” and here’s a sample of the kind of direct ties I mean.

“When liberal democracies make constitutions, they typically base their work on a small core of intuitive ideas to which specific constitutional entitlements are referred…The basic idea of my version of the capabilities approach…is that we begin with a conception of the dignity of the human being, and of a life that is worthy of that dignity–a life that has available in it ‘truly human functioning’ in the sense described by Marx in his 1844 Economic and Philosophical Manuscripts.”

That’s what Easterly called for too without tying it to Marx. It’s what the Atlas Network’s members are actually promoting when they push his work or Sen’s. Back to my story of why I spent so much time researching over the holidays. I know John Dewey backwards and forwards from researching my book, but until I saw this post http://www.greattransition.org/publication/the-earth-charter-at-15 I did not know that Steven Rockefeller of the famous family had also written a bio on him published in 1991 called John Dewey: Religious Faith and Democratic Humanism. I ordered it in part because so many of the people who appear determined to control the narrative about what is really going on with the Common Core also aggressively wear their religious faith front and center. In fact, it seems to be a selling point on why their analysis can be trusted.

An example that had flowed out of my research was the Stand in the Gap Tour in fall of 2014 that David Barton had participated in. I had listened to a video of his speaking at a church in Dothan, Alabama and his description of what was desired reminded me of the cybernetic prearranged structuring of the Mind the behavioral scientists and admitted Leftists also want. That made Rockefeller’s book even more pertinent. As I read the chapter on “Democracy, Education, and Religious Experience” in particular I could see that this same Deweyan vision would create a desired worldview and amenable personality that would also work for a Muslim theocrat wanting to reconstruct the world starting at the level of the human mind (Tarbiyah) or a Christian fundamentalist also wanting to push social justice in the here and now.

I pulled the post title from the book and Stimulating the Inner Springs also fits with what the Hewlett Foundation and the CCSSO today push as the requisite Deep Learning. Isn’t this the real reason for wanting to control the narrative on education? Common means and common ends among interest groups and think tanks that are supposed to abhor each other? When I also mentioned the other day that Charter Schools that use cybernetic methods and adaptive personalized online learning are in a position to reap huge sums under the new Every Student Succeeds Act since those methods of manipulating the Inner Springs are effective and thus “evidence-based,” suddenly a drumbeat began online. That ended in that Project Veritas video that the Common Core was about textbooks companies wanting to make money. Well, they do but that is disinformation in an education environment where textbooks are going away.

In other words, like the phone call at home, do not write about the CMOs or online curriculums that also stand to benefit financially from insisting they are “100% Common Core Free” or who the financial backers are. No one may notice that the methods used are cybernetic and target those inner springs while telling parents this is a form of Classical Education. John Dewey understood that education “is a means of creating individuals” and David Coleman, Bill Ayers, LDH, and UNESCO are not the only parties at the education table interested in creating a certain kind of personality to fit with a desired vision of society and the future.

Last year I went to the Educational Policy Conference in St Louis and yesterday I noticed in a flyer trying to get me to attend that someone was parroting my Chapter 7 title language again, but also promoting the idea that the feds want to create a database of those values, attitudes, beliefs, and behaviors on students. Not really, educators want to know this so all those things can be changed. That actual cybernetic purpose keeps being ignored. The fact that Charters target these same areas and have to to expand and get their contracts renewed gets left out. Making Classical Education about ideas and not facts is another way to say it is also cybernetic. Looking into the Barney Charter Initiative Hillsdale has put together and its mention of the Circe Institute and its description of what is Classical Education, I thought “That’s cybernetic too and a good reason to control the narrative about the Common Core and shut down anyone who knows what ESSA actually says and who would actually benefit.”

I have long wondered in all the discussions of the College Board’s shift in its AP courses to Conceptual Frameworks and the use of core ideas as ‘lenses’ why people with Social Anthropology PhDs never accurately explain what a cultural lens is. APUSH’s restructuring was never about what facts to teach and yet people who by specialty are thoroughly trained in using cultural lenses never explain what they are. Now I know. If something reeks of the cybernetic means so many of the Atlas members are also pushing, it must not be part of the approved narrative. The truth is it is not only the admitted Left wanting to use education to force a “thoroughgoing democratic reconstruction of society” that “must be child-centered in the sense that it begins with the impulses, interests, and initiative.”

In other words, what ESSA calls “personalized learning with adaptive data” that entitles its pushers to funding as 21st Century Schools. It’s not just the admitted Left wanting to target, like Dewey, “the whole feeling, thinking, and willing person.” That’s why the parroting of values, attitudes, beliefs, and behaviors functions to inoculate the listener from recognizing that the person they are listening to may also have a comparable agenda. It’s not just the admitted Left and Dewey who want to frame what ideas are salient to the listener and what is likely to get ignored. Politics by Think Tank is all about controlling the Narrative.

It’s not just John Dewey or David Coleman who understand that “emotions are the reflex of actions” and that “if we can only secure right habits of action and thought, with reference to the good, the true and the beautiful [see what I mean about a Classical Education as the cited Circe Institute described it]“, then education will have created “a means of social control that does not violate the freedom of the individual child.”

Well, yes it does because all the false and controlled narratives keep the nature or existence of that control invisible. They make it seem like only a David Coleman, Linda Darling-Hammond, Bill Ayers, or other admitted Leftists have this goal for education in the 21st century.

I have run long again, but let me close with another quote from that chapter and a reminder that there are a whole lot of people pushing a vision of restructured American education using digital learning that they intend to financially benefit from. They also want a fundamental social and economic transformation where:

“To work and think in a community governed by this kind of democratic moral life is for Dewey the only sound approach to moral education in a democracy, which must rely to a large extent on a voluntary spirit of cooperation growing out of a multitude of common interests to maintain social order.”

Again, it’s not just the admitted Left that wants to enshrine collectivism invisibly and without outcry via education creating a “free play of instinctive sympathy and understanding.”

Lots of good reasons to control the Common Core narrative and guide and frame popular perceptions. Call me the mom who refused to play along and notices too much.

 

Niti, Nyaya, Government by Think Tanks, and Every Student Succeeds

Hope everyone had a great holiday season. I took an unplanned break from writing, but not researching, since the last post. With the statutory language of the Every Student Succeeds Act (ESSA) now in place, the plans for the future I recognized when I read my state’s (Georgia) WIOA Plan, and other shenanigans offline surrounding false narratives, I decided to get to the bottom of all the interrelated parts. Let’s just say if my understanding was 20/20 on the real agenda behind all these education ‘reforms’ by the time I finished my first book Credentialed to Destroy, the acuity now can best be described as X-ray vision with the capacity to cut through metal when called for.

