Congressionally Mandating Dialectical Thinking and then Forcing States to Annually Measure and Manipulate It

In the past week there has been a dust up on several blogs as to whether assertions about the purposes of language in the Bipartisan Every Child Achieves Act–ECAA, that has now unanimously passed out of Senate Committee, amounts to conspiracy theories. Now I cannot speak for others, but I too have read every page of ECAA. I recognize what certain terms mean and what other synonyms for the same phrases have been over the decades. We get to talk about those terms and that history without being accused of theorizing when we are having a fact-based discussion with sources. Moreover, the ECAA, whatever the intent of the Senators approving it or those who drafted it, has language that forces all states to abandon the “didactic purpose” of K-12 education because of how it defines “Challenging State Academic Standards” in the legislation.

Likewise, by mandating that states must use assessments that target ‘higher order thinking skills’ Congress adopts what that term has come to mean in education. Lauren Resnick laid it out in a 1987 National Academy of Sciences report explained here.   http://www.invisibleserfscollar.com/muzzling-minds-all-over-the-globe-while-trumpeting-higher-order-skills/ Marc Tucker, her co-director of the New Standards Project and its performance standards, explained it here in 1988 while he was at the National Center for Education and the Economy. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198802_tucker.pdf Tucker also linked it to the fulfillment of Peter Drucker’s social vision that I explained here http://www.invisibleserfscollar.com/fostering-faithful-followers-for-anticipatory-democracy-created-by-reinventing-governments/ The 1968 book The Age of Discontinuity book from Drucker I wrote about is the same one Tucker cited in 1988 as necessitating a new vision of K-12 and the shift from basic skills to “higher order thinking.’

Now I will admit that I have always thought HOTS, as I abbreviate it, functioned like dialectical thinking, but I am a precise person. I do not theorize as to what is going on except in the privacy of my own mind or in speculations with a cat sitting in my lap as I research. We get to tie HOTS in ECAA to the term ‘dialectical thinking’ like we are all back at U of Moscow in the 60s because Educational Leadership published a series of essays in the 80s by Richard Paul where he explained that HOTS, and his concept of critical thinking that was equivalent to it, were also known as dialectical thinking. He cited Resnick and Tucker as I linked to above. Paul also made it clear that all these terms are designed around participation in a new, different kind of ‘democracy’ going forward.This is from an essay called “McPeck’s Mistakes: Why Critical Thinking Applies Across Disciplines and Domains”.

“If you believe in democracy you must believe that citizens have the potential to judge. If you believe that one primary function is to prepare students for participation in democracy, you must agree that helping students refine their ability to judge social, political, and economic questions (and questions to which these subjects apply) as clearmindedly, fairly, and rationally as possible is among the most important and useful functions of education. Use of ‘common sense’ is not inborn, but developed.”

And monitoring that development, and manipulating it as needed, through learning tasks, student learning objectives, prescribed activities, formative assessments, etc is precisely what the ECAA calls for once we track the language in it through to its actual meaning. http://www.nciea.org/publication_PDFs/CADRE%20CFA-StudentGrowthReport-Final.pdf is an April 2015 report called “Using a Learning Progression Framework to Assess and Evaluate Student Growth.” It is from the Center of Assessment involved in the pilot greenlighted under ECAA except those materials and the Student Learning Objectives Toolkit are in use in districts and states far beyond New Hampshire. The Cognitive Rigor Matrix described also relates to dialectical thinking and HOTS. That is what creates the cognitive complexity being called for.

All the references to “careful study of student reasoning” or “understand student reasoning” or “based on student reasoning” are all trying to monitor the extent to which the student has moved beyond what Ralph Tyler called the ‘right answer’ syndrome into dialectical thinking. The desire to shift the Learning Progression (described in depth in my book) to “cultivating formative practices” comes from the desire to ensure that the student is using the supplied ideas, principles, and concepts desired in their everyday interpretations since that is what guides and prompts behavior. The same reason is also why there is a determination to get at motivation. Thinking and emotions must be integrated and that must control action. Again, thanks to Richard Paul for being explicit and all these intentions attach to these words and practices mandated or allowed by ECAA regardless of the intentions of any politician that votes for it.

Before I go back to the 1960s to show once again just how long this desire to use the bribery power of the federal purse and its regulatory power to change the nature of K-12 education, let’s remember that virtually everyone involved confessed their transformative reasons. That’s why my book has so many footnotes. No need to speculate or theorize. If people say they are coordinating around a particular purpose, they do not get excused from scrutiny because someone yells ‘conspiracy.’ Anyone here ever hear of Guy Fawkes and the 1605 Gunpowder Plot? People conspire around the desire to get or keep political and economic power and to impose their pet belief systems on others. Anyone ever hear of Mary Queen of Scots and the Murder of Lord Darnley? Who a 16th Century Monarch married mattered if the ruler was a she because it affected political and economic power. Who had it and who wanted it.

Only someone being disingenuous or acting as a historical simpleton can look at something like ECAA and not recognize its potential to have a transformative, permanent effect on what individual citizens believe, know, or can do. That’s a great deal of power and if my book and this blog do anything it is track down confessions of using education for transformative purposes, whether “We the People’ acting as individuals would consent or not. Certainly no parent would consent to formative assessment if it were accurately described and understood. To get at what makes assessment of thinking now different I want to go back to the description of Science: A Process Approach created to be an innovative curriculum in the 1960s that would be accessible to all “economic, ethnic, educational, social, geographical” groups without any “marked effects on student achievement.”

Does that sound like an obligation to close the achievement gap and have Equity in learning to anyone else? The Process Approach was not really about facts or concepts and that shift was controversial at the time. It too had a Learning Progression designed to practice specified behaviors. The whole point was to “develop in students the intellectual and investigative skills of the scientist, and hopefully these skills will provide a generalized method of defining and solving problems which can be applied in other subject areas as well.” So in the 1960s there was a desire to look for Transfer to New, Untaught situations and different contexts. A Process Approach called it ‘Generalizing Experience’ instead of Rigor, but it too had what it called ‘Competency Measures’ that employed “content and materials different from those used in the exercises so the student must apply what he has learned in a new situation.”

I bolded those terms because the Common Core has the same stated goals in what it is assessing for. That Learning Progression link and what Student Learning Outcomes means wants the same. Between the early 60s and the 1998 publication of the Assessing Science Understanding and now, the behavioral scientists discovered practicing behaviors was not enough. Students needed to be guided by principles and concepts they acted on arationally. That is what proficiency and competency actually now mean as this post made clear http://www.invisibleserfscollar.com/police-power-to-compel-adult-beliefs-meanwhile-values-manipulation-captures-young-minds-forever/ This federal manipulation apparently began with unappreciated language in the 2002 No Child Left Behind that ECAA would double down on.

