Behind the Backs of Individuals: Creating the Well-Trained Consciousness

Fasten those seatbelts because here we go again. In turns out that back in the 1950s, in Rockefeller Foundation financed research carried out at the Russian Institute at Columbia University, Professor Herbert Marcuse laid out the vision of what kind of changed individual consciousness would be necessary for a “society where the realm of necessity is brought under rational control.” I shorthand that vision using Uncle Karl’s term–the Human Development Society–and this blog has been systematically covering all the various announcements of it recently from the Next System Project from the last post or the Larry Summers-led Commission on Inclusive Prosperity from January 2015. Since this power grab is clearly a current quest, even if it is not being widely covered away from this blog, let’s go back to see what Marcuse laid out, especially as it fits well with the announced goals of the new federal education legislation in hearings this week.

This post should have everyone looking at the announced title of the ECAA–Every Child Achieves Act–and wanting to call Congress to protest calling psychological manipulation–student achievement. First let’s go back in time to look at where that title came from. Marcuse was pointing out that in the USSR “individual behavior and values” are “automatically directed by the political agencies” so that there is no such thing as the distinct individual making his own way apart from what is determined to be in the needs of the remainder of society. Marcuse really hated the Western tradition that views the individual as a ‘private person’ instead of merely a ‘member of society’. He called for “the passing of the bourgeois individual…as the autonomous ‘subject’ which, as ego cogitans and agent, was to be the beginning and the end of Western culture.”

All of the emphasis on the Whole Child and social and emotional learning and as I will show today–the “integration of education and mental health” into a single vision of what effective schooling is now to be–makes far more sense if we are aware of Marcuse laying out the preconditions for achieving the kind of social and economic visions we keep encountering. Think of the 21st Century required skill of collaboration as we read the call for “the shrinking of the ego.” Won’t all the data being gathered come in handy in the next Marcuse call for “the administrative regulation of his material and intellectual needs”? What could be done openly in the USSR in the 50s and 60s (my copy of the 1958 Soviet Marxism book is the 4th printing from 1969) was described by Marcuse as “the coordination between public and private existence, which, at the postliberal stage of Western society, takes place largely unconsciously and behind the backs of the individuals.”

Can we just all join together in unison and yell “No More”? Just because all these visions of transformations need the ‘passing of the individual’ as a ‘private person’ to make it so, and even though, the education reforms are quietly trying to arrange the necessary “internalization” that will otherwise “impair the social cohesion and depth of morality,” does not mean any of us have to accede to this vision, for either ourselves or our children. The political theory involved, being implemented quietly, then and even more so now as federally mandated and financed education policy, insists on redefining freedom. Marcuse even italicized redefine to emphasize this crucial point: “it no longer means being the self-responsible architect of one’s life, of one’s own potentialities and their realization…the standards of freedom are shifted from the autonomous individual to the laws governing the society which governs the individual.” (my bolding)

Well, that quote certainly explains why my tracking Radical Ed Reform via its accompanying legal mandates has always proven so prophetic of actual long term intent. Since the needed shifts must occur, per Marcuse, at the level of ‘inner being’ and we know that is precisely the area that the new kinds of Common Core assessments emphasize, let’s come back to the present. First though a wave to Marcuse for being so usefully graphic. It certainly puts the Common Core’s emphasis on creating and measuring desired Habits of Mind into perspective http://www.tascorp.org/sites/default/files/TASC_SELResourceGuide_FINAL.pdf or “normed measures of social and emotional well-being.” A parent concerned about the increasingly widespread use of the PAX Good Behavior Game can add Marcuse’s confessed purposes to PAX’s admission that it:

“is teaching students to self-regulate, reduce impulsive or emotional reactions, delay gratification, and work together for a higher purpose. This is not achieved by lessons on the brain or behavior or some formal curriculum on social-emotional learning. [All of those would be, of course, somewhat visible rather than behind our backs]. Rather, this is achieved in the context of ordinary life at school that mimics the conditions of human evolution.”

Huh? http://www.promoteprevent.org/sites/www.promoteprevent.org/files/resources/2013%20Purrfect%20PAX%20Rubric2_Text_only.pdf That fascinating remark makes no sense in any biological sense, but it does begin to make sense for anyone who has read my coverage of using education to drive cultural evolution as laid out in my book Credentialed To Destroy. Marcuse also clearly had something similar in mind with his descriptions of targeting ‘internalization’ and an individual’s ‘inner being’. All of these things also become much clearer once we are aware of a desire to Integrate Education and Mental Health in Schools. http://peabody.vanderbilt.edu/docs/pdf/camhs_special_issue/3_Toward_the_integration_of_ED_and_MH.pdf is from the 2009 conference and http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2874625/ shows the actual 2010 publication and Health and Human Services’ interest.

In fact, it is not just a federal agency’s interest in “examining models to better integrate learning and behavioral health” or support at the federal level for a “closer alignment between education and mental health.” It’s not just the citing of the P-20 education agenda “embraced by the National Governors Association and the Gates Foundation” or “other reform efforts (e.g. Next Generation Learners)” sponsored by certain states and the CCSSO or ‘personalized learning’ as good vehicles for this desired integration. All that is bad enough and ties directly to what we have been covering on this blog. No, what ties all this directly to ECAA and this week’s Senate hearings is the call-out for making such integrated education about identifying and cultivating “functional competencies.”

Competency-based education. Where have we heard that phrase before in addition to chapter 4 of my book?   If the new ECAA is about anything it about fostering the shift to competency-based education. As the 2009 paper noted a goal of schools focusing on improved student functioning and “this focus on competency could also create a better alignment between educational and mental health policy.” In fact, the paper concluded with “education and mental health will be advanced when the goal of mental health is effective schooling and the goal of effective schools is the healthy functioning of students.” I believe that would be the healthy functioning of students as ‘members of society’, not so much as private persons anymore. Sure does explain the anti-academic emphasis (there goes that pesky ego) and all the hyping of workforce needs.

I want to close with a quote William James, America’s original psychologist and John Dewey’s instructor, laid out a very long time ago, when so many radicals hoped to change the 20th Century towards collectivism. I wish I could say I pulled this from a long dormant book on him or Dewey. Instead, it is the epigraph at the beginning of a concluding chapter called “A Solid Bridge to the Future” from a 1992 book Breakpoint and Beyond: Mastering the Future-Today.”

“Of all the creatures of earth, only human beings can change their patterns. Man alone is the architect of his destiny….Human beings, by changing the inner attitudes of their minds, can change the outer aspects of their lives.”

Perhaps, given what is laid out in this post, we should rephrase that as having those ‘inner attitudes’ changed for them.

Behind their backs. In the name of Competency or Positive School Climate or Effective Schooling.

At least none of this is behind our backs.

 

Bubonic Plague, Locust Swarms, Collective Values Transformation, or Futures Redesign?

If we were playing Compare and Contrast with that title we would notice that the commonality is clearly horrendously destructive acts or events. Yet the last two are clearly planned and likely to be invisible to most of the people affected by the designed shifts being imposed on them. The first two just happen periodically, but their presence and catastrophic effects are immediately visible. Which is preferable?  Most of the trauma from the last two could be prevented if enough people globally were aware of the declared intentions, the foreseeable likely consequences, and the networks forcing the changes.

That’s why I wrote the book Credentialed to Destroy and why I keep up this blog monitoring the current related shifts in real time. Welcome to Part Two of what I am calling the Treacherously Trying to Trap Us Trilogy. In the last post I laid out the existence of the Global CIFAL Network set up by the UN System starting in 2003 to get local officials on board with its agenda in education, the economy, and society generally. Today we are going to poke around a bit more into things designed to impact all of us, but beyond our line of sight. Since all my research has the effect of providing close to x-ray vision as I read and listen now, let’s pull some more plans into the sunlight while there is still time.

Let’s start with yet another troubling plan created by the well-connected, Palo Alto-based Institute for the Future whose vision for Recombinant Education and Future Work Skills 2020 here http://www.invisibleserfscollar.com/advances-in-neuroscience-redefine-notions-of-performance-and-cognition-allowing-social-justice-in-learning/ left some readers irate and others feeling like they had endured a stress test. IFTF in 2013 also created http://www.iftf.org/our-work/global-landscape/governance/governance-for-the-future-an-inventors-toolkit/ to “rethink the relationship between citizens and governance. Now is the time to explore the widest range of future possibilities and to reimagine society for an age of planetary challenges and human responsibility.”

