Manipulating the Human Mind and Personality Via P-12 Education to Engineer Transformational Social Change

Notice how I did NOT write K-12. In most states and countries now, if we do a little digging, we will find early learning standards that put a heavy focus on social and emotional learning. That ‘P’ stands for Preschool, which is apparently where the transformation to new values and a new kind of mind and habits of thinking, must begin. A GERG (General Evolution Research Group) associate of Csik’s, Bela Banathy, and Ervin Laszlo and husband of Riane Eisler discussed in this post , David Loye, was kind enough to explain in a 1991 book that the systems thinkers had a new ‘schema’ for the mind. The mind could be programmed via education to become the “evolving guidance system for each person and for humanity as a whole.” From a book Ervin Laszlo edited called The New Evolutionary Paradigm that was a part of the World Futures General Evolution Studies, Loye wrote:

“Mind in this schema is further defined by viewing our time, the late 20th century, as a pivotal evolutionary dividing point between the dominance of the Truncated Mind and the crucial emergence and spread of Actualizing Mind, in which guidance sensitivities are more fully operative.”

Truncated Mind is a new term for what I have previously nicknamed the Axemaker Mind, but to build on what is laid out in my book Credentialed to Destroy , phonetic fluent reading and traditional Algebra build that Truncated Mind. Critical Thinking as defined now by P21 or Richard Paul, Excellence in education, and Competency help build that Actualizing Mind, even if none of the educators implementing its tenets in the classroom have never heard of GERG,  any of the Laszlos, or David Loye and Riane. Since the last post I also managed to get my hands on a 1966 lecture the creator of General Systems Theory (GST), Ludwig Von Bertalanffy, gave at Clark University. Titled “Toward a New Image of Man,” Bertalanffy stated that the purpose of GST was to create a model for a new psychological theory suitable for psychosocial change–people, economies, cities, societies.

In other words, it fits perfectly with the Social Systems Redesign work we have encountered in the last several posts and also with John Dewey’s vision laid out in my book. Loye was darn forthcoming as well about the need to “focus on human cognition, which shapes human action” in order to create a normative social theory that could close the gap between reality as it now exists and the “ideal developmental forms that must be the prime concern of all policy makers.” From what I can tell the politicians and policy makers at every level and both parties are glad to oblige now in 2015, but no one is being honest about what is up.

I think the vision of Heart-Core Learning we met in the last post is Loye’s Actualizing Mind. When Lucien Vattel writes about “a society that grossly overvalues the mind above the heart” and seeks an “education system that values both how we feel and behave, as much as what we ‘know’”, he is laying out the current form of the same argument as Loye and all the rest of the social transformationalists. Move away from the Truncated Mind and the P-12 education that produces it. Go for Deeper, experiential, Whole Child learning achieved through collaborative Projects and authentic role playing experiences–what Vattel called “interacting, playing, and making”–to build that needed Actualizing Mind.

Everything I have read from GEFF and any of the systems scientists and out of the Fuschl and Asilomar Conversations is all supporting this same vision. It is the inner workings of the mind that is Ground Zero for the needed transformation and a P-12 education centered in Competency is the way in. Loye started his discussion with citing several Club of Rome reports from the early 70s and ends with the 1977 one that Ervin Laszlo was in charge of that called for “the need for accelerating a fundamental shift in values.”

When I read that, it was hard not to think of the now ubiquitous Positive School Climate mandates and the suggested remedies to supposedly combat bullying. Getting at the inner workings of the student’s mind and personality even more directly though is the ASCD-sponsored 16 Habits of Mind push that aligns with the developing Thinking Skills push from the 80s and early 90s.

Empathy, cooperation, “having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known” sounds like just the very traits needed to implement a transformative theory of normative social change. Just the habits needed to persevere with actions to push for change whatever the difficulties encountered in the real world. If any of us were designing Habits of Mind suitable to create an exuberant change agent, one could hardly do better than what Costa and Kallick developed or what Critical Thinking and Thinking Skills (Marzano’s 1985 Framework for McREL) actually turn out to be fostering. from 1986 also laid out creating such “higher-order thinking and metacognitive strategies at all levels of schooling” and for all students and sold it under the appealing title of “Quality and Equality Through Cognitive Instruction.”

Everybody, it turns out, wants to create those very traits of minds the systems thinkers intent on transformational social change globally say they need. How should we feel when we discover that the Convergence Center’s Advisory Board on Re-Imagining Education included a medical doctor known for creating the area of Neurobiology whose vision for ed fits perfectly with Loye’s Actualizing Mind? Now when you look at “Awakening the Mind–Neurobiology and You” and its constant references to Mental Well-Being necessary practices, remember all the mandates in the ESEA Rewrite to providing for students’ mental health needs and whatever promotes mental well-being. Does that translate into a legal mandate from Congress to extinguish the Truncated Mind and build the Actualizing Mind in its place?

Siegel is at UCLA, which is also where the federally-funded School Mental Health Project is located. Anyone believe Siegels’ references to mental well-being are not designed to turn his desired practices into a legal mandate for all schools? Let me add one more tidbit: there are numerous stories on the Internet that Senator Lamar Alexander’s favorite book is called A God Within by Rene Dubos. Now I recognized Dubos as being frequently in the bibliography of references for most systems thinkers. In its Chapter called “On Being Human” Dubos explained that ‘The God within mankind is the spirit of purposeful and creative adventure.” That certainly sounds like a transformational mindset, especially with all the hype over purposeful behavior and envisioning the future.

Maybe Lamar as an ex-Governor really liked the vision from the previous page that “Over most of the world, the homeostatic feedbacks of supply-and-demand economy are giving way to new systems manipulated by government intervention.” Yes, that is unfortunately true and the date of the book’s publication in 1972 also coincides with an overall decline in mass prosperity with plenty of people wondering what has happened since. Note: crony interventions by governments and ‘systems redesign’ starting at the level of the human mind do not work very well, apart from enriching politicians, former ones, and their friends.

Loye did detail some tidbits I want to pass on because I can see their continued relevance now. In discussing programs for the needed fundamental shift in values, Loye mentioned that: “”for well over a decade, psychologist Milton Rokeach and associates throughout various parts of the world have been carrying out experiments using Rokeach’s Value Scale to explore value structural stable states. This work includes the induction, via cognitive dissonance, of the psychological equivalent of chaos states, and testing the effectiveness of interventions designed to produce fundamental and enduring values change.”

And we wonder why we have had an uptick in school shootings. What Loye did not say, but I know, because I have several of Rokeach’s books and have written about him and his links to Tranzi OBE is that Rokeach created the educational use of the term Competency to obscure the values and non-mental skills focus of this shift. We can see why the euphemisms ‘Objectives’ and “Outcomes’ also get used to hide the nature of this shift.

Anyone else read about Linda Darling-Hammond retiring as a Stanford ed prof to start a Learning Policy Institute recently? Here is a useful fact to keep in mind that Loye just happened to mention right after the Rokeach paragraph.

“The most comprehensive and well-financed study of ‘chaotic’ or transformational values change has been carried out over the past six years [about 1985 then] by California-based SRI International [Stanford Research Institute goes by just an acronym now], one of the world’s largest research institutions. Basing its VALS (values and life styles) program on the work of psychologist Abraham Maslow, SRI social scientists regularly update a data bank on more than 100,000 Americans to predict changes in attitudes, values, and preferences that will affect the American and world economic, social and political systems.”

Wow, how’s that for a confession? One of those SRI social scientists, Marina Gorbis, now heads the same Institute for the Future that works with KnowledgeWorks to develop visions for education in the future.

That would also be the same Maslow that the NEA hired back in 1962 to create its desired new vision of education grounded in psychology.

