When Deep Learning and Systems Thinking Radicalizes the Student, Factual Reality Ceases to Matter

To the student, that is. The problem for society is that factual realities like incentives and consequences and what makes an economy grow and what will make it contract or even implode are still out there. Like gravity, reality and economics and the likely result of giving government officials unrestrained power to make decisions for others will have their way regardless of intentions. Or whether anyone understands them or even believes in them. I wish more educators and politicians and charitable foundation employees involved in all these machinations would remember the wise words with which the eminent economist Ludwig Von Mises closed his epic book Human Action in the wake of the carnage of the Second World War.

Von Mises was writing about the regularity of “phenomena with regard to the interconnectedness of means and ends” in human activities. That’s what he regarded as economic knowledge. You and I would call it the wisdom that helps one successfully navigate daily life.

“The body of economic knowledge is an essential element in the structure of human civilization; it is the foundation upon which modern industrialism and all the moral, intellectual, technological, and therapeutical achievements of the last centuries have been built. It rests with men whether they will make the proper use of the rich treasure with which this knowledge provides them or whether they will leave it unused. But if they fail to take the best advantage of it and disregard its teachings and warnings, they will not annul economics; they will stamp out society and the human race.

I am not quoting Von Mises to scare anyone. Well, I guess that is not really true. Think of it as an Impetus Bout of Deliberate Fright. It is time for those of us who are knowledgable about history and economics to speak up and tell those who are not, notably many Principals, Supers, accreditors, professors of sociology or education, and way too many politicians and public and private bureaucrats, that there are unacceptable costs for everyone associated with their planned education policies. Pushing Transformational Outcomes Based Education and its close cousin Systems Thinking and SEL through the schools and classrooms will not be a victimless, lucrative for insiders, Success For All scheme. It will make victims of all of us and the Educrats seem to be the least knowledgable on the likely consequences of their actions and inactions. That means-end correspondence Von Mises was referring to.

Virtually all of the actual curriculum for Common Core I have seen makes Sustainability the focus of classroom activities. And not in the sense of conservation of natural resources and please do not litter. As a connected Swede, Carl Lindberg, put it, the whole point of the UN inspired international Education for Sustainable Development is to “create a feeling of global responsibility” in each individual. Needless to say, teaching young children and adolescents that they are merely parts of a broader community that ultimately encompasses the whole planet via systems thinking is a useful tool to create just such a useful feeling. To cultivate that Senge-Scharmer Blind Spot we discussed here http://www.invisibleserfscollar.com/second-order-change-why-reform-is-a-misnomer-for-the-real-common-core/ so that each student’s perceptions and future behaviors can be manipulated.

To that manipulation toolbox the educators intend to use to gain Transformative political and social change without our consent, we need to add what the Hewlett Foundation calls Deep Learning Strategies.  Deeper Learning is part of the Foundation’s 2010 plan to “equalize education for all students.” This will of course involve a levelling process for the intellectually gifted and involves a high level of ignorance for all but at least it is equitable. And the politicians and bureaucrats will not have to worry about Axemaker Minds pointing out the likely consequences thereby impeding the implementation of theories and planning. And those established businesses need not be as concerned about an Axemaker Mind creating market-disrupting new technology. Of course we will be in the situation of tragic concern Von Mises worried about when too many will remain too ignorant to even have the opportunity to disregard needed knowledge from the past.

This is what Hewlett defines as deeper learning (they really love to bold it too. I suppose to show their enthusiastic embrace).  Remember this is all anyone is to get to know and this dovetails perfectly with the well-connected 21st Century Skills push. Almost verbatim. And before you get too excited about the mention of Core Academic Content, let me give you the examples they use:

“Learn about water, oxygen and nitrogen cycles, food webs, and similar topics.”

So the academic content relates to thinking of the world around you as full of systems. The academic content then either relates to Sustainability issues or other “real world challenges” the students will be asked to try to solve. Using their nonexistent base of conceptual knowledge and search engine skills. Hence the push for Relevance as part of the new 3 R’s of the Common Core implementation.

I have already given you the example of core academic content as one of the five key elements and Hewlett’s example. They mention “mastering core academic content” too. Since this comes up all the time with Common Core, I need to point out that “mastering” does not mean knowing. It means applying. No need to stock that conceptual mental hotel with facts. Mastering thus frequently contemplates classwork with the relevant facts presupplied. No need to worry though about bias or propaganda being part of the given facts. It’s not like there is a political purpose associated with the Common Core.

I will tell you the remaining four keys along with Hewlett’s specific examples. I also want to point out that the Hewlett Foundation believes that the purpose of academic content under Common Core is to “understand ecosystems.” Except the deep, emotional understanding being sought for each student is more Paul Ehrlich Newmindedness than Von Mises based in reality. Apparently though that emotional, connected to a New Vision for Future Society element makes for “better retention of content knowledge.” What’s better–Deeply remembered nonsense or slightly forgotten accuracies? I am afraid we are about to find out if we do not act soon.