Now before anyone says that stated purpose alone is no link to the UN System, let me remind us that the Center for Curriculum Redesign’s Charles Fadel touts IFTF’s work. But I can do better than that. On the last page, IFTF thanks “Dr. James Dator for providing the inspiration and methodological foundation for this toolkit.” Dator, a futurist professor in Hawaii, was Secretary General and then President for a decade of the World Futures Studies Federation, which IS part of the UN System and closely tied to UNESCO and its work in education and multimedia. So when the Kit urges people to “Re-Think: Examine your foundational assumptions about how the world works, how people behave, and what values you would like to see instilled in your society,” this is precisely the kind of Change Agent/social engineering work we also saw the CIFAL Network owning up to.

So out-of-sight but closely tied to what is planned for US K-12 education we have this Toolkit proclaiming that “Government has seen little structural change in 200 years. For example, the US Constitution was created in the 18th century, and while novel and in many cases admirable, it couldn’t have anticipated 21st century social, technological, and political realities. Societies must re-examine the principles upon which governments are based, and think carefully about the values, beliefs, and metrics  upon which to build governance for the future.” Can you say impose without notice or consent? How about jettisoning what is still valuable?

Can you imagine students with precious little knowledge of history being told as part of a high school long-term project that “Values provide a moral compass for the governing systems you will create. Do you want a society that manifests freedom, happiness, justice, harmony, equality, security, well being?” Plus donuts for all that will never compromise your waistline and free internet that will always be serviced promptly, where ever you live. Sarcasm off. Let’s get back to the Toolkit: “Some absolute values may conflict with others. For example, freedom often affects safety or equality. But to thrive, a society must understand and express a vision of its common goals. Your Task: Clearly state the values that will guide the way governing processes and institutions are created. Don’t try to solve the tensions between values at this point.”

Now that last passage vividly illustrates the problem running through all these intentions and declarations. Many are factually untrue. Many societies have thrived without such a vision of common goals. Having such a vision will NOT make a society ‘thrive.’ In fact, believing such nonsense and having little factual knowledge primes people to act based on illusions. That’s good for statists wanting transformational change, but not so good for those of us footing the bill and being told what we must or cannot do in the future. IFTF though is not the only connected entity now pushing transformations of values in order to give “rise to new conceptions of global responsibility and human rights.” It’s not just the Rockefeller-affiliated Club of Rome involved. http://www.clubofrome.org/cms/wp-content/uploads/2013/02/VALUESQUEST-The-search-for-values-that-will-make-a-world-of-difference.pdf

It’s not just the UN asking the Club of Rome and the ValuesQuest Initiative to “contribute to the creation of the post-2015 Sustainable Development Goals Programme.” Those are all bad enough for us. The real danger to all of us would be a failure to appreciate the intention to reconceptualize the nature of the purpose of “the law” globally to make these transformations binding. Because details matter when the stated transformational plans are so dangerous, when the Club of Rome or IFTF or anyone else cites a troubling document, I try to find it.   http://eruditio.worldacademy.org/files/Issue_1/reprints/Reprint-The-Global-Values-Discourse-W.Nagan-G.Jacobs.pdf When I notice that Nagan is a law professor at the University of Florida and believes the law can be a tool for “charting a better collective future for humanity based on universal values for sustaining a world order in the common interest,” I sit up and start taking meticulous notes.

When the law is viewed as a means to force “social evolution,” I remember what Julian Huxley and Theodore Brameld wanted UNESCO to do (described in detail in my book) and know precisely what is envisioned for the 21st Century. The law can be used as means if someone wishes to “require fundamental changes in the normative foundations of global society in the 21st century,” but ‘can’ does not mean the results will not be comparable to the plague or a swarm of locusts in what is being destroyed. When that article describes an approach that “targets the institutions that control and regulate the production and distribution of these values,” K-12 education, the higher ed colleges of education, and the powers given to accreditation all fit the bill as such ‘institutions’. That’s why concentrating all those areas in a single person as described in the last post fits the desired template that “No One Can Stop Us This Time” so well.

The fact that his business partner is tied to CIFAL and planned economic development at the state and local levels also fits perfectly in the vision “for providing the normative guidance for the future of political economy of the world community.” Now, I cannot tell you how unexcited I am to see K-12 education, state economic plans created under WIOA by governors, the law as a tool of forcing collective group decision-making and a redefinition of individuality for the 21st century, and all these other declared plans for “economic democracy” and new institutions that replace “faith in impersonal mechanism” with “institutions dedicated to the rights, dignity, welfare and well-being of all humanity.” France has been entranced by this vision for more than two centuries and look what happened there last week.

The law as a “driving force for social activism” and a “powerful instrument for social development” as “New Paradigm for Global Rule of Law” phrased it, coupled to the Mind Arson and Psychological Manipulation I have been chronicling in K-12 education truly is intended to Treacherously Trap Us All, from the inside-out and all around, to the UN vision first laid out by Uncle Karl so long ago. Can we imagine the law and education of malleable minds dedicated to locking in the “Confucian idea of rooting morals and ethics in human interaction and reciprocal relationships” and the “African principle of Ubuntu. In effect, people realize their moral value in relation to other people”? No wonder we keep running into a communitarianism mandate everywhere from what Career-Ready Practices really means to the Positive School Climate mandates.

I continuously warn how invisible these planned shifts are until we know what to look for, but how is this for a confession from the ValuesQuest document? “Values need to be so deeply embedded within a culture that no one recognizes that they are values.” Perhaps, we should add and “chosen by someone else for the purpose of subjugation to someone else’s choices about the future.” See why “values, attitudes, and beliefs,” and whether and at what rate they are changing, is precisely what is being “assessed” by the new measurements? That’s the real reason the radicals do not want to give up a requirement in any rewrite of No Child Left Behind of some kind of annual “testing.”

Given that Milton Rokeach created the word Competency to obscure the presence of values manipulation in the new focus of K-12 education, having that word be the new global goal while the UN system and the Club of Rome write “values are actually what we use to guide our way through the possibilities and problems of life” is a dangerous way to hide in plain sight. It’s no accident values are also the focus of that IFTF Toolkit or the OECD’s Key Competences that PISA measures students in.

ValuesQuest says that “it is our choice whether to have an unequal or equal society.” Factually that is not true, but we may all be sharing poverty as the consequences of these designs are imposed on all of us via education, the law, and the public sector generally.

None of the Change Agents imposing all of this intend to become equal with those they are coercing. They simply recognize there is money to be made and power to be gained from hyping that it is “our value choice which determines whether we live in a world of opportunities for all.”

This is simply a currently connected oligarchy wanting to empower themselves with no way out for most of us.

Knowledge though remains the way out. That’s why there is such a deliberate, coordinated, global  attempt to circumscribe it in the 21st Century.

 

Propagandizing the K-12 Classroom to Create Desired Worldviews for Change: the New Anti-Bias Standards

If we think of the Common Core as a bucket or a banner instead of pretending it is about the transmission of knowledge, its function becomes much clearer. All the changes that would cause an outcry if pursued separately, and in many cases already have created widespread popular rejection, get to Come on Down Anyway as the game show announcer would say. A science fiction geek might explain the Common Core as a cloaking device allowing controversial shifts to be put into place without exposure. Especially if the new materials are all “web-based” and just waiting to be downloaded.

We have already encountered the Southern Poverty Law Center and its social justice/Teaching Tolerance curriculum numerous times, most notably here. http://www.invisibleserfscollar.com/social-cohesion-can-commence-once-reality-is-born-largely-from-beliefs-and-boundaries-co-created-with-others/ SPLC has been even busier than we recognized though and has also created the US’s very first ABF–Anti-bias Framework-and Literacy-Based K-12 Anti-bias Curriculum called Perspectives for a Diverse America. http://www.tolerance.org/sites/default/files/general/Perspectives%20for%20a%20Diverse%20America%20User%20Experience.pdf

Now before I start raising anyone’s blood pressure by describing the ABF’s intentions, let’s go Down Under to a K-12 pilot Global Change Agent Michael Fullan was involved in about a decade ago. It was called the Dynamic Paradigm of Learning and Change and it “identifies key aspects of the need, nature, and means of changes in identity, dispositions and orientations to the world and others, to be required of educators [that's the real reason why tenure is being taken away or greatly restricted now in the US], in order for them to be able to assist young people [that would be the children we entrust to adults and pay vast sums to actually know something] to achieve similar transformational outcomes.” Got that? Psychological changes. Shifts in values, attitudes, and how the world and other people are now to be perceived.