Since the fundamental transformation of each of us, our society, and the economy has been decreed federally via Bicameral and Bipartisan fiats like ESSA and WIOA to be imposed locally by elected officials, let’s keep following the trail in 2016. After all, some of you may get the chance to quiz the candidates about why they supported these measures or simply offered ineffective opposition. “Why did you vote to bring Fascism to America?” is such a conversation grabber. To be ready for such an exploration let’s add a few more words and phrases to our arsenal of explanations.

In December I saw this announcement  https://www.atlasnetwork.org/news/article/entrepreneurship-center-of-easterlys-hayek-lecture-on-poverty-alleviation and decided to get Easterly’s book. After all, I had spent much of 2015 arriving at the conclusion that many of the members of the Atlas Network like Heritage, Cato, and AEI seemed fully on board with a planned economy and education that focused on changing the student at a social and emotional level. I found the promotion of both Easterly’s work and that of Human Capability theorist Amartya Sen to be both troubling in its implications of a true agenda and fascinating at the same time. After all, if the so-called Left and Right have arrived at a synthesis and are not planning to tell us lest it interfere with fundraising, then our answers are located in who gets promoted.

First of all, when the Acknowledgments page thanks Larry Summers and Joseph Stiglitz we have just tied Easterly’s vision to the Inclusive Prosperity Commission   http://www.invisibleserfscollar.com/dwelling-in-a-void-of-unknowing-within-a-sculpted-narrative-designed-to-manipulate/ and the UN’s Post-2015 Road to Dignity for All Plans. Easterly argued that the “cause of poverty is the absence of political and economic rights, the absence of a free political and economic system that would find the technical solutions to the poor’s problems.” If anyone else is having a Say What? moment, let’s skip to the conclusion of The Tyranny of Experts, where our tenured NYU prof decreed that “It is time at last for the silence on unequal rights for rich and poor to end. It is time at last for all men and women to be equally free.”

Now before any of us also request unicorn rides with that declaration and perhaps the waistline we had at eighteen, I want to transition to a paper released back in November that shows how such economic and social rights get created via education. http://static.politico.com/bf/c2/26608bc644989d5f5225e2eae861/educating-for-democracy-a-concept-paper-on-youth-civic-engagement.pdf We are not really having a philosophical discussion here. I am citing the relevant philosophers to explain what is to be happening in those train cars we call schools. This train has left the station and it appears to be an Express Bullet fit for Japan. When we declare substantive rights for all, someone else has the duty to provide and that paper and its well-funded vision for education teaches that “the best way to make positive changes in society is…by being active in or through engagement with government.”

If you do not want to confront this wholesale shift, let’s go back a page to where “this paper argues that young people must learn how to use the political system, and existing governmental institutions, to effect the change they wish to see in their communities.” This is the world of ESSA, WIOA, and the Left/Right synthesis of the future unfortunately where:

“it is not just economic inequality that affects the American experience. We have also seen increasing political inequality, as measured by the clout and power of different groups, often along lines of wealth, income, gender, and/or race. Educational inequality, measured by variance in the quality and access to educational opportunities, has also increased in recent years, leaving behind the country’s most vulnerable populations, and weakening America’s overall democracy. In turn, it has become our collective responsibility to work towards a system in which these inequalities do not exist.”

If these so-called rights and responsibilities are taught as factual entitlements in our schools with a vision of governments as the enforcer as a matter of law, these expectations fundamentally change our society. It’s 2016 and an election year, if this is the vision our schools and think tanks across the spectrum are pushing, we need to be aware. Back to our philosophers again, in this case Nobel-Prize winning economist Amartya Sen. He uses the Indian words niti and nyaya to describe the nature of the desired shift and even italicizes them for emphasis. Niti is identified as a theory of justice that is about having the right institutions and rules. That is not good enough anymore. A nyaya vision of what is to be required focuses on “actual realizations and accomplishments.”

If this discussion seems esoteric and a bit like an odd vocabulary lesson, all the language in ESSA about ‘evidence-based’ is simply another way to describe a nyaya vision of entitled intrusion and tracking of what the student has internalized to guide and motivate their behavior. ESSA didn’t make that a permissible activity for the schools. It created a mandate. When the Georgia WIOA Plan called for “immigrants and other individuals who are English language learners” to acquire “an understanding of the American system of government, individual freedom, and the responsibilities of citizenship,” it is that concept paper above’s vision, not what James Madison had in mind. The individual freedom is again straight out of Sen’s famous book Development as Freedom.

In fact, it is as if the Hewlett and Ford Foundations and Generation Citizen all knew Sen’s work where “different sections of society (and not just the socially privileged) should be able to be active in the decisions of what to preserve and what to let go.” If governments and think tanks have declared that we are transitioning to “an accomplishment-based understanding of justice” because in the 21st Century “justice cannot be indifferent to the lives that people can actually lead” and this nyaya view of an entitled justice is to be sculpted in the “minds of men” [and boys and girls] via formative assessments and the real meaning of assessing annually for Higher Order Thinking and Understanding, we need to recognize this reality and the nature of the shift. When Bloomberg expands the metro areas participating in What Works Cities, this is the nyaya theory of justice in play as well.

It is ironic that the Atlas Network seems to regard all these affirmative initiatives as what Hayek would have supported as part of his spontaneous order vision. As my book pointed out, Hayek took a dim view of trying to achieve conscious direction invisibly via internalizing the desired values, attitudes, and beliefs to guide wanted behaviors. I was pretty sure I had something directly on point to refute this odious vision of the future as Hayekian. Since I have a depth of knowledge that is anything other than just sound bytes and a very large library of resources, I found what I was looking for in Volume 2 of Law Legislation and Liberty. That volume has the subtitle The Mirage of Social Justice.

Hayek didn’t just write a chapter on ‘Social’ or Distributive Justice where he presciently recognized that such social goals and governmental initiatives “means a progressive displacement of private by public law” whereby the law “subordinates the citizens to authority.” A pithier description of either WIOA or ESSA may never be found. Nothing like an escapee from Fascism to recognize its characteristics and dangers. Hayek then wrote an Appendix to that Chapter called “Justice and Individual Rights” of what he believed would happen in a society that tried to enact the Universal Declaration of Human Rights in practice as UNESCO has declared it is now doing. It was also about what would happen in a society which engenders “a feeling that they have a claim on ‘society’ for the provision of particular things which it is the duty of society to provide.”