The truth is that the same vision has now been pursued for decades by people who turn out to be connected to each other and the same institutions. Only the names for the vision seem to change.

Changing the functions and structure at the level of the human mind and then locking it in physiologically.

No wonder there has been such deceit.


Illegitimate Extension: the Stealth Substitution of ECAA and the Dystopian Future Triggered by its Mandates and Lures

ECAA is the acronym for the new federal K-12 legislation–the Every Child Achieves Act of 2015. Since Senator Lamar Alexander, assuming unknown to me powers never discussed in Civics in that “How a Bill Becomes a Law” brochure, has pulled what unanimously passed his Senate subcommittee and substituted this more than 200 page longer bill , we are going to interrupt our trilogy to take a look. Especially since the lack of any genuine public notice of the “Yoohoo, Heads Up” variety makes it appear none of us were supposed to have a chance to notice and object to the switch. I was not fond of the old bill’s language and wrote several posts explaining why back in April.

The new language though requires, as a matter of binding federal law, two revolutionary shifts in American schools. It imposes the UNESCO/OECD Seven Domains (and accompanying subdomains explicitly in numerous instances too often to be coincidental) of Universal Education. I intuited that after I finished the 792 page bill and then located the 3 reports created by the Brookings Institute Learning Metrics Task Force (LMTF) and published in February 2013, July 2013, and June 2014. All the reports start with “Toward Universal Learning”. Report 1 is then titled “What Every Child Should Learn” and lays out those 7 domains of Physical wellbeing, social and emotional, culture and the arts, literacy and communication, Learning approaches and cognition, Numeracy and mathematics, and science and technology. Report 2 is “A Global Framework for Measuring Learning” and Report 3 lays out “Implementing Assessment to Improve Learning.”

Report 2 gives the perfect rationale for why ECAA has had such a stealth approach and why the Opt Out movement seems to really be about shifting to formative assessments and a Whole Child approach. Let’s listen in on this useful confession:

“While measurement may have different purposes at different levels, the systems for measuring and improving learning at the classroom, national, and global levels should not be working in isolation. Globally tracked indicators should be aligned with what is measured nationally and in schools or classrooms, while measurement at the national level should be aligned with the competencies measured in classrooms or schools.”

That is why ECAA is so intent on ensuring that all states and local school districts are using “high-quality assessments” and measuring “higher order thinking and understanding.” Now I have written about the meanings of these terms before, most particularly here , but it is time to reveal that second revolutionary shift mandated as a MATTER OF LAW by ECAA. It forces a vision of theoretical learning and “mastering of the technique of theoretical concept formation” developed in the Soviet Union to create ideological thinkers who could be manipulated by state authorities (or anyone else who knew about the methods). This relates to what is described in Chapter 3 of my book and is also why it is so alarming that ECAA has the National Science Foundation providing recommendations on Best Practices in STEM coursework.

After I had finished reading both the new ECAA and those three Universal Education reports, I pulled a 1984 book Psychology in Utopia: Toward a Social History of Soviet Psychology for insights into what was being mandated via ECAA as “personalized, rigorous learning experiences that are supported through technology” and a repeated obligation to “personalize learning”. This is all under the Innovative Technology Expands Children’s Horizon’s (I-Tech) part that begins on page 551. In other words, after normal people have become too frustrated with ECAA to continue. I have known for a while that the phrase “personalized learning” is a quagmire of misunderstandings and psychologically intrusive practices to lock-in, at a neurological level, how the world will be interpreted going forward.

The book’s author did not think much of this theoretical learning and called the project an “outright utopia,” which should not be extended “illegitimately, to the whole of society.” Can’t imagine then why we should enshrine it in 2015 as an obligation under federal law. The book described all the programs that Vasily Davydov and his group created in the 70s that, from my knowledge of the actual Common Core implementation as detailed in my book, is the basis for all those planned learning tasks and literacy instruction now. Oh. Good. Kozulin noted though that by 1981 Davydov’s research showed that “object-oriented activity” alone had no effect on mental development. To have that effect, a “personalized form” of “educational activity” must be found. I am guessing that is what ECAA means with its constant references to “well-rounded educational experiences.”

To be ‘personalized’ according to the research of the Soviet psychologists, the focus “of the psychological program” must get at “problems of motivation and personal reflection and the construction of individualized programs of educational activity.” That would be what ECAA calls data to ‘personalize learning’ and ‘inform instruction’ and specifically calls for the “use of data, data analytics, and information to personalize learning and provide targeted supplementary instruction.” See what I meant by Windows on the Mind from the last post?

I have a lot to cover so here’s why Universal Design for Learning had to be in ECAA and why it is vital to personalizing learning . Here is the Gates Foundation-funded and tied to OECD work and the Achievement Standards Network we have also covered on the Next Generation Learning Environment and its ties to personalizing learning.

So why really must Learning be personalized and why is what now constitutes ‘content’ under ECAA really behavior or the kind of theoretical concept knowledge or principles we have now tracked to the USSR and its visions for utopia in the future? This is from the 2nd Universal Education LMTF report. I put up a link yesterday from 2013 of Arne Duncan hyping this very global agenda of the UN Secretary-General. It is worth quoting in full, but I am bolding the real stunners. Remember the UN Dignity for All by 2030 Agenda I have covered previously.

“The world faces global challenges, which require global solutions. These interconnected global challenges call for far-reaching changes in how we think and act for the dignity of fellow human beings. It is not enough for education to produce individuals who can read, write, and count. Education must be transformative and bring shared values to life. It must cultivate an active care for the world and for those with whom we share it. Education must be relevant in answering the big questions of the day. Technological solutions, political regulation or financial instruments alone cannot achieve sustainable development. It requires transforming the way people think and act. Education must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies. It must give people the understanding, skills and values they need to cooperate in resolving the interconnected challenges of the 21st century.”

That is precisely what ECAA does when you go through its actual language as I have done. By the way, that quote was from a section of the report titled “An Adaptable, Flexible Skill Set to Meet the Demands of the 21st Century.” In the US and other countries all over the world this gets sold as students having a Growth Mindset. It’s no accident that before hyping that euphemistic term Carol Dweck was a well-known Vygotsky scholar. The 1970s Soviet work is an updating of Vygotsky’s work and what this blog has tagged CHAT-cultural historical activity theory. We have met it all before and now we know why. These global plans and using education as the vehicle are far more extensive even than what is already alarmingly detailed in my book.

ECAA though is the mother lode because it makes regulating our behavior and personality at a neurological level not just something schools may do, but something they MUST do. As a matter of federal law to further an admitted global agenda. LMTF Report 3 talks about how the countries are to get the global Learning agenda and the Seven Domain emphasis into schools and classrooms as a binding obligation. By the time we trace through the schoolwide PBIS, Positive School Climate, “supporting activities that promote physical and mental health and wellbeing for students and staff,” creating and maintaining “a school environment that is free of weapons and fosters individual responsibility and respect for the rights of others” and other ECAA mandates that the local schools and districts must now provide we can see how Ban Ki-Moon’s transformation through education vision quoted above makes it all the way into each classroom and each child.

I have mentioned the repeated use of “well-rounded educational experiences”. It appears to be an obligation to implement not just a Whole Child emphasis, but also to make up for whatever deficits poverty in the community, a dysfunctional family life, or any other problems like being a migrant that does not speak English may have created. All means all. Physical education language in ECAA turns quietly into a mandate to promote the “social or emotional development of every student” and “opportunities to develop positive social and cooperative skills through physical activity participation.” Again mirroring subdomains laid out in those 3 LMTF reports.

