Conclusion: Now Enacting the Long Sought Planned Economy and Society Via the Open Data Initiative

I did not take you through excruciating details on what has been sought since at least the 60s to fill you with a sense of woe but to ground present known intentions in their proper foundations. This is not just some pursuit hatched by the current occupant of the White House and his friends nor is it limited to the US. It has been a long term scheme for political, economic, and social power. It seeks to shift decision-making away from individuals and vests it in the public sector or with vetted cronies and in international entities like UN agencies and the OECD. But it is such a high priority of this administration that President Obama signed an Executive Order on his very first day in office stipulating that all government information that did not have to be kept secret for security or privacy reasons should be made public. This new policy is called the Open Data Initiative. Its importance to governments globally can be seen by the G-8 Summit in June 2013 adopting an Open Data Charter.

Now people from time to time will ask me if I could please limit my posts or my new book Credentialed to Destroy: How and Why Education Became a Weapon to discussions of education because that’s all that really interests them. My answer has always been no as the documents are quite clear that all these education reforms being pushed in the US as the Common Core or globally under names such as 21st Century Skills, Personalized Learning, and Positive Behavior Systems are simply means to certain ends. I think not discussing the sought ends leaves the reasons on why the actual implementation looks so much like social engineering impossible for us to grasp. We do not have to wonder anymore why anyone would do what we can now prove they [Who is 'they' many people ask? foundations, ed professors, district supers, and too many school principals will do for starters] are doing and mandating with every bit of legal authority they can seize.

In October 2013 McKinsey Global Institute issued a report laying out the intentions of our governmental overlords in 7 ‘domains’: education, transportation, consumer products, electricity, oil and gas, healthcare, and consumer finance. Basically learner analytics will be applied in the future to the Open Data and business and individual proprietary data to supposedly “enable better decision-making.” But not by us anymore. Think of this as the idea that the Service State we encountered in the last post or the planned society we encountered in the post before that are now achievable in the 21st century via supercomputers, models, and Big Data. The report is called “Open data: Unlocking innovation and performance with liquid information.” McKinsey uses the terms ‘open data’ and ‘liquid information’ synonymously.

Before we get to the open acknowledgment that the new tech-enabled personalized learning being pushed as an essential aspect of global education reforms is actually intended to “increase motivation [remember our conation discussion and that nerdy phrase triune consciousness?], change mindsets, and adjust learning strategies,” let me go through some of the troubling assumptions from other domains. How about the assumption that “conceivably, credit card companies could raise interest rates on households that waste electricity”? Does that sound like the credit card companies now are independent or an arm of governmental policy for desired future behavior? How about businesses now subject to “open data released by third parties could expose poor environmental or labor practices or show their products or services compare poorly for price and quality”? Isn’t that ‘a run your companies in the manner we desire or you will get bad publicity’ threat?

The report contemplates that “sharing data gathered via ‘smart grid’ technologies can be particularly helpful in spurring energy sufficiency.” How? By publicly revealing relative personal consumption levels. Now I want you to think about the disastrous Obamacare website rollout and all the deceit used by politicians and agency bureaucrats to cover up the true nature of the planned shift in the US healthcare and insurance model:

“As the maker of laws and enforcer of regulations, government can shape the legal and economic environment that maximizes the potential value from the use of open data, while addressing the legitimate privacy and intellectual property concerns of individuals and organizations.”

Right. And how intrusive are the planned releases of data that “intellectual property concerns” even become an issue? Now we know when it is essential to keep data secret and secure as with national security matters [think Edward Snowden] or the personal financial data component on the Obamacare website, governments are terrible at it. Now onto that reality let’s add everything intended as part of this Open Data Initiative. All so that 21st Century society can become not a place of individual decision-makers but a place for “large-scale collaboration among individuals, companies, governments, and other organizations” supposedly seeking each of our subjective well-being as the goal of governments. And also seeking to “help educate the public about the potential benefits to the economy and society.”