Cognitive science does not just want to practice behaviors. It needs inside the black box and it needs the ‘thinking’ to be grounded in emotion and dialectical in the sense of HOTS and rigor. Quoting a definition of ‘learning science’ that dovetails with what I call cybernetics, let’s go back to 1998 in what must have been created as part of that New Standards Project that is now the renamed Common Core:

“in the constructivist view, learning science is a process of making connections: connections among experiences with the natural world and mental representations of those experiences; and connections among concepts that result in the generation of principles new to the learner. These concepts and principles, in turn, are connected to events and experiences in the natural world.”

Monitoring and manipulating those mental representations that guide perception of reality and everyday behavior and likely actions is precisely what SLOs, a high quality assessment, Competency-based education, and formative assessment are all about. It’s what led to the Math and Reading Wars as my book makes clear. It’s why Outcomes-based education never goes away. It just gets renamed.

It’s why this post’s title does not impugn anyone or allege a ‘conspiracy’. It simply understands ECAA in terms of the language used and the history of those terms. That statute and the educational activities and assessments to be carried out by states and school districts under its terms has a clear trajectory and purpose, whatever the personal intentions of anyone involved is.

All of these aims are simply too tied to facts with clear purposes of social engineering. We cannot allow the mind and personality to be manipulated into an invisible prison by using the C word to bar rational discussion.

Politicians wanting to expand their authority without either consent or publicity. That’s not a conspiracy. It’s just history properly understood. In a didactic, fact-based, soon to be forbidden, old-fashioned way.

 

 

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?

 

Fostering Faithful Followers for Anticipatory Democracy Created by Reinventing Governments

Anticipatory democracy may sound like a mouthful, but it’s really just a nerdy term policymakers created to justify governments at all levels becoming the decision-makers. We see it in the Inclusive Prosperity, America Next, and Dignity for All by 2030 vision from the previous two posts. Goals for our collective future are set out at forums we are not invited to and then officials decide how to get there from the present. Do you know what “Anticipatory Democracy and Aspirational Futures” http://www.jfs.tku.edu.tw/wp-content/uploads/2014/01/152-S06.pdf  always needs? It needs to develop a shared vision for the future across a broad spectrum of society that justifies governments as decision-makers. How can it do that? Well, it might want to seize control over the Internet now, but even before there was an ICT industry, every radical with transformational plans knew to look to education.

On February 17, 2015 the well-connected KnowledgeWorks put out its vision for the ESEA Rewrite wanting it to be grounded in Competency, including social and emotional ones, and for the federal, state, and local levels to operate together as a single system. http://knowledgeworks.org/sites/default/files/policy-political-landscape-k12-competency-education.PDF Sounds like polyphonic, progressive federalism to me as we covered in a previous post. Now I am assuming knowledge of Competency as laid out in Chapter 4 of my book Credentialed to Destroy and how it fits with the real Common Core implementation and learning progressions. What I want to do here is overlay the pertinent visions we are dealing with where people have confessed the need for New Mindsets, perceptions, and personality traits that will fit with their new visions of what governments at all levels are to be doing in the developed world.

Nobody was ever going to put us on notice or ask our permission. This was to be a fait accompli and somehow tenacious me has stumbled across it all with my constant listening and reading and musing over “why are they saying that? It’s not how the world has ever worked. What’s going on?” Now my reaction to the manipulative deceit of the language in that America Next report sent me scurrying back to a cited book from 1992 called Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector . It made me see what was going on in the name of Outcomes-based education and School to Work in the 90s in a whole new light. Remember how I have been bothered by the sudden ubiquity of all the references now to ‘Governance’ and our being governed? Read this (my bolding throughout this post):

“Governance is the process by which we collectively solve our problems and meet our society’s needs. [In other words it's a euphemism for what Marx called the purpose of his Human Development Society]. Government is the instrument we use. The instrument is outdated, and the process of reinvention has begun. We do not need another New Deal, nor another Reagan Revolution. We need an American perestroika.”

Interesting choice of language in 1992. Since the Reinventing book also cites Harlan Cleveland multiple times, let’s overlay this post into what my book laid out on what seems to really been going on in the 80s and 90s and who was really to undergo the wholesale restructuring. In this new vision the “job of government is to steer, not to row the boat.” Well, that grabbed my attention given the number of times I have encountered the idea that Competency-based education is creating a desired keel at the useful level of the student’s mind and personality. This is the fundamental vision of what the 1992 book called “third-party government” where governments look to third parties to carry out the public objectives they have set. So please do not disingenuously describe it as free enterprise or limited government or conservative policymaking.

A confessed goal of steering society and “using public leverage to shape private decisions to achieve collective goals” is using sovereign power for personal manipulation and control over individuals. Pure and simple. This Entrepreneurial (R)evolution needs a Crisis, which is basically what a hyped ‘skills gap’ and high unemployment provides. It needs Trust in Government, which requires an absence of factual knowledge about the past. It needs Shared Vision and Goals, which is precisely where education again comes in. Where better to go about sculpting “the key element is a collective vision of a city or state’s future–a sense of where it’s headed.” That was John Parr, executive director of the National Civic League, speaking in the book. Parr went on to say: “If you haven’t put that [vision] together, it’s very difficult to make these innovative approaches work, because people become so confused about the role of government. They become very confused about why government is changing.”

If that quote is not hitting anyone else like a ton of bricks given all the hype on a new paradigm for education, how about the open declaration that the cultivated shared vision about the new role of governments “simply assures that enough of the community shares the leaders’ vision to overcome the opposition.” No wonder we keep hearing all those mentions of democracy. Has there ever been a more meaningful confession of majority rules? Now the Reinventing Government book left me breathless because it fit the facts I have noticed or laid out in my book so well going back to the 60s. It said the original version of this reprivitization/steering vision though had come from Peter Drucker and cited a 1968 book The Age of Discontinuity.

Now the 1992 book did own up to needing to change the “mental image of government” each of us has, but Drucker thankfully set out a graphic description of the kind of education for ALL students that would be necessary to fit his vision that “after 250 years, political theory and social theory” would once again join together. If that sounds like the historic concept of the individual is about to go poof, Drucker did call for a “new individualism” and a “new concept of freedom.” To clarify “the purpose of government is to make fundamental decisions and to make them effectively.” Next time you hear that “citizenship dispositions” is a stated purpose of Competency education and the Common Core, remember that Drucker wrote that “In a free society, the citizen takes responsibility, above all, for his society and its institutions.”

Drucker’s vision called for education and learning grounded in skills that would be the “cornerstone of tomorrow’s education for everybody.” This would not be an academic education grounded in subject content and he wanted the focus to be on nonverbal experience and performance. Like performance standards and assessments and learning experiences? What is now being described as Competency education suitable for the workforce or college open to all sounds like what Drucker called in 1968 his “education of technologists.” Education suitable for an equitable society where governments now do the steering and see that all people’s needs are met.

