Triune Consciousness-A $100 Phrase We Need to Grasp Why Every Wrong Leads to the Same Remedy

For those of you excited to hear your State may be reconsidering the Common Core, my research has always shown that CCSSI is a Bait and Switch tactic. So I am going to continue my focus on the real change coming to a classroom near you soon. US or elsewhere. Public or private. The consistency across decades and geography is amazing. So we are going to keep our focus on the wealth of confessional riches that looking into that odd word–conative–turned up. Because the vision everywhere seems to be a 21st Century “form of education that provides universal principles from which inner-awakening, self-transformation and self awareness can be enhanced.”

Why is that necessary? Because “without inner transformation, it is not possible to bring about true change as true change in the thinking, must occur at the spiritual level.” (“Towards Self-Sustainability in Education”, 2007, New Zealand) Spiritual as in “the convergence of religions into a universal form of ethics.” That’s supposedly how we get to a cooperative commonwealth or all the other visions of a reorganized collectivist, sustainable economy and society we have looked at that is always attached to these ed reform visions. If the vision of the society or economy of the future makes no sense for most of us, we need to reconsider where the League of Innovative Schools and 21st Century Skills and a Competency focus and social and emotional learning are really taking us. But today we are focusing on how changes this dramatic can manage to make it all the way into a local classroom despite the wishes of parents, taxpayers, a Governor, or a local school board.

Apart from money to bribe compliance at the local level and accreditation (which is so poorly understood), this time the Executive branch through both White House edicts and very busy agencies is really working the interpretations of both the federal civil rights laws and the federal disabilities laws into pretzels only a contortionist or a stealth Social Change Agent could love. We already noted a similar previous attempt here. http://www.invisibleserfscollar.com/who-knew-karl-marx-had-a-human-development-model-or-that-it-fit-our-facts-so-well/

Well, the feds were at it again this week using the Civil Rights Division of DoEd’s Special Ed Division to issue a Dear Colleague letter on the Bullying of Students with Disabilities. But the remedy as we have seen before involves a Positive School Climate (PSC) and required policies and psychological practices and curricula for ALL students.  http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/bullyingdcl-8-20-13.pdf Everybody bound and coming from somewhere few are likely to see. Likewise, the Alliance for Excellent Education just released a paper http://www.all4ed.org/files/HSClimate1.pdf called Climate Change: Creating an Integrated Framework for Improving School Climate. It’s in the name of the poor and minorities and the tragedy of too many schools being drop-out factories. Since much of that is deliberately created, basically we have a case of problems being created so a desired solution can be offered. And framed in terms of Civil Rights since most people never aced Con Law in order to be able to be skeptical about the words “the law requires.”

Beyond the ever present PSC pursuit that gives a reason to require that ALL students in ALL schools “receive the same academic, social, and emotional experience.” PSC gets defined as “an environment that reflects a commitment to meeting and developing the academic, social, and emotional needs of every student.” And collecting Civil Rights Data (CRDC) to make sure that is happening for ALL students. Which will certainly go a long way toward the OECD’s interest in overseeing everyone’s Subjective Well-being.

It also goes a long way towards achieving Education for Sustainability towards this end of the UN’s decade since the data gets at “the driver of intentional change in one’s behaviour, emotions, perceptions and attitudes.” Those changes achieved via federal collection of personal data as a matter of supposed law then is supposed to lead to a greater ability to fuse the needed “shared vision at collective levels.” And all mostly out of sight.

I want to borrow an insight Ludwig Von Mises had on the page before the quote I used in the previous post. If politicians and connected insiders want to call the shots in the 21st century, genuine innovation is an obstacle since it can and has literally changed the world and the course of civilization before. All this PSC emphasis beyond the usefulness of knowing people’s Personal Motivational Profile obtained without their knowledge via digital learning and assessments we cannot see has another important goal. Here is the insight:

“Most people are common men. They do not have thoughts of their own; they are only receptive. They do not create new ideas; they repeat what they have heard and imitate what they have seen. If the world were peopled only by such as these, there would not be any change and any history. What produces change is new ideas and actions guided by them…It is always an individual who starts a new method of doing things, and then other people imitate his example.”

PSC and the resistance to lectures and textbooks and systems thinking now are all fundamentally rationales to prevent uncommon individuals who might create new ideas and fully appreciate and explain the value and necessity  of old ones. But politicians and tech companies wanting to preserve future revenue against competition or media companies aghast at what happened to the profitability of newspapers can’t be honest with us. Money, power, and control may be the real reason but it cannot be the public explanation so we get all these bogus talking points. But in the footnotes that go with the PSC research or holistic learning or Whole Child Initiative or what is wanted from a Conative emphasis is the real story. It will take me several posts as we continue through it but there is tremendous consistency now at the deep level I am. Through place and time and names you might say but never a variance in the function.