The proprietary data will be gone. Governments as usual will be lousy administrators with no real incentives to do a good job. And from looking just at the education component, the benefits appear to me to be illusory but the levers of manipulation over human behavior look boundless. All in all the kind of stupid ideas that would be resisted at every turn if only they were better understood. And without so many advocates with their hand in the cookie jar of intended future governmental spending. All this ed data being gathered is said to improve individual “performance, which can lead to higher graduation rates, greater educational attainment, and increased lifetime earnings.” Not if students do not know much of anything and everyone suddenly has the same credentials.

Now how many of you have heard anyone write about personalized learning as the wave of the future? It is a simply marvelous gatherer of personal info with thousands of data points being collected when adaptive software is used. Which it will be so all those data points can become part of the Open Data Initiative basis for a new type of collective decision-making in the future. Here is the definition of personalized learning from the McKinsey cited and Gates Foundation funded Learning to adapt report from 2013 [my bolding]:

“pedagogical method or process that draws on observation to inform tailored student education interventions designed to increase the likelihood of learner success.”

The personal data being gathered then is extensive and real and just full of non-cognitive information. And the tasks and activities the student is asked to do get adjusted as necessary to gain success. Not exactly the ingredients that would actually foster future economic success.

Getting to public sector-centric decision-making is the whole point. Equity for all and social justice at last are after all the by-words for all these pushes. Economist Ludwig Von Mises in the book Socialism he wrote just after World War I described all these pursuits as Ethical Socialism. It was all the rage in Germany and his native Austria before and after the war just like it is now all the rage in US academia and political institutions and federal agencies in 2013. The fundamental fallacy remains the same as what he noted:

“Most people who demand the greatest possible equality of incomes do not realize that what they desire would only be achieved by sacrificing other aims. They imagine that the sum of incomes will remain unchanged…this idea rests on a grave error. It has been shown that, in whatever way one envisages the equalization of incomes this must always and necessarily lead to a very considerable reduction of the total national income and, thus, of the average income…we have then to decide whether we are in favor of an equal distribution of income at a lower average income, or inequality of incomes at a higher average income.”

Von Mises was simply discussing the overall impact due to the disincentives to be productive in the future. Given the contemplated mind arson I have been documenting, just imagine the actual effects of disincentives to be productive when coupled to the widespread inability to be productive.

And then add on the cost of the public sector to poorly administer this planned society. And all that insecure Open Data. And the wasteful cronyism attached to the planned collaboration.

And the lack of personal freedom. The Open Data Initiative surely will lead to a society incapable of mass prosperity.

Makes you wonder who they think will fund the redemption of all those Social Security IOUs in the near future under these plans. I guess it’s a good thing all the administrators and politicians pushing these plans intend to rely on taxpayer-financed pensions to fund their retirements after careers spent destroying the source of wealth everyone is taking for granted.

Will this really work out well for anyone in the long term?

 

 

When Gaming Intends to Shape and Distort Our Perceptions of Everything Around Us. Viva La Revolution!

A title that provocative really should be based on at least some speculation. Maybe with me looking bug-eyed and highly excitable. Nope. Everywhere I looked to try to make the K-12 gamification focus we encountered in the last post a fringe ambition–on the periphery–I just ran into more graphic, open declarations. From people with the money and power to make their visions a reality. A 2011 book laying out these aspirations approvingly pointed out that the “Microsoft game-testing lab ‘looks more like a psychological research institute than a game studio.”

That author, Jane McGonigal, of the Institute for the Future, is a keynote speaker of this month’s annual International Society for Technology in Education (ISTE) in San Antonio, Texas. She explicitly mentions Robert Torres’ Quest To Learn charter school vision in NYC as a means of reinventing public education as we know it. That Gates and MacArthur and Pearson Foundations vision of Reimagining Education. http://reimaginingeducation.org/ shows it is now the feds vision too.