Anyone else get the feeling that which books or even chapters of Hayek’s get assigned or quoted is now greatly circumscribed? Censorship by omission we can call it. Hayek knew what we all need to know as well now that the plans for conscious direction are to be developed in students,’ and apparently immigrants,’ personalities.

“It is meaningless to speak of a right to a condition that nobody has the duty, or perhaps even the power, to bring about. It is equally meaningless to speak of right in the sense of a claim on a spontaneous order, such as society, unless this is meant to imply that somebody has the duty of transforming that cosmos into an organization and thereby to assume the power to control its results.”

Organization is a more anachronistic term for what today just gets called a system. It starts with student-centered learning and systems thinking is a requirement for every student to be Workforce Ready under WIOA. Not a coincidence. Hayek knew what we all must know recognize so I am calling on this unassigned Appendix:

“If such claims are to be met, the spontaneous order which we call society must be replaced by a deliberately directed organization…[members] could not be allowed to use their knowledge for their own purposes but would have to carry out the plan which their rulers have designed to meet the needs to be satisfied.”

Have I explained yet that in countries like Scotland that are further along this road of social transformation via education ‘reforms,’ the very Experiences and Outcomes for each student are specified? The “Es” and “Os” they are called in what is the best example of the intended deliberate reorganization.

Welcome to 2016 as the Year of Epiphanies.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

So I am.

Seeking Transfiguration of the Actual by the Imagination of the Possible: Competency in Context

Don’t we just love it when we can locate the real rationales for what we have indisputedly uncovered? All of this deliberate Mind Arson via our K-12 schools and repeated disdain for a logical Axemaker Mind is too pervasive not to be an essential component of the plans, but an explicit, fully integrated confession of intentions can be hard to find. Pieced together works, but it’s neither as satisfying or as damning.  Luckily for us, my footnote mining recently pulled up a reference to a 1993 book published in the UK by Michael Fullan, still one of the world’s premier drivers of Radical Ed Reform. We covered his cutting-edge transdisciplinary global education vision here. http://www.invisibleserfscollar.com/opting-out-as-the-remedy-may-mean-accidentally-accelerating-nonconsensual-transformations/

The equity and excellence that are the shorthand phrase to describe the goals of the Quality Education for Minorities Project we met in the last post are essential for all students Fullan asserted, but the “ultimate aim of education is to produce a learning society.” That requires students and teachers with a “combination of moral purpose and change agentry–caring and competence.” If that sounds like Fullan was already pushing for wholesale social change in a collective direction with education as the driver more than 20 years ago, he was. Quoting what he wanted: “Put another way, the ability to cope with change, learning as much as possible with each encounter is the generic capacity needed for the twenty-first century.”

Luckily for us, Fullan confessed that (with italics) that we “are talking about a learning society not just a learning school system. The commitment and practice of learning must find itself in all kinds of organizations and institutions if it is to achieve any kind of force in society as a whole.” (Remember two posts ago, Peter Drucker also saw organizations as key to his government-steered, planned economy and society with education as the transition vehicle). The 1992 program for the “human development project” for Canada and the United States is cited by name and is laid out in a document euphemistically called The Learning Society (because citing to Uncle Karl at that time was considered unwise and his blueprint needed name laundering) and published by CIAR–the Canadian Institute for Advanced Research.

Before we cover those aims, we have another global radical (with a blog tag and a perch at Harvard Law), Roberto Mangabeira Unger, who has also laid out the global transformation vision, including the necessary role of education. He also wants to limit education to “the development of generic capacities by contrast to both training in specialized skills and the passive transmittal of information.” Those latter two traditional purposes of education were thought to impede “wholehearted engagement and action” towards the kind of democratic experimentalism Unger laid out in his 1998 book Democracy Realized: the progressive alternative. I bought that book after a mention of it because I recognized Unger’s influence (he was a professor at Harvard when both the Obamas were in law school there) and all the references we have encountered in the education reforms to democracy as the goal and progressive, polyphonic federalism (Jan 28, 2015 post) as the means to get around the US Constitution.

Reading the book I can recognize how closely what Unger wants ties with the actual pushes I am seeing now at the state and local levels in the US. At one point Unger stated specifically that US states were already pursuing his vision of democratic experimentalism by transforming institutions. Unger made it crystal clear he wanted the obstructions of the US political system’s “checks and balances” that impede social transformations aimed at restructuring property and social relations to be disregarded and overriden. That is something we should all keep in mind as the federal government sends money to states and cities and governors, legislators, mayors, and city councils all pursue comparable reforms to what Unger laid out at the necessary, “decentralized”, local level.

With the formal sponsors of the Common Core and several federal agencies all now pushing Competency as the goal of both K-12 and higher ed for all students, let’s keep in mind Unger’s desire for and definition of generic capacities for all. “Such capacities may be practical as well as conceptual [think of Enduring Understandings, Understanding by Design, and core disciplinary ideas in the current implementation], and they include the core substantive tools of learning. The heart of this education in capacities is the transfiguration of the actual by the imagination of the possible. In natural science and social and historical study we come to understand how and why things work by discovering the conditions under which each thing can become something else.” Adapt. Evolve. That certainly puts the C3 Social Studies Framework, Next Generation Science Standards  http://blogs.edweek.org/edweek/curriculum/2015/03/teaching_the_next_generation_s.html , and the APUSH controversy over its new, divisive conceptual framework in the light of their true transformative mindset purposes, doesn’t it?

Actual, factual knowledge and a logical, Axemaker Mind are apparently as much an impediment to all these plans as that pesky US Constitution. By the way, the abstract for The Learning Society specifically mentioned “educating the population for new competencies” so I am not just interpreting Unger or Fullan’s “generic capacities” as fitting the definition of Competency. The basic developmental needs that are not just a floor for everyone, but also the desired ceiling so that herd-defying individuals cannot be transformation barriers in the way of social experimentation, are listed as the following outcomes: “the ability to make effective social connections with others, competence in the tools and skills of the culture and the opportunity to make productive use of them, good coping skills, healthy response patterns in the face of stress [grit? perseverence?], perceived control over one’s life, a sense of psychological well-being, and good self-esteem.”

I have previously pointed out that the Inclusive Prosperity vision (Feb 22, 2015 post) fits Marx’s Human Development Model perfectly and that it is alarming that in December 2013 the UK and US made achieving “subjective well-being” the new purpose of governments (Dec 23, 2013 post). The year after the dissolution of the USSR and 3 years after the Berlin Wall fell, we got a vision of wholesale social and economic, nonconsensual transformation, that stated that “reconceptualizing the nature of learning and the relationship between collective and individual development” provides the “knowledge base for moving our own society forward.” It just so happens that that reconceptualized “learning” fits with the parameters laid out by the QEM Project from the last post so that Uncle Karl’s vision can be shrouded and compelled by interpretations of federal civil rights laws.