Education Queensland came right out and phrased the kind of Learning and Personal Change being sought in the individual student through K-12 education as a “new way of being” to be “required” of teachers and students. Remember Backward Mapping from our previous post? Well, Perspectives and the ABF offer “the opportunity to infuse CCSS implementation with social justice values.” How? Well, remember Literacy is now to be taught Across the Curriculum and the ABF has 4 domains: Identity, Diversity, Justice and Action. Does that sound alarmingly similar to “identity, dispositions and orientations to the world and others” to anyone else?

Each teacher now gets to, or must if his or her principal insists, use the Anti-bias anchor standards and “grade level outcomes of the ABF for backward planning” and “engage a spectrum of social justice topics and cultural and [italics in original] social emotional competencies–critical in today’s diverse classrooms.” Yes, that would be the real reason to eliminate tracking of the more academically talented and to require a Whole Child Classroom focus. If you think this is an outlier, remember that the NEA worked with the SPLC on its CARE Guide http://www.invisibleserfscollar.com/shaping-a-mind-is-more-important-than-stuffing-it-grasping-the-psychosocial-key-to-fundamental-transformations/ .

The “rich text” available for download highlights and fosters the “exploration of identity, authentic accounts of real-life experiences, intergroup understanding, historical empathy, the awareness of prejudice and injustice, individual and collective struggles against injustice and–finally-action against injustice.” They do mean that latter part about forcing action by the way as in “Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are effective.” Hey, you didn’t think ‘engaging’ classwork was just going to be about video gaming, did you?

And we can all be relieved that the Perspectives topics “will go beyond the more common issues of race and ethnicity to include wealth and poverty, disabilities, religious discrimination and immigration.” Plus, as an added bonus to make sure that the desired changes in consciousness do occur, Perspectives “encompasses…less covered, equally important themes like gender, sexual orientation and class.”  It is supposedly the first “curriculum of its kind to offer an explicit blueprint designed to move students into the position of advocate.” Not to worry though. I can find no indication that the curriculum includes a Che Guevara beret kit or Mao’s Little Red Book as a Graphic Novel to hammer home that these are required orientations and dispositions.

Good to know then that the curriculum’s “marriage to the Common Core will allow it to be widely implemented.” The ‘backwards design’ approach of ABF and Perspectives does sound better than the List of Twenty Things Your Child Must Now Believe and Be Willing To Do, but it merely masks the nature of the sought change through the K-12 classroom. We can just imagine all the hateful things students will hear about the “dominant culture” and how they will just blossom as they are told repeatedly to “develop positive social identities based on their membership in multiple groups in society.” Students may not be able to identify precisely why the US pushed to separate from Britain and form a new country, but they will now learn to “recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.”

Feel the Outrage! is such a useful tool if transformative action is the End Game being sought. The outrage might be misplaced. It may be destructive, but those are mere details. I can just imagine how students who have been piloting this framework and thus getting to use the classroom over years to “identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world” would feel if a School Board then felt empowered to step in and tell them to remember the parts of American History that encourage patriotism. Walkout maybe? To commemorate what Gandhi would have done? Any other parent think they might slam the door in the face of a child “inspired to go home and talk to their parents about purchasing clothes from companies that practice ethical manufacturing”?

Of course that confrontation may be the first alert to the nature of the fundamental psychological changes going to the core of a child’s ‘being’ occurring in the classroom. By then it may well be hard to reverse, which is, I suspect, a big part of why the Common Core label makes such a fine cloaking device. “Web-based” means even the School Board may not know. I want to close with some related confessions that fit with the desired changes being sought that is probably not on your radar either. In 2004, a book by Seattle educator Barbara Ray Gilles called Nurturing Civilization Builders: Birthing the Best Schools in the World.

Gilles was kind enough to admit why we are hearing so much about collaboration as a necessity and the need for schools to create Communities of Learners with a single shared understanding after perspectives have been shared. She pointed out that “school classrooms encompass the largest community that young people experience.” If changes in “identity, orientations and dispositions” are sought, and globally that is in fact what the new purpose of K-12 education has quietly become, then the behavioral psychologists have come to recognize that the herd effect is needed. It both forces the change initially and then reenforces it over time.

Gilles again: “when you combine the individual wills of each person in a group focused on a unified goal, a ‘group will’ occurs that is greater than any individual. This collaboration is necessary to bring about a massive transformation in consciousness.” Gilles called the End Game she was backward mapping from Living Democracy. It fits with the vision of a New Kind of World we keep encountering as an End Game. Her motto of “Nurturing the compassionate genius within while co-creating a world that works for all” also fits with what SPLC claims is possible and the new goals of education change.

Gilles noted that “our values determine what we pay attention to, which in turn determine our behavior and create our habits.” That is true and there can be no question (going back to Milton Rokeach and his definition of Competency) that changing values is the fundamental purpose of all these planned classroom shifts.

The question becomes whether the World actually will change if this becomes the purpose of K-12 education globally or whether we are simply disarming our young people mentally and psychologically.

Will they be capable of dealing with the Evil and Bullies of the World?

With all our talk of honoring diversity and challenging oppression and injustice, aren’t we pushing an educational template that simply makes it easier to oppress and dominate most people?

If the individual mind is disarmed, what will be our real recourse?

Police Power to Compel Adult Beliefs; Meanwhile Values Manipulation Captures Young Minds Forever

Armed guards at a public hearing supposedly to look into, via committee, the federal role in education in Georgia. Ready to escort out and maybe arrest anyone who tried to interject accurate facts into a scripted effort to decree what the accepted beliefs could be. Interested citizens who recognized the misstatements, irrelevancies, material omissions, and conceded facts with behavioral programming implications, in what they were hearing and thus felt compelled to stand up and yell “Liars, Liars, Pants on Fire” would be met with all the power of the coercive state. Ready to dictate what its citizens must now accept as their knowledge and beliefs. Now, I was too busy taking voluminous notes to feel the need to comment. I was there after all because I wanted to know what particular falsehoods citizens were going to be urged to believe.

I have written up some of my insights and the implications for my book and this blog in two long comments to the previous post. Readers should take a look at those to fully grasp  what was inadvertently conceded as the speakers desperately tried to obscure the feds bullying behavior with states back in 2009. I want to deal with the need for police power and this determined need to create false beliefs in adult citizens if they are paying attention and in virtually all students now as they move through what is now called the P-20 process. Education from preschool to graduate school is all now to be about being “more of a ‘value producing agency’ than an information-dispensing institution.”

What I grasped on Wednesday was that the state and local school administrators, with the help of certain of their elected political buddies, intended to implement Competency as Milton Rokeach first theorized about, and the WIOA and the GELP-Global Education Leaders Program (last post)’s Next Generation Learning, are now quietly pursuing. Searches since then have made it clear that while the excitement in the US is over the Common Core, Next Generation Learning is pursuing the actual behavioral programming intentions globally on parallel tracks mostly hidden from US taxpayers.

Now my kids will confirm that my tombstone should probably read “Never Lie to Her. She Always Immediately Knew and Went Looking for the Why.” The good news is that GELP and the US-centered CCSSO Innovative Learning Network (last post) have all confirmed literally that the actual description from documents I described in my book is still the intended trajectory. Unfortunately, they also confirm it is for the wholesale political, social, and economic transformations I also disturbingly lay out. With a touch of humor and irony as possible.  Hooray for timely prescience!

What I want to do today is talk about the whys of the need for behavioral programming of students and coercing adults in their own beliefs. Why is competency-based learning so alarming to me? Before I get to what Milton Rokeach laid out in his federally-sponsored research in the 60s and 70s as the use of the term-Competency-to obscure what was to be values clarification, I want to remind everyone that the theorists for this Equity for All, Just Freedom, Human Rights as Economic Justice view of the future all concede that their vision will entail a coercive state. The armed enforcers the other day are simply a sign that public officials have decided to impose on us without consent or discussion what is known as the Flyvbjerg (no, I cannot pronounce it either but I have his book) Social Science Debate in Scandinavian countries.