I am going to close with yet more proof that ECAA is all about fostering desired behaviors, emotions, and values as it contains repeated references to meeting students “academic needs”. Now I wouldn’t be much of a lawyer if I did not recognize defined terms left mischieviously undefined. Sure enough here’s a link to a February 2009 statement from the National Association of School Psychologists. No wonder there are so many references to school counseling programs and mental health providers in ECAA.

I have notes on everything I have described here. If I could draw a jigsaw puzzle to show how tight the actual fit is with everything I have described, I would. It’s impossible to get this level of fit accidentally or this level of correspondences coincidentally.

I joke about speaking ed. I understand intuitively and from years of practice how the law can be used to bind people and places against what they would wish. I have put both those skills together to bring everyone a heads up.

I only wish I was speculating on any of this. Hopefully this post will reach enough people in time.

Meaningful Learning or Internalized Hammer and Sickle Style Habits of Mind and Behaviors?

Let’s go back to that Herbert Marcuse book from the last post. In making a point about a desired new Soviet rationality Marcuse stressed that if certain ‘attitudes and behaviors’ can be successfully internalized, they will provide unconscious “pragmatic directives for action.” That effect has nothing to do with physical geography. Instilling desired habits of mind and practiced behaviors would have the same effect in the West as was recognized in this old post where Soviet psychologist Leontiev called it the Great Experiment. Funny how no one told us about the Great Experiment being conducted on us starting in the 60s with our tax money and education facilities, but filter everything I described in Chapter 6 of my book through that open admission.

I think the “Nation’s Report Card,”–the National Assessment of Educational Progress or NAEP–was always intended to monitor the progress of the Great Experiment. I think that is why the Carnegie Corporation began to finance the development of NAEP back around 1964. Before we talk about the poorly understood, designed always to manipulate, NAEP, let’s get back to the why. Here’s what Marcuse and others believe: obviously false statements about the present do not matter because if people can be made to believe them anyway, they can still become those desired attitudes and habits of mind. People can then be counted on to reliably act in a way so that the “historical process in which the commanded political practice [in the West this gets hidden mostly invisibly in education objectives and little-disclosed mandates like the now omnipresent Positive School Climate] will bring about the desired facts.” (italics in original)

Now if someone actually wants to believe that current reality and the facts about what works is in the way of a desired transformation, it is no wonder we now have education where facts and right answers are to be minimized and concepts and ideas emphasized instead. Sure sounds to me like what Marcuse said was practicing with “the original content of Marxian theory as a truth that must be believed and enacted against all evidence to the contrary [exactly like President Obama and the UN now on Climate Change]: the people must do and feel and think as if their state were the reality of that reason, freedom, and justice which the ideology proclaims, and the ritual is to assure such behavior.” Until it becomes an internalized habit of mind practiced from preschool to high school in an active, engagement-oriented new kind of educational emphasis?

Let’s shift back to the Breakpoint and Beyond book from the last post because it made a similar point. A new kind of society was possible if people could learn the “art of changing one’s mind…After we have put together a new frame of mind, we then rebuild our society by reinventing our organizations.” Without a solid base of historical knowledge, how many people will be aware that we are trying to redesign social institutions around theories? That’s how we get lots of people willing and primed to act with an inability to comprehend the foreseeable consequences. It’s where we are now because none of these pursuits is new as we will see. We have been creating educational objectives around a desire to “devise the means to change our minds about what is real: from a belief in the limits of a rational, past-driven world to belief in the limitless potential of a creative world.”

No one asked us, did they, before embarking on this Bipartisan vision of Creativity, Connecting, and Future Pull? Do the politicians and their all too important staffers actually know why we are now pushing education where the “processes shift from logical and straightforward to innovative and discontinuous. The basic human strategy moves from ‘solving problems,’ by attacking them piecemeal and getting back to normal, to formulating broad and original opportunities. [Maybe by using that appointed regional planning commission so that its edicts are binding and there is no one essentially to complain to]. Attitudes shift from finding and applying the ‘right,’ tried-and-true, traditional answers to energizing the production of unique advances: major breaks with the past. The system moves to creating the impossible [or at least trying while the architects of all this are well-paid with taxpayer funds or foundation grants]; not just doing things differently, but doing different things.”

When NAEP was first being created from 1964 to 1968, Ralph Tyler chaired its development committee. reminds us of why that matters so much. The 1970 “What is National Assessment?” report made it clear that NAEP’s ultimate goal “is the measurement of change (progress) in knowledges, skills, understandings, and attitudes as they relate to meaningful education objectives.” The emphasis is on “objectives rather than content.” In a 1972 paper “National Assessment: Measuring American Education” Ralph Tyler was interviewed and he made it crystal clear that NAEP was about “helping schools get rid of the right-answer syndrome and replace it with learning how to learn.”

I am the one pointing out that this statement fits with what Marcuse laid out as well as the creative mindset amenable to change that the Breakpoint book had in mind. Tyler stated that the NAEP is not a test. “They are exercises that children, youth and young people are given” that show the “public both what children are learning and how many are learning each thing.” The exercises sought to remove any middle class bias and “attempt to measure the youngsters’ thought processes or their ability to perform [behave] in some way.” Making my point that standards are ‘goals’ and are not about content as traditionally understood, Tyler revealed forthrightly back in 1972 that “the objectives or goals represent a kind of standard which is considered desirable to achieve. The exercises, if they are good measures, tell to what extent the goals are being achieved. This approach tells very specifically what a person knows or can do.”

For anyone unfamiliar with Tyler, he was every bit as much an advocate of transformational collectivism as John Dewey or anyone else we have looked at. From looking at the NAEP reports from that 1970 one coming forward, I do believe that the Washington Sunday Star warning that “What the Kinsey Report was to American sex, the National Assessment may be to American education” is an understatement. I could say something more here, but best not in case my mother or children ever read this post. NAEP was intended to radicalize American education and then monitor which groups were changing, by how much, and where. It was chilling then when this NAEP research pulled up a National Education Goals (NEG) Panel report from the March 3, 1993 meeting where then Education Secretary Lamar Alexander was presiding. Apparently Richard Riley had not yet been confirmed.

To bring us up to the present context, that would be the same Lamar Alexander who has now created the Bipartisan Every Child Achieves Act that we looked at in the last post and especially in the comments. It would also be the same Richard Riley who is now Vice Chair of the Carnegie Corporation that is also working with CCSSO in pushing Next Generation Learning and Competency-based education in addition to the Common Core. Back to 1993 though, the notes show now-Senator Alexander as wanting to get the accreditation agencies “engaged in the dialogue about standards.” He wanted a meeting set up between them and the NEG panel. He also reportedly waxed nostalgic about heading the National Governors Association and getting all the nation’s governors to work with him for the entire one year period from 1985-1986 on just the one subject of education.

He was proud of creating a way for Democratic and Republican governors to work together and was pleased that the NEG Panel was continuing the same tradition. The Senate’s Education Committee apparently continued the Bipartisan selling out of America by approving ECAA last week without dissent. Probably best then for those Senators to now remove the American flag from their lapels. They may not be aware of the Hammer and Sickle ancestry of what they are mandating, but that does not change the lineage of these ideas, practices, and objectives in the least. is another good primer for a Congress that is forcing collectivist traditions whether they know it yet or not. We certainly do.

Back to that 1993 meeting because it still affects what is being sought now. It sought to “Establish a National Education Standards and Assessment Council (NESAC) to provide leadership and oversight to the development of national content and performance standards and an assessment system.” The Panel also wanted to “support the continued expansion of NAEP.” Think of NAEP as the enforcer for moving beyond “right-answer syndrome” to assessments that could get at how students think and what behaviors they are ready to perform. Now think of the language in ECAA about “aligned achievement standards” each state must develop to go with their mandated ‘content’ standards as being about what in 1993 was still being called ‘performance standards.’ Behavioral in orientation now and then. Two different terms for the same concept.

