What Happens When Repeated and Intentional Threats to Student Beliefs Becomes Mandated?

That provocative title based on an urgent concern we should all be pondering comes from this quote from an Education Professor credentialling who can teach or be the boss. All at taxpayer expense based on an unappreciated definition of Literacy being imposed everywhere now on classrooms under the Common Core ruse.

“My sense is that all learners need their belief structures to be routinely threatened in ways that move them to interrogate those beliefs. To do otherwise is to deny the opportunity for my students, my colleagues, and myself to teeter on that fulcrum of threat and, using our collective weight, to defy the gravity of our circumstances.

Now, this acknowledges these methods constitute threats to a student’s sense of self that will be painful for some students and teachers. And it acknowledges trying to create mental approaches that students will remain in as they journey through life that  may well repudiate the Mindset brought from homes with educated, involved parents and lots of books and conversation from birth. And it acknowledges that the desired classroom is about encouraging teachers and students to be theorizers–”creating theories about how the world operated, testing those theories, and reassessing” without regard to facts or history or reality. If this is the school and classroom experience you advocate Educators impose, should you immediately write a Op-Ed after the Newtown tragedy complaining that there is something wrong with Upper Middle Class White Students and the US needs gun control?

http://blogs.ajc.com/get-schooled-blog/2012/12/21/fearing-young-black-men-in-hoodies-while-ignoring-while-young-white-men-with-glocks/ is the editorial before Christmas that really struck me as propaganda for the paper that published it. I have chronicled all the social and emotional targeting of students and the repeated rational, abstract  mind attacks. Those are not well-known to the public at large but they seem well-known in the Colleges of Education. That’s where they get created and a willingness to be a blind and deaf advocate for them earns Masters and Doctorate degrees now in too many places.

The fact is that these largely White Middle Class communities and schools that have been the location of school tragedies also are places that all seem to be piloting the Affective, Change the Student Approaches instead of the historic Transmitting of Knowledge. This fact is quite well-known among the education professorate. It’s the public that fails to see the connection among Flow experiences, Transformational Outcomes Based Education (both are described in the previous post), Systems Thinking, or the Best Practice/Standards for Teaching and Learning that I described here http://www.invisibleserfscollar.com/didnt-the-president-just-admit-ccssi-was-a-ruse-to-change-classroom-interactions/ .

This paragraph is an aside to this post but it may well be enlightening to some of you on how this gets in place. Plus I try to be fair here. We are dealing with troubling or bad ideas on this blog and not people themselves. I would classify Professor Fecho’s work as well as his UGA colleague Peter Smagorinsky as being part of that Standards for Teaching and Learning approach. Their theories of pedagogy and Literacy suggest that UGA was not just interested in constructivist math when it took a huge NSF grant of $10.3 million in 2002 to set up a Center for Learning and Teaching. Lucky Georgians were getting the Whole Language/Psycholinguistics approach to reading and writing as well as part of Georgia’s piloting of the Performance Standards that would in turn become the basis for the actual Common Core implementation now going national. And really catching up to the international initiative being pushed globally through UNESCO.

This matters to me and maybe you too, for example, because it explains why the description of Common Core sent out at the beginning of this school year by high school English teachers did not match what I know about the Common Core and those teachers. They had a new Department head with a UGA Masters in Reading who would have been influenced by Fecho and Smagorinsky’s politically inspired approaches to teaching. She is now an Assistant Principal about a year after joining the school as a teacher. See how advocating certain theories creates a fast track to lucrative promotions? See how all this can affect your child’s classroom or just your community school out of site? In the nicest neighborhoods? Which is the whole idea. No islands of academic knowledge and minds burgeoning with accurate facts and logic are to be allowed. Anywhere.

Back to this post’s concern over what has really been transpiring in many classrooms. It is now to be a national mandate in the name of the Common Core with requirements imposed for schools to remain accredited. Professor Fecho himself advocates a classroom approach for adult and younger students he calls creating “an atmosphere where wobble takes place.” http://www.cocostudio.com/pubs/Fecho-July10_EE.pdf is the 2010 article from English Education that explains the wobble process and the desired “shift in balance” in a student’s belief system. Later (page 429) the article cites Soviet philosopher Bakhtin and politically radical educator Paulo Freire for this theoretical view of Self. It is not a factual view of Self but a political aspiration for accomplishing what everyone involved admits is a radical economic, political, and social Transformation.

In other words, this is not about how to teach subjects but how to transform enough students from the inside-out to use the majority electoral process to impose a New Vision for the future. On all of us. Key to that is treating the student’s identity as not settled. So that the classroom curriculum and activities become a means of creating continuous “centripetal and centrifugal tension” on a student’s personality. That seems to be a fancy way of saying pulling it apart from every direction.