The debate concerns the role of the social sciences in Western societies in the future. Since we Americans or Canadians or English or Australians might object to the planned shifts in society and the use of education to consummate the shift just as the Fabians imagined, we get lied to. If we recognize something is amiss and want to point it out in the prescribed public forum, we may be subject to arrest. We are not supposed to recognize the behavioral programming. Honestly, read this recent vision of the transformational purposes coming to a classroom and tell me its not about changing the child. http://www.edutopia.org/pdfs/blogs/edutopia-finley-9ways-plan-transformational-lessons.pdf

Flyvbjerg, who I will just call Flyv from now on (his advocacy though has now gained him an Oxford professorship), pointed out that “rationality may endanger sensitivity to context, experience, and intuition.” Keep that in mind when even the advocating district supers admit consistently the new classroom focus is to be on student ‘engagement’ and group activities. Neither of those builds up the rational mind in the sense the West, its prosperity, and the historic concept of the individual are all built around. Flyv wanted to make education in the West about discussing values, interests, and who has power. Remembering again that Charter District Fulton has announced remaking its high schools around ‘problem-based learning,’ Flyv viewed this power, interests, values emphasis as necessary if education is to produce adults ready “to think about what can be done to the problems and risks of our time.”

Since you probably do not have a copy of Making Social Science Matter, I will enlighten you that Flyv and the Competency advocates really are talking about education that now enshrines that “personal experience via trial-and-error is more important than context-independent, explicit, verbally formulated facts and rules.” That’s the real reason textbooks and lectures are going away and terms like assessment, ‘productive struggle’ and ‘rigor’ get substituted deceitfully to obscure this shift. Now Flyv conceded that this “experience-based behavior” substitution that gets hidden also now under terms like Excellence and Quality Learning instead of the historic “rule-based, rational mode of conceiving human activity” has so much destructive potential that the following exchange was proudly cited:

“Jurgen Habermas (a noted radical prof and modern Dewey advocate), after hearing Hubert Dreyfus present the model to him at Frankfurt University [exclaimed]: ‘you are talking about skills like hammering and chess, but what you really want to do is undermine Western society.’ To which Dreyfus replied, ‘you are right, that’s exactly what it comes to.”

Undermining Western society is a good reason to rely on a police presence to control what can be said, deceit by administrators well-paid for being willing to push this vision no matter what, and Orwellian definitions of terms. Now I first wrote about Rokeach here  http://www.invisibleserfscollar.com/targeting-student-values-attitudes-and-beliefs-to-control-future-behavior/ . Competency IS a dangerous concept, as Rokeach used it, and our modern day global transformationalists are now using it. I went back to my copy of his 1979 Understanding Human Values: Individual and Social where he readily acknowledged that creating a “state of self-dissatisfaction”  via “value confrontation” is the “basic psychological mechanism that generates such a sequence of enduring change.” The purpose of Competency in education now, whatever it means to the layman, has to do with “man’s power to alter experimentally another person’s basic values and control the direction of the change.”

Highly useful if the intentions of the 21st Century are to once again put political power thoroughly in charge of people and economies, which is precisely what open declarations of influential people admit is going on. I am going to end this post with another Rokeach quote that I believe tells us why the Finns developed what I am calling the Finnish Ladder Towards Consensus Collectivism and why US administrators are bringing it in as required systems thinking, Fostering Communities of Learners, Competency-based education, Discourse Classroom, or an affirmative Student Code of Conduct.

“I believe that a value education program will turn out to be illusory or self-deceptive if the sole focus is on the students’ own values…A more genuine self-awareness will, I believe, be achieved as a result of stimulating a comparison process, in which what we find out about ourselves is compared with what we find out about significant others. Experimental evidence…suggests that, in the process of making such comparisons between self and others, we will often become dissatisfied with what we have found out about ourselves, because it violates our conceptions of ourselves as competent and moral human beings. Such states of self-dissatisfaction are empirically found to lead to long-term change and, as a consequence, to long-term changes in related values, attitudes, and behavior.”

Just the view of education needed then for personal transformation as an unconscious reflex to foster broader fundamental social transformations. I am going to continue in the next post talking about the consistency in what is being sought.

We can now see why politicians, public employees, and private sector cronies all personally prospering from this unappreciated Statist vision would want a police presence to prevent someone like me from explaining with facts and documents what is really going on.

So I write. Aren’t you glad books and blogs remain an available avenue for a factual discussion?

Wider World is Primary, Not the Stifling Prison of the Instantaneous Present

Education is the entry way, but it is by no means the ultimate goal. Those of us who want to believe that all would be well if only all decisions were made locally instead of at state, federal, or international levels should be aware that the Local was preselected back in the mid-80s as the place where “equity, implementation of human rights, promotion of democracy, and environmental protection” could best be invisibly put into place, especially in the capitalistic West like Canada, the UK, Australia, and the US. It was at the local level that the “world must evolve structures of governance (not necessarily government) that offer improved prospects of achieving sustainability…and decency.” The global belief that the local is the place to impose authoritarianism while pretending it is participatory democracy can also be seen here http://www.ted.com/talks/benjamin_barber_why_mayors_should_rule_the_world as long time activist Benjamin Barber wants binding power now centered in the cities.

The following discussion needs to be added to what we already know from the book on unappreciated events that took place in the 80s getting ready for a pivot away from communism and the Cold War that impacted education so much in the 90s and now. The World Orders Models Project we have already disturbingly met http://www.invisibleserfscollar.com/reorienting-world-order-values-via-the-intervention-of-activist-education-and-progressive-politics/  began  a Global Civilization Project in the 80s after a visit in the fall of 1986 from a special assistant to Mikhail Gorbachev. This Georgi Shakhnarov “discerning the changes which were about to take place [prescient, huh?] in the Soviet Union and elsewhere, and possessing an impressive familiarity with WOMP materials, he felt that recent events were vindicating many of the WOMP policy objectives while obligating many in the global community to revisit the security doctrines that had authorized Cold War hostilities.”

Sure enough WOMP had a meeting in Moscow in 1987 that we were not invited to (although I did manage to locate the resulting book) that began the new vision we are still dealing with now, whether we recognize the sources or not. The post-Cold War world, much like the Great Transition, Subjective Well-Being, and post-2015 hype from the OECD and UN entities now, wanted “alternative policies that promote the ‘world order values’ of peace, economic well-being, social justice, ecological balance, and positive human identity.” From those goals came a radically transformed vision of education where:

“To realise the potential of the twenty-first century we will need to put aside the obsessions of the 20th century, especially the fixation on what we may have, and return our attention to the perennial question of what we may be. That process can begin now, in schools. This book has been informed by the view that the outer world is an expression of the inner one. The biggest step forward would be re-establishing a map of culture which includes more than the material and the instrumental. We can then use the new map, the new world-view, both to frame and define futures which breach the bounds of instrumental rationality and see human life as a self-aware part of the whole.”

That was the conclusion of a book Education for the Twenty-First Century published simultaneously in 1993 in the UK, Canada, and the US. That’s a lot of kick starting via the schools of a new vision of values to guide perceptions of reality going forward. The reason the core, then and now, of transformative changes in human behavior has to be values is because human values guide preferences. If you want social action for change, education and other social institutions where people gather, like religions or mass media programming, have to constantly be pushing the envelope on values and ethical issues and reimagining morality. And you wondered why values clarification suddenly dropped into the schools in the 90s or why a Kairos Center is being launched now.

Another one of those assumptions that was invisibly altered in the 80s and early 90s to commence the social and economic justice assault on the West was to push Socio-Economics as envisioned by the very same Professor Amitai Etzioni regarded as the Communitarianism Guru. We first encountered his work being cited to justify Positive School Climates and Positive Behavior interventions for all students. Then he came up again when we discovered the communitarian focus for what Career Ready Standards actually meant. http://www.invisibleserfscollar.com/does-common-core-target-hearts-and-minds-to-sway-future-voters/ Big surprise. His work on the ‘totality’ having primacy over the individual is to guide this new vision of economics. No wonder his work  keeps making uninvited appearances.