Before I talk about the book Reality is Broken: Why Games Make Us Better and How They Can Change the World and its prescriptions for using immersion role-playing games and alternate reality games to encourage students to want to reinvent reality, let’s talk about how we get to this point in K-12. Last week President Obama issued a directive to the FCC “to take the steps necessary to build high-speed digital connections to all of America’s schools and libraries.” http://www.whitehouse.gov/sites/default/files/docs/connected_fact_sheet.pdf . The directive on Jumpstarting Learning Technology says our schools “do not prepare our student’s for a collaborative and networked economy” . Which really does sound like the kind of reenvisioned needs economy I have been telling you is integrally linked to these ed reforms. Anyway, here’s a full extended quote:

“We must make our schools an integral part of the broadband and technology transformation–particularly when that same technology can be harnessed to drive empowered, more personalized learning. From digital textbooks that help students visualize and interact with complex concepts to apps and platforms that adapt to the level of individual student knowledge and help teachers know precisely which lessons or activities are working. This technology is real, it is available, and its capacity to improve education is profound.”

That’s the real fundamental shift. All that wonderful personal data plus there’s no longer any need to use print to mentally envision what an author is describing or how things work. The video in the digital textbook or videogame will show the student.  Not influenced in the least by the fact that the creator of the game or textbook publisher openly acknowledged that as “we’re making these games, we dream of the other revolutionary things swarm intelligence might make possible. Low-carbon futures, mass creativity, living happily with less.”

Swarm intelligence by the way is part of what massive online player games can create.  The idea is that “experiencing communitas in an everyday game can spark a taste for the kinds of community action that makes the world a better place. Learning to improvise with strangers toward a shared goal” teaches that “swarm intelligence”–which game designers hope “makes people better able and more likely to band together toward positive ends.” I am really tempted here to bring in a comment about cultivating the little c era of association and community using the the benefits of a profoundly different new technology but I will refrain. Maybe. But even the White House says it is a new age–the Digital Age–and certain notorious political philosophies do believe that new ages grounded in new technology call for a new kind of consciousness. Do you agree?

At the 2008 meeting of the professional group for education professors, the AERA (yes that is the group that elected Bill Ayers to an executive position), Eva Baker of the National Center for Research on Evaluation, Standards, and Student Testing–CRESST–presented a paper called “What Do We Know About Assessment in Games?” She pointed out that Games work well when the point is measuring, as in the now federally-required measures of Student Growth. Rather than evaluating, as in traditional testing of the now-defunct knowledge unsuitable for the Digital Age. Her work seems to be the foundation for what GlassLab  is now doing. You “embed the assessment in the transactions of the game and build it into a game’s underlying engine.” The game then becomes the “types of learning to be experienced.”

But that would require coordination with game developers. Good thing then Eva (who you may remember also evaluated SBAC and PARCC for the Hewlett Foundation to ensure these would be measurements of Deep Learning) was a speaker at the 2012 Serious Games Summit. And CRESST is listed as a sponsor of the 2013 Summit. Also conveniently Jane McGonigal started writing her book soon after Eva’s AERA speech. Laying  out a vision on the Rise of the Happiness Engineers. The game designers who use the elements of Positive Psychology so that gaming can set off “the orgasm of positive emotions” such as awe. McGonigal quoted Dacher Kalter as saying that:

“The experience of awe is about finding your place in the larger scheme of things. It is about quieting the press of self-interest. It is about folding into social collectives. It is about feeling reverential toward participating in some expansive process that unites us all and ennobles our life’s endeavors.”

I am not trying to spook you. But if these are the intentions of the designers of the games that are now to constitute what is learning in the 21st century, it matters. The Institute of the Future does a great deal of consulting to famous companies and foundations. Apart from Jane’s high venue speeches.  Jane believes that games “have an important role to play in how we achieve our democratic, scientific, and humanitarian goals over the next decade and beyond.” Now her goals (or Eva’s or these foundations) may not be yours but they are the goals being designed into the objectives of these games.

And whether the student exhibits the desired beliefs, values, and attitudes (suitable for Transformation) is what is being assessed and measured as Student Growth. Jane by the way described her vision of a Sustainable Engagement Economy in the book. It reminded me of Shoshana Zuboff’s Needs Support Economy with its distributed capitalism. She also envisioned reinventing the workplace except she sees the new attitudes coming out of the gaming experiences as driving the desire for change. Making reality more like games is how she put it.