The Learning Society foresaw this convenient cover and mentioned the “overdue recognition that as a society, we need to include previously excluded groups on an equitable basis, particularly indigenous peoples and those from minority cultures.” The previous paragraph had discussed the need for a Learning Society to deal with “the problems associated with large scale immigration, with poverty, and with unemployment are increasing.” Collectivism is thus the answer for the very problems governments created in the first place with previous bad policies. Since the Learning Society has little use for what an individual wants, why do governments want prosperity and economic growth? “To ensure that they create sufficient wealth to support a broad range of social, medical, and human services.” No mention of the added bonus of funding lots of public sector pensions for the dispensers of those services.

The return of a surreptitious School to Work emphasis now at the state level after the controversies when it was pushed at the federal level in the 90s makes perfect sense when we read this vision from the 1992 blueprint. “The creation of new ideas and applications is in turn dependent on the availability of a highly skilled and motivated workforce and its orchestrated deployment across a broad array of scientific and industrial tasks.” No wonder those generic capacities are all about “tasks and executions” in Unger’s vision of the needed progressive education and the emancipatory school. Serfs had to stay where they were commanded and we Americans now get to be deployed as “orchestrated” to meet everyone’s “needs.”

So add to the reams of source materials I lay out in my book Credentialed to Destroy: How and Why Education Became a Weapon on how the Cold War did not end quite as advertised, this Learning Society vision. Who precisely did win if the “main objectives of a CIAR program in human development” to be implemented starting in 1992 in Canada and the US is to “reconceptualize the dynamics of collective and individual human development”?

If governments at all levels, and the organizations they are creating and funding, are dedicated to creating an “ability to motivate and organize all members of a society, in an innovative fashion,” did we escape from the Cold War still, factually, a free people?

Especially if taxpayer-funded education and a new definition of Learning binding all of us at the level of our minds and personalities is the declared, intended vehicle.

Perhaps “Not Serfs Yet” as our motto was a premature boast?

 

Openly Admitting Global Coordination to Impose Behavioral Programming Using Education and the Law

I thought about using the word Conspiracy in the title but I was afraid readers might be confused and think we are merely theorizing. Oh no, turns out that in 2012 there was another of those Movers and Shakers meetings we were not invited to. GELP–Global Education Leaders Program–chose to have that particular meeting in Helsinki, Finland with sponsorship from the Gates Foundation, Promethean Boards (in case you have always wondered why they get bought and then remain in boxes), and Cisco. Apparently they all wanted to look up close at the Finnish education system we met in the last post. The US-based CCSSO, the formal sponsors of the Common Core State Standards in the US, was also there, except the focus was on its Innovation Learning Network–ILN–and what CCSS is really bridging the US towards.

Yes, I did go through and systematically download all those presentations. Hope you had a more congenial Saturday than me, but it was all in a good cause. The GELP Co-Director, Tony MacKay from Australia (also heads ATC21S for those who have read the book. The rest of you are missing the foundation of this story) kindly announced in a related paper on Future-Oriented Education he placed on a New Zealand Server  http://www.educationcounts.govt.nz/__data/assets/pdf_file/0003/109317/994_Future-oriented-07062012.pdf that GELP has been “designed to accelerate and sustain transformation within GELP members ‘local’ systems and nations–and to advocate and continually refine the vision of 21st century teaching and learning.”

When we first encountered the Consortium vision http://blogs.edweek.org/edweek/District_Dossier/Consortium%20-%20%20Recommendations%20for%20a%20New%20Federal%20Accountability%20Framework%20February%202014.pdf I warned in that March 3, 2014 post that the Gypsy Supers were lobbying DC for supposed ‘local’ power to impose what was actually a global vision. But I did not at that time know about GELP or that Helsinki Conference or Tony MacKay’s useful admission of a global effort that can be deceitfully sold as ‘homemade’. The law firm (whose education practice we have tied to the creation of that Consortium, the Fulton County Conversion Charter that contractually guts academics whatever the School Board believes, and the affirmative Student Code of Conduct) is cited by CCSSO, through its Education Counsel affiliate, to be working with ILN and the CCSSO to shift states and districts towards the Competency-oriented Next Generation Learning. (Chapter 4 of my book as I did accurately perceive where CCSSI was really going).

Now that we better appreciate how people can become bound via laws and documents with legal effect to Transformative Social Change whatever the personal intentions of the drafting lawyers or the authorizing institutions are, I want to call your attention to a group in the past who advocated for a similar strategy of how to quietly get such change in place. The Fabian Socialists (who still exist and were involved in Anthony Giddens’ The Global Third Way conference I wrote about) were willing to be gradual and employ stealth. But as the motto of this stained glass window shows http://www.lse.ac.uk/newsandmedia/news/archives/2006/fabianwindow.aspx with its image of a molten world being hammered on an anvil into the desired shape–”Remould It Nearer to the Hearts Desire,” the end vision is fundamental transformation, like it or not. Whether we are even aware or not.

The law and education globally are both being used to drive wholesale, nonconsensual change at the level of the human mind and personality for purposes of behavioral programming to go along with the same type of vision the Fabian Socialists have always sought. I speak Educationese fluently now and the consistency is stunning. One more point, another of the profs advocating this vision, Princeton’s Philip Pettit, keeps mentioning this same phrasing in his 2014 book Just Freedom: A Moral Compass for a Complex World:

“How should a government organize the shared legal and economic lives of its citizens?”

The answer is that it should not, but Pettit like Nussbaum with her Human Rights work, intends to use the law as a tool to organize nonconsensual submission anyway. We may not have ever thought of the law or education as affirmative weapons for wholesale social change, but they are very good at that purpose. Plus the advocates get to live off the bounty of the taxes we must all pay.

Now we can shift back to Nussbaum and Jeremy Rifkin and Finland once again to fully appreciate the why of what is to be changed. As the GELP conference admitted, the Fabian-adored ‘welfare state’ is crucial to the success of this vision of education transformation globally in so many ways. In talking about the need for classwork and literature assigned to build a compassionate imagination, Martha Nussbaum wrote:

“they are led to notice the sufferings of other living creatures with a new keenness. At this point stories can then begin to confront children more plainly with the uneven fortunes of life, convincing them emotionally of their urgency and importance. ‘Let him see, let him feel the human calamities,’ Rousseau writes of his imaginary pupil. ‘Unsettle and frighten his imagination with the perils by which every human being is constantly surrounded. Let him see around him all these abysses, and, hearing you describe them, hold onto you for fear of falling into them.’”