Let’s take a look at the three characteristics an economic system must adopt to prepare for the kind of reorientation Etzioni, WOMP, Gorbachev, and too many others in well-compensated positions of leadership have decreed without our consent. Being shaped and then imposed invisibly via education: K-12 and college and now preschool and graduate programs.  First, the individual is no longer to be independent and able to exercise their own free will. Instead, he or she must see themselves as interdependent. Part of interlocking systems. So when we have come across initiatives like Fostering Communities of Learners that are to be required and made a measure of whether a Principal is deemed Effective, that focus is priming students and teachers for the new way the economic and social systems of the future are to work.

The second rejection is the idea of maximizing value from a given choice. Instead, the emphasis shifts to ‘satisficing behavior’–good enough. No need to hold out for the ideal or a perfect fit. Students practice for this element of the reenvisioned social and economic systems via all those ‘rigorous’ assessments where there is no correct answer or the material has never been taught. It is what counts as operating at Higher Levels of Thinking under a Depth of Knowledge template for evaluating student work. Practicing a good enough strategy and being willing to act anyway. In satisficing behavior the focus is always on the future so that image of what could be can begin to reshape the current reality. Once again brought to you by people paid to push these pernicious ideas without having to live with the consequences. Yet anyway.

Number 3 is “consensus formation as the essential nature of interaction between individuals and institutions within the economic system.” This is the part where we all have an obligation not to point out to the community organizer or Area School Super that their vision is stuck at the level of a dull 12-year old mind or grounded in the anger of a thwarted teenager. All perspectives are equally valid, remember? This new behavioral characteristic gets modelled in the Common Core Discourse Classroom as students in the end do not get to retain their own opinions. They must practice learning to accept the consensus because in the Totality vision: “once a consensus is reached, all entities party to that consensus will embrace the final decision and quickly integrate that decision into their behavior.”

So just as many of us have feared all this pushing for consensus and mentions of governance really can accurately be viewed as authoritarianism imposed in the 21st century from below, rather than above. Locally, instead of globally even if it is the international wanna-be nomenklatura class that has always been behind the advocacy and architecture of these local and Totality visions of the future. I am going to continue to talk about this atrocious binding vision of Governance in the next post. I may have forgotten to mention that some of this post came from what is laid out in another WOMP book On Humane Governance: Toward a New Global Politics.

Not if, and I mean this sincerely, I can still write and type and speak. There will be nothing humane in the end about this vision of the future. I want to end with a question. Have you noticed the sudden rise of signs guiding people to the physical location of the Chamber of Commerce in your community? Perhaps that is because, previously unbeknownst to us, “in the totality model, the means of resolving potential areas of conflict will be institutionalized within the economic system.” Suddenly then the Chamber’s headquarters may be as important for prosecuting interests as the courthouse or state capitol. At the table or on the menu has always been the reality in a politically planned and directed economy.

Have you noticed the ubiquity of touting ‘public-private partnerships’? Perhaps again it is a reflection of this hoped-for reality from the Totality vision:

“Thus, government does not operate in a contentious relationship with corporations (the public versus private dichotomization so prevalent in an individualistic economic system). As coequal institutions within the totality of the economic system, government and corporations recognize their interdependent relationship and realize the welfare of both institutions will be increased through cooperation rather than conflict.”

Did you notice in all this collusion at our expense no one is the least bit concerned with our welfare?

And to think all these truly lousy ideas are coming at us first and foremost through the schools. That of course would be precisely where the rollback needs to start as well.

 

Educating for Radical Change and New Values in an Age of Abundance: Defining the New Kind of Person to be Produced

Have you noticed that everywhere we look, across time and in other countries, the consistent message is to create a new system of values? New values that form a personal core so they are available to fuel future action or fulfill future psychological needs in these times of change. It’s why certain religions are being urged to shift their belief-systems. It’s why Milton Rokeach originally created the very term Competency back in the 60s that is now with us more than ever. It lies at the heart of what Career Ready turned out to mean and embodies the personal and societal transformations the UN’s IPCC reports want to require preemptively, whatever the actual weather or temperature trends over time.

To ground the consistency of this message I have once again gone back in time. I cover important aspects of this story as it relates to education as a weapon in the Cold War in my book. As a history devotee though, there turns out to be additional details now available to augment our discussion of How to Get to Fundamental Transformation and Why the Pursuit has been Consistent and Unrelenting Over Decades. The Berlin Wall coming down in fact seems to have acted as an accelerant. So let’s go back in time to something anthropologist Margaret Mead wrote in an essay for a 1966 book Automation, Education and Human Values.

I first tried to approach the fact that Uncle Karl was more relevant to what was sought in the West back in this post http://www.invisibleserfscollar.com/political-primer-101-what-is-the-marxist-theory-of-the-mind-and-why-does-it-matter-in-2012/ and in a subsequent post explaining that Marx had a Human Development Model of society that would kick in at a certain point as technology developed through capitalist innovation. This was quite frankly to be the utopian time of “From each according to his abilities, to each according to his needs.” Mead, like so many others we have now encountered from the 60s or later in the US or Europe, was assuming that stage had been met. It is also what Sweden was relying on in its changes we looked at and why its former Prime Ministers just keep showing up to guide the UN’s vision over the rest of us.

We will never understand what is being sought via education and why it targets new values so consistently as a prime directive until we appreciate that. We also need to know that in 1974 the UN General Assembly adopted the Declaration of the Establishment of a New International Economic Order. The countries of the South and the developing world then have been not so patiently waiting for what they regard as their just due (as a response to colonialism) and the NIEO ever since. The magic technology that the NIEO is intimately intertwined with was information and communications back in the 70s. Now it has been updated to computers and broadband for all courtesy of the affluent West.

Let’s look first at Mead and then at the 1985 UNESCO paper “The New International Economic Order: Links Between Economics and Communications.” Then we can pivot to the ed vision and contemplate the irony of so many foundations created by tech fortunes financing the shift to a planned society built around the use of ICT. Conflict of interest? Mead brought the same kind of lack of bias to discussing economics that she brought to examining the sexuality of Polynesians, which is my sarcastic way of saying her desired ends influenced what she asserted. Nonetheless, she was an influential representative of a then and now common mindset that we best be aware of if we are going to accurately perceive the real aims. She noted that “the problems of a society as abundant as ours, with such extensive natural resources and such a large internal market” are now “problems of distribution rather than production.” Taking on the belief common to those who have never spent a moment in the true private sector, Mead wanted planners and decision-makers to be able to decide “how to distribute buying power.”

She would really like today’s EBT/SNAP cards instead of food stamps, wouldn’t she? She saw the early 60s as the “second phase of the moral revolution” that began when the Great Deal “in practice if not in principle” established the “idea that society was responsible for the subsistence of all its members.” Phase two of the ‘moral revolution’ as she called it, which of course always requires new values, is about each member of society having a “right to share in its productivity” via the “right to live well.” That 1985 paper citing a 1976 paper called Moving Toward Change wanted everyone to recognize once again that the establishment of the NIEO was not just a call for new economic and political structures and institutions, but to transform “socio-cultural factors” to help all peoples struggle against “all forms of domination.” I don’t believe gravity was included as a form of domination to be altered, but it is easy to see why education becomes the magic means for change with aims like these:

“[NIEO] is directed not only to making the best use of things and sharing them out more fairly, but to developing all men and women, and every aspect of the individual, in a comprehensive cultural process, deeply permeated with values, and embracing the national environment, social relationships, education and welfare.”

The paper also put a great deal of emphasis on how mass media and who controls it can help bring about this new vision and noted how the electronics companies like GE and Westinghouse were buying broadcast networks and publishing houses, especially textbook companies. Connections between education and communications media that are even more profound today even if none of us got the memo about the related Human Development Society with its needs economy or the demand of so many countries to force “Equity” on the US, Canada, Europe, and Australia among others. To think we have been wondering why so many global ed conferences now are held in a Middle East waiting for that 1974 resolution to finally be fulfilled.

Now let’s go back to the related ed vision from the 1966 book since it is still relevant and has the kind of graphic descriptions of intent that are only found before a plan runs into obstacles and controversy. For one thing it takes it for granted that the combination of computers and the behavioral sciences will inevitably create a means of “control which must include the manipulation of human beings.”  Since we now know how important the behavior control theory of cybernetics is to the actual planned implementation of the Common Core and digital learning and the new assessments, the quoted New York Times review of Norbert Weiner’s book Cybernetics should still sound alarms so many decades later: John Pfeiffer wrote:

“The story is not entirely a happy one, however, because he [Weiner] did not trust robots. More precisely he did not trust man of affairs to use robots, or their fellow human beings for that matter, with either constraint or compassion.”