I forgot to tell you what sent me down this particular pathway, didn’t I? It was my conclusion that there was some type of connection among the New Standards Project that fits all that the 1993 panel wanted and commenced in 1996, performance standards, and what the NAEP is actually assessing for. Guess what? I was right. Guess what else? All of this ties to what was considered ‘meaningful learning’ in the 90s and in the New Paradigm for College and Career Readiness now.

Oh, and Every Child Achieves Act also ties to what used to be called Proficiency Standards for Reasoning. Because specifying that and then practicing until it’s a habit of mind would get us back to Marcuse’s vision wouldn’t it?

Next Time then we will continue.

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 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? 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. is from the 2009 conference and 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.


Redemptive Constitutionalism, Sector Strategies, ESEA Rewrite, and a Curriculum Designed Around Caring

Sometimes timing is everything. The last post was based on insights developed just days before I wrote it. Then I caught a plane to St Louis, Missouri to the Educational Policy Conference. Listening on Saturday morning I heard repeated references to phrases like “Power in the People,” ‘local control’ as the ubiquitous answer, and “community solutions to community problems.” I was in a position to recognize that these phrases played right into the themes I knew the Rockefeller Foundation also sees as a way to advance its views of the US Constitution via Metropolitanism, the National Center on Dialogue and Deliberation, and the work involving the Democracy Handbook we examined here.

I do not know if the overlap of memes between what is being pushed as progressive federalism, Rockefeller-funded Deliberative Democracy, and at the Heritage Foundation-sponsored EPC is deliberate or innocent although at some level I am darn sure I am NOT the only one aware there is an overlap. Not wanting good people hearing these themes and still feeling protected by the Constitution to be blind-sided and then sucker punched, I have taken a few days to mull over my concerns and do a bit more research. The post title should give the first clue on where I came out.

First, the book on the aims of progressive federalism The Constitution in 2020 arrived laying out a “framework for developing a political community committed to justice.” The UN and the Club of Rome are not the only institutions now formally advancing a vision for using ‘the rule of law’ as a means “to imagine our collective future.” Emphasis there on the collective. In fact, when I saw the reference to “our successes will come from new mobilizations that emphasize a new constitutional vision that better articulates enduring constitutional values,” the reimagining of K-12 education’s purposes, practices, and policies via the Common Core immediately came to mind.

Plus there are all the references we keep coming across for preparing all students for a reimagined view of Citizenship. Knowing how tied all the social and emotional learning and Positive School Climate mandates are to Nel Noddings work (see tags), I pulled her classic book The Challenge to Care in Schools: An Alternative Approach to Education and read that the subject content focus must go because:

“Neither prudential nor ethical arguments move most affluent citizens [to make the alleviation of poverty and economic justice the purpose of politics and social institutions like schools]. This state of affairs suggests strongly that there is something radically wrong with the education that produced these citizens. Both wealthy and poor experience a morally deficient schooling. Is there an alternative?”

Noddings’ curriculum themes to develop caring and pedagogy of the oppressed and of the oppressors bears a striking resemblance to what we are now seeing pushed in AP and IB English and history classes and throughout the disciplines down into elementary school. In fact, the very phrase of the “New 3 Rs” of Rigor, Relevance, and Relationships bowls down at its core to making sure students now perceive the world and its social problems in terms of responsibility to care and act and otherwise fulfill Noddings desire to make education “primarily concerned with what kind of relations we should establish.” That’s not making me feel better about what is intended by think tanks and scholars from what is commonly nicknamed, the Left and the Right, by 2020.

What about “redemptive constitutionalism”? Any hope there? alarmingly informs us that:

“Progressives and popular constitutionalists have two central commitments–one to political equality, one to forward-looking change…Progressives might focus on the achievement of political and social equality, popular constitutionalists on formal equality in political decision making. Both, however, are squarely focused away from the Framers’ intent, and towards the future, in their conceptions of constitutional interpretation. The progressive ambition is to interpret the Constitution in such a way that it helps us to ameliorate deprivation and suffering–i.e., to respond to the felt needs of our community today and in the future.”

Alarming overlap of themes between the Left and Right rhetoric about the Constitution and between K-12 education and the use of the law. Good things to be aware of though to avoid being sucker punched in the future. Especially as redemptive constitutionalism wants to take interpretive power away from the courts and give it to “the People” and ordinary citizens for majorities to decide. All the more reasons then to use education to change what is widely believed and valued. That law review paper called for its aims to be achieved in the future via a constitutional convention called by the states that “ought to focus on majoritarian, popular forms of amendment” which sounds remarkably like what many state ‘conservative’ think-tanks are asking for as the ConCon.

The article called for the adoption of the “progressives’ ambition as a durable alternative vision of constitutionalism, oriented at least in part towards special concern for the most vulnerable populations.” That hope is what was enacted by a bipartisan Congress in July 2014 as WIOA [see tag]. That’s precisely what the ESEA Rewrite hurdling at light speed through Congress plans to do. It’s also what the Sector Strategies, integration of CTE into academics for all students, and Career Pathways for all students that we covered here are explicitly designed to do.

As this paper I pulled from Colorado makes clear what is being put in place in K-12 education now under the misleading banner of the Common Core and Equity is to “align its efforts in support of a workforce development system that is employer driven and locally led with those in economic development and education. This model requires the workforce development system to partner with industry to provide a trained workforce that possesses the desired skill sets business requires.”

Honestly, is there any confusion on why progressive federalism is hiding under a variety of labels but involves an alliance between Big Business, the Chambers of Commerce, and the admitted hard Left that wants economic justice as a Constitutional obligation? The third leg of the Sector Strategies/Career Pathways/Employer Partnership vision for the economy that is typically omitted until we start reading the powerpoints from their conferences is a “New Social Compact with Young People.” That’s why several of the witnesses from yesterday’s ESEA Rewrite came from federally-funded Promise Neighborhoods. That’s why this “Community-Based Learning through Community Partnerships” blueprint was recently released. It’s why KnowledgeWorks Strive Together model of Cradle to Career is being cited as the exemplar of such a social compact with young people. released yesterday is yet another example of this envisioned taxpayer-funded vision of an economy built around government direction, blurring of public and private, and providing ‘jobs’ for the least privileged members of American society. It does not appear to be sustainable at all to me once the taxpayer funded spigot runs dry. The difference though between just pointing out the connections among all these things and how they benefit the public sector at all levels, connected Big Business, and community organizers intent on managing the redistribution of existing wealth to their patrons (obvious and mostly invisible) is I have quite a library I use for appreciating the likely consequences of all these plans and mandates.

So I turned to a 1939 book written by a German, Gunter Reiman. Called The Vampire Economy: Doing Business Under Fascism it reminds us that:

“An Italian economist and editor who is familiar with present conditions in Italy was asked by the author: “What are the relations between businessmen and the State bureaucrats in Italy?’

‘I can answer in one word–corruption,’ he declared. ‘The businessmen in Italy has as much influence as he has money to bribe the bureaucrats. Without cash, you are a helpless subject of the State.’

The word ‘corruption’ is not to be taken in the sense in which we normally use it in democratic countries. Under fascism, it is not primarily the power of money that corrupts, but rather does corruption spring from the power of the State.”

From progressive federalism, Sector Strategies, seeing Equity as a Civil Right, the mind arson I have documented as planned for K-12 education, we are looking at a vision of an all-powerful State where the individual is to be nothing but a member of the collective, the subject under political power, and a workforce participant. All these plans for the US Constitution and changing the purpose of the “rule of law” are designed to ensure that this hoped for power “is not illegal but grows naturally out of the system and is organized and made legitimate by the State.” That’s what Reiman saw in Italy and Germany and wrote about without knowing the rest of the story.