Reading Reality is Broken really is alarming since there really is no intermediary between the vision of the future designed into these games, the psychological and emotional methods incorporated into the games, and the student. And it’s not like I am inferring the vision here. There are many more troubling, to me, examples in the book. But the book reminded me of another troubling book I had read from 1988 called Global Mind Change: The New Age Revolution In the Way We Think. So I went back and reread the marked passages. It was a reminder that if you want social transformation, which that author Willis Harman certainly did as well, you need to target the unconscious belief system. Harman even mentioned our old friend Milton Rokeach (see tags if not familiar). Here’s the vision:

“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 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.”

That’s precisely the real Common Core implementation targets. That’s what Digital Learning is designed to assess and reshape if needed. The assessments have to be performances and activities because as Harman said in 1988: “persons may not realize they have these unconscious beliefs, but the beliefs can be inferred from behavior–from slips of the tongue, compulsive acts, ‘body language’, and so on.”

Now think about this next quote and whether the phrase common core may be a metaphor and not just a factual statement about skills and knowledge and consistency among students.

“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.”

The Game Designers say that is what is being targeted. Ed professors and ed labs and implementation theories openly call these reforms “second-order thinking” and “Irreversible Change” because it is the unconscious being targeted.

We are priming the emotions and using virtual reality to practice how to change reality. While simultaneously leaving the mind empty of knowledge of likely consequences.

Which might foresee a Revolution more likely to deteriorate as the French one did than build something wondrous. As the American one did.

 

 

 

Hyping Personalized Digital Instead of Closed-Loop Learning Sounds Better. Omits all that Troubling Data Gathering Too

I really am not opposed to the 21st Century. I simply notice when I am dealing with a slogan for self-interested change instead of the real rationale. For a long time that has been my suspicion about the Digital Learning push. It would enrich the sellers of all that computer equipment and software. But it’s a lot more than that. I have come a long way since a speech by former West Virginia Governor, Bob Wise, hyping Digital Learning by pulling at the heart strings. He had the audience visualizing the children in isolated Appalachian hamlets hungry for knowledge. Suddenly gaining access to the top science lecturers via ICT and having the chance to move beyond their current circumstances.

I remember thinking that I had just read repeated insistences that under the Common Core teaching template lecturing and explaining concepts systematically were out. As in better not do it if you want to keep your job. So the poignant story just came across as a desire to sell Digital Learning where the facts did not fit the sales job. But we have education doctorates now credentialing based on an agreement to make technology the focus of school. It’s central to the accreditation vision of schools and districts going forward. It is central to the UN’s vision of the 21st century “bureaucrats manage us and we don’t complain about it” Knowledge Society.

The one I explained here http://www.invisibleserfscollar.com/all-that-is-solid-melts-into-air-but-does-it-really/ where knowledge as we know it is mostly missing and intuitions and hunches substitute just fine. I have ed tech conferences going back more than two decades giddily acknowledging that digital learning is a Trojan Horse, weakening academics but doing wonders for social inclusion. We have Basareb Nicolescu, President of UNESCO’s CIRET, writing about “The Transdisciplinary Evolution of Learning” where “mentalities evolve” because “courses at all levels” must now “sensitize students and awaken them to the harmony between beings and things.” Remember that when we get to Learning Maps below. And that this consistency of coursework is best accomplished by extending “networks, such as the Internet, and ‘invent’ the education of the future by insuring planet-wide activity in continuous feedback, thereby establishing interactions on the universal level for the first time.”

Which certainly sounds like what is going on with the MOOCs like EdX and their now global partnership of higher ed institutions. The problem no one is focusing on was laid out in a November 2012 UNESCO Institute for Information Technologies in Education (IITE for short) report on Learner Analytics. If you are not familiar with IITE, perhaps it is because it is located in Moscow. Yes, the one that likes onion-domed architecture and seriously regrets the loss of its former Superpower status. In case “Learner Analytics” is a new term for you too, I will include IITE’s definition. Since the US Department of Ed has also quietly put out a report advocating LA and education data mining, let’s all listen up now:

Learning Analytics appropriates [captured digital data to help inform decision-making] for education. With the growth of huge data sets and computational power, this extends to designing infrastructures that exploit rapid feedback, to inform more timely interventions, whose impact can then be monitored. Organizations have increasingly sensitive ‘digital nervous systems’ providing real time feedback on the external environment and the effect of actions.”