Me neither. Just imagine if Weiner had all the open declarations we have put together from fellow profs at MIT and elsewhere. What we now hear as the ubiquitous claim of the primacy of the ‘common good’ in the 21st Century and the need for social justice was clarified in 1966 as the “problem of the one and the many.” The 21st century keeps wanting to redo values to confront this same problem, which is why we keep running into cites to Professor Amitai Etzioni and communitarianism lurking behind poorly known new mandates in the schools. By 1966 the wake for the “notion of individualism in the old sense” was already being planned with glee. Education needed to replace a reverence for the past with an emphasis on the present and future so that “purposeful direction” could begin.

Education was to become ‘general’ with the “wellbeing of all as the key to human relationships powered by justice and compassion.” Education “for technical competence” was to be reconciled with “education for emotional or psychic competence.” No wonder a Whole Child emphasis or social and emotional competencies just keep recurring all over the world. We are just not appreciating that it is all tied to such an enduring vision of  extensive transformations in virtually every sphere. Nor do we quite understand why the template for the Great Society that is so widely viewed as an expensive disaster that created and magnified societal dysfunctions remains a blueprint still being followed.

Let’s end with the confession from the 60s that the “humanities, as historically transmitted, as conventionally conceived and defended, as conventionally organized and taught, just will not do” in an “age of advanced technological and social change.” That is still the attitude today. Education for transformational social, political, and economic change needs fresh voices “of man’s changing efforts, experiences, and aspirations.” So if content is not relevant to either “the world of action or to man’s inner needs,” it needs to no longer be part of the curriculum.

Every once in a while it is important to pause and look back in time for our answers on the whys of what we are dealing with now in education. Now we can better appreciate why education globally is putting new values front and center as both the purpose and focus of the classroom and life experiences generally.

And why so many are so impatient.

Enshrining Mindfulness and Engaged Social Consciousness to Require Personal Transformation Via Education

Does that title seem to be an unexpected way to end this Trilogy of Adaptation=Personal Transformation to get to Planetary Transformation? Probably not if you think about it. Sounds like an excellent means in fact, especially if the tools and techniques get to hide behind language like classroom discourse and being reflective, and then sharing those thoughts with others or through open-ended collaborative real world problem solving. When you are like me and read constantly and have for years in an area, it becomes easy to see how one influential group’s “this is what we intend to require you to do” aligns with “this is what has to occur internally within a person for us to get the desired predictable result in future behavior.” Pity me for my used books and printing cartridge bills in recent years.

It pays off though as I recognized the significance of this 2007 article from a UN official cited in the biblio on how to achieve the required personal transformation we met in Trilogy Part 1 http://www.kosmosjournal.org/article/personal-to-planetary-transformation/ . I don’t know about you but I am tired of public officials telling me that there is a “new science of consciousness” that must be allowed to nonconsensually set about in classrooms and the media “revolutionizing our attitudes and worldviews.” Dr Sharma has another definition of Transformation that we should keep in mind as we examine what is really intended in our classrooms and on our campuses. “Transformation is the powerful unleashing of human potential to commit, care and effect change for a better life.”  All of this intended transformation is very much hand in hand with Eastern spirituality and mindfulness and contemplation practices that plan on “revealing our potential for deeper and higher states of consciousness that reveal our essential Oneness in an interdependent world.”

If only this blog came with sound effects I could respond with some creepy duh da duh da theme to provide a bit of comic relief. Again this is a paper cited via what the IPCC described as its intentions to preemptively force Adaptation on people via required personal transformations. Even more graphic though and this time with a K-12 Worldview Literacy curriculum ready to roll into a school near you, or maybe camp, was the also cited 2010 “Worldview Transformation and the Development of Social Consciousness.” Now long time readers should recognize that these desired transformations are already incorporated into the unappreciated true definition of Excellence in education today as well as all the pathways and terms that lead to Robert Kegan’s work. Congratulations on accurately perceiving this same intended end state of altered consciousness is coming in from virtually every direction now.

It’s the constancy of the aim over decades that may not be on our horizon. Yet. If you look up that paper you will find it on the site of the Institute of Noetic Sciences (IONS). What I happened to already have when I came across that cited paper was Willis Harman’s 1988 book from the same Institute called Global Mind Change: The New Age Revolution in the Way We Think. As I did in writing my book, I get the most helpful insights from going back to before something became notorious. On the first page is the key to all these instructional shifts and obuchenie mindsets and systems thinking just for three starting fundamental examples: “By deliberately changing the internal image of reality, people can change the world.” Perhaps, but not necessarily for the better.

It is interesting and scary that the Worldview Transformation paper acknowledges graphically that what is targeted is a “reorganization of the relations both between features of a conceptual structure and between different conceptual structures.” If such intentional mindscrambling for a political purpose strikes us as incompatible with a free society, the writers took their comfort and justification in differentiating from “Nazi Germany, terrorist training camps, brainwashing strategies and cults” by pointing out that they:

“hypothesize that these kinds of restrictive shifts in worldview arise from a different process than processes that are life affirming and prosocial.”

Well, at least if we adopt the desired new worldviews and begin to act as desired. I want to point to that League of Innovative Schools meeting recently in Tucson we have already talked about.  http://www.digitalpromise.org/content/uploads/All-Summary-Document-4.9.pdf Not only does the summary cartoon acknowledge the desire to achieve second-order change in students http://www.invisibleserfscollar.com/second-order-change-why-reform-is-a-misnomer-for-the-real-common-core/ , but page 4 includes the graphic “Resistance to Change: Dealing with People who aren’t Believers.” That’s the mindset of the administrators seeking “innovation” in our schools today. The lack of a swastika or goose step marching in unison is only a superficial difference as the theory of dialectical change would put it. Both developed a fascination with subjective experience and denigrate reason and denigrate the individual vs the collective will. At the core there are hugely troubling consistencies.

Before anyone tries to invoke Godwin’s Law, I was not the one who interjected personal transformation, worldview alteration at a psychological level, or Nazi Germany into the conversation. We do after all get to respond to poor comparisons. Especially if we have a copy of Global Mind Change handy and can quote Harman as saying that a second Copernican revolution on the order of losing the geocentric view of the universe is the current understanding that consciousness can change reality, especially if it is unconscious beliefs that are targeted. Effective and invisible, just the vehicle for finally getting qualitative revolutionary change say so many of the cited sources in these papers. This is a little long but it could not be a more concise statement of what is being really targeted so here we go:

“This concept of unconscious beliefs and the extent to which they are capable of shaping and distorting our perceptions of everything around us–and within us–is so central to understanding the global mind change that we shall have to make a temporary digression to look into it more deeply.

Each of us holds some set of beliefs with which we conceptualize our experience–beliefs about history, beliefs about things, beliefs about the future, about what is to be valued, or about what one ought to do. What may be less obvious is that we have unconscious beliefs as well as conscious ones. (There are many ways in which people have attempted to talk about the processes and contents of the conscious and unconscious minds. In the following discussion we will use a way that is adequately powerful, yet as free as possible of psychological jargon. It employs the concept of the conscious and unconscious belief system as introduced by psychologist Milton Rokeach in The Open and Closed Mind [1960].)”

Hold that admission. I have that book and others by Rokeach and I have written about him. He came up with a term to obscure what he was seeking to change, while at the same time getting it in place in classrooms. It was called Competency. Just like what that Digital Promise link calls for and other entities we have discussed and state statutes. (Explained in detail in Chapter 4 of my book). What was targeted by Harman as Global Mind Change and Rokeach as Competency and what is to be required by UN entities as necessary Adaptation at a personal, noetic, level is quite simply a basic recognition that “in the innermost core of the belief system are basic unconscious assumptions about the nature of the self and its relationship to others, and about the nature of the universe.”

We can call this innermost area a personal common core for purposes of discussing it. A nice catchy phrase, and it is precisely what IONS began focusing on in earnest in 1997:

“The goal has been to understand the process by which people experience fundamental shifts in perception that alter how they view and interact with themselves and the world around them.”