Today I want to lay the foundation of why we have encountered so many reasons to switch school to activity and social and emotional learning and the PSC mandate. The 1997 book Head and Heart: Affection, Cognition, Volition as Triune Consciousness by Andrew Tallon laid out the sought vision of a “spontaneous nonconceptual knowing and loving” that will be manifested in “performances.” Yes, indeed, won’t that fit well with ‘performance standards’ and ‘learning tasks’ and projects as the classroom emphasis. That way students can physically practice: “feeling is the way our being resonates with our doing” until it becomes a matter of habit. No wonder ‘engagement’ has become the order of the day. Good thing 21st Century Skills are not interested in fostering habits of mind or deep learning which would start to sound precisely like what Triune Consciousness is getting at.

Think of how useful the PSC mandate and that CRDC data will be if a student’s “capacity to learn means acquiring habits as (re)structuring malleable; it is essential becoming.” Sounds a lot like Peter Senge’s Presencing. And “[t]he goal of learning, at its most personal and interpersonal peak, is to develop triune consciousness. The Developed structures of adult personality and character form the unique constellation of dispositions to act spontaneously and with a directness and immediacy that needs neither thought nor will, primarily in face-to-face relations.” And that Dear Readers fits almost precisely with the vision of the intrapersonal and interpersonal laid out in the Crucible Moment report that launched the American Commonwealth Partnership at a White House ceremony in January 2012.

Triune consciousness is a fancy phrase for a deliberate official pursuit via education to create behaviors and a desire to act that does NOT flow from “discursive reasoning or deliberative will.” Take your pick of reflex or habit or spontaneous or unconscious response. They will all work  as education seeks to join affection, cognition, and volition so that the response comes from internal values, beliefs, and attitudes. School consciously seeks “to sublate [think of anesthesia or other sedation] either or both ‘normal’ discursive reasoning and the deliberations of the will.”

What do we call governments and officials who want to do that?

Who gather personal data to ensure ‘continuous progress’ towards such a goal?

Who frame such a pursuit in terms of disabilities rights or civil rights?

Who call such intentions “innovative school practices”?

 

Promoting Alternative Thinking Strategies: Is This Really Mental Health First-Aid?

Let’s say the political transformation truth came out instead of talking about the Common Core as a means of creating common content expectations from state to state using common tests (neither of which happens to be true as I have shown). That is unless you count content as those Life Skills of Psychosocial Competence that now go by 21st Century Skills to sound better and move us towards our planned future. And I actually do mean Planning with all the fervor of a PhD candidate in Urban Studies at an Ivy League school. Maybe one of the Cambridge Cousins where too many profs have been enthralled with Systems Thinking and Theorizing and trying to get people’s behavior to fit the computer models for decades.

But no we can’t make it about 21st century skills up front as the reason because that P21 Partnership was going over like a lead balloon as attendees at conferences kept wondering “Where’s the content knowledge?” So P21 said it was folding up shop and leaving its Tucson home where it was in such close proximity to Peter Senge’s version of Systems Thinking. That it would just move into the CCSSO’s offices in DC. And thanks so much for offering the room.

Now some people were relieved and others alarmed since the conflict-laden CCSSO (look at who sponsors it to see what I mean. Hello tech companies and accreditors!) was a co-sponsor of the Common Core State Standards Initiative. And CCSSI is what the states have adopted supposedly to make content consistent. Might P21 influence the implementation? Yes. See previous post. Now we know this CCSSO interest group of the top ed officials from each state have also sponsored several other troubling initiatives that are clearly warping what the classroom implementation will look like. There’s that C3 Social Studies Framework to impact curricula and assessments and give students false beliefs to practice filtering reality through during their school years. There’s CCSSO’s work with the Asia Society on Global Competence and with Harvard’s Project Zero. PZ is also doing Global Citizenship work for IB as you may remember. And saying both its IB and CCSSO work can just go by the name Global Consciousness. Just call me “Robin Reads A Lot.”

We are going to talk about Consciousness in this post. Cultivating it with the desired concepts and filtering metaphors and desired values, attitudes, and beliefs. For a collective, common-good primary orientation. And actively manipulating it when the Mind that Came from Home has undesired beliefs and is too independent. Maybe they deny an Obligation to All Humanity or maybe their dad is a Physics prof wondering how it is Science to have no interest in actual data that is inconsistent with the hypothesis that increasing carbon dioxide because of man’s activities must lead to catastrophic consequences.

http://pss.sagepub.com/content/early/2013/01/09/0956797612452864.full.pdf+html is an article published recently  in Psychological Science by some Stanford profs (do you think they know Paul Ehrlich or Bandera or Roy Pea or Linda Darling-Hammond?) discovering that interdependent action and awareness is not such a good motivator in Western countries, especially the US. This research was funded by our ubiquitous and increasingly interested in our personal behavior and changing it federal agency–the National Science Foundation. The article closes like this:

“For interdependent action to become chronically motivating, it needs to be valued and promoted in American worlds and by American selves to the same extent as independence is. Until interdependence is more consistently and effectively represented in the ideas, practices, products, and institutions–that is, the culture of the American mainstream, successfully encouraging the perspective that our destiny is “stitched together” may require invoking independent behavior to achieve interdependent ends.”