Drucker’s “education of technologists” had three essential components. Now when Drucker says “apply knowledge to work” or “using theory” he does not mean book knowledge. He means what we are now encountering as Enduring Understandings, core disciplinary ideas, cross-cutting issues, and other terms for the supplied Big Ideas and ‘lenses’ to be used to guide our interpretation of the world. Drucker wanted “an infinite number of people capable of using theory as the basis of skill for practical application in work.” What today we would call Project-based Learning and Competency-based education. If my interpretation of the likely end result of Fostering Faithful Followers seems a bit too cynical it’s because we have not yet covered the other two essential elements. “Equally important is the training and formation of perception and emotion in school.”

In the next post I want to talk about how the push to make Equity an essential obligation of the federal government makes this steering vision and collectivism necessary. We need to challenge that fundamental false premise before all that is left is a discussion over means. Meanwhile, I want to end with a quote that fits the current, actual K-12 implementation as well as where something in higher ed called the ETS Proficiency Profile is taking us. Remember what I always say about the purpose of policies and practices attaching to them even if the school and classroom users remain unaware. Drucker and the Reinventing Government authors were very graphic. Here goes:

“Perception and emotion are trained, developed, and disciplined only in the experience of performance, that is, only under the challenge of objective standards that exist no matter what the individual’s ability, inclinations, or proficiency.”

Those are standards in the sense of goals for everyone. That is a vision that allows for Student Success for ALL. It fulfills the current attempt to create a federal civil rights obligation grounded in quality education that provides Equity and Excellence.

And at its fundamental foundation it uses governments in the Developed World to steer economies and society to finally fulfill what Uncle Karl called his Human Development Society.

One last revelation from Reinventing Government in 1992–A Global Revolution–that fits with the worldwide push towards Competency.

“If the rise of entrepreneurial government is an inevitable shift rather than a temporary fad, as we argue, one would expect it in other nations as well. And to a startling degree, it has. A similar process of transformation is under way throughout the developed world.”

Using similar mechanisms for comparable reasons.

 

Peeking into the Behavioral Programming Blueprints for Collectivist Subjugation via K-12 Education Deceit

We are going to shift away from the previous post’s concentration on the active refusal to teach reading properly that has been going on for decades. First though we will look at what Marshall McLuhan openly confessed to in his 1962 global bestseller The Gutenberg Galaxy. The entire book bemoaned the analytical habits of mind and sense of individualism created by phonetic literacy and the advent of print as an obstacle to “total human interdependence” and “corporate responsibility and awareness”. In order for the “highly literate and individualist mind…to become more collectively oriented,” a widespread ability to read print fluently and phonetically had to be jettisoned.

We can all agree that that particular scheme has gone quite well for the Collectively-oriented Statist Schemers. Limiting the ability to read well and independently is a necessary condition for a shift to Collectivism because (to quote mcLuhan again):

“Print is the extreme phase of alphabet culture that detribalizes or decollectivizes man in the first instance…Print is the technology of individualism. If men decided to modify this visual technology by an electric technology [Hint: Like Digital Learning as a required 21st Century Skill?], individualism will also be modified. To raise a moral complaint about this is like cussing a buzz-saw for lopping off fingers.”

Since neither education or buzz-saws operate independently, we do reserve every right to complain about the politicians, principals, and other administrators who are lying to us taxpayers and parents about what they are actually up to. At least a lopped off finger leaves a bloody stub so we can immediately take notice of the damage done. It is so much harder when other elements of the collectivization plans are even less visible than a limited ability or inclination to read. Today we will talk about the global push to use Character Education to “define the core ethical and performance values they most wish to instill in their students.” I bolded the ‘they’ because other people now get to decide what your child is to value and believe at an unconscious level so it will predictably guide behavior going forward.

In my book Credentialed to Destroy in the chapter on the real Common Core implementation, I described how everything I had documented pointed to personal values, attitudes, and beliefs being the true new aim of the curriculum. This post is about more than that and it ties into both the Curriculum Redesign Project we looked at here  http://www.invisibleserfscollar.com/drawing-back-the-standards-curtain-to-discover-the-global-coordination-to-redesign-the-very-nature-of-curriculum/ as well as the Global Education Leaders Programme [see tag]. This also fits closely with the disturbing Education Commission of the States and State Farm Civics Education report we examined in December 1, 2014.

http://www.character.org/wp-content/uploads/2011/12/ElevenPrinciples_new2010.pdf was distributed last week to make sure all schools and officials now understand that a “comprehensive approach uses all aspects of school as opportunities for character development” and that all “academic content and instruction” is integrated with character development and moral reasoning through discussions of ethical issues.  The core values to be developed “affirm human dignity, promote the development and welfare of the individual, serve the common good, define our rights and responsibilities in a democratic society, and meet the classical tests of universality (i.e., Would you want all persons  to act this way in a similar situation?) and reversibility (i.e., Would you want to be treated this way?)”

Now those are not the requirements written into the US Constitution which is simply being ignored. They are, however, very similar to Kohlberg’s Moral Development Theory (developed by a Harvard prof) that the Chinese imposed on Hong Kong students as soon as that lease was up. We know then it is a theory that fits in well with collectivist aspirations and desires for “guiding the behavior of all those in the school community.” Those core values are to be “integrated into all aspects of school life” including the hiring of teachers and “non-teaching staff.”

Principle 2 “defines ‘character’ comprehensively to include thinking, feeling, and doing.” Yes, that’s why we keep hearing about Whole Child Initiatives as part of the Common Core. How many parents understand that the Growth and Continuous Improvement the schools are hyping as showing improvement in student achievement are actually a shift of definitions to “a holistic approach to character development therefore seeks to develop the cognitive, emotional, and behavioral dispositions required to do the right thing and do one’s best work”? Whose definition of the right thing we reasonably ask? Why the definition used by those seeking Social Justice is the real answer.

How do I know that? Beyond the insistence in Principle 4 that a “school committed to character strives to become a microcosm of a civil, caring, and just society,” I happen to know, as the tenacious lawyer that I am, that the federal government under the civil rights laws and most of the major civil rights groups are all insisting on a commitment from schools to Excellence and Equity. I happen to know that in K-12 education, Excellence has a specific meaning http://www.invisibleserfscollar.com/excellence-means-education-putting-what-we-feel-wish-for-and-think-in-harmony/ that quietly dovetails with that redefinition of ‘character’ from Principle 2.

Schools that make academic coursework about helping “students form caring attachments to each other” and “a feeling of responsibility for one another” are laying the foundation for a communitarian society in the near future. A school that leads students to believe that they have a human right to have others satisfy their basic needs and that each student, in turn, has the obligation to meet those basic needs is laying the groundwork for what Uncle Karl and his followers called the Human Development Model http://www.invisibleserfscollar.com/who-knew-karl-marx-had-a-human-development-model-or-that-it-fit-our-facts-so-well/ That’s not name-calling or a criticism although I do believe it is an unworkable vision. I am simply recognizing as a factual matter the description of what is being advocated for in phrases like

“the school sets aside time for students to assess community needs, create ideas for meeting those needs, plan and coordinate service learning projects, and reflect on the positive consequences of community service.”