It was pursuant to that goal and creating “expanded social consciousness” in students while their minds and personalities remained most malleable that caused IONS to create a “curriculum on worldview literacy for students K-12, designed to foster social consciousness in a standards-relevant experiential pedagogy. ”

That experience is of course perceived though the mostly unconscious belief system being targeted quietly under the banner of the Common Core to create a useful common core. That core would be characterized by “heart-brain synchronization” greatly enabled through “multi-media lesson plans, grounded in engaged conversation, experiential activities, explorations of positive role models, and collaborative learning projects. The programme is designed to offer adolescents, teens, and lifelong learners the ability to understand how their worldview affects their perception and behaviour, and by extension, how others’ worldviews affect their perception and behaviour.”

We keep running into that same area of interest because the 2010 IONS paper says “it is the capacity for self-reflexivity–the ability to step back and reflect upon our thought process–that stimulates worldview transformation.” It is seen by the paper, citing Kegan’s mentor Kohlberg [of Moral Development Theory fame, see tag], as a means of “educating people to become social activists” and “to see opportunities to apply conscious action with the intention of making a difference in some outwardly directed way.”

Once again we see education to become a change agent to alter the material world because students are being taught they have an obligation to improve the wellbeing of others and the world.” A “civic responsibility for the common good” is something we keep running into, most recently here. http://www.invisibleserfscollar.com/willingness-to-make-personal-sacrifice-for-the-good-of-the-whole-to-become-an-integral-component-of-student-identity/

None of this is coincidental, which is why it keeps showing up over the decades and now from every direction.

I promised a trilogy. How do you feel about a Quartet instead? No strings or music, but no references to quarterly tax payments either.

Just too much relevant current scheming going on.

Deliberate Cultural Evolution Via Developmental Psychology to Force Social Change, Or, Gypsy Supers Lobby DC

Gypsy Supers and Gypsy Principals are terms I came up with to describe how certain people regularly shift schools and districts for promotions and pay raises. Each shift pushes the new location further towards the ultimate goal of Transformational Outcomes Based Education (OBE). I am still using the 90s terminology from its creation and I explain how it still fits in now in the book (Chapter 4). Since OBE became infamous, we have new terms for these old pursuits. In particular, Competency as used in that RSA report (check Milton Rokeach tag) and “21st Century Outcomes” and “College-and-Career-Readiness Outcomes” as used in this  recent lobbying effort by suburban districts on how federal law should be rewritten.  http://blogs.edweek.org/edweek/District_Dossier/Consortium%20-%20%20Recommendations%20for%20a%20New%20Federal%20Accountability%20Framework%20February%202014.pdf

I wonder if the taxpayers in the metro Atlanta or Greenville or Charlotte or Virginia Beach or DC areas understand what their employees are lobbying for? You see, I know what all those words mean and I know precisely what the implications of invoking the Effective Schools Research is (in the book I describe it in relation to the 1966 Coleman Report, which is how the Consortium uses it too). The “Members of Congress who have invited the Consortium to propose a new framework for our nation’s education policy” should seek retirement before angry voters exile them by ballot box.

Why turn to people with such a record of demonstrable deceit about what they are really doing to our schools, our children, and many fine teachers? Because of current high test scores in suburbs? With tests disappearing and the intentional gutting of academics there already proceeding in earnest? Did any of these people looking “forward to working collaboratively with Congress to bring about positive change in federal law” bother to explain what enshrining Developmental Psychology as a Human Enterprise as entitled to deference under federal law would mean?

Those RSA and FuturICT visions in the last post reveal hubristic social engineering nightmares. It is easy to take comfort from wrongfully assuming it cannot actually happen. Then read that Consortium Framework. Perhaps with the ISC and Credentialed to Destroy explanations of the terms used somewhere handy, but that Framework is the way in. With our money and no recourse and no real likelihood anyone being deferred to truly has any idea of the true genesis of what they are pushing. But then they do not have to. Their paychecks, courtesy of us, show up because of what they are willing to do, not what they know. In my hope springs eternal world, let’s assume that knowing would make a difference. Let’s talk some about the history and intentions of making developmental psychology the focus of schools.

Into the largely unknown history of the events in education globally that I documented in the 80s and the entire concept of cultural evolution via education that is in the book, let’s add two more conferences that affect us still. The first was a supposedly “secret meeting in Budapest of scientists from both sides of the Iron Curtain.”  http://www.thedarwinproject.com/gerg/gerg.html The sales pitch for the General Evolution Research Group is that “spurred by the mounting threat to our species of rapid nuclear proliferation and overkill, the purpose was to see if it might be possible to use the chaos theory then coming into vogue to develop a new general theory of evolution that might serve as a road map for our species out of the mounting chaos of our times to the reassuring order of a better world.”

Using education to change mindsets and personalities to try and get to a different future. Tied to GERG though are a number of the people who have been actively involved in what I call Radical Ed Reform with a developmental focus from the late 80s until now. They all have tags and multiple posts so I will just give you some idea where to look if you wish to reread those posts now. Riane Eisler (new 3 Rs and Partnership education, a UN NGO), Bela Banathy (systems view of education), Nel Noddings (now at Stanford. Now we know why she wrote preface to Eisler’s book), and Mihaly Csiksentmihalyi, whose definition of Excellence and positive psychology practices are so crucial to the professional development and to be required classroom practices of many of those Consortium districts. Yes, there are reasons beyond word meanings I am so sure.

Do you remember the post about “transforming perspectives” as the new purpose of business education globally? The UN-affiliated Globally Responsible Leadership Initiative (GRLI) recently published its Towards 2024 vision pushing a Global Forum on Business as an Agent of World Benefit. Well, that would certainly explain the Chamber of Commerce’s support for all these bad ed ideas, wouldn’t it? Again it fit the vision in FuturICT and cited a book by a Chris Laszlo with a foreword by Peter Senge and an afterword by David Cooperrider. One of the major proponents of systems over the decades as a means of global social change was Hungarian Ervin Laszlo and sure enough, Professor Chris is his son. So GERG came out of looking at Ervin’s work since he was the founder and following his son pulls in the associated GRLI Business/Flourishing Cities/Everything Planned agenda and we also have the Appreciative Inquiry Model again (Cooperrider and Kenneth Gergen, see tags).

All that is to say we have lots of different names of similar concepts from people who actually do, and have for a long time, work and coordinate together around the idea of deliberate social evolution via education and government planning. That’s what developmental psychology is intended to do by the way. Its purpose according to a 2005 book celebrating the career and vision of Sheldon White at Harvard is to be a “Science of Personal and Societal Design.” Now wouldn’t that be an ironic overreach to enshrine into federal law via the Consortium? In comes what CHAT creator Michael Cole called a “second psychology” grounded in Vygotsky’s and Luria’s Soviet research where it would be possible to pursue the “unity of individualism and collectivism in any society or person.” Yes, especially with all the data being collected.

To really understand this second or developmental psychology and the implications of it, event number two took place in November 1987 in Paris. Again we had researchers from both sides of the Iron Curtain meeting on the issue of Artificial Intelligence and basically pushing ideas that would make the potentially unpredictable human mind weaker.  I am looking at a paper from a Swedish prof, Ragnar Rommerveld, that Cole cited. It has a title that’s a mouthful. I will let you guess which approach is to be jettisoned–as bolstering the rational individual mind–and which is actually another term for the philosophy behind developmental psychology. “On human beings, computers, and representational-computational versus hermeneutic-dialogical approaches to human cognition and communication.”

Let’s lobby Congress citing the actual ancestry of the hoped-for federal framework. Let me add in one more definition–the one for cognitive science. As a “critical-emancipatory social science,” it seeks to use education to get at what it calls in quotations– a person’s “cognitively penetrable functions.”  If it’s not a changeable personal process then, it’s not the domain of cognitive science. No wonder the radicals keep referring to themselves as taking a “cognitive approach.” Examples listed as penetrable are “goals, beliefs, tacit knowledge [experiential] and so on.” In other words the area OBE targeted and what college and career-ready and ‘learning’ do now. And here comes what gets redefined as metacognitive to become part of the definition of College-ready from the Swedish prof’s paper: “though they [skills] need not be consciously performed, they can be described and identified by the agent…and in many cases actually brought to consciousness while they are being performed.”

That consciousness if needed is what allows the penetration. The change. All in all the perfect ed theory if deliberate cultural evolution is what is sought, which of course both RSA and FuturICT already acknowledged. Both need a view of education that shifts from knowledge to a theory that each student “harbors an indeterminate capacity or propensity for change.” That the new purpose of assessment is to “provide an ongoing evaluation of the qualitative and quantitative discrepancy between the child’s manifest functioning and his or her modifiability and to suggest appropriate intervention.” That gap is why data is so important to FuturICT and the Consortium Supers.