We do now so there’s less ability to be blind-sided with a sucker punch than there was a week ago. Does anyone though wonder anymore why WIOA insisted that one of the required skills that all students must have to be “workforce ready” was “systems thinking”?

Just because a great deal of political and economic power is now focused on using the law and education to design and create such systems, starting at the level of the student’s mind and personality, doesn’t mean any of us are obligated to sit still and wait for that sucker punch.

Not Serfs Yet.

Progressive Polyphonic Federalism Invisibly Binds People and Places to the Just Society Vision

That’s quite a title, isn’t it, but both alliterative adjectives matter. If you like doublechecking me, try one or the other with ‘federalism’ in your search. I joined them together because they actually work together and I hate synonyms designed to throw us off the real story, its depth, or its trail over decades. This will also remind us why the “state-led” description of the Common Core, as in not a federal initiative, is a Red Herring literally designed to throw off the scent so we look in the wrong places. Both WIOA and the ESEA Rewrite are grounded in both kinds of federalism and its No Child Left Behind predecessor is cited as the ultimate example of polyphonic federalism in this paper “Toward a Theory of Interactive Federalism” by the now Dean of Emory Law School. Notice that the 2006 date is the year after the famous (infamous?) Yale conference put on by the American Constitution Society proposing a new Constitution by 2020 that was followed up with a book in 2009.

Another one of those things that has not been on our radars, but needs to be, because it describes what is actually happening to all of us. Let’s go back in time to the mid-80s when (as my book lays out) so much is already shifting towards intentional social transformation via education. Recognizing that the goals of the ESEA Rewrite could only be met via James Comer’s (also at Yale) views of a social interaction, psychological focus of student achievement, I discovered he had written the Foreword for a 1985 book Choosing Equality: The Case for Democratic Schooling that sought to “qualitatively change the environmental context–the school culture–that conditions the learning process.” That certainly explains why every federal regulatory power since President Obama took office has been directed to achieving a Positive School Climate with a variety of rationales.

The vision of democratic schooling, then and now in the Common Core implementation and the ESEA Rewrite language, insists that “If education were structured around the social needs of children, families, communities, and a democratic society [in the Marxian, John Dewey, participatory sense laid out in the book], the priority would be to endow all children with the basic and higher-order skills [Remember the tethering from the last post] needed to fulfill personal and citizenship roles. The mission of schools would be individual and social empowerment, which itself would promote more equitable chances of survival in the labor market.” Schools, in other words, will increase student achievement for all students by focusing now on enhancing “all children’s capacities to think critically and to acquire social knowledge.”

That was from the “Building a New Agenda” ending, but before that was the “Governance and Funding: Toward Progressive Federalism” chapter. If the basic and social ‘needs’ of all people are to be met, either in the US or anywhere in the world, “new structural mechanisms that allow popular control over resources and priorities” are needed. The book proposed the remedy as the “concept of progressive federalism, expanding the social and fiscal responsibilities of government at all levels–federal, state, and local–and defining the role of each more appropriately to its function.” We can be sure that the UN’s Global CIFAL Network I wrote about on January 6 was created from an awareness of progressive federalism. says that President Obama’s Open Data Initiative (see tag), which we know was such a priority that it was his first action on his first day in office, was actually grounded in progressive federalism.

Progressive federalism sees “government action as the central instrument for achieving egalitarian goals and more effective practice in public education.” The book, which described the practices and policies my book and this blog have tracked to what the actual planned implementation looks like everywhere, sought to “develop the role of local and state governance, as well, to promote more comprehensive responses to educational needs and to engage all levels of government in the struggle for progressive reform.” The book complained that progressives were not appreciating the powers over people and places held at the state and local levels. It reiterated that the “concept of progressive federalism includes the necessity of multiple levels of authority, particularly state and federal regulatory functions that safeguard standards and rights.”

Choosing Equality pointed out the reasons for what is now so clearly being foisted on us: “The federal government is the only feasible agency for the redistribution of wealth on a nationwide basis, both in its tax policies and in its priorities for public spending. The federal government is also the primary agent for promoting geographic as well as individual equity.” Equity as in whatever must be done to achieve equality of results for various previously disadvantaged groups. That’s still the impetus behind the global push surrounding Excellence and Equity for All as this recent paper shows. made it quite clear that the required Equity is obtained in the manner described in the 1985 book although its lead author Ben Levin has now become too notorious to call as a Congressional or legislative witness. The co-author, Avis Glaze, wrote yesterday in an EdWeek post entitled “Achieving Excellence with Equity: A Mandate for All Schools” timed around the second day of ESEA Rewrite hearings. Student Learning tied to the tethering view of experiential education from the last post as well as the Rewrite’s Equity focus is a crucial point so many educators are lying to the public about all over the world.

This is from a 2008 UNESCO paper called “Inclusive Education–the Way of the Future.” It laid out the shifts in what is to constitute ‘learning’ to allow the push of equality in outcomes and success for all. It’s also embodied in what is “high-quality education” and Equity and what it takes to be a “high-achieving country” on the PISA assessments created by the OECD.

“So long as learning is understood as the acquisition of bodies of knowledge presented by the teacher, schools are likely to be locked into rigidly-organized curricula and teaching practices. Commonly, therefore, inclusive curricula are based on a view of learning as something that takes place when learners are actively involved in making sense of their experience. [hence the tethering metaphor in the last post] Learners, in other words, cannot simply be told. Rather, they have to discover and understand things for themselves.”

In whatever ways suit political power as governments at all levels coordinate around forcing people and places to accept. or even not notice, the progressive visions of a just society being pursued. As the book Remaking America recently concluded:

“States have the power, and often the will, to meet the needs of citizens in progressive ways…Progressive federalism seeks to harness this potential state contribution to our national democracy without retreating from civil rights and a national affirmative state…to update and give content to the metaphor as ‘laboratories for democracy’.”

Are those kinds of efforts then really ‘state-led’  It helps if we look at why Dean Schapiro chose the “Polyphonic Alternative” to describe the new conception of federalism being constructed. Both Eric Holder, the US Attorney General, and Cass Sunstein, the President’s first-term “Regulatory Czar” are involved with the American Constitution Society’s push here as is Janet Reno, Clinton’s Attorney General. Well-connected to federal regulatory power would be an understatement of epic proportions apart from the Soros funding, polyphony has the element of coinciding authority, working in harmony, a “stew” instead of the “adjoining” layered authority symbolized by a “marble cake.” Federalism that “can combine into new melodies, without losing its individual character.”

States and localities in such a mellifluous stew of Statist coordination may still retain their ‘character’. Thus preventing easy recognition of the nature of this crucial shift. They are entirely losing their function though as a barrier to governmental power over the individual as laid out in the still existing US Constitution. The progressive label was at least a tip-off that a shift in the fundamental governing philosophy had occurred, apparently to avoid the cacophony of free enterprise and individual abilities and choices. Looking through that Interactive Federalism paper, I cannot find any protection from overbearing governments at all levels committed to trying to achieve Equality of Outcomes.

As the last several posts combined have pointed out, the “brain is a sculpture carved by experience” as the OECD Neuroscience research has pointed out, and governments at all levels are now committing to sculpting the human brains of students at a neurobiological level. They are pushing the practices and policies thought to advance a society and economy grounded literally in transferring “from each according to his abilities, to each according to his needs.” Neither the UN or the OECD hides anymore their pursuit of what Marx called his Human Development Model of society. Neither do progressives, where ever they are. Historically, there has been a barrier–the language of the US Constitution, but not under these legal theories or conceptions of federalism.

Education, especially K-12, is the global vehicle, because as the OECD recognized with this quote from Wu Ting-Fang: “Education is like a double-edged sword. It may be turned to dangerous uses if it is not properly handled.”