The entire vision of what its advocates refer to as Marxist Humanism as a goal for the West’s society and economy is grounded in meeting human ‘needs’. Interestingly, the requirement that all schools must now have “an academic program that helps all students succeed,” even those with what can only charitably be described as inert minds even on a good day, gets expressed in terms of an obligation to meet all students’ needs. Since inert minds are an unfortunate reality, we get the call for “a variety of active teaching and learning strategies” so that participation and projects become the way to deal with inert minds. Quietly and without alerting the parents, social interaction around topics of interest from the real world and ethical issues for the new hoped-for society become the entire point of the classroom and coursework.

We talked about the reasons for wanting to limit reading fluency, but treating words as a whole and doling them out to guide thought ties right into the plan for how the “core values are woven into the literacy curriculum, where students use their reading selections to reflect on the values and on issues of character, such as discrimination, patriotism, and moral courage. In social studies classes, students are expected to act upon the core values as they select and research national or international causes and then work with community members to carry out related service projects.” I do not think it is a stretch to imagine that the reading selections available in the Cloud or put aside as an ELA Task Set will have a deliberate slant to it.

Here, for example, is how elementary school gets reimagined. “Grade-level curriculum guides show how essential questions [from Grant Wiggins' Understanding By Design, See tags] can be tied to ethical issues and specific service learning projects. Students at every level now engage in service as an integral outgrowth of topics they learn in class. In a fifth-grade unit entitled “Let Freedom Ring,” the essential question Why do we have the Constitution and the Bill of Rights? leads to assignments researching the background of specific amendments and concluding with an advocacy letter written to members of Congress. [We can all just imagine what was advocated for]. In a second-grade class, students respond to a reading assignment about Haiti by raising enough funds to donate 400 pounds of beans to the people in need there. Leary students learn that service is a vital part of good character and meaningful academics.”

I bolded that aspect about “leary students” since we are talking about 7-year-olds who might know a thing or two about what really makes Haiti so dysfunctional and be pondering the chances that any or how much of the 400 pounds will make to those in need there. Well-informed students don’t get to be leary anymore even when they reasonably ought to be. Given this statement: “the school’s approach to student conduct uses all aspects of behavior management–including rule-setting and rule-enforcement–as opportunities to foster students’ character development, especially their understanding of and commitment to core values,” life in K-12 education is about to become very uncomfortable to any students or adults not aboard the collectivist bandwagon.

Previously I mentioned that there is a term for this type of community focused approach–Productive Learning. It’s not particularly productive to the individual student, but it is very productive to the political class laying out what must be done and what may not happen anymore. If we think of this Character Education vision as using K-12 to prepare students to now be members of a Human Development Society, the other crucial aspect of Productive Learning involves preparation for the new Workforce.

We will deal with that aspect next time as we keep tracking the necessary conditions for a transformation away from Individualism as a legitimate 21st Century focus.

Framing, then Refining Lasting Webs of Mutual Social Understanding to Fulfill Aspirations Grounded in Infamy

Since I do not want to be accused of a Godwin’s Law violation, I will not tell precisely who uttered this sentiment that still lurks behind all of the current rhetoric of priming students to act for the Common Good. True idealism is nothing but subjecting the individual’s interests and life to the community. I will note though that when Governors and Mayors are now being instructed by multiple federal agencies to make workforce preparation the goal of K-12 and teachers and principals plan to target the Whole Child for monitoring and manipulation, everyone is thinking like a collectivist even if no one involved is really familiar with the crucial distinctions anymore. Luckily for us though, I have a copy of E. Merrill Root’s 1955 book Collectivism on the Campus so we can revisit these vital concepts during a previous heyday when people still recognized what was at risk.

Root goes back to people like the famous 19th century poet Ralph Waldo Emerson and reminds us that this struggle with the coercive potential of the State has a long history:

“collectivism would reduce unique persons to efficient functions of a dominant mass; and individualism, that would exalt the status of the persons who freely constitute it… By nature, individualism sees society as the means and the individual as the end. Man does not exist to serve society, as among the bees and the ants; society exists to serve unique, individual persons…collectivism by its very nature and by its efficient practice regulates, prohibits, and compels.”

As we keep encountering the principle that democracy is suddenly to mean an ability by the majority in number to bind the minority to its wishes and perceived needs, which, I believe, is why this statistic has been getting so much recent hype  http://www.reviewjournal.com/news/education/white-students-aren-t-going-be-majority-schools, let’s look at all the swirling intentions of fundamental transformations in so many areas by remembering: “all collectivisms, no matter how they differ in mood or means, are united in the socialist principle of control by the people collectively, or the state.”

Now let’s come forward a bit, but not yet all the way to the present. One of the contributors to The Great Adventure book from the last several posts was a creator of the 1970 document The Predicament of Mankind that sought to lay the seeds for using the theories of the social sciences and the research from the behavioral sciences to begin designing social systems in the West. It was to be the foundation of the Club of Rome. Now the CoR chose then instead, as the UN does now, to mask that actual intention in physical science models that understandably never work very well. They are an excuse to alter reality and existing human behaviors, not a means of reliably modelling what exists and predict what probably will be.

So Alexander N. Christakis, who we will now shorthand as Christo, resigned from the CoR and took his Structured Dialogue Design Process with him. It never went away though and it came to my attention in Chapter 6 of the book: “Technology to Liberate Rather Than Imprison Consciousness.” Now if that catches your attention as more and more ‘coursework’ to get ‘degrees’ or ‘workplace credentials’ shifts to online methods, it should. First though let’s see what Christo actually said were his intentions. He opens with this quote from fellow systems thinker and GERG social engineer Bela Banathy [see his tag on blog. We have met him before]. Remember what Dialogue means from the last post:

“Dialogue facilitates the development of a common language and collective mental models. Thus, the ability to engage in dialogue becomes one of the most fundamental and most needed human capabilities. Dialogue becomes a central component of any model of evolutionary transformation.”

Communication For Social Change as the Rockefeller Foundation called it. As the FrameWorks Institute seeks to prepare common mental maps to reliably guide the perceptions of the masses, so too SDD “brings the lack of a commonly shared metanarrative into focus and encourages creative adaptations among participants.” Change within the person in other words just like the shift to student-centered learning. If this all seems a bit Egg-Heady to you and not a real threat to the way of life we all take for granted, http://obamavision.wikispaces.com/file/view/Figure_1-_Amended_Classification_of_59_Inhibitors_to_Bottom-up_Democracy.pdf/50379547/Figure_1-_Amended_Classification_of_59_Inhibitors_to_Bottom-up_Democracy.pdf makes it clear the Obama campaign in 2008 used SDD by name to gather input into the vision that fundamental transformation must be alluding to: “Obama’s vision for engaging stakeholders from all walks of life in a bottom-up democracy employing Internet technology.”