It all goes back to their declared, but publicly unacknowledged, embrace of developmental psychology to try to change society and the future in deliberate ways. Let’s end with GRLI’s open embrace of what it calls Whole Person Learning, “based in humanistic psychology” [Maslow/Rogers]. WPL is not just about business schools. The perspectives transformation goes along with the wider plans we have been discussing. When the Consortium is pushing its vision of education on Congress, this is what they are actually pushing:

“Integral to the notion of Whole Person Learning is understanding of self, of how this self relates to others and how this sits within the wider global context–how I am influenced by and can influence myself, my immediate relationships and the whole. This is reflected in GRLI’s very logo– three interlocking ellipses representing I, We and All of Us.”

Imposed invisibly as a matter of federal law. Reconciling the unity of individualism and collectivism.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Center of the Storm: Requiring Data Collection on Continuous Improvement to a Student’s Full Personality

I started Chapter 3 of my book with a quote that has been haunting me ever since we first confronted the DiaMat theory dead on two posts ago. Professor Jeremy Kilpatrick was speaking at a 1987 Psychology of Mathematics Education international conference. In the book, I was illustrating that there were other intentions involved with what became known as the math, science, and reading wars. What Jeremy said then was:

“We need to determine the moral, social, and political order we believe to be desirable, then set out our educational purposes, and in light of those purposes choose curriculum content and objectives.”

It haunts me because I now realize that quote is a fairly concise definition of DiaMat and how its advocates see education as a means of deliberately changing the culture and altering prevailing perspectives. All this manipulation is to create Mindsets that perceive the world in politically useful ways. Well, useful if you belong to the class that plans to be among the manipulators. For individuals, such mind arson cannot work out well. In the last post, the book I mentioned Imagine Living in a Socialist USA ends with a scifi type essay called “Thanksgiving 2077: A Short Story.” In it, the character Les comments that he doubts that “many folks would have gone for socialism if they had known it meant downsizing.” Ahh, the pertinent parts of the story being left out of the sales pitch.

If conscious evolution along a designed pathway seems a bit scifi to us, it is nevertheless behind the designed to be influential ecosystem STEM metaphor of where all these education reforms are actually going. http://www.noycefdn.org/documents/STEM_ECOSYSTEMS_REPORT_140128.pdf is another report from a few days ago. That’s education to create a new reality, not education to appreciate the world as it currently exists or what great minds have pieced together about how it works. That STEM Ecosystem vision is driven by the DiaMat vision, but it gets to hide under language about Equity and Success for All.

Both the UN and the OECD have detailed their Future Earth and Great Transition and post-2015 plans and I have covered them in various posts. I have also detailed Gar Alperowitz’s vision of the Good Society and Harry Boyte’s for the cooperative commonwealth as other examples of future visions of transformation. So the moral, social, and political order desired by the public sector and their cronies globally or its links to what is called the Common Core now in the US are clear and no longer in doubt. Now Jeremy’s quote is the truth, but not a good PR strategy for a politician or School Super to sell to a community. Well, at least not one who has not had education, K-12 or higher ed, already nurturing for years at a time both a sense of grievance and an attitude of ignorance despite adequate coursework and degrees.

What’s the way in then? How do we get to what the book describes as the goal of accessing a student’s full personality so it can be monitored and manipulated to fit the believed needs of the people with political power? You do it obviously with euphemisms like making “continuous improvement in student learning for all students” the new federal goal. Then you take the work of a Professor like John Bransford and write books and hold conferences where the term “learning” encompasses what became the notorious aim of outcomes based education in the 90s: changing values, attitudes, beliefs, feelings, and behaviors.

That’s what ‘learning’ actually means in 2014 to an education ‘professional’ who is on the lucrative insider track and that’s the information to be gathered by the schools through assessments. Most people hear ‘assessments’ and think examinations of knowledge and hear ‘learning’ and think of the acquisition of knowledge and useful skills. Most people would be wrong, but sticking to duplicitous terms means most people will never know what is going so wrong in education. I have been around school board members who have been led to believe that the phrase ‘continuous improvement’ is also about ever increasing knowledge. Instead, it comes out of the PBIS, Positive Behavior psychology work, and also seeks to cause and then monitor changes in the now-proverbial values, attitudes, beliefs, feelings, and behaviors.

That’s what makes Monday’s release by the well connected iNACOL and CompetencyWorks of “A K-12 Federal Policy Framework for Competency Education: Building Capacity for Systems Change” so fascinating. If you are troubled by revelations about the level of personal monitoring being conducted by the NAS according the Edward Snowden’s leaks, how should we feel about schools and school districts becoming primarily personal data collection devices that go to our innermost thoughts and feelings and motivations? About schools using that information and providing it to states and the federal government to chart whether the desired changes in values, attitudes, beliefs, and feelings are occurring? That the idea of protecting privacy becomes a matter of not detailing who is being changed, but requiring and monitoring and guiding wholesale, full personality change nevertheless. And determining what practices and curriculum best foster such change and what type of students they work particularly well on? That’s customized leaning. That’s what personalized education actually means.

The phrase the document keeps using is student-centered accountability, not compliance accountability. Here’s the big idea that all K-12 is now to evolve around. Highly useful remember with DiaMat as the goal, teacher classroom behavior being seriously circumscribed (last post), and that obuchenie mindset being the goal of ‘teaching and learning.’

BIG IDEA: Student-centered data systems should collect, report, and provide transparent information on where every student is along a learning trajectory based on demonstrating high levels of competency [http://www.invisibleserfscollar.com/targeting-student-values-attitudes-and-beliefs-to-control-future-behavior/  explains what competency really means and how Milton Rokeach created it as an obscuring term for its actual purpose], to help educators customize learning experiences to ensure that every student can master standards and aligned competencies. Data should provide useful information for improving teaching and learning, as well as for accountability and quality purposes.”

Quality as we know does not mean academics. It means desired personal qualities and an outlook on the world and ties back to John Dewey’s vision. Notice though that competencies and standards are NOT being used here as synonyms. In the paper standards refers to standards for college and career readiness. Since we have tracked the standards for college readiness first to a David Conley 2007 paper for the Gates Foundation and discovered generic adult non-cognitive skills and then on back to Maslow and Rogers humanist psychology work that benchmark doesn’t exactly merit peals of joy. We can see though why ALL students can get there with time though and how much time this standard leaves for all that personality manipulation.

Career ready we actually have tracked back to attitudes and values embracing communitarianism. http://www.invisibleserfscollar.com/birth-to-career-finally-and-quietly-creating-the-soviet-mindset-but-here-in-the-usa/ Again highly useful if transforming the moral, social, and political order has become the actual point of K-12 and higher ed. Especially if information on precisely where all students are at any given point in the process of desired consciousness transformation is being monitored constantly through data collection.

Ready to reach for something to relieve heart burn and nausea at this point in the post? Here’s the problem with avoidance of these troubling intentions. Then nothing can stop them except perhaps an investigation after all this personality manipulation leads to a tragedy. I think that has already happened and this expansion will only make it even more likely in the future.

We have to focus on what is really being monitored and changed. Next time we will talk about how all the previous safety valves in the education system are being turned off so that there is no one really to complain to about what is intended. I also want to talk about that report’s determination to put some type of deceitful zone of privacy over Georgia’s actions in this area of pushing competency as the new focus of education. The report has it classified as having “No Policies in Competency education.” That’s not true as I know from repeated personal experiences in plenty of meetings with public officials or their advisors. I made Chapter 4 of the book about Competencies as the ultimate end game and the ugly history. I used a troubling Georgia statute nobody seemed to want to acknowledge passing.

Why the deceit and cover up? It’s not because there are no connections between Knowledge Works and what has been going on in Georgia. How many other states have similar deceit going on with so many people in the know having unexplored conflicts of interest that guide their behavior? Talking to people elsewhere it does not seem unique, but the obfuscation here does appear deliberate. Knowing why I believe it is deliberate should be helpful to all of us looking at inexplicable actions in our states and communities.

Maybe I should call the next post Tracking Techniques 102 or “How to tell when someone is lying to you about public policy.”