Here goes:

Think critically and solve complex problems. Examples: Re-create a natural ecosystem in a terrarium. Collect data to understand the interdependence of physical and biological elements.

Work collaboratively. Example: Work in a team to design, build, and monitor the terrarium.

Communicate effectively. Example: Present data and conclusions in writing and to an audience.

Lastly, Learn how to learn independently. Example: Use teacher feedback, test results, and reflection to guide future learning and improve study habits.

Sounds perfectly dismal to me but I can see how this would add up to preventing more Axemaker Minds from developing. And Hewlett matters. They were one of the petitioners behind the socio-cultural learning theory push the Obama Administration officially adopted that we talked about here http://www.invisibleserfscollar.com/so-now-common-core-rejects-individual-thinking-to-embrace-soviet-psychology-ecology/

And Hewlett’s vision for how to educate low income and minority students so they are essentially primed for the hoped-for Insurrection is embodied in how they and other educators define “Excellence and Equity.” That will be the next post.

You are not going to like it but it is what is showing up in the suburbs as the New 3 R’s. It also explains the community organizing push we chronicled here http://www.invisibleserfscollar.com/keep-urban-schools-weak-to-force-economic-and-social-justice-then-make-the-suburbs-close-the-gap/

It all fits so well it makes you wonder if there is not an active coordination around a common purpose.

 

 

 

Keep Urban Schools Weak to Force Economic and Social Justice Then Make the Suburbs Close the Gap

To be Equitable of course in a tragic and perverse way that insists no one gets to have an Axemaker Mind. Because not everyone is equally good at abstract, logical, sequential ways of thinking. We somehow forget that the Whiz Kid may also be uncoordinated in sports or cannot put together Basic Legos even with detailed instructions. I will come back to Peter Senge and Systems Thinking in a later post. He represents both the how–Forcing Systems Thinking and the related New 3 R’s-Relationships, Rigor, and Relevance in their new meanings forms on what had been high-achieving schools in suburban districts and students in high-achieving courses of study anywhere.

Senge also gives useful insights into the real Where–the reimagined Sustainable Future that he calls the Regenerative Society. Hint: it’s to be built around Relationships with one another and not seeing human beings as a special species. There’s also a great deal of emotional connections so all this SEL emphasis and Dewey’s Quality Learning will be so handy. And after all widespread prosperity was so 20th Century. This Regenerative Society will be so cooperative they need the schools to mandate creating the requisite mindsets. Some cooperation, huh?

Today we are going to focus on the Why. At least some of it. I hope this post will be as much of a shock to each of you reading as it was for me to come across this several times in research. And then to bore in carefully to be sure. For a country where millions of voters in 2008 chose to show they were ready to move to a post-racial America it is painful to discover that the education establishment is not ready to move on at all. Too politically useful and financially rewarding for a directing, planning elite is probably the best way to describe this.

As you will see nothing except equal outcomes  and no more racial or economic segregation by neighborhoods will suffice to stop the manipulation of students and schools. And at that point the governments at all levels will be so intrusive.  And the future voters will know so little and will have been so manipulated in preparation for the redesigned Sustainable Regenerative Society. It is hard to envision anyone surviving with independence and an individual presence of mind. Why?

How many of you remember the confrontations over busing? The long-sought remedy was metro-wide busing to force integrated schools even where the inner cities were separate school systems. When the Supreme Court said no in 1973 in the Detroit case it did leave an opening if officials could prove intentional discrimination by suburban officials impacting the inner city. Many Southern school districts like Charlotte or Montgomery County or Nashville or those in Florida were usually county-wide school districts. But not Atlanta.

Atlanta city schools (APS) (home of the infamous cheating scandal) itself is in the middle of the Fulton County School District. The one we talked about in the last post and the one with what I call the duplicitous charter, enshrining the tenets of Transformational Outcomes Based Education. http://www.invisibleserfscollar.com/what-happens-when-a-charter-pillages-minds-and-wallets/ Interestingly enough, that charter also adopts the essential policies and practices used by  APS. What are the odds? The metro Atlanta school desegregation case  (Armour v Nix) seeking metro-wide busing was rejected by the federal district court in 1979  despite evidence of official action behind patterns of segregated housing in the metro area.

Other school systems that previously bused students have sought court declarations that they are now “unitary” systems and entitled to leave court supervision and return to neighborhood schools. If these become segregated again, there is no judicial remedy. That has happened in places like Charlotte and Montgomery County, Maryland. The response from the education establishment though is not to make all schools better. Instead the response is the SEL, PBIS, Positive School Climate, Career Pathways for all vocational approach, learner-centered change the student focus we have been describing all summer.