The National Center for Dialogue and Deliberation that we just keep encountering http://ncdd.org/806 announced the giveaway of the SDD software to help encourage the dissemination of the participatory democracy model. Remember the one that lies at the heart of how urban metro areas are to operate politically in the future? The Workforce Innovation and Opportunity Act and sector strategies and Career Pathways with Big Business are such drivers towards a reality of collectivism precisely because they intersect with these declared goals of Metropolitanism and the determination of so many mayors that they are the place for achieving Economic Justice.

Now added to that we get Christo declaring in a 2012 Training Workshop on Why and How We Ought to Reinvent Democracy that SDD is the means “for building capacity internationally for addressing highly complex problems using the science of dialogue.” We also see in this 2012 published paper the intentions to use online coursework delivered internationally to allow broad interaction to reach common understandings of what are called Continuous Critical Problems. Dialogue via the Internet and the virtual realities it can deliver to create common experiences become a means for “Striving for Sustainable Global Democracy Through A Group Decision-Making Process: A Critical Review of an Online Course to Model Transformative Praxis.” http://www.sociostudies.org/journal/files/jogs/2012_1/135-151.pdf

From now on every time we hear the word Sustainable, we need to remember that article’s lead-in quote that “Sustainability is not simply about changing practices but more centrally about agreeing to change practices together.” Think of it as creating a mass perception of consensual collectivism via dialogue and deliberation. SDD trains participants, including K-12 students where it is much more likely to be called Guided Dialogue or the Discourse Classroom (unless we are in Finland where as we saw the required practice over years is a component now of what Global Citizenship is to come to mean). Think of how handy the rejection of facts, logic, lectures, and textbooks will be, as  SDD uses ‘triggering questions’ (or what the related Understanding By Design or Backward Mapping call Essential Questions)  to supposedly examine the roots and ‘deep drivers’ of messy, real world situations.

This allows the question to “frame the context of the dialogue” where “participants articulate their ideas in their own words to the full attention of the other participants.” Now one can see why a new affirmative Student Code of Conduct would be necessary as the clarifying and dialogue is to “authenticate each person irrespective of his or her education level or position of power.” No more ability to engage in that former educational pasttime at all levels of rolling eyes or otherwise indicating when something is clearly ignorant or absurd. It’s a perspective and disrespect, even if deserved to puncture the continued survival of patently BAD Ideas, would interfere with the desire to “build a sense of shared competence within the group.”

The better to build a sense of entitlement to collective decision-making and the use of something like that POWER Model Anthony Carnevale considered a New Workplace Basic 2 posts ago. Whether dealing with captive students in the classroom or adults on retreat or showing up for community input meetings, the idea consistently is to get “participants to rank the clusters of gathered observations according to their relative importance. This step brings into sharp relief the different priorities and values within the group. In the ensuing discussion, parties come to understand where their coparticipants are coming from, which leads to a respectful working relationship, based on defined mutual interest.”

Now common sense and a knowledge of history would reveal this method for “greatly enhanced decision-making and action-planning” is a global prescription for disaster. That would be why this reality of the ultimate goals is so shrouded in deceit and the need to make common sense and actual knowledge of history uncommon indeed. Since I am nothing if not a Deceit Shroud Buster and just drowning in what used to be called Horse Sense, lets end with what Christo said was intended. As you know, the purposes of the creators run with their techniques, theories, and practices, even when all those things are unknown to whomever is actually using or requiring their use.

SDD under its variety of names is a “method for gaining shared meaning, unified goals, and the systemic wisdom needed for effective conscious evolution…We mimic the webs of interdependence that exist in lively, livable communities and the buoyant activity these webs foster. We catalyze and nurture the qualities of Mutualism (or egalitarian give and take), Integration, Distributed Intelligence, Emotional Ties that Bind, Values and Wisdom (or the knowledge web).”

It seems silly, doesn’t it when the actual intentions are spelled out that way? That would be why such declarations are in books and reports we masses are not supposed to see. Discussed in conferences we may fund, but are not invited to.

Instead we get explanations for changes that may be plausible on their face, but never fit the facts. We get euphemisms like Quality Learning that are factually true but never accurately understood.

It is past time to remedy that. Maybe a shared understanding is a good thing when it is about the reality and methods for transformational cultural change.

 

Anesthetizing Any Ability to Blow Up Or Contaminate a Chosen Politically Useful Narrative

In both adults and children it now turns out. We all are to have our ability to accurately perceive what is going on around us, its true causes, and the likely consequences under deliberate, guided assault. We get to be inadvertent active participants in fundamental transformations we might object to if we were aware. All the coordinated lies or declarations in conferences we are not invited to and books and reports we were never to see. I have seen them though and it propels this compulsion to play Paul Revere to yell “The Bad Ideas that are a-coming” to a classroom, newsroom, or PR campaign soon. Some are already in place with unfortunate psychological effects unappreciated by parents and taxpayers lured into believing that higher graduation rates or greater levels of “student achievement” or Student Growth are necessarily a good thing. Instead, many are masking changes in personality and deliberate efforts to “shatter the rule of law and regularity in the mind.”

That last quote was from a Chapter called “Direction for Human Development” in that The Great Adventure book I mentioned in the last post. Before we discuss what is planned, I want us to remember the game of Red Rover most of us played as children. As adults if we happened upon kids arguing over a badly bruised arm or shoulder injuries from a determination to hold tight against breaking the grip and accusing the fast, aggressive runner who broke through of deliberately wanting to hurt them, we would recognize the problem. Everyone intended their respective actions, but no one gave any thought to consequences beyond their own goals. Think of all the plans for credentialing students, teachers, and administrators to be change agents. Fundamentally transforming economic, political, and social systems they have deliberately been given false understandings of.

Misapprehension of what actually works, why elements really do not, and what all the likely consequences of the sought actions will be. The creators of these theories want everyone involved playing as if they were still children in Red Rover, moving through the POWER Model and securing data as to what to do next. Totally unable to accurately perceive what is bound to occur, lest that inhibit future action. In that same chapter the authors confess:

“Our use of representation, leaving immediate experience behind, and living within the confines of our constructs [or as my own children call it when I am writing 'mom's been in her head all day thinking'] can be particularly limiting. If we use our capacities to build edifices of knowledge that are fundamentally static and closed, we can become trapped in limiting worldviews, strangled by our own assumptions.”

Unwilling then, of course, to be Change Agents to try to force changes in the real world that will redirect history going forward. That’s why “a reform in thinking is needed…a kind of thinking that does not reject uncertainty and ambiguity [and in fact nurturing this capacity is what the hype about Rigor and Higher Order Thinking Skills is all about], but rather feeds on [the uncertainty, ambiguity, lack of a correct answer] it for a constant process of self-eco-re-organization.”

