We have discussed the fact that the phrases “Common Core” or “Competency” or “21st century skills” make wonderful excuses that obscure virtually all of what is really changing. Especially since we also have new ways of measuring the results and effects and turning it into data. When those of us who read the small print of reports, or attend PTA meetings, or actually look at what students are being asked to do, notice a complete paradigm shift away from factual knowledge as a primary purpose of schools and then try to raise our concerns these days, we usually get nowhere. We get to hear the typical supportive talking points about how “Standards are not curriculum,” and how the country “needs these standards to be internationally competitive,” and finally, how “Business wants these standards to create a skilled workforce.”
If we happen to be armed with some factual knowledge and point out that endorsements from tech companies who will benefit financially is not what will bring tomorrow’s jobs, parents quickly discover that disputing the talking points on the Common Core is like trying to have a discussion with a robocall or a parrot. Now I am going to say do svidanija!, the Russian phrase for goodbye, to any discussion today of Soviet psychology and the fact that the education model the Common Core reflects when we look at what is being asked of teachers, measured in students, and theories imposed on the classroom all comes from the old USSR. Decades of experimental research and now imported to the US and other countries as cultural-historical activity theory. I suspected it before but recently reading the 2002 book Learning for Life in the 21st Century removed all doubt.
But curriculum is our focus today. The developmental perspective that CHAT and learning theories grounded in Vygotsky represent needs a redesign of the very paradigm of the curriculum. And it turns out they have it because in 2011 Harvard set up a Center for Curriculum Redesign that has UNESCO, Pearson, the Gates and Hewlett Foundations, the Nellie Mae Foundation behind the Competency Works report from the last post, Microsoft, Intel, IBM, Google, the OECD and World Bank, and the governments of Massachusetts; Finland; Alberta and Toronto, Canada; Korea; Singapore, and the Australian curriculum authority (acara) all involved. Global coordination indeed of precisely what students everywhere will be interacting with and experiencing on a daily basis.
CCR came to my attention a few days ago when the OECD began touting it http://oecdeducationtoday.blogspot.com/2014/02/mathematics-for-21st-century.html . Since my book has an entire chapter on what was really being sought in the so-called math and science wars, announcing that the “Center for Curriculum Redesign’s Stockholm Declaration has stated: We call for a far deeper and reconceptualized understanding of mathematics by the entire population as a critical right, requiring:
* a new vision of mathematics education that anticipates needs and reinforces the role of mathematics in society, economies, and individuals, and strengthens gender equity,
* changes to existing Mathematics standards as presently conceived, through a significant rethinking of what branches, topics, concepts and subjects should be taught in Mathematics for human, economic, social and career development…”
Well, THAT got my attention. You can imagine my surprise when I discovered Charles Fadel was a Visiting Practitioner at Harvard. Ooops, I see I have forgotten to mention the University of Pennsylvania and MIT are also involved. And not just Stanford but the very prof, Roy Pea, we met in this post http://www.invisibleserfscollar.com/the-need-to-know-as-we-understand-it-today-may-be-a-lethal-cultural-sport/ on the NSF funding of cyberlearning and informal learning.
Prof Pea is psyched to be an advisor to CCR since “In my studies of learning and development enhanced by technologies over the years, I’ve often emphasized the importance of meta-cognition, planning, leveraging distributed intelligence, and other aspects of human competencies (my bolding) that are often tacit or left out of curriculum studies and standards. Like many of my colleagues, I’m keen to see more integral support from educators for developing learner’s adaptive expertise–a framework I find preferable to 21st century skills. Once we separate ‘skills’ from expertise, which incorporates skills, knowledge, dispositions, interests, and identities–all essential aspects of competencies–we run the risk of having separate curriculum units on skills, divorced from content and other aspects of expertise.”
Now that is someone thoroughly immersed in the Vygotskyian education as humanizing the entire personality paradigm from that defunct country we are not discussing today. Pea clearly sees CCR as furthering that tradition of how curriculum is to be used. Another fascinating description from someone involved with the Common Core Next Generation Science Standards read like this:
“The vision you are building toward–to deeply redesign curricula so that we focus young people on experiencing content as purposeful, interdisciplinary and personalized–is key to the process of transforming education globally.”
That was Margaret Honey of New York Hall of Science. The Partnership for 21st Century Skills is also on board and “applauds the vision of CCR to redesign curricula for the 21st Century that is both relevant and engaging, and goes beyond core content.” These letters are available on the CCR website under partners. I will give one more quote from ERB since it is speaking on behalf of its member schools and that includes many of the most prestigious private schools in the US. It says “We relish the opportunity to help redefine what it takes to be a knowledgeable, ethical, and wise citizen of an interconnected and interdependent global community of learners.” A very interesting end goal that is probably not what a parent has in mind when they ship off their high schooler to an expensive boarding school.
Now obviously the various UN entities pursuing their Sustainability and post-2015 vision and the OECD with its Green Growth and Great Transition visions of the future could hardly find a surer vehicle for reaching the most people during the period of their lives when they remain the most impressionable than being involved in such a planned curriculum redesign. One that, in the words of the Finns, “necessitates a corresponding, bold reconsideration of the nature of knowledge and learning, contents and the pedagogical practices of the school. It is time to rethink what it is that we want students to know and be able to do in future societies and in a globalizing world.”
The curricula redesign then is an essential component of creating a means of enacting a fundamental transformation of systems (Making History is what the theorizers call it) plus a bridge to then transition to that supposedly more just, communitarian-oriented future. Fadel has a 33 page White paper on the curriculum redesign site that makes it quite clear that the idea is to Rethink what is Taught in order to transition to a better world. Page 18 shows a drawing straight out of Hard Times with the heading “So it is a grand time to act unless we want a Dickensian society.” Page 19 quotes the winner of the 1974 Nobel Prize in Medicine that “We have evolved traits [such as group selfishness] that will lead to humanity’s extinction–so we must learn how to overcome them.”
Eliminating human selfishness as the point of the curricula and education and then making the public sector the dominant planning force in society. That’s much more likely to create a Dickensian future than be a means for avoiding it, but then I am still a fact-based person, not a theorist looking to implement infamous or untried ideas on a global scale. It is also interesting Fadel envisions “Leveraging our entire selves–head, heart, and hand” in this effort of social, economic, and political transformation. He also sees curricula redesign as a means of fostering personal fulfillment. Right.
So Standards are not curriculum, but the Common Core Standards, whatever their new names in the various states, serve as a vehicle to obscure this intended global shift in what is to be going on in the classroom. Big Business wants this because they hope to benefit from the associated public-private partnerships planned. The international competitiveness is grounded in a vision of global transformation to public sector planned economies and pushing for social justice for disadvantaged groups in each country. So much for those talking points.
Now we better focus on where this new concept of curricula is taking us. Because it is to be conveniently hidden for the most part on inaccessible computer databases and networks. How convenient that so many interested in the ‘cloud’ and Big Data generally have signed up to help reconceive the curricula paradigm. Some entities are about to have quite a useful control over a great deal of pertinent information. While at the same time they are trying to minimize the actual knowledge any citizen is likely to have.
Does this curricula redesign feel like an effort to uninvent the printing press and its liberation of the individual’s access to information to anyone else? A future vision that combines economic and political power and seeks to limit unapproved knowledge.
Anyone else recognizing what time periods we seem to want to ape here?