Just like the law and the supposed checks and balances of federalism.


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

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

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

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

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

In my book Credentialed to Destroy in the chapter on the real Common Core implementation, I described how everything I had documented pointed to personal values, attitudes, and beliefs being the true new aim of the curriculum. This post is about more than that and it ties into both the Curriculum Redesign Project we looked at here as well as the Global Education Leaders Programme [see tag]. This also fits closely with the disturbing Education Commission of the States and State Farm Civics Education report we examined in December 1, 2014. was distributed last week to make sure all schools and officials now understand that a “comprehensive approach uses all aspects of school as opportunities for character development” and that all “academic content and instruction” is integrated with character development and moral reasoning through discussions of ethical issues.  The core values to be developed “affirm human dignity, promote the development and welfare of the individual, serve the common good, define our rights and responsibilities in a democratic society, and meet the classical tests of universality (i.e., Would you want all persons  to act this way in a similar situation?) and reversibility (i.e., Would you want to be treated this way?)”

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

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

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

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

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

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

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

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

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

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

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

Treasure of Social Comity Requires Sacrifices of Individual Sovereignty

Many of us have seen news reports in recent days on student walkouts in the Denver suburbs. The School Board wants to ensure that certain traditional areas are still emphasized in American history, while the students see the intervention as propaganda. The adults involved seem a bit shocked that what they see as facts is seen by high school students as an attempt to manipulate their belief systems. Why can’t the students properly understand who the People in the White Hats are in this controversy they seem to want to ask?

I think it would help if everyone understood high school is too late to introduce facts and knowledge into a curriculum that has long been about shaping values, attitudes, and beliefs in desired directions. The federal ed lab in Aurora, Colorado, McREL, after all, originated the transformational concept in K-12 education of Second Order Change many years ago to force irreversible change in students’ worldviews.

We can only repair the damage done if we appreciate what has happened in our schools and why. It relates to the e-Governance we started looking at in the last post as well as the creating the shared visions and collective purposes needed to effectively bind the individual to the decisions made by others. In his 1999 book The Double Helix: Technology and Democracy in the American Future, Edward Wenk laid out the new vision of politics our students are actually being prepared for. Government is to be “considered as a steering system and not simply a power broker.” This fits, attentive readers will remember, with the admitted use of conceptual understandings and the manipulated social construction of reality to create an invisible steerable keel in the students who are tomorrow’s citizens. Student-centered learning then instead of the subject-centered emphasis of old is necessary to build that keel. The ultimate consequences also fit with what Hayek warned us of in the previous post.

When the School Board tries to interject facts into the classroom, without appreciating that the keel is already there, it becomes easy for the adults closer to the classroom, who know what they have constructed over years, to steer the outrage. Facts=Propaganda if the Keel is already in place without parents, students, and most taxpayers knowing it’s there. Why is it there again? Ultimately, this generation of adolescents is being and has been primed to regard politics as a term used to “describe how elements of a diverse society use their power to bargain collectively, then strategies and tactics for their achievement, all within an agreed upon set of values and rules of engagement. This is American society in action.” That’s the vision of American society and politics the students are acting on, while the school board is still locked into a vision of traditional representative government.

“Consensus must be generated” so that governments can steer with a “high degree of harmony” towards a vision of Equity and social and economic justice for all. Many K-12 and college students have been thoroughly embedded in this vision for years. The Common Core is merely a means to make sure it is in place everywhere. Public or private. Suburbs, cities, or rural areas. To align the US with what is going on in other countries towards the same ends.

We adults are the ones who simply assumed that the education template had continued on much as it had previously been. Once social comity becomes the established goal of the future at all levels of governments, then “social functioning needs a consensus on goals and a mechanism for its generation and fulfillment.” We get that mechanism by K-12 and higher ed signing on, as well as the media, plus “whoever controls technology.” No wonder their related foundations are so involved.

ICT generates the visual images that serve as a “kaleidoscope” of what the future might be and are not bound by whatever has successfully existed before. Wenk wanted everyone to recognize that “Government is not mainly or the only machinery of governance. In American democracy, everyone should consider themselves part of government rather than holding it at arm’s length and figuratively holding the nose. Only by engagement through enlightened civic literacy, civic discourse and commitment can the diverse needs and desires of all be negotiated.” Hence the C3 Social Studies Framework and CCSSO prescribing desired Citizen Dispositions. As someone deeply steeped in history, this is a prescription for disaster, which is why accurate knowledge of the past is no longer being encouraged or much tolerated.

All the push surrounding Digital Learning and Laptops For All it should give us pause since Wenk recognized, and aimed for, what substituting those manufactured visuals and virtual reality would do to “critically alter the consciousness of the receptor.” That would be the student, your beloved child that you dropped off this morning and entrusted to a system intent on transformation. Well aware of the question that Wenk saw and intended to use: “What does information technology do TO us as well as FOR us.” In Wenk’s world government, industry, and people will all interact and then be bound by what the decision-makers decide. People are supposed to become satisfied with the ability to offer their opinions to “those who govern them.” If this seems like a scifi book or limited to one idealogue, it’s essentially the vision laid out by Marina Gorbis of the Institute for the Future in her 2013 book and speeches globally.

It’s essentially the vision of the future and our new obligation to function as a collective that Richard Falk (of the Carnegie and Rockefeller-funded World Order Models Project) laid out recently here . The new APUSH Framework and the La Pietra Conference we looked at in that trilogy of posts make much more sense when we are aware of a well-funded and determined effort across decades “about moving from the here of egoistic state-centrism to the there of humane geo-centrism.” Since Falk’s angry quotes at the time of the Boston Marathon bombing show he in no way wants a reality of hate to get in the way of his vision of the future, we can be sure that today’s tragic videos of sliced off heads will not change the vision either. It is up to us to recognize it.

Whether most of us are aware or not, Falk, the OECD, the UN entities, and public officials at all levels are pushing education and land use regulations designed to create the “citizen pilgrim” who “combines the identity of a participant in a community and the acknowledgment that the desired community does not presently exist, that its essential nature is to bond with a community that is in the midst of a birth process.” No wonder those Denver high school students believe accurate facts from America’s past constitute propaganda in the present. They are participating in a birthing process and many may hope to become midwives of it. No wonder we just keep encountering a required communitarian mindset lurking behind actual definitions of being Career Ready or having a Positive School Climate.

If everyone with political power globally is pushing a comparable vision of the collective future and that vision requires what Falk called “drastic shifts in political consciousness,” then preschool, K-12, and higher education will become dedicated to creating those very shifts. Those students are merely showing they are heeding the “call for an engaged citizenry responsive to the need and desire for a reconstituted future as well as a repaired present.” Why, it’s that Neanderthal School Board majority showing it has not yet yielded to the Transition clarion call that requires “infusing both political leadership and the electorate with the values and perceptions of the new realism.”

That again is the new realism that is actually not very realistic to those of us deeply grounded in knowledge of the past and conversant with what has ever created mass economic prosperity. No, we are apparently to be stuck with education designed to create over years “the engaged pilgrim devoted to the here and now of political action (as well as the pursuit of a visionary future), whether by way of exhibiting empathy and solidarity with the sufferings of those most vulnerable or by working toward innovative steps serving human and global interests.”

The good news in all this is that these students have been consciously subjected to behavioral engineering so that they will have Growth Mindsets that are malleable to change. They are only irreversible if parents, taxpayers, future employers, and the students themselves remain unaware of the deliberately constructed Worldview.

That they were subjected to fuzzy math and Whole Language precisely so that their perceptions could be manipulated.

The key to deconstructing the keel is to know it is there.