It’s no secret that I believe there is a connection between the mass school shootings and their links to communities aggressively pushing using school to dissolve the rational mind and manipulate perception from the inside-out. Today though we are talking about how all this invisibly goes global and why. The ties to violence in the past though are a component of why I am so worried. The social radicals seeking wholesale transformations have always known that “education and learning are what chiefly drive us at all the levels of activity explored by psychology, sociology, political science, economics, and all the other fields of social science, systems science, the humanities, and what we call spirituality, as well as in every other human activity that—as it most clearly does involve evolution—calls out for a newly inclusive definition and a vastly expanded and updated theory and story.”

Our Toronto planners and friends (look here from 2011 to Common Core and 90s version architect Lauren Resnick and her involvement with the International Society for Cultural and Activity Research Scientific Committee http://www.iscar2011.org/eng/ISCAR_PROGRAM_UPDATE_01092011.pdf ) really are targeting prevailing mental maps for extinction and extensive alteration. To gain the very real transformations in the actual world that so many involved in public policy are determined to have, the necessary target is “the bottom line is the perception of large masses of people–a perception oriented by the paradigm that dominates their society.”

So that paradigm, that is nurtured by fluent reading and algebra problems and geometry proofs, has to go. Without admitting that true explanation. My thanks here to the reader who pointed out the work of the FrameWorks Institute and their Strategic Frame Analysis. It describes the lies and how a perception marketing theme is uncovered and how to make sure it is not blown up or contaminated.

One of the biggest prevailing memes now–that everyone must go to college–is generally cited to Professor Anthony Carnevale of Georgetown. In an earlier version of his life he was the author of those New Workforce Training Manuals that so much of the real implementation guidelines appear to be lifted straight out of. I had looked into his background before since so many pernicious recommendations he or groups citing him are pushing for go back to a previous paper he wrote. In other words, a foundation of druthers, not factual research. That’s why I loved that he put his detailed CV in one of the manuals, apparently taking the equivalent of a victory lap. Not knowing 25 years later it would be damning.

Carnevale wanted us to know he was a Board member of the Carnegie-sponsored National Center on Education and the Economy that was created after those 1985 Carnegie agreements between the US State Department and the USSR. I think that is why Carnegie sponsored the Competency-Based Learning Summits in 2011 to get Next Generation Learning across the hype of the Common Core. It’s why Competency to me looks so much like the essential skills Carnevale laid out as Learning to Learn in the 1990 manual.   Carnevale also listed having been the governmental affairs director for AFSCME, the union for state, county, and municipal public employees, the only area of union membership that grew in the last half of the 20th century.

It is Carnevale’s degrees that remind us how to use education and learning changes to invisibly drive cultural changes in collectivist directions without admitting what is going on. Or gaining consent. He listed a BA in “intellectual and cultural history” from Colby College, a rather euphemistic phrase to disguise a Marxian view of history as a process of cultural change in prevailing mindsets. An MA in “social science and public administration” from Syracuse is again quite consistent with wanting social science to be able to design human [that would be people like us], social, economic, and physical environmental systems like cities going forward, just as our Toronto planners and Cultural-Historical Activity Theorists all have in mind. (Wave to Michael Cole and Engestrom too if you click on the ISCAR link). Finally, his PhD is from the Maxwell School of Public Affairs. Billing yourself as an ‘economist’ for deference to your beliefs that the public sector should control the economy seems to me to be False Advertising in order to get Theory into Action.

Everyone wants to use education and the media too to alter how we perceive the world in predictable ways.  To again get political theory into action without admitting it. Our Toronto planners in the “What Should It Look Like” chapter though gave us something else highly useful in their plans for cultural change without permission.

“In bringing the ‘active agent’ into the picture…we come to what used to be billed as the dialectical perspective. During the twentieth century the words ‘praxis’ and ‘dialectical’ became taboo within much of science and Western society because of their historical association with the ‘dialectical’ materialism’ of Marxist theory, communism, and the grim years of the Cold War…[but] “because of its enduring intellectual power…and reached its philosophical high point with Hegel, Marx, and Engels [that's continued open admiration and reverence, folks!] has been resurrected under other names in cybernetics, chaos and complexity theory, as well as in new ways in the works of most of the authors of these chapters, as we’ll next see.”

I am going to pause here for a second. David Loye is saying that virtually all the theories guiding K-12 and higher ed ‘reforms’ are grounded in some of history’s most notorious collectivists. To mask that fact, various labels likely to be difficult to understand are being used. I guess to stop any opportunity for a blow up or contamination during the process of fundamental transformations. Now what Loye said next takes us to the very heart of the new envisioned K-12 classroom as well as what the 4 Cs of 21st Century Learning are really getting at. Here goes, with the italics as usual in the original.

“The basic dynamic for dialectics is the idea of two or more ‘forces’ and their interaction, either in conflict or working together, which shape our lives into what becomes known as history or human evolution. (Thanks to Marxism, the dialectical model is misrepresented as being solely restricted to conflict…to remedy this problem, the idea of dialogue, or the dialogical model is used to describe the alternative of two forces that complement or otherwise peacefully work together.)”

Puts a whole new spin on group projects, doesn’t it? And the omnipresent word Du Jour–collaboration.

I am going to stop here as following up on this brought me all sorts of startling real-life consequences, including the use of these Dialogic Design principles during the lead-up to the 2008 Presidential campaign and what MOOCs really intend to accomplish.

This would be easier to bear if these theories were in a sci fi novel instead of a book and blog devoted to real-time revelations.

 

Ballad of the Long Sought Shift to Being Educable, Not Educated: Adaptation Via Dissolving the Logical Mind

Do you ever wonder where these titles come from? The second part comes from descriptions in the 2004 book The Great Adventure: Toward a Fully Human Theory of Evolution that I will end this post with. First it described eliminating the “bricks and mortar” of the tradition-oriented logical mind. Later, the same book, having laid out its plans on using K-12 education to get a more “flexible,” intuitive, mind, then proceeded to describe how to lock those changes firmly and invisibly in place. Long term readers can probably guess that those changes will be hidden in the real definitions of Student ‘Growth’ and ‘achievement’ and whether the student is showing progress to being Workplace or College and Career Ready. The techniques used to dissolve that logical mind and practice new behaviors come in using strategies created in the classroom via activities billed to parents as ‘rigorous’ and involving ‘Higher Order Thinking Skills.”

It all links together. Let’s go back to the 1960s first to a professor, Philip H. Coombs, who also served in the Kennedy administration before bolting for Paris to help UNESCO (the UN entity created in 1948 for the express purpose of using education globally to gradual shift culture away from the West’s historic focus on the individual as my book explains) set up its International Institute for Educational Planning. In 1967 President Johnson, a former elementary teacher with a life-long reverence for John Dewey (the reason that matters is also in the book), initiated an International Conference on the World Crisis in Education in Williamsburg, Virginia. The resulting book The World Educational Crisis pointed out that K-12 needed to “expand and democratize itself and that keeping “the old logistics, curriculum, and hallowed monolithic standards” would be:

“as if a specialized gift shop for the well-to-do was summoned to convert itself into a massive department store for consumers of every description, including a thrift basement for those in straitened circumstances.”