Now how much more powerful is that intended behavioral manipulation when married to Video Gaming in the classroom? No wonder Amplify hypes its Zombie Apocalypse for Middle Schoolers. Now Jeremy Rifkin, in order to nurture and ‘grow’ (as in Student Growth as the new definition of achievement) this ‘empathic impulse’ happens to cite a Professor Kenneth Gergen and his idea that we move from a “self-centered system of beliefs [as in mine and thine] to a consciousness of an inseparable relatedness with others.” Now in case you are tempted to consider this all tenured mumbo-jumbo cultivated in the shade of all that ivy, remember Gergen was on the Gordon Commission in charge of the future of US student assessment and his Appreciative Inquiry Model [see tags] is commonly now used by urban school systems and community organizers.

So when education critics carelessly assume that the word ‘assessment’ is interchangeable with ‘test’ they lose much of the intended psychological transformation via the classroom experience. They miss that Gergen, the Gordon Commission, Rifkin, Nussbaum, and influential others ALL want to stress a shift to activity and experience precisely because they want to replace the historic concept of the individual with the ‘relational self.’ Having the classroom nurture the belief that a student’s Identity is changeable and simply “a unique constellation of relational experiences with one another.” And why would these people want such a thing? For the Fabian Socialist change of course, but they cannot phrase it that way as we parents and taxpayers would almost certainly rebel.

Instead, as Rifkin states, students get told over years “the idea that those same embedded relationships and experiences make one a unique being, different from all others. It is only by keeping the distinction in mind that empathic consciousness can continue to grow and become the psychic and social glue for a global consciousness.”

That’s why requiring students to have and demonstrate empathy towards one another in the classroom in a new type of legally coercive Student Code of Conduct is such a big deal. As Rifkin admits, the desired transformational glue vanishes once students once again see themselves as individuals instead of “a unique ensemble of relationships.”  Remember in the last post when the Finnish Curriculum for Global Education wanted to require students to “promote the common good” and aspire for a “common understanding” via the classroom? This is verbatim how the Finns break that requirement down into subgoals with the student age range in brackets. Since other countries like the US intend the same approach (as the Rockefeller Foundation funded Communication for Social Change confirmed as well), but without this blueprint for our eyes, here it is anyway:

[5-6]:  To practice bringing up important topics of discussion that are interesting to oneself and others.

To practice a polite and dignified manner of speaking. (To be continued in all age groups.)

[7-8]: To learn to weigh one’s views in the light of facts.

To learn to listen to and ponder carefully the viewpoints presented by others. (To be continued in age group 9-10).

To practice a polite and dignified manner of speaking. ( To be continued in all age groups).

[9-10]: To learn to listen to and ponder carefully the viewpoints presented by others. (Continued from age group 7-8).

To practice striving for a shared view in conversation.

To practice a polite and dignified manner of speaking. (To be continued in all age groups.)

[11-12]: To learn to make joint decisions on the basis of views arrived at mutually (To be continued in age group 13-14.)

To learn to keep one’s emotions under control and one’s thoughts as objective as possible during consultation. (To be continued in age group 13-14.)

To practice a polite and dignified manner of speaking. (To be continued in all age groups.)

[13-14]: To learn to make joint decisions on the basis of views arrived at mutually. (Continued from age group 11-12).

That’s the end of the Finnish vision for Global Education. It’s how education to fulfill the vision of the UN Universal Declaration of Human Rights gets met. It’s the embodiment in how to educate to create a Mindset to see oneself as a “citizen of humanity” ready to fulfill now imposed obligations to serve the “well-being of all” occurs.

The phrase “behavioral programming’ in the title now seems like an understatement, doesn’t it?

Sculpting the Inner Eyes that Guide What Real Eyes Perceive from Daily Experiences

All the references to Global Competency or World Citizenship may have us looking for a new flag we will be expected to salute or a quiz on world capital cities, but that is not what these terms actually mean. I took on Global Competency and the CCSSO’s explicit push of it in US K-12 classrooms in Chapter 7 of my book so please look there for the initial foundation for what is coming. We are off to Finland today, not to get frequent flyer miles or to look for stunning vistas in majestic fjords, but simply because professors there have been far more graphic in what the required Human Dignity Paradigm/Justice for All inclusive classroom looks like. They have also laid out with stunning candor what it intends to do and why. It explains why US suburban high schools would be nonconsensually shifting students to ‘problem-based learning’ with an affirmative Student Code of Conduct that most parents are unlikely to even catch in time.

Before we take off though I want to lay out the known links of the same model to the US beyond the descriptions to the Folk School vision laid out in the previous post. I noticed last May that all the school principals and district administrators in the high achieving part of Metro Atlanta’s Fulton County had switched to referring to classwork under the Common Core as either being ‘STEM’ or ‘Humanities.’ Recognizing this meant a jettisoning of academic content as something to be transmitted from what STEM meant (also in book), I have been keeping an eye out for a means of explaining explicitly what the shift to a Humanities focus would specifically mean in the classroom. Professor Martha Nussbaum, so usefully loquacious as to what is really intended that we have given her a tag already, thankfully laid it out in a 1997 book called Cultivating Humanity.

Using classwork to “cultivate in ourselves a capacity for sympathetic imagination.” Such empathy in all students is necessary “in order to foster an informed and compassionate vision of the different.” This “narrative imagination is an essential preparation for moral interaction. Habits of empathy and conjecture conduce to a certain type of citizenship and a certain form of community.” A Blue Ribbon for Astuteness to each of us that picked up that this compassion towards others is the consistent core we are finding in K-12 ‘reforms’ all over the world. It is desired because it “cultivates a sympathetic responsiveness to another’s needs” that is in turn necessary for a world determined to make meeting needs the new focus of the global economy. What Karl Marx called the Human Development Model of Society and Harry Boyte now calls the cooperative commonwealth.