The key to defeating these open declarations of a planned transition to collectivism is knowing they exist.

Consider this post as joining my book Credentialed to Destroy: How and Why Education Became a Weapon  to be clarion calls towards defeating these collectivist aspirations. While there is still time.

Sounding the alarm truly is the beginning of the way back from the precipice.

Sculpting the Inner Eyes that Guide What Real Eyes Perceive from Daily Experiences

All the references to Global Competency or World Citizenship may have us looking for a new flag we will be expected to salute or a quiz on world capital cities, but that is not what these terms actually mean. I took on Global Competency and the CCSSO’s explicit push of it in US K-12 classrooms in Chapter 7 of my book so please look there for the initial foundation for what is coming. We are off to Finland today, not to get frequent flyer miles or to look for stunning vistas in majestic fjords, but simply because professors there have been far more graphic in what the required Human Dignity Paradigm/Justice for All inclusive classroom looks like. They have also laid out with stunning candor what it intends to do and why. It explains why US suburban high schools would be nonconsensually shifting students to ‘problem-based learning’ with an affirmative Student Code of Conduct that most parents are unlikely to even catch in time.

Before we take off though I want to lay out the known links of the same model to the US beyond the descriptions to the Folk School vision laid out in the previous post. I noticed last May that all the school principals and district administrators in the high achieving part of Metro Atlanta’s Fulton County had switched to referring to classwork under the Common Core as either being ‘STEM’ or ‘Humanities.’ Recognizing this meant a jettisoning of academic content as something to be transmitted from what STEM meant (also in book), I have been keeping an eye out for a means of explaining explicitly what the shift to a Humanities focus would specifically mean in the classroom. Professor Martha Nussbaum, so usefully loquacious as to what is really intended that we have given her a tag already, thankfully laid it out in a 1997 book called Cultivating Humanity.

Using classwork to “cultivate in ourselves a capacity for sympathetic imagination.” Such empathy in all students is necessary “in order to foster an informed and compassionate vision of the different.” This “narrative imagination is an essential preparation for moral interaction. Habits of empathy and conjecture conduce to a certain type of citizenship and a certain form of community.” A Blue Ribbon for Astuteness to each of us that picked up that this compassion towards others is the consistent core we are finding in K-12 ‘reforms’ all over the world. It is desired because it “cultivates a sympathetic responsiveness to another’s needs” that is in turn necessary for a world determined to make meeting needs the new focus of the global economy. What Karl Marx called the Human Development Model of Society and Harry Boyte now calls the cooperative commonwealth.

One more well-connected American prof willing to reveal what is being laid out in meetings we are not invited to is Wharton’s Jeremy Rifkin. Since his discussion of the “new pedagogical revolution emphasizing empathic development” is in the context of a broader 2009 social vision called The Empathic Civilization, Rifkin is also usefully forthcoming. In fact he discloses that “Collaborative education, at its core, is concerned with shifting the center of educational concern from the individual mind, to forms of relationship.” We have encountered this before  in the early days of this blog so I know even beyond the clear links to the Positive School Climate mandate that these mentions of a ‘relational self’ as the new focus are truly an insistent, very real, aim of K-12 education reform globally.

Let’s quote Jeremy one more time as he explains that the “new classroom emphasizes cooperation over competition and the sharing of minds. [Exhale, please! Some of you dear readers are now turning Blue in the Face with Outrage.] Education becomes a collaborative venture rather than an individual pursuit. The aim of all knowledge is existential: that is, to come ever closer to understanding the meaning of existence as well as our place in evolution through our shared experiences and the meanings we glean from them. Technical or vocational knowledge [like digital learning] becomes merely instrumental to the pursuit of this larger goal.”

Now we can go to Finland where we will recognize the curriculum as merely the more graphic announcements of the same classroom intent that we are supposed to be transitioning to in the US, Canada, Australia, the UK, Hong Kong, and everywhere else that ever cherished the individual. The Finns stated that the solutions to the world’s problems are to be found “in a shift in our view of how we see ourselves and our relationship to society, and its future…Whatever lies in the future, the ability to collaborate with others in the identification and resolution of problems is crucial. If humankind does not have this capacity, our fate is sealed. If it does, the skills for collective action must be nurtured and strengthened.”

Hence all the ties we are seeing between deliberative democracy and participatory citizenship and the actual K-12 required classroom implementation. I highlighted evolution above not to talk about Darwin or Apes but in the Brameld/Huxley sense of cultural evolution laid out in my book. Or as the Finns have decreed: ” the function of education is not only academic skills, but the skills needed to play a protagonist role in the evolution of society. Rather than working for socialization to the status quo, schools can create pro-active agents of social change.” Now before I shift to quoting from the actual intentions so that parents will have it as a guidebook for the future whatever happens to Professor Margaret Tuomi’s research, I want to make two more points.

First, the Finns state this is based on the Baha’i Curriculum for Global Education. Like the UN as we saw, the Finns like that the Baha’i do not merely speak of rights, as in the Universal Declaration of Human Rights. These guidelines also speak of obligations. Such duties to others are believed to be important to drill into each student at an unconscious level that will guide action. Secondly, please do not let all this high-minded talk of Equality and Success For All conceal the actual reality of what is being attempted here. The creator of Cultural Marxism theory in the 20s, Antonio Gramsci, did not just come up with an intention to March Through the Institutions of Power in the Individualistic West. He also developed the concept of the Integral State that all that marching was intended to create.

Civil Society would not be just an area of activity in his vision, existing independently of the State. Gramsci conceived of Civil Society, which would especially include schools and higher ed, as the terrain where the political elite’s world vision would be imposed. Troublingly the word he used translates as a required consensus. We encountered the same concept of few posts ago as the Rockefeller Theory of Communication For Social Change. The classroom would become the place where the psychological reality perceived by each student when they entered the classroom would give way to a Shared Understanding of Physical and Social Reality.

The five goals of Global Education then are [verbatim]:

1. To adopt the values necessary for the evolution of a global human society. (Ethics)

2. To acquire knowledge of mankind’s development, current state and achievements. (Knowledge).

3. To include in the world view a discernment as to how mankind has always formed ever greater social systems, and how this process has been encouraged by man’s natural urge to work in cooperation. (Understanding)

4. To see the future of mankind as bright, and to picture in one’s mind how mankind can through cooperation reach unprecedented achievements. (Vision)

5. To learn skills concerning cooperation and the management of information, and become directed towards acquiring skills necessary for the development of mankind. (Skills)

To give some idea of the sort of things the new Common Core assessments will actually be looking for, especially the formative assessments or assessments for learning, let’s look at the listed subgoals under 5. My bolding.

5.1 To learn and explore sources of knowledge logically in order to form holistic pictures and to apply the understanding thus gained to different challenges and activities; to learn to express clearly and logically one’s considered views for the development of human society.

5.2 To learn the skill of consultation in which the purpose is to promote the common good, not to advance one’s own interest; in which the aspiration is to achieve a common understanding; in which one’s view is expressed clearly and freely, but politely; and in which all participants seek to build their opinion based primarily upon knowledge and understanding.

5.3 To learn to consider those skills and capabilities that are needed for the realization of mankind’s future in practice when orienting for studies and choosing professions.

Well I must admit reading through all this that I did NOT become a lawyer to help realize mankind’s future. Interestingly enough though, having a solid base of unapproved factual knowledge and an Axemaker Mind is quite a useful tool in accurately perceiving the likely consequences of all this Manipulation and Mind Arson. That must be why the political elite and cronies are trying to discontinue these useful Mindsets all over the world right now.

Talking about it in the sunlight truly is the only antidote. Next time I will continue some quoting that will make the need for an affirmative Student Code of Conduct quite obvious.