Now, of course, all students are being asked to accept to offerings of the thrift basement. Elaborate name changes and unknown initiatives as we saw in the last post simply obscure the dramatic shift. Interestingly, it all still fits with what LBJ, Coombs, and UNESCO all wanted back in 1968 (italics in original text; bolding from me):

“Educational systems must undergo a shift of emphasis. The new stress must be not so much on producing an educated person as on producing an educable person who can learn and adapt himself efficiently all through his life to an environment that is ceaselessly changing.”

That’s the new goal of K-12 education in the West, which is why the academic results have been deteriorating ever since. Those insiders who know the real reason cannot remain empowered to bring about the change desired via the schools if they admit to what is going on. People like me now, who know and can prove the reality, always run up against parents who cannot bear to know. The problem is these sought changes are psychological and the Common Core in the US and 21st century skills everywhere mask that reality.

Continued ignorance means that techniques that really are grounded in acknowledged brainwashing techniques are being imposed on teachers and students in our classrooms. Let’s continue our journey to examine how crucial this ability to have an adaptable mind and personality is to those who really want wholesale political, social, and economic change. Always seeking ambitious administrators willing to impose this on classrooms.

Around 1986, just after the 1985 agreement on education among the US, USSR, and the Carnegie Corporation (the same one Richard Riley is now a Vice Chair of that is now pushing Competency-Based Next Generation Learning to guide the real global shift) was signed (www.americandeception.com is a good source for the actual document), a study began under the banner of the US Department of Labor. It produced in 1990 a series of Workplace Basics, Training for a Changing Workforce, manuals that provide the actual Blueprint still being followed in today’s K-12 education reforms.  The longest and most graphic of the books on The Essential Skills Employers Want lays out the need for students and employees to “transcend logical and sequential thinking and make the leap to innovation.”

Where have we heard that hostility to the Axemaker Mind before? Paul Ehrlich’s 1989 pitch for Newmindedness. What a timely coincidence. Now tell me if this quote from the 1990 manual does not sound like today’s sales pitch for a Growth Mindset, instead of a Fixed Mindset? “Each adult brings a different personal data base of experience and learning to the workplace. This base cannot remain static because our lives are a caldron of experiments responding to the need to adapt to changing circumstances.” Students in school are to be targeted for change for the same reason. Analytical, rule-based thinking like traditional algebra, geometry proofs, or grammar all impede this desired adaptability. It is fascinating to me that the professor, Lauren Resnick, who created the terms ‘rigor’ and Higher Order Thinking Skills back in the 80s is quoted by name in the book making this point:

“School should focus its efforts on preparing people to be good adaptive learners, so they can perform effectively [aka be competent or proficient] when situations are unpredictable and task demands change.”

The now-ubiquitous goal that Students should Learn How to Learn is also in the 1990 manual of new Workplace Basics. It goes back to citing notorious Humanist psychologist Carl Rogers and his 1969 book Freedom to Learn to illustrate the concept of Learning to Learn: “The only man who is educated is the man who has learned how to learn…how to adapt and change.”

I had a reader recently who also teaches ask me how the omnipresent concept of ‘problem-solving’ under the Common Core differed from the classic (if painful) classic math word problems. Let’s use the still relevant definition from the 1990 manual: “Problem solving is the process of bridging a perceived gap between what is and what ought to be.” A very useful skill indeed along with adaptability if fundamental transformations are the real goal and education and people have become mere conduits or tools to effect the sought changes. Here’s another useful tool: the POWER Model of Problem Solving.

Project a vision of how the situation should be different

Observe the discrepancy between what exists and what should be

Work out, after considering choices, an action plan and implement it

Evaluate/monitor progress and achievement

Revise plans as indicated by evaluation findings

As someone who has read many of the blueprints involved over the decades with these sought transformations, that POWER model is precisely what Big Data and supercomputers and governments at all levels think is the new way to plan societies and economies. Education at all levels simply needs to produce the people with mindsets and worldviews to either tolerate the wholesale shifts or to embrace them. Both involve dissolving the logical mind of the Enlightenment and believe me, the advocates just keep saying that.

Interestingly too, here is the new definition of leadership. Notice how useful this will be to bringing about wholesale change, especially when it becomes the entire basis for graduate degrees, as in education or public policy doctorates.

“The most successful leader of all is one who sees another picture not yet actualized. He sees the things which belong in his present picture but which are not yet there.”

Now imagine if a willingness to ‘problem solve’ using the POWER Model or be a leader as described above gets you lucrative jobs or grants from massively rich charitable foundations or public sector jobs where promotions are tied to how aggressively you push this transformational vision to make students ‘adaptable’ and ‘trainable.’ You would get precisely what is going on now as this Next Generation Learning graphic across all sectors and institutions from Ford makes clear.   https://fordngl.com/sites/fordpas.org/files/ford_ngl_three_strands_graphic_0.pdf

On July 17 and 19, 2000 there was a meeting of so many of the long time advocates for transformation social and political change using education in Toronto, Canada. They laid out their plans to use a “teacher-student-driven, globally active alliance between evolutionary systems science and humanistic, transpersonal, and positive psychology to kick-start what is needed.”

What was needed, of course, is that very same adaptability and malleable mind and personality we just keep encountering as the new goal of education. To be educable, not educated. Learning how to Learn and Growth sound so much better than the real goals of a “radical expansion of brain, mind, and consciousness” that will allow step-by-step achievement of “personal, cultural, social, political, economic, educational, and technological evolution.” The term revolution probably better describes what is sought, but since these fundamental changes are all supposed to be bloodless, evolution sounds better. Plus it fits the invisible shifts involved over time until the dramatic changes over time can be locked into place.

How? Through a moral and spiritual transformation in what enough people to be the majority electorate value and believe about how the world works, what they are owed by others, and what the world should be.

David Loye in that The Great Adventure book laid out “how to actually build it.” Next time we will trace that blueprint against the real implementation. It started last week where I live.

Unless you want the next generation to remain psychological adaptation guinea pigs, this is something all parents and taxpayers need to know. This is no time for rose-colored glasses.

Listening in On the Confessional Drumbeat of the Common Core’s True Purpose: Jettisoning Traditional High School

Remember the classic expression to explain when something is really done of “three strikes and you’re out?” How about a new version that three insider confessions of the same real purpose constitutes an indisputable revelation that we are being lied to. Let’s face it, a PR campaign for so-called academic standards, new types of assessments, and overarching K-12 mission repurposing promoted as an effort to remake the nature of high school for all students would have led to a lot more questions and scrutiny and open public rebellion. So that has not been the pitch, but it is the real purpose. Let me tell you how I was able to ferret this out. Then we will talk about the real purpose for limiting what students know and this attempt to reliably guide future behavior without the consent or awareness of these soon-to-be adults and voters.