One more well-connected American prof willing to reveal what is being laid out in meetings we are not invited to is Wharton’s Jeremy Rifkin. Since his discussion of the “new pedagogical revolution emphasizing empathic development” is in the context of a broader 2009 social vision called The Empathic Civilization, Rifkin is also usefully forthcoming. In fact he discloses that “Collaborative education, at its core, is concerned with shifting the center of educational concern from the individual mind, to forms of relationship.” We have encountered this before http://www.invisibleserfscollar.com/distributive-justice-is-not-enough-we-must-break-the-illusion-of-the-unitary-self/  in the early days of this blog so I know even beyond the clear links to the Positive School Climate mandate that these mentions of a ‘relational self’ as the new focus are truly an insistent, very real, aim of K-12 education reform globally.

Let’s quote Jeremy one more time as he explains that the “new classroom emphasizes cooperation over competition and the sharing of minds. [Exhale, please! Some of you dear readers are now turning Blue in the Face with Outrage.] Education becomes a collaborative venture rather than an individual pursuit. The aim of all knowledge is existential: that is, to come ever closer to understanding the meaning of existence as well as our place in evolution through our shared experiences and the meanings we glean from them. Technical or vocational knowledge [like digital learning] becomes merely instrumental to the pursuit of this larger goal.”

Now we can go to Finland where we will recognize the curriculum as merely the more graphic announcements of the same classroom intent that we are supposed to be transitioning to in the US, Canada, Australia, the UK, Hong Kong, and everywhere else that ever cherished the individual. The Finns stated that the solutions to the world’s problems are to be found “in a shift in our view of how we see ourselves and our relationship to society, and its future…Whatever lies in the future, the ability to collaborate with others in the identification and resolution of problems is crucial. If humankind does not have this capacity, our fate is sealed. If it does, the skills for collective action must be nurtured and strengthened.”

Hence all the ties we are seeing between deliberative democracy and participatory citizenship and the actual K-12 required classroom implementation. I highlighted evolution above not to talk about Darwin or Apes but in the Brameld/Huxley sense of cultural evolution laid out in my book. Or as the Finns have decreed: ” the function of education is not only academic skills, but the skills needed to play a protagonist role in the evolution of society. Rather than working for socialization to the status quo, schools can create pro-active agents of social change.” Now before I shift to quoting from the actual intentions so that parents will have it as a guidebook for the future whatever happens to Professor Margaret Tuomi’s research, I want to make two more points.

First, the Finns state this is based on the Baha’i Curriculum for Global Education. Like the UN as we saw, the Finns like that the Baha’i do not merely speak of rights, as in the Universal Declaration of Human Rights. These guidelines also speak of obligations. Such duties to others are believed to be important to drill into each student at an unconscious level that will guide action. Secondly, please do not let all this high-minded talk of Equality and Success For All conceal the actual reality of what is being attempted here. The creator of Cultural Marxism theory in the 20s, Antonio Gramsci, did not just come up with an intention to March Through the Institutions of Power in the Individualistic West. He also developed the concept of the Integral State that all that marching was intended to create.

Civil Society would not be just an area of activity in his vision, existing independently of the State. Gramsci conceived of Civil Society, which would especially include schools and higher ed, as the terrain where the political elite’s world vision would be imposed. Troublingly the word he used translates as a required consensus. We encountered the same concept of few posts ago as the Rockefeller Theory of Communication For Social Change. The classroom would become the place where the psychological reality perceived by each student when they entered the classroom would give way to a Shared Understanding of Physical and Social Reality.

The five goals of Global Education then are [verbatim]:

1. To adopt the values necessary for the evolution of a global human society. (Ethics)

2. To acquire knowledge of mankind’s development, current state and achievements. (Knowledge).

3. To include in the world view a discernment as to how mankind has always formed ever greater social systems, and how this process has been encouraged by man’s natural urge to work in cooperation. (Understanding)

4. To see the future of mankind as bright, and to picture in one’s mind how mankind can through cooperation reach unprecedented achievements. (Vision)

5. To learn skills concerning cooperation and the management of information, and become directed towards acquiring skills necessary for the development of mankind. (Skills)

To give some idea of the sort of things the new Common Core assessments will actually be looking for, especially the formative assessments or assessments for learning, let’s look at the listed subgoals under 5. My bolding.

5.1 To learn and explore sources of knowledge logically in order to form holistic pictures and to apply the understanding thus gained to different challenges and activities; to learn to express clearly and logically one’s considered views for the development of human society.

5.2 To learn the skill of consultation in which the purpose is to promote the common good, not to advance one’s own interest; in which the aspiration is to achieve a common understanding; in which one’s view is expressed clearly and freely, but politely; and in which all participants seek to build their opinion based primarily upon knowledge and understanding.

5.3 To learn to consider those skills and capabilities that are needed for the realization of mankind’s future in practice when orienting for studies and choosing professions.

Well I must admit reading through all this that I did NOT become a lawyer to help realize mankind’s future. Interestingly enough though, having a solid base of unapproved factual knowledge and an Axemaker Mind is quite a useful tool in accurately perceiving the likely consequences of all this Manipulation and Mind Arson. That must be why the political elite and cronies are trying to discontinue these useful Mindsets all over the world right now.

Talking about it in the sunlight truly is the only antidote. Next time I will continue some quoting that will make the need for an affirmative Student Code of Conduct quite obvious.

Maybe we should nickname it the Fulton Comrade Code of Conduct Necessary for the Cooperative Vision of Our Future. Brought to us by people lying to our faces about what is really intended.

Some cooperation. No denial of self-interest by the public sector here. No wonder these coercive common good schemes always lead to kleptocracies.

Illusion Remains the Deadly Enemy of Hope, its Smiling Murderer: Continuing Our Journey to Keep Hope Alive

To explain the whys of what I have so unambiguously now documented, I frequently go back in time to others who have played the role of prescient Cassandra urging the Trojans not to bring that strange gift of a wooden horse within the unbreachable walls. Today’s title comes from an essay Whittaker Chambers published in Cold Friday to convey his reaction to the mid to late 1950s Eastern European revolts against Communist oppression. Chambers always understood what was under attack from ideologies that target “the view we hold, unconsciously or not, of the world and its meaning and the meaning of our lives in it.” Since I have been asserting for a while that this is precisely what the Common Core and 21st Century Learning and cybernetics and Radical Ed Reform through the decades is actually targeting, let’s look at the full quote:

“In this age, hope is something that must be taken by the throat. This is to say, hope, to be durable and real, must begin with things exactly as they are, not as we suppose they were (even a few tranquillizing months ago), or as we wish they might be…The terms of hope are not to delude ourselves about this in order not to suffer in the shattering spins of fear that casts out hope. The deadly enemy of hope, its smiling murderer–is illusion…hope for you (as it has been for [the Eastern Europeans]) can truly begin only when complacency has been eaten off as by an acid bath, consuming the temptation to illusion.”