So in K-12 Digital Learning the computer system is capturing a great deal of info on each student’s interests, capabilities, responses to questions, attitudes, perseverence, actions, etc. As to MOOCs and free online gaming, well that LA report said point blank:

“The free hosting of learning platforms and courses by initiatives such as Harvard+MIT’s edX are quite openly motivated by the opportunities that come with the ownership of unprecedented data sets from millions of learners’ interactions.”

Which is apparently so useful that MIT now has a Human Dynamics Lab looking at a society enabled by Big Data. http://hd.media.mit.edu/ . Something to think about with Peter Senge and Otto Scharmer and reorganizing 21st century society around systems thinking. And the push at Harvard and MIT for Action Science and a new economy based on needs and distributed capitalism. Not to be paranoid but the National Academy of Sciences really did advocate that the US economy be reorganized around Sustainability and planned with Big Data with the aid of the tech companies like Microsoft and IBM. And at the precise same time K-12 and higher ed are being reorganized to limit knowledge and just rain personal behavioral data on companies like Coursera and EdX and NewsCorp’s Amplify and Carnegie and Gates-funded inBloom. What are the odds?

I read the new book Big Data this weekend and it states that if another company came up with “an e-commerce site, social network, or search engine that was much better than today’s leaders like Amazon, Google, or Facebook, it would have trouble competing…because so much of the leading firms’ performance is due to the data exhaust they collect from customer interactions and incorporate back into the service.” Now if that is true now, imagine combining that inferential data with all the personal behavioral data scheduled to become available from the new gaming focus of K-12 and the expansion of the MOOCs and the online delivery of basic math and literacy skills.

When I had the epiphany that perhaps the real purpose of the Common Core State Standards was to get Digital Learning in place and all the behavioral data that would then start to flow, I searched for a connection to Big Data. Up popped this recent article http://online.stanford.edu/news/2013/02/19/learning-goes-digital-big-data-can-guide-us on Stanford Prof Roy Pea, a big fan of Soviet Lev Vygotsky, who we already met in this troubling Cyberlearning post. http://www.invisibleserfscollar.com/the-need-to-know-as-we-understand-it-today-may-be-a-lethal-cultural-sport/

I actually listened to the hourlong EduCause keynote speech by Professor Pea and took good notes, Beyond all the data flowing out of MOOCs, both Professor Pea and the OSCon July 2012 speech of Danny Hillis from Applied Minds he referenced (and I also listened to) made it clear that online courses require Learning Maps. Closed Loop Learning Maps of a Domain that the student moves through with a visual interaction via computer. Hillis and Pea said the Common Core takes K-12 in this direction and then each put up a slide of skills with the title: “Example of Competencies That the Map Needs to Show.”

MOOCs then would do the same for higher ed. In fact, Pea lamented that “learning maps are conspicuously absent” in higher ed and that their “development is an ‘urgent priority.” Doesn’t that sound lovely? These are the skills step-by-step we want you to have and we are designing backward from the end view. The skills needed for the UN’s Knowledge Society.  The one of just experiential knowledge and hunches and basic skills as described above and in this deeply troubling recent report   http://www.un.org/sg/management/pdf/HLP_P2015_Report.pdf

Hillis and Pea both talked about the InBloom K-12 database that will make “open access, flexible, useful learning maps and recommended learning resources for every student’s specific interests and needs–a reality throughout US schools.” Which is of course only possible because of all the personal behavioral data to be captured by the computers and software and Amplify tablets etc. Hillis also mentioned that the Gates Foundation funded the buildout of inBloom’s “personalized learning” infrastructure as part of its much broader interests in education that go far beyond the Common Core.