Like those the Millennium Assessment of Human Behavior or the Belmont Challenge or the International Human Dimensions Programme are all pursuing now with our tax money as I have described? All eyeing education as the answer to the mindsets they need? What are the odds of all this being coincidental? Especially when I add in that the UK in 2001 got a much more up front standard to prompt all the social and emotional change and interdependent emphasis. No slipping through the windows and chimney and unpublicized Executive Orders as in the US. No, the “Standards in Scotland’s School Bill (2001) indicates that education should be directed at the development of the personality, talents and mental and physical abilities of the child or young person encouraging the development of their fullest potential.”

Now any similarities to Uncle Karl’s Human Development Theory we have discussed are wholly coincidental. It’s not like anyone with influence over British education at that time missed Marxism and the influence it had wielded. So this passage brings in intrapersonal and interpersonal skills and Educating the Whole Child and Emotional Intelligence. So the Brits and the Scots and the Aussies and the Canadians all looked at the veterans in developing such curriculums. The Americans. We have CASEL and the recommended Responsive Classroom program. Oh but back in 2001 it would have been known by its earlier name, Peaceable Classroom based on esr’s decades of Conflict Resolution and Social Responsibility work. Or there is PBIS or also Positive Behavior Support Systems. Especially popular in Colorado where the McREL ed lab pushes it as a useful tool of Second-Order Change in education.

Then there is PATHS which those Scots had turned to. PATHS is more than 2 decades old and is considered an ABCD model for the classroom–the affective/behavioural/cognitive/dynamic model of development–”placing primary importance on the developmental integration of affect, the vocabulary of emotion and cognitive understanding as they relate to social and emotional competence.” PATHS is not just for deficit urban areas although that is where it was researched on children and still gets used. See Cleveland last week.  http://www.air.org/files/Avoid_Simple_Solutions_and_Quick_Fixes_Osher_January_2013.pdf . PATHS also gets promoted now by the National Center for Mental Health Promotion and Youth Violence Prevention. And we know from an Ed Week article from a few weeks ago “Making Mental Health Part of the School Safety Solution” that all these SEL curricula are to be used as Mental Health First-Aid, supposedly to make the chances of another Sandy Hook or Columbine less likely.  Long-time readers know Colorado and CT are awash in SEL and other change the student’s personality and have been for a long time.

Why does it always come back to personality development? Beyond the clear connection to Uncle Karl’s aspirations for “creating something that has never yet existed”? I found 3 different passages from 3 sources to be stunningly illuminating on what is really going on. The first came from an essay on “The Changing Vision of Education”:

“We want the concepts, values, and skills of global education to be learned in a deep and genuine way that becomes part of each learner’s repertoire for acting in the world. As David Elkind says, once growth by integration has been accomplished, it is difficult–if not impossible–to break it down.”

Remember that mention of what Growth means because that is the new measure of the effectiveness of what happens in classrooms. Is student growth occurring? And there is nothing coincidental about the use of that term. I know because the 1976 book Schooling in Capitalist America spent a great deal of time describing the vision for “balanced human development for fostering general human fulfillment and growth.”  It’s a vision they said was consistent with the “development of a revolutionary socialist movement in the United States.” They were hoping to use education institutions, “social theory, and concrete political practice” to get most of their vision in place without violence. In their “Strategies for Social Change” passage the authors remind us of why educational institutions are so important.

“socialism is not an event. The consciousness developed in struggle is the very same consciousness which, for better or worse, will guide the process of socialist development itself.”

And they want that consciousness to become widespread among citizens. Now won’t those ill-structured performance assessments grounded in real-life problems be an excellent means of creating that consciousness? Since socialism is seen by its advocates as a State of Mind. One grounded in emotion. Certainly makes all the deliberate cultivation of false beliefs and mentions of filtering lenses to be practiced with in activities at school make far more sense. It is also consistent with a speech Linda Darling-Hammond gave  about 2009 where she giddily and unwisely mentioned that the Common Core was really about social and emotional learning. That content was just something to practice those behaviors on. The latter point can be clearly seen in documents I have where the continuous improvement is to be in desired behaviors, not knowledge.

We really are being scammed here on the difference between rhetoric and reality. And the sought goals behind closed doors could not be more Transformational. Luckily for us behaving as Miss Marple Who Reads A Lot has been a tremendous source of relevant info.

Now my third point is sort of fun. Remember I have mentioned the UN came out with a World Happiness Report in 2012 trying to get us all primed for transitioning to Quality of Life Societies where our happiness consists in the Wellbeing of All? Yes Kumbayah. Well its co-author, Richard Layard, gave a speech in March 2012 called “Mental health: the new frontier for the Welfare State.” It’s on pdf and youtube.

Which I would suggest puts the idea of Mental Health First-Aid as a daily part of every classroom in a whole new, and apt, light. 21st Century Political power for a desired welfare state. Everywhere.