There is tremendous anger over this issue that appears to be actively cultivated in Colleges of Education. Basically the cultivated demand is if economic and social justice is not the norm for all students in the US, no student in a publically-funded school should have access to an academically excellent education. The levelling function of government coercion and the power of the accreditors kicks in to try to deprive any American student of an Axemaker Mind. But we taxpayers and parents might not appreciate this Demand so no one bothered to tell us.

How do I know this is intentional? Well, I read a lot and people like Professor Jean Anyon told me after I accurately pegged her to the Regional Equity Movement. And reading her descriptions in her 2005 book radical possibilities of how to use “injustice to create an outrage that can ultimately be channeled into public demands,” you see there is zero incentive for these educators seeking a Transformative social, political and economic revolution to actually teach the kids to read well. Using the schools to radicalize parents and youth that their poverty is the “congealed result of economic and other social hardships impinging on urban families.” In case there is any ambiguity, Professor Anyon says the economic justice policy changes are necessary first to “provide meaningful life chances for poor families and neighborhoods.” Here’s the full quote from page 127 if you have a copy handy:

“Economic access and the improved social standing its fulfillment provides parents, students, and communities will be prerequisites. . . But economic justice, this important precursor of systemic urban school reform, will not be achieved without concerted, sustained political struggle.”

Enter the community organizers like ACORN or its successor Action Now out of Chicago with much of the same personnel. More importantly though because I think Texans feel protected by their non-participation in Common Core, forgetting Texas adopted OBE statewide in the late 1980s when it was called a radical change, is the role of Saul Alinsky’s Industrial Areas Foundation, using schools and churches to community organize in that state. Do very many Texans understand that? How about people in Cobb County, Georgia where your new Super who came from Dallas ISD would have undergone a great deal of interaction and training around IAF goals and prescriptions? Or the new Super, Mike Myers, who retains a side business seeking federal School Turnaround grants. Is it a valuable asset in seeking those grants to be experienced in dealing with demands of community organizers specializing in urban schools? Makes sense to me that it would. But those are our tax dollars or debt that fund School Turnarounds based on these same Bad Urban Ideas.

“Building Partnerships to Reinvent School Culture” is a 2009 report from the Annenberg Institute for School Reform http://annenberginstitute.org/pdf/Mott_Austin.pdf on IAF’s use of churches to create the Austin Interfaith Alliance and its model of community organizing in Texas schools via the Alliance Schools network. Page 4 has a quote from Jeannie Oakes, who is now with the Ford Foundation, Ground Zero for the Regional Equity Movement, on the “increased interest from both practitioners and researchers in understanding the potential role of community organizing in contributing to sustainable improvements in education.”  If you do get a chance to read that document, do not miss the fact that the Alliance Schools did not want to be subject to standardized testing. They wanted performance based assessments instead similar to what Common Core established via SBAC and PARCC. When these schools could not get an official exemption from testing “they had less time for relational practices. The emphasis on testing changed the schools practically overnight.”

My goodness that sounds a lot like a focus on Relationships instead of content. Just the sort of urban school Quality Learning that Common Core now mandates nationwide. Suburbs too. The community organizers were probably quite pleased those long sought performance assessments were funded from the beginning in the 2009 Stimulus Act. Well, we know all that funding did not stimulate the US economy. Made a lot of educators, professors, and community organizers happy though. No wonder Van Jones says he signed on to the Environmental Green Movement because of the government’s ability to direct money where it wants as so much of the Green Economy is politically directed.

As a funding taxpayer, that hardly seems Sustainable. Or Wise.

Rigor, Relevance and Relationships, The New 3R’s to Get to a Caring Economics

That precise phrase first came up when I watched a tape from October 2011 of a National Network for Educational Renewal Conference explaining how “this time” we would finally get meaningful educational reform with the prevailing US culture and the whole child to be the focus of the school and curriculum. John Goodlad was quite passionate on the subject of the Good Society and its necessary conditions finally being in reach.