The stronger the personality and mind that walks in the door of one of these soon to be increasingly prevalent classrooms, the harder this type of classroom experience will be. For a sharp mind this highly psychological emphasis makes the school anything but a safe zone. If it was me as a teenager, I would see the process described above in the opening paragraph or the wobble push as turning school into a torture chamber. Forcing teachers to go along is a huge part of of these Effective Teacher Evals you are hearing so much about. See http://www.invisibleserfscollar.com/coercing-teachers-to-be-social-and-political-saboteurs-what-can-be-done/ for more on the Eval Coercion and why.

I delayed posting a few days on this so I could read Professor Fecho’s book “Is This English?” Race, Language, and the Culture in the Classroom to make sure I was being fair. The title and opening quote comes from that book (page 146 to be exact). I am not going to second guess the Professors belief that this was a good approach in an urban Philadelphia classroom with minority children that seemed disengaged from school.

I am saying that the insistence on Equity and Levelling and eliminating the Axemaker Mind anywhere it appears means that school in some of our suburbs became and is becoming a place where teachers are being forced to push theories and psychological practices that already have a tragic history. They may be unfamiliar with the background of these theories and practices but we are not any longer. The creators of these theories and practices want Change in students mentally and emotionally and what they value and believe in going forward. They want those changes to gain a Collectivist oriented political and economic future. This time it is supposed to be “humane” socialism with politically connected amenable Big Business allowed as Collaborators with this Government Led and Enforced Vision.

I don’t think it will work well. Most people will be looking at a much lower standard of living in the future with less differences among us. That’s a high price to pay for Equity. No more widespread prosperity.

I genuinely believe that the “inexplicable” school shootings of the last 20 or so years in the US are too consistently tied to places that are cutting edge in pushing these transformative theories in the classroom for it to be coincidental. School ceases to be a place of safety when the intention is to create something akin to wobble. Deliberately trying to break the mind brought from home. Intentionally using education to mount a political coup by stealth may avoid the Gulags that were necessary elsewhere. But this education theory approach has not been without victims.

If these theories and practices become nationalized as planned, I fear these tragedies may become more common. The answer is to first stop this psychologized, mentally abusive and emotionally intrusive political classroom.

Not to insist that everyone must be disarmed so that guns and rational minds are both being deliberately taken away by what amounts to government fiat.

Coercing Teachers to be Social and Political Saboteurs–What Can Be Done?

One of the greatest falsehoods, OK I’ll say it, Outright Lie, about the Common Core has been the repeated insistence that no one would be telling the teachers How. To. Teach. It seems like virtually everyone is. That’s the Whole Purpose of these New Teacher Evals and weakening Tenure. That’s why the NEA goes along. Well, at least its leadership who know the real long-term game. The delegates and members? Not so much.

There’s a reason that the teacher evals to be used now track back to people like Charlotte Danielson, Ray Pecheone, and Robert Pianta who were involved in forcing the related Outcomes Based Education (OBE) on classrooms in previous decades. Same goals of changing the student at the values and attitudes level. Just different language and different enforcement mechanisms so this national and international effort at student and teacher subjugation can be touted as “state-led.” Or the New Super’s Idea of Excellence and Quality Learning which seem to be Benign terms, right? Long time readers know better.

CCSSO (the political interest group that represents the chief state ed officers in each state and is financially sponsored by all sorts of businesses with a vested interest in its policies in a first rate example of Cronyism to the core) came out with Model Teaching Standards in 2011 after most states were on board. http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf is a copy if you have never seen it that mandates student-led and new assessment driven (funded in that 2009 Stimulus Act to the tune of hundreds of millions).

By the way, both the SBAC and PARCC assessments to change classroom practice and what gets measured as the results of all that expensive K-12 schooling use the OBE-influenced Norman Webb Depth of Knowledge template we have already talked about. http://www.invisibleserfscollar.com/the-intentional-insurrection-in-texas-supers-override-governor-legislature-and-taxpayers/ explains why Texas classrooms look like the actual Common Core implementation in other states. All mandating student-led, Depth of Knowledge, and the also OBE-tied Understanding by Design as the means to measure the results of the classroom.