In last Wednesday’s hearing at the Georgia State Capitol the well-connected, long-time Super of the largest school system in the state and one of the largest in the country, Alvin Wilbanks, made a rather startling point in his attempt to minimize the federal role in education and highlight the state-led initiatives that led to the creation of the Common Core. He stated that CCSS grew out of the 2005 National Governors Association decision to remake the nature of high school. Now, in some ways this was not news to me since I was familiar from writing my book of the central role polytechism was supposed to play in the 90s version of Radical Ed Reform, but I had never heard anyone who was always at the table and behind the relevant closed doors saying high school transformation was the foundation for the Common Core.

Sure enough a bit of research now that I had the tip-off led to the role of the new 3 R’s of rigor, relevance and relationships and the new type of ‘engaging’ career-oriented high school for all to Jeb Bush’s ed reforms in Florida in 2006  http://www.floridatrend.com/article/10686/splendor-in-the-class and the same confession in Illinois by Willard Daggett in 2007. http://archives.iasb.com/journal/j050607_02.htm Daggett has been providing a great deal of the very expensive professional development training for school districts getting ready to implement the Common Core. His professional background before catching a ride on the taxpayer-funded Midas consulting express was as a Vocational Ed specialist in New York State.

Now I located that additional proof AFTER I found confirming clue number 2 in a presentation I read as I was following up on Innovative Lab Network states piloting competency-based learning as the post-CCSS vision for K-12. Remember that stealth ILN initiative that lines up with the global vision being advocated for by the Global Education Leaders Program? GELP was two posts ago, but it has its own tag now. So I was not really looking for a high school reform confession, but I found one anyway and the GELP ties mean this is part of the international template for the countries in the Anglosphere especially. The places that have historically reverenced the individual and put personal liberty ahead of government druthers of coercion.

One more link to previous posts, the #2 confessor, a Paul Leathers from New Hampshire, was also a speaker at the Rethinking Accountability conference this title came from and covered. www.invisibleserfscollar.com/not-going-to-let-the-us-constitution-stop-us-from-using-schools-to-enshrine-global-social-justice-and-human-rights/

Leather, in a 2012 Colorado Summit on Blended Learning in a presentation titled “The New Hampshire Story,” laid out that all the cutting-edge reforms now being advanced under the banner of Competency to be a beacon for other states and districts, stemmed from the desire to ‘revitalize’ New Hampshire high schools. He revealed that these efforts went back tellingly to 1995 and that “focus groups showed students and educators want schooling to be more relevant and more rigorous.” As a side note, many of the participants must have since moved to the Atlanta area because that is the precise same sales pitch Fulton County is using to sell its current remake of high school around technology and ‘problem-based learning.’”

Even more confirmation that this same vision being sold as ‘locally-inspired’ is actually a global vision is the name of New Hampshire’s 2007 Vision for Redesign–Moving from High Schools to Learning Communities . Precisely the term that ties to what is planned now for Fulton and your community as well in the near future. Crystal Ball Alert! In this redesign, the “primary acquisition of knowledge and skills” will occur “outside the traditional classroom” or using a different, non-traditional means of instruction. Explanation for the  shift? To eliminate high school dropouts by 2012 per the NH Governor’s Top Priority. Most places now are selling this as a means to increase the graduation rate.

Third confirmation was at a 2013 Grantmakers in Education conference telling the big donors that “what was really driving Common Core and the Competency agenda is the determination to change the nature of high school.” The report fascinatingly also cited to Fordham’s Chester Finn as saying in 2012 that this effort had been going on a long time, and everyone was surprised with the resilience of the traditional high school model. Funny how Fordham has left that part of the story out of its exuberant advocacy work for the Common Core.

Now I could stop this post now and we would have lots of useful facts to now drill public officials with, but as regular readers know, I like to give insights into the why. This is from a 1980 book by physicist David Bohm, a man whose views of education and what was needed were greatly influenced by his desire for radical political transformations. Bohm recognized that traditional education prevented students from having a mindset or worldview that would “seriously think of mankind as the basic reality, whose claims come first.” Here Bohm laid out the rationale that still guides so much education reform today when we chase down the real reason for the shifts. No it really is NOT about reducing dropouts. That’s merely the excuse that sounds good and just.

“man’s general way of thinking of the totality, i.e, his general world view, is crucial for overall order of the human mind itself. If he thinks of the totality as constituted of independent fragments, then that is how his mind will tend to operate, but if he can include everything coherently and harmoniously in an overall whole that is undivided, unbroken, and without a border (for every border is a division or break) then his mind will tend to move in a similar way, and from this will flow an orderly action within the whole.”

‘Rigorous’ curriculum, ‘Higher Order Thinking Skills,’ ‘high-quality’ assessments, and the definition now of College and Career Ready used by the National PTA  ALL tie back to looking for indications of that kind of holistic world view from grades 6 to 12. Charming, huh? Let’s just say I have really deep learning in this area in the traditional sense of both of those words. To give one more illustration of the same basic point and why ‘performance standards’ in the sense of actual physical activity and behavior are so essential to this vision of how to use education and the social sciences generally to reprogram the human brain to act at an unconscious level, let’s return to Professor Flyv from the last post. This is what competent or proficient behavior in the future is supposed to be patterned on.

“Logically based action is replaced by experientially based action.” Behavior becomes “intuitive, holistic, and synchronic, understood in the way that a given situation releases a picture of problem, goal, plan, decision, and action in one instant and with no division. This is the level of true human expertise. Experts are characterized by a flowing, effortless performance, unhindered by analytical deliberations.”

Not capable of them either under this new definition of ‘expert’ or competent performance to be practiced at for years in K-12 education. Now I told you precisely where Bohm’s vision was hiding today in the real Common Core implementation. The one that turns out to be all about high school and middle school transformation to get the needed Worldview that at least tolerates collectivism. Perhaps it will not even notice the difference.

Where’s Flyv’s vision lurking? That would be in the actual definition of the ubiquitous term Excellence. As In Equity and Excellence, supposedly a federal mandate under a rather grasping interpretation of the civil rights laws. But what school or district can afford to run the chance of being sued?

So this is how very radical visions of the personal world view needed for fundamental transformations make it all the way to our children’s classrooms and so-called ‘tests’ while we are still being told it is all about making Algebra the same state to state in case families want to move.

Common Core: grounded in deceit from the get-go because otherwise who would submit to the very real desire of our political class to insist that we are to now be Governed?

Hopefully the numbed mind will be trained not to recognize that crucial fact and fundamental shift in the State vs Individual dynamics of the 21st Century.

Anyone else want to join me in the Not Going Quietly into Submission Brigade? We do not have a lot of time to get the word out.

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

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

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

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

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

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

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

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

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

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

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

At least if you have fundamental transformations on your mind.

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

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

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

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

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

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

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

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

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

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

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

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

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

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