Now the Big Data book says it is now impossible for an individual to limit the flows of Big Data everyday and that we just need to make the companies accountable for what they do with it. But accountable to who? The US federal government wants the tech companies to help governments at all levels rework the nature of the economy. The UN wants the Knowledge Society with a global Mutual Benefit economy that looks like a modern version of that little c communism vision that Uncle Karl came up with so long ago. They claim that will result in a peaceful world by 2030. Transdisciplinarity and Sustainability and MOOCs and Competencies and 21st Century Learning are ALL premised on this revised UN-developed vision of the future.

I know because IITE issued an April 2012 Policy Brief that says precisely that called “ICTs for Curriculum Change.” Where is our recourse if that’s the vision the Gates Foundation is actually funding our transformation to? or Carnegie? or the National Science Foundation?

And through inBloom and Digital Learning and expanding MOOCs we are about to put Big Data on steroids with info on thoughts and desires and feelings for virtually every student in K-12. Professor Pea pointed out that MOOCs will not be about working with a professor. They will be about students working with each other. An online social learning community throwing off personal data.

Community. Community. The omnipresent vision of the 21st century.

Will there be any place for the independent individual in this vision?

Protected Producers vs Paying Consumers/Taxpayers:Who will Prevail on Education and the Economy?

If we did not already understand just how much the entire legitimacy of individualism and free choices are at stake in what is being sought through education and the Sustainability Economic Transformation, that graphic phrase from the last post’s title “psychological umbilical cord” should be a wakeup call. At a deep emotional level cultivating the fundamental belief that each of us is nothing without the group. That our physical environment and social interactions determine who we are. Not just as a contributing factor.

Now you know part of the impetus for the frequent assertion for the statements that K-12 education cannot be fixed as long as poverty exists. That first we must change the environments so that everyone has comparable opportunities.  Of course we now know that is bogus. That K-12 is being consciously broken to prevent Axemaker Minds and take away the magic mental effects that people gain from the power of symbolic manipulation.

This week was quite the series of confirmations on precisely what is going on. Socially. Economically. Globally. Before I tell the story of the new revelations, I went back to the 1982 book on using Systems Thinking to alter the direction of the future to revisit the whys of what I knew and could prove. It is relevant to why accurate factual knowledge of the past and the enduring drivers of human nature are such a danger for anyone with a futurist orientation. Here’s a telling quote on the motivation behind what became known in the 90s as Transformational Outcomes Based Education or today’s Systems Thinking in the classroom. The core of the Common Core is an apt way to describe the planned classroom dominance of reimagine the future activities for Real World Problems. Solvable of course with just enough taxpayer money, dialoguing, and maybe a Model UN Session or Two.

“Where memory is rooted solely in the past, imagination may be oriented in the past, present, or future. ”

Knowledge of history then or human nature from great literature influences your beliefs about what can be in confining ways. Practical ways that get in the way of anyone with aspirations of Utopia or just a desire for an old-fashioned Power Grab. Here’s more (the next line):

“The subsequent behavior of the living system is governed by the nature of the image, whether of memory or imagination.”

Can you see the value of convincing young students that the polar bears are drowning and clinging to life on ice floes from disintegrating icebergs? Caused by industrialization and fossil fuels and human activity in general? How useful an emotional visual appeal is to creating a deep felt belief that Authorities must intervene and Do Something? Anything to help. ASAP.

What’s the effect of actual knowledge of the past on such a cry? Might the student recognize that power corrupts or that it is foolish to jettison what works for the most part in favor of Something that has never been tried before? Or worse that it is similar to what brought tragedy in the past. And that the Designers of the Plan have no real downside if they screw up. But we taxpayers and ordinary unconnected to the Political Powers-that-be Folks will be left with the consequences of any fiasco. Think about that as we pull up another Systems Thinking futurist quote of precisely the importance of what education, K-12 and higher ed, is shutting down.

“What gives man a significant ‘edge’ over other living systems is not so much his ability to transmit symbols horizontally, to his contemporaries, but vertically, to his successors. It is this vertical capacity that is made possible by the time-binding nature of his symbols . . . This permits us to encapsulate and transmit to our successors a culture embracing our past experiences in a degree far more effective than other creatures, making possible a progress unique to man.”