Never thought of myself or my book as an acid bath before, but the metaphor may well be apt. The way out is consistent with what I tell audiences when I speak. We need to keep our focus at this point on the actual implementation being required. It is provable and alarming. Right now intentionally created illusions impede our way out of this planned darkness of raw political power merging the religious and the secular, the public and the private, and society and the economy. In fact I found those Chambers’ quotes when I was mulling over that the Baha’i see no boundaries to their planned usurpation of authority over the minute details of our personal beliefs and conduct. With the raw power and all-pervasive tentacles of the UN and its affiliates behind them and UNESCO pushing their values as the integral core of global education reforms, we have a problem.

Confronting the actual intentions seems the only way out. Baha’i came out of Islam and clearly retains Islam’s doctrine of absolute deference to political authority. Likewise, Baha’i clearly contemplates what Totally Integrative Education now seeks as well, the “political and the sacred are indissolubly merged.” I am also seeing in the consensus mandates of the required Discourse Classroom or the Fostering Communities of Learners mandate what an American scholar of Islam, Franz Rosenthal, analyzed as consistent with the Muslim concept of hurriyya where an individual Muslim “was expected to consider subordination of his own freedom to the beliefs, morality and customs of the group as the proper course of behavior.” Moreover, Rosenthal noted “the individual was not expected to exercise any free choice as to how he wished to be governed…”

That attitude, that was common to Communism and is a tenet of both Islam and Baha’i, is radically opposed to the Western conception of the primacy of the individual and reason and the conception of freedom that came out of the Enlightenment. The individual has been the essence of traditional education, especially after the printing press and easy access to books made literacy widespread. Now we are back to a Whole Child education that explicitly targets personal values, attitudes, and beliefs with the federal government collecting data to keep track of how the personal transformation from the inside-out is going. We need a Douglas MacArthur moment from when he confronted State Shinto in Japan after World War II.

“Shintoism, insofar as it is a religion of individual Japanese, is not to be interfered with. Shintoism, however, insofar as it is directed by the Japanese government, and as a measure enforced from above by the government, is to be done away with.”

And it was. Today we have comparable attempts to indoctrinate students into collectivism as the only viable solution and transformation as the only acceptable action. The Baha’i books I cited in the previous post are full of those aims. Instead of reiterating those, I want to point out that these aims also come from a different direction that greatly influenced what would come to be known as LBJ’s Great Society. Now with the 50th anniversary eminent, we had best fully appreciate what was really sought in the first place. The planners are not done yet. Back in 1961 Robert Theobald published The Challenge of Abundance laying out his vision of how the West must change now that it had sufficient wealth and technology to meet all needs. He also described using education as the means to obtain the necessary new attitudes and values. This is from page 1:

“the attitudes necessary for the most rapid rate of growth are not those which encourage a meaningful life for the individual or a valid sense of community.”

That desire is still what we are dealing with today and it is what also drove the Swedes to dramatically alter their ed system in the 60s as we discussed in ways that mirror what is being sought today in other parts of the world. The idea, which I believe is erroneous but it IS the foundation for all these sought transformations via education, is that the “society of abundance could, at last, provide independent means” for everyone to reach their potential and thus for the first time in history have “true freedom.” It was Marx’s vision and it drives UNESCO today as Scientific Humanism. It also goes by Human Capability theory now  and has an international conference coming up in Greece.

Education is always such a crucial component over the decades this has been sought because, as Theobald wrote: “such a society is possible only with the acceptance of limited desires. We too can have a society of abundance in the rich countries before the end of the twentieth century [yes, a bit off-schedule here in the US!!!. hence the hurry now]. But abundance is not a specific quantity of goods; it is a state of mind, a set of attitudes. Man can never produce all he could use, abundance depends on the acceptance of a reasonable standard of living.”

As of 2012, by the way, the Ford Foundation began calling that very same concept the Line of Plenty. Think about that passage every time you read about education creating a Growth Mindset instead of a Fixed Mindset. The Growth is in the new values and attitudes and beliefs about the role of the individual and the primacy now of the community and the perceived common good. It really is about getting the desired evolution from the inside-out that will allow the social, political, and economic transformations that have been sought for many years, behind our backs. We cannot afford to maintain the illusion of good faith disputes over content or how to best tech reading or math. The reality is that everyone from John Dewey to the Baha’i to the Club of Rome and Theobald are all determined to use education globally are;

“asking that man become unselfish. This is not necessarily impossible. ‘Selfishness’ stems, at least in part, from the fact that Western economic and social systems are set up to encourage individualism. If we reduce the necessity for economic conflict, it may be that we can develop a co-operative form of society.”

History reveals a very expensive mess coming out of these intentions Theobald laid out in 1960, but this remains the true aim in 2014. Common sense tells us that such aims will continue to push us towards a kleptocracy, but too many of the decision-makers now in education have a vested interest in continuing and expanding the organized theft from taxpayers. All the more reason to ramp up the mind arson to avoid detection for long enough to get another lucrative contract or lock-in that pension or promotion.

It does create a tremendous irony though that all these destructive policies and determined pursuit of changes to students’ values, attitudes, and beliefs involve the use of so much deceit to try to put in place “a new idea–we must demand that man should become responsible and willing to make decisions on the basis of the general interest of the community.”

Because that goal is always so beneficial to those who hold the strings of economic, social, and political power. Ever fearful of the magnificence the unencumbered individual mind is capable of.

Keeping hope alive indeed. Piercing through the deceit straight to the core of the actual intentions.

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.

Empathic Solidarity to Undergird Economic Citizenship: Creating Common Core Beliefs in New Social Obligations

At some point in the last several years someone put up on old interview of President Obama when he was an Illinois state senator where he complained about the US Constitution having a premise of “negative liberties” instead of obligations of when governments must act. Now I have been a bit too busy to spend my time fretting over shifting views on the nature of the law but that video came roaring back to my mind as I explored Martha Nussbaum’s “capability as a human right,” Harvard’s decision to push CRT–Critical Race Theory–in K-12 to eliminate structural differences in society thought to affect Blacks and Latin@s (not a typo this is how book shows gender correctness with Latin nouns now I suppose), and the American Political Sciences Association’s April 2012 report pushing Economic Citizenship.