Then there was a controversy when a large metro Atlanta school district that had hired the former Dallas, Texas super was suddenly spending hundreds of thousands from a budget already in deficit for administrators to attend a William Daggett  Model Schools Conference. I recognized Daggett as being one of the primary pushers of Outcomes Based Education (OBE) in the 90s. When I looked at his current work for the International Center for Leadership in Education, there was that phrase again about the New 3 R’s. So all that money was really being spent to make the school district’s Common Core implementation align with OBE. Great. I guess that is what a Gypsy Super does as I first described in a May 25 post.http://www.invisibleserfscollar.com/gypsy-principals-gypsy-supers-and-engrenage-3-more-superb-things-to-know/

I have written about Outcomes Based Education before and how its real focus is to change the child  http://www.invisibleserfscollar.com/if-standardsoutcomesobjectives-what-is-the-real-common-core/. I stand by that today and would now like to point out that Professor John Goodlad was Ralph Tyler’s student and close friend and colleague. So there are numerous direct connections between that 8 Year Study and desired ed reform today. To really get a handle on what OBE looks like in a classroom and the kinds of explicit intentions I read all the time as I plow through official documents, let’s go Down Under to Australia which actually implemented the education reforms designed in the US and for the US in the 1990s. That’s what makes it a perfect place to see what full implementation of Transformational OBE looks like and what the actual aspirations for culturally transformative change look like. Take a deep breath or pour yourself a drink, whatever has a calming influence. Here goes.

The Australian Council of Deans of Education (2001) argued “old learning, which focused on fixed content knowledge, is now redundant as it fosters a rigid way of thinking which will be counterproductive for the workers, citizens and persons of the new future.”

Instead the Council in Oz insisted in language that fits perfectly with what I am seeing in official but not widely shared documents surrounding the US Common Core now:

“The new learning is less about imparting defined knowledge and skills and more about shaping a kind of person: somebody who knows what they don’t know; knows how to learn what they need to know; knows how to create knowledge through problem solving; knows how to create knowledge by drawing on informational and human resources around them; knows how to make knowledge collaboratively; knows how to nurture, mentor, and teach others; and knows how to document and pass on personal knowledge. In sum, this kind of person is open to autonomous, assisted and collaborative learning.”

Open there does seem to be a synonym for persuadable. Malleable. Ready for transformational, doesn’t it? Now the Rigor in our 3 R’s actually tracks back to the definition for Higher Order Thinking. Both Rigor and Higher Order are synonyms for deliberately confronting students with unfamiliar problems, uncertainties, questions, or dilemmas  that have no fixed or linear solution.

Relevant means not abstract. Tied to real world problems in need of solutions. It allows an emotional response instead of a fact based analysis to be a perfectly valid student perspective. Relevance can also be satisfied by a vocational emphasis such as career pathways for all. A service learning mandate that gets students working in the community to try to solve real problems that they can then reflect upon at school is also a commonly cited means of obtaining relevant and authentic learning.

That gets us to relationships which brings in the Caring Economics of the previous post. That professor and Australian Student Wellbeing advisor, Nel Noddings, who wants to use school to instill competences of care in each student, wrote the Prologue for Riane Eisler’s  2000 book Tomorrow’s Children: A Blueprint for Partnership Education in the 21st Century. Partnership education seeks a radically new integrated approach to learning that changes student values and their filtering mindset for encountering experiences in the future.

Eisler’s point is to live on our Mother Earth in less destructive, more peaceful, equitable, and sustainable ways. It is a hard book for me to read because I think her recommendations will gut everything that does work now  Even if it is not perfect. I think Eisler is guided less by reality than the utopian future she wants to use education to try to create. But factually wrong does not mean a book or concept is not still influential. And most of her readers will not have a working knowledge of history, economics, and political theory to rebut the assertions.

2007 brought The Real Wealth of Nations: Creating a Caring Economics which has Desmond Tutu, Jane Goodall, Deepak Chopra, and Gloria Steinem doing the back cover recommendations to read and embrace its tenets.  Eisler again has many influential educators as endorsers of this alternative approach to restructuring society by fundamentally changing relationships.  Relationships are the essential focus because Eisler says they “define our lives. They are the foundation for all social institutions, from the family and education to politics and economics.”

Partnership education wants to change all those social institutions and not just at the edges. As Eisler says in her advocacy for cultural transformation for the 21st century: “we can’t just focus on economics to change economic systems.”  Either no one has ever told her or she has refused to listen. The economic systems that have worked and brought widespread prosperity were not designed intentionally. They arose spontaneously under certain conditions. Designed economic systems are what brought so much grief to the 20th century. She is misguided but this is the foundation for the new caring economics that is the background goal of so much of this global OBE/SEL ed reform:

“Economic systems are about a form of human relations. It isn’t the goods that relate, it’s the people. Therefore, people and the activities that support and enhance human life and human relationships, need to be the focus of economic analyses.”

She’s not kidding either. She wants to transform “the psychological and social dynamics of relations in all spheres of life.” No wonder we see so much focus on social and emotional learning and affirmative measures to redefine School Climate. And Purple America.

Common Core then is not about content to be taught. It is about the kind of values and attitudes and beliefs a person will need for this reimagined society. If this is a false, potentially tragic pathway, and I think it is, we really are careening towards an abyss if we blindly keep implementing Common Core as it is actually configured for schools and classrooms near you. This fall. 2012.