And that is precisely what the Learner Centered classroom mandated in the CCSSI classroom implementation takes away. And Whole Language. And making regular use of tools like the I-Pad or a laptop or a Smartphone the focus in the classroom. All fundamentally interfere with this Vertical Transmission of Knowledge.  In fact as we have discussed more than once. That Desired Interference is a Feature, not a Bug prompting the mandated use.  http://www.invisibleserfscollar.com/embrace-and-seize-technologys-potential-to-capture-the-hearts-and-minds-of-todays-students/ is from our helpfully explicit  Texas Insurrectionists. And taking out the Vertical Transmission aspect means that actual knowledge need not impede the imagination conjuring up alternative futures.

Except The Powers that Be or Hope-to-Be already have a desired future in mind. They just do not want enough well-informed Axemaker Mind voters to get in the way and alter what seems to them to be a perfectly good and lucrative dirigiste scheme around the notion that Gaia has a temperature and the world’s indutrialized economies need to radically restructure. Now. We have talked in a few posts about the Regional Equity Movement. The seminal conference was actually not the 2011 Building One America. Instead in 1998 the Brookings Institution held a national Regionalism conference. Bruce Katz assembled the results into a series of essays, Reflections on Regionalism, published in 2000 with then VP and Presidential candidate Al Gore writing the book’s Foreword.

That book clarified an unappreciated aspect to both education reform and Regionalism and the racial justice movements in the US: “ensuring that people of color have equal access to jobs, schools, and housing throughout metropolitan regions.”

Now that goal is impossible in an economy based on capitalism and individual achievement and free choice. It is impossible where education is based on academic achievement of the individual. See our real problem? See why the Green Economy is such a lure? As admitted and avowed Communist Van Jones himself acknowledged in 2009 it let’s government bureaucrats and politicians and their connected cronies set the terms of who benefits, where business is located, whose, what kind, etc.

I had seen Bruce Katz’s name attached recently to a national taxpayer funded push known as Regional Innovation Clusters that takes a more Dirigiste/Corporatist approach to Regionalism. It is still not Capitalism as Adam Smith described it that creates mass prosperity. So when I saw that Bruce Katz would be speaking In Atlanta last week at a political breakfast to promote Regionalism, I bought a ticket and went. Relying on my Memory and Big Ears and Eyes to catch a glimpse for us of what Regionalism looks like in 2012.  Still working at Brookings and promoting what is now known as Metropolitanism internationally.

As always Regionalism is about getting us to a new future economy redesigned around Export Manufacturing and Low Carbon Technology. Katz said the New Economy would be “Production driven, not consumption driven.” I wonder if I was the only person there who immediately recognized that is Mercantilism. http://www.invisibleserfscollar.com/didnt-adam-smith-write-a-book-explaining-why-this-is-a-bad-idea-back-in-1776/ And a huge part of where ed is going and the premise behind 21st Century Learning. Katz went on to describe an economy where businesses would “collaborate to compete” which sounds a whole lot like officially endorsing Collusion between Government and Established Businesses. Which they have always loved but it works quite dismally for those of us who pay the bills and do not have a Seat at the Table or a Tee Time with just the right Lobbyist.

I am going to close with the vision in an Education Transformation Plan that I found horrific but that so inspired AT&T that it offered the School District one of the choicest venues in Atlanta, the historic Fox Theatre, to roll it out. Thus emboldening every administrator and principal and politician attending that This Was a Good Plan. The plan insists on using computer technology to get graduation rates up to 90% and then wants 85% of that to go on to colleges already being reorganized in light of this Paper Credentialling Vision http://www.invisibleserfscollar.com/constructing-an-alternative-vision-of-either-the-natural-or-human-world-as-the-basis-for-a-college-degree/

So here’s my question to all of you. Is that our future? A take it or live it world where we finance an educational vision and an economic vision where we have no choices. Where students and consumers are merely sources of long-term revenue for politically connected adults? Where there can be no mass prosperity?

Because Systems Thinking and Pedagogy and implemented collectivist political theories may be able to alter our future but none of them can feed any of the billions currently alive who actually rely on Capitalism and the benefits it creates for their Daily Bread. And so much more.

When will we contemplate what is being destroyed in the name of Equity?