In all of the political theory reading I have been forced to do I kept coming across references to “Marx said this” and “social justice demands” along with the phrase “materialist conception of the world.” And honestly I never knew quite what that meant beyond disdain for people with Judeo-Christian beliefs in a transcendental God. Until I read the law review articles trying to justify these changes, those reports and the Contesting the Myth of a ‘Post Racial’ Era book from the previous post, and a September 18, 2013 EU report exploring the adoption of the “shareable/collaborative consumption” economic model. The latter reflected the now to be common global vision of creating a “roadmap featuring a world in which every human being can enjoy their human rights, live equitably and free from the injustice of poverty, on a planet that has the natural resources to sustain them.”

All this social justice theorizing that is committed to education that levels the best and brightest and deplores any Constitutional or other legal interpretations that would focus on “negative rights [that] disempower the state from intervening into the private sphere for the democratically progressive purpose of redistributing power or resources within it” are all grounded in the erroneous belief that economies and wealth are about a fixed, finite, tangible, sum of goods and property. In other words, that’s the “materialist conception” the political theorists are referring too.

Once I realized that key fallacy lying under all these planned changes in social policy and political structures for the 21st century, I went back to a book economist George Gilder wrote in 1981 called Wealth and Poverty. He wrote it to describe what he saw as the basis of the economic stagnation prevalent all over the West in the 1970s. He pointed out that “Economies do not grow of their own accord or by dint of government influence. They grow in response to the enterprise of men willing to take risks, to transform ideas into monopolies, and monopolies into industries, and to give before they know what they will get in return.”

All of this theorizing being launched at us now through the spending and regulatory powers of federal, state, and local governments and the education policies I have laid out on this blog and in my new book forget that the prosperity creating capitalism (not the Crony Corporatist variety that is usually parasitic) that we take for granted is mostly psychological. It is about “qualities of thought and spirit” in relatively few people who have the requisite “imagination and purpose, which make wealth” that in turn make all of us better off. Because those unique ideas and effort created goods and services we voluntarily wished to buy. With our own money.

In pushing mind arson in K-12 and our colleges and universities to supposedly gain equity in a finite world and the psychologically manipulative “engaged” learning for the Whole Child to create “empathic solidarity” that will support political power massively redistributing this supposedly finite bowl of goods, we forget that mass prosperity has always grown from the “metaphysical capital of human freedom and creativity” as well as law that applies equally and predictably. Not law that applies unequally to various groups to try to shift opportunity and outcomes in politically chosen directions.

The rule of law matters so much because morale and inspiration, coupled to deep knowledge that takes precious time to build up, are critical to the genuine “conscience of capitalism : the awareness that one must give in order to get, supply in order to demand.” We are instead looking at a 21st century political, social, and economic vision grounded unabashedly in communitarianism that says ” I exist, gimme” and “governments, you step in and make it so and we will reward you with our votes.” But prosperity-creating wealth isn’t physical, it’s psychological. This redistributive zeal based on mistaken assumptions ultimately destroys the very essence that drives all economies that have ever worked for the benefit of broad masses of people.

In other words, in this zeal to get to a Good Society/cooperative commonwealth /economic citizenship/capability vision for the future we are extinguishing the very basis for the wealth planners and politicians and naive educators believe everyone can live on as a matter of “right” in the 21st century. Let’s take a look at what is being demanded as a matter of “right.” The APSA report called “Democratic Imperatives: Innovations in Rights, Participation, and Economic Citizenship” certainly supports our speculation in the recent Bruno Latour post that all these current mentions of innovation mean sociological inventions that consume existing wealth. Not the wealth-creating, Free Lunch for Others, kind that created the unprecedented economic prosperity and living standards of the modern world in the West.

No, APSA simply declared its determination to push “human-rights based approaches to democratization, welfare, and development” that will be based on “participatory governance.” Notice that “-ance.” An ability to bind all of us with no recourse for an individual because I am seeing that term in OECD documents tied to their education and subjective well-being/welfare state agendas all over the globe. APSA kindly lets us know the reason as “participatory governance is a process through which [created now via law reviews or federal agency overspending] rights are exercised and citizenship and political agency enacted. [in a majority will takes what it wishes sense of we take the benefits of ownership and you pay the taxes]. It can help bring traditionally marginalized groups into politics and can enhance accountability [to the will of those groups], responsiveness [ditto], and social justice. Participation is a vital element of rights-based approaches, [I have little doubt of that or why a community organizer would disdain 'negative liberties'] and rights facilitate political participation. [As the place where give me demands are made].

Let me include the definition of economic citizenship after I first point out that APSA is insisting that this program with its “inclusive, pro-poor” emphasis is premised on the factually untrue “key finding” that the “more egalitarian and democratic the state, the better its overall economic performance.” So once again, as happens so often in education, we are enacting policies and theories based on factually untrue premises. And we wonder why we spend so much with such poor consequences for all those dollars.

“Economic citizenship refers to the substantive aim of making economic security and social justice entitlements of democratic citizenship. It is, in a sense, the objective of human-rights based approaches, and it, in turn, enables meaningful political agency.” Well, of course, it does in a collective and groups matter but the individual does not vision.  As Georgetown Law Prof, Robin West, put it in her 2001 aspirational Law Review article “Rights, Capabilities, and the Good Society” where we also took that negative rights ‘disempower’ quote above, the state is obligated to provide that “threshold level of material well-being” that is necessary for ALL citizens to “be able to be free and equal participants in the collective project of self-rule.” Those individuals not wishing to be bound will discover why those 5 little letters in ‘governance’ are to prove so binding. And “equity” and poverty and race become the excuses for a public sector-centric vision globally for the 21st century.

Professor Wright’s sense of the law strikes me as indicative of someone who has lived their life safely ensconced in an Ivory Tower but deluded does not mean not influential. Unfortunately. She finds it reasonable that citizens should be able to “demand, that the law both can and should structure a decent social world” as if ‘the law’ were a magic wand that does not first take whatever resources it plans to spend as politicians see fit. In fact, she believes “states and state actors” should “focus on the utopian aspirations we might universally hold, and then to bring that vision to earth.” How magnanimous of her!

Respect for Individualism might be the crucial ingredient in the economic prosperity professors like Robin Wright or Martha Nussbaum or those Harvard CRTers plan to try to redistribute using legal theories and political power and new education visions. Only later will we all understand these huge fallacies in what is now being pursued in earnest. From so many different directions and levels of government.

But what can we expect from tenured profs who can look at the world that exists and desire “a relational and communitarian world substantially different from the overly atomized [current] individualistic hell.”

With these plans and theories we all may be about to learn a huge lesson in what really creates living hells. Generally they come from the misuse of political power.

I guess they don’t teach that these days in law schools or education graduate schools. Certainly not in the psych or sociology or political science departments. Too bad.