Maybe we should nickname it the Fulton Comrade Code of Conduct Necessary for the Cooperative Vision of Our Future. Brought to us by people lying to our faces about what is really intended.

Some cooperation. No denial of self-interest by the public sector here. No wonder these coercive common good schemes always lead to kleptocracies.

Not Going to Let the US Constitution Stop Us From Using Schools to Enshrine Global Social Justice and Human Rights

Do you remember how the French thought the Maginot Line of bunkers and armaments would protect them from a future German invasion after World War I? So Hitler simply went around and came from another direction. The head of the same group whose ecstatic rejoicing over the passage of the WIOA in the US Senate tipped me off that something transformative was envisioned, announced in this video on “Rethinking Accountability” in education in June that ‘they’ were not going to let the US Constitution get in the way of achieving human rights for all as defined by the UN’s Universal Declaration of Human Rights. That would be a human right to Just Economic Citizenship folks and an obligation for the rest of us to provide it.

Henderson does a shout-out to the 2 major US teachers unions, AFT and the NEA, and notes they are partners working on his Board as well as to his Vice-Chair, the General Counsel of maldef-the Mexican-American Legal Defense Education Fund. Legal amnesty and future citizenship for anyone who can make it to US soil is not a side issue. It is front and center of the Leadership Council’s (composed of 200 separate component groups) efforts to force the US towards Economic Justice and an Equitable Society and ‘building a More Ideal Union.’ Henderson points out that the “thousands of students who may not yet be citizens” need to be educated as if they were. You cannot watch that speech and especially the AFT President’s intro and not grasp that an invasion by migrants is viewed as a crucial means of fundamental transformation. It will radicalize education, the ballot box, and enable democratic local decision-making via participatory mandates of the relevant stakeholders in every community entitled to be consulted.

I want to pivot now to the suburbs because such a vision of Equality and Justice is simply impossible if suburban schools can still teach a solid curriculum of knowledge and students are allowed to retain the Axemaker Minds many brought from home. Now I could generalize about what I think will happen, but there is no need to do that. That same conference pointed  to the new Consortium of Large Suburban School Districts as being essential to achieving its vision. Told you already that document was designed for trouble.

OK, you say, that’s a hugely troubling vision, but we still do not know precisely what the desired template is. But wait (no, this is not one of the Ronco commercials pushing Christmas presents no one really needs) one of the participating Consortium districts, Fulton County in Metro Atlanta (not coincidentally also involved in EdLeader 21, Digital Promise’s League of Innovative Schools, and with that new affirmative Student Code of Conduct) announced the vision in an article in a local paper. ‘Problem-based learning’ would be the new view of curriculum instead of icky textbooks. High School will become a place “for all learners…[where] students and teachers come together.” It is a place where ‘different types of learning styles are addressed’ that provides ‘collaborative learning opportunities.’ Lots of collaboration and chances to sing kumbaya in unison on a daily basis to build community spirit.

A bit of sarcasm there towards the end. I know perfectly well what is involved in Fostering a Community of Learners. That’s why FCL has its own tag on the blog connecting explanatory posts. Now, we could also pretend ‘problem-based learning’ is not in fact a euphemism for what radical Paulo Freire called the cultivation of a ‘critical consciousness’ in each student in how they will now perceive their cultural and historical reality. That would be true and creating Guilt in the Fortunate Students is as crucial for transformative change as creating Anger in Latinos and Blacks and Gay Students and anyone else who can be made to believe the world as it currently exists must now be redesigned for their benefit. Vengeance will be a plus too.

Anyone paying attention might have been able to make that accurate connection though. What’s the fun in that? No, being a research maniac entitles us to more vital info than that on what’s coming. The links we have found to the Study Circles made me want to look at what are called Folk Schools in Scandinavia. Could those also be related to this new suburban vision for high school? UNESCO defines the current vision of such a school as a place “whose point of departure is today’s living conditions and the problems we face” and “which do their best to open up young people’s eyes by confronting them with more genuine experiences and broader philosophies of life.” Now I happen to know that high school is using the term ‘authentic’ instead of ‘genuine,’ but yes, we do have complete alignment.

I am going to bring this vision forward to award-winning Finland and what is now called the Human Dignity Paradigm suitable for a “Diversity-Positive Milieu.” That vision is said to enshrine what is called for by the Universal Declaration of Human Rights. First though let’s go back to the year, 1948, when the UN adopted the Declaration to see why UNESCO wanted to push “The Danish Folk High School as an Instrument of Attitude Change.” It’s rather hard to escape the basic fundamental entry point needed for wholesale social change with a lead-off heading called “How to Create the Right Attitude of Mind in the Young.” Now in the No **** Sherlock Hall of Fame for all time great understatements in a bureaucratic report would be:

“the quickest and easiest way to create unity is to invoke terror.”

Now those readers who are Climate Skeptics may have a good idea where such a terror gambit may be lurking in the 21st century, but in general the report  wants to create an ‘ethical standard’ that will force everyone to voluntarily cooperate by committing to “a higher consideration than themselves.” Of course some of us immediately see that for what it is-the Public Sector and Friends Full Employment Act until Time for a Taxpayer Funded Pension, but let’s pretend anyway so we can accurately recognize what is really intended. The word ‘folk’ concerns a whole people and the values they are all to share. Remember new humanistic values are the absolute inner core of all these global reform efforts by people who really do seem to believe Marx might have worked if the implementers had simply had enough supercomputers, data, and the psychological  insights of the behavioral sciences.

A folk high school is designed to give each student a “comprehensive view of the world.” It stresses that “true life can only be possessed in common with one’s fellow man, and that some of the richest values a people possesses can be accepted and shared by all, rich and poor, high and low.” It is a place to build an “enlightened view of human and civil conditions” and a “blithe feeling of natural fellowship.” The latter is what we today might call a Positive School Climate. The folk school would be training its students in co-operation. Its value as a vision in today’s suburbs anywhere in the world is the fact that the typical Upper Middle Class student with educated parents who have made themselves available during those early years pretty much arrive at First Grade at close to the level of essential academic skills that are viewed as a long-term ceiling. To get to Justice and Equality for All obviously.

The folk school model then, and a widespread failure to comprehend the radical shift that has taken place, is an essential part of what is going on globally in education under the mischievous labels of ‘reform’ and ‘remaining internationally competitive.’ Hiding under those banners is an actual determination by public officials to force “a broad outlook and understanding” among all students of a given generation “so that co-operation” in all areas can succeed. This of course requires a “will to solidarity” in each student, which is why that affirmative Student Code of Conduct, Positive School Climate mandates, and requiring Principals to create Communities of Learners to be judged as Effective and thus entitled to promotion, are so crucial.

None of this is coincidental. It all fits like a Bespoke Glove because it has been custom designed to fit together to force the desired effects at the level of the school, classroom, and each student’s mind and personality this time. When that 1948 report sneers at ‘examination schools’ and their failure to create the “mentality required to rebuild the world through all-embracing co-operation,” just substitute high-achieving suburban schools with a traditional content transmission focus. Then update to the 21st century and its tendency to stress social and emotional learning because facts can simply be looked up.

The 1948 version with the same intention of cultivating a mindset suitable for fundamental change was to ask “what is needed by modern society?” The answer then by UNESCO was it’s “not what a man knows, but what he both can and will do in co-operation with others.” Furthermore, that “is a capacity that needs training. Teaching and school work must be so directed that the pupil both sees the value and feels the pleasure of performing a task in common.”

That same requirement now goes by the name Collaboration and is specifically listed as one of the 4Cs required for 21st Century Learning. We’ve gone long again. Next time we are off to Finland to get lots more details on what is envisioned.

Everywhere that has ever had a successful economy.

Especially anywhere that ever valued the individual.