Two more housekeeping matters teachers and parents and then I can get to the juicy part of this story. What is being mandated for the Common Core classroom also is called Standards for Teaching and Learning. It was developed in Chicago and has ties to the Chicago Annenberg Challenge, Bill Ayers, and someone even more famous from back when he was less well-known. http://www.invisibleserfscollar.com/didnt-the-president-just-admit-ccssi-was-a-ruse-to-change-classroom-interactions/ Finally, President Obama’s 2008 Education Adviser, Linda Darling-Hammond, just came out with a report (with Ford and Sandler Foundations funding) classifying Effective Teaching and what evals should be measuring in light of the behaviors required by those Model Teaching Standards linked above.  http://edpolicy.stanford.edu/sites/default/files/publications/creating-comprehensive-system-evaluating-and-supporting-effective-teaching.pdf

Now that’s a lot of legwork to change classroom practices without it being apparent. Why? Would you believe it goes back to the height of the Cold War and the early 70s and the Soviet Union and China and a very tense world? Yep. And the UN and trying to get everyone in the world during that tense time to change their education practices. Knowing perfectly well that changing education practices would only matter in free societies. In dictatorships, not so much. Which is why this report and its recommendations are so troubling. Not only does it tie to everything going on and being recommended for K-12 and higher ed all over the world right now. But it is clearly education to make one fit to be a subject. Tolerant of being told what to do.

This so-called “right type of education” for the global future was to be a revolution in man’s “inner space also; a new union of science and spirituality.” Yes I was laying a path in those last several posts where we started with Alice Bailey’s From Intellect to Intuition and there is even a listed Ford Foundation adviser who was officially a member of the panel issuing this early 70s UNESCO report. Again, what are the odds?

But to get this “interior revolution” that will lead to a “subsequent social revolution” requires a rejection of traditional instruction and pedagogy to one focused “above all” on developing “personality and attitudes.” Doesn’t that sound just like OBE?

See if this quote sounds like what is being mandated in the classroom and imposed on teachers and students by the accreditation agencies and eval criteria and Cambridge Education’s Quality Reviews and models like Spence Rogers’ Teaching for Excellence?

“Democratizing education will only be possible if we succeed in shaking off the dogmas of conventional pedagogy, if free and permanent dialogue is set up within the educational process, if this enhances individual awareness of life, if learners are guided towards self-education [sounds like the learner-centred classroom to me] and, in short, change from objects to subjects. Education is all the more democratic when it takes the form of a free search, a conquest, a creative act; instead of being, as it so often is, something given or inculcated.”

That’s the type of education the Communists wanted the West to adopt at the height of the Cold War. There was even a Soviet delegate on the panel and he admitted the new desired pedagogy was based on what the Soviets called psychopedaegogy. Which would explain its bloody history upon transferral to free societies like the US. http://www.invisibleserfscollar.com/how-much-innocent-blood-will-it-take-to-stop-sel-manipulation-for-political-gain/

Sorry but Toxic Social Goals call for Graphic Language if we are to have any chance of halting a Massive Social Engineering Project to remake the national psyche through education. In other places this “non-directive pedagogy” is also referred to as providing “psychotherapeutic data ‘centred on the client.” Given how much of Common Core is about using gathering, and responding to, data on actual student learning. Which is (elsewhere) defined as Changing Student Values, Attitudes, Beliefs, Values, and Behaviors, the acknowledgment that this is psychological data and based on Carl Rogers’ and Kurt Lewin’s work should give everyone involved in education pause.

Teachers being told they can no longer be the “Sage on the Stage” can relate to this passage decreeing that (italics in original):

“the teacher’s duty is less and less to inculcate knowledge and more and more to encourage thinking; his formal functions apart, he will have to become more of an adviser, a partner to talk to; someone who helps seek out conflicting arguments rather than handing out ready-made truths. He will have to devote more time and energy to productive and creative activities: interaction, discussion, stimulation, understanding, encouragement.

Unless relations between teachers and learners evolve accordingly, there can be no authentic democracy in education.”

And authentic democracy in education in the West would help the early 70s Advocates of Evil prevail in the Cold War. Such a psychologizing of education amounts to unilateral intellectual disarmament. Why? To prevent people who can accurately piece together a plan even though no one ever told them what was going on and how it related. There was and is supposed to be no whistle blowing in time.

So the Cold War is officially over despite Putin’s recent sabre rattling and war gaming, why is this still being pushed in 2012? Well, I believe UN Climate Chief Christiana Figueres gave the answer at the end of this recent interview with Yale’s Environment 360. My italics this time.

“It is the most inspiring job in the world because what we are doing here is we are inspiring government, private sector, and civil society to [make] the <i>biggest transformation</i> that they have ever undertaken. The Industrial Revolution was also a transformation, but it wasn’t a <i>guided transformation from a centralized policy perspective</i>. This is a <i>centralized transformation that is taking place</i> because governments have decided that they need to listen to science. So it’s a very, very different transformation and one that is going to make the life of everyone on the planet very different.”

The Cold War may be over. Aspirations of politicians and bureaucrats from the international to the local level to plan society and dictate what individuals are to do (or not) and how economies will work while living at taxpayer expense. Not Over in the Least.

Now that greedy reality appears to be perpetual. It survived the Cold War and is alive and well in 2012. And trying to force teachers to be Agents of Change in a social revolution that will not turn out well or as planned.

This is a good time to talk about this. On the front-end.