Social Cohesion Can Commence Once Reality is Born Largely from Beliefs and Boundaries Co-Created with Others

“Around Us” was the last part of the quote the title comes from. The next line is “Although we need these boundaries and beliefs to function, we should not take them too seriously.” I suppose that flexibility may be the most succinct definition of the hoped-for Growth Mindset we have encountered yet, but this post is not actually about Carol Dweck. Remember Robert Theobald from our last post? In 1997, still awaiting the long sought revolution, he published yet another book reworking success: new communities at the millenium that laid out in its conclusion the “new belief structure” that would be necessary for a “radically more positive world” where each of us has a “core future commitment to the maintenance and development of social cohesion.”

Since my unusual, but terribly reliable method, of tracking the Common Core via its required actual implementation in schools and classrooms has turned up in just the last week repeated attempts to impose Theobald’s vision, the Baha’i values and compliance vision, and the cybernetic theory of doling out information in a controlled manner to create predictable future behavior we had best move on to the invisible how.  Since the last two have been covered in previous posts, let’s see what Theobald thought would be the New Belief Structure in place by 2011. I can assure you in education, radical intentions and methods do not go away. They don’t even always get new names. First though I want to use the guiding belief that we have now seen recurring consistently as the marching banner since the 60s taken this time from Theobald (quoting Pope John Paul II from 1994):

“If in his providence God had given the earth to humanity, that meant that he had given it to everyone. Therefore the riches of creation were to be considered as a common good of the whole of humanity. Those who possessed these goods as personal property were really only stewards,…since it was God’s will that created goods which serve everyone in a just way.”

Inspirational man, but somehow his sense of where wealth actually comes from was clearly warped. Anyway, this sentiment provides the perfect rationale for massive redistribution both within affluent countries and from rich to poor countries with no thought that anything vital might vanish in the process. Theobald turned this into a fundamental global governing “idea that great wealth and deep poverty were unacceptable in a just society.” He sold the idea that this New Belief Structure should become “one of the  great rallying points for a changed vision adopted by a growing segment of the population.” Yes and continued intentional mind arson and perspective shifting as the mission of K-12 and higher ed combined with weak job growth and explosive student debt only drives the allure of that same rallying cry now.

Central to this New Belief Structure and New Images of Citizenship in what Theobald called “common ground work” was:

a)controlling our ego needs and growth beyond them;

b) learning to screen reality through our own senses and the stories and myths we have learned;

c) emphasizing our collective intelligence and using our diversity to support the emergence of new systems;

d) acknowledging the importance of spirituality; and

e) “Recognizing the importance of using values–honesty, responsibility, humility, love, faith, cooperation, and a respect for mystery–as a compass that guides our choices.”

Values again. That common core we keep encountering globally. Guess where I found it just this week as an agenda item on a recent School Board Working Agenda in the Metro Atlanta School District with the duplicitous Conversion Charter we have looked at? In the new Student Code of Conduct. When parents sign off at the beginning of the year that they have seen the Student Handbook and agree to abide by it, they will now actually be signing off on listed “Character Traits” with language about desired values and morals and ethics without likely appreciating the wholesale transformation from the inside-out they have just sanctioned in their children.

At least Hong Kong citizens got somewhat of a head’s up when Kohlberg’s  Theory of Moral Development and Universal Love became a controversial component of the new definition of citizenship mandated via education, all we Americans get are vague references to Student Behavior or Positive School Climates. http://www.invisibleserfscollar.com/hiding-educations-theft-of-individual-freedom-behind-the-positive-school-c/

This post was always going to be about values since I have had UNESCO’s instructional modules to make that a central focus of ed globally for about a month now. I was just laying the groundwork with our Baha’i discussion since UNESCO itself said religion must change back in 2007 and that spirituality was a necessary component of Global Citizenship.  I wanted to make this post about why the Southern Poverty Law Center would recently issue 2 different reports within weeks of each other trying to taint opponents of the Common Core http://www.splcenter.org/sites/default/files/downloads/publication/public_schools_in_the_crosshairs.pdf and Agenda 21/Regional Land/Equity Planning. http://www.splcenter.org/sites/default/files/downloads/publication/agenda_21_final_web_0.pdf

SPLC is clearly engaged in a coordinated effort to prevent people from accurately perceiving admitted facts and declared intentions. We can think of Common Core as the Means to a Quiet Revolution and a Tool to Alter People’s Values, Attitudes, and Beliefs. Agenda 21 and Catastrophic Manmade Global Warming are the Excuses for Why the Transformations are Necessary and Tools to Control Physical Space and People’s Behavior. I can wish more of the critics SPLC cites were paying attention to the objections I am carefully laying out, but anyone’s accurate reporting of openly declared intentions or coursework is not theorizing about conspiracies. So what is SPLC really up to?

Remember how I call Common Core an explanation ‘bucket’ that obscures all the real intended changes like Positive School Climates, making social and emotional learning the primary focus, or making education about using a digital device instead of academic knowledge? Classic Bait and Switch has been my drumbeat in my book and now on this blog. I knew SPLC had created a racially oriented and economic justice focused curriculum. http://www.splcenter.org/what-we-do/teaching-tolerance What I did not know until I started looking into their incentives to issue such misleading reports was that SPLC had partnered with the NEA to create TDSI–Teaching Diverse Students Initiative or that SPLC was partnering with the accreditors of teacher ed institutions to ensure its adoption in all teaching credential programs. Lots of incentive, in other words, for the SPLC to malign critics of effective tools for wholesale radical transformations.

Basically what SPLC is obscuring is the heart of the actual planned implementation in classrooms across the US under the mischievous banner of the Common Core and what now counts as Student Achievement and Growth. How about working with Glenn Singleton to create ‘dispositions’ in students pursuant to “Beginning Courageous Conversations about Race”? That can be one of the Character Traits district administrators now get to require from students under those new mischievous codes of conduct.

Recognizing the intended mischief from Fulton’s proposed new Code of Student Conduct and having asked detailed questions of administrators to make sure I understood precisely what was to be imposed, I came home to think about the potential for that Character Trait Code given what I knew of Fulton’s Charter, accreditation, and the intentions of TDSI.  file:///D:/Downloads/PRRAC%20-%20Race%20_%20Racism.htm Not to pat myself on the back, but it really is no exaggeration to say I speak ed fluently and usually understand the underlying theories now better than all the edudoctorates in the room. After all, most of them now are credentialed because of what they are willing to do to us and our children and this great nation, not for what they actually know.

The phrase–”Student’s Quantity of time on task engaged in desired behavior” may earn a doctorate these days when repeated constantly, but it probably should not be spoken out loud to parents. It does sound like social engineering. Nor should “Nothing as valuable as a good theory for social change” Kurt Lewin be quoted by name publicly as an example of the useful Freeze, Unfreeze, Refreeze behavioral manipulation strategy to deal with current teachers not on board with the technology shift.

If administrators think it’s OK to coercively brainwash adults, just imagine the plight of the children entrusted to their care in a world where changing the child is now the whole point of what is student achievement. Anyway, nobody can say I do not put my angst about where education is going and what the inevitable consequences will be to fruitful use. Yes indeed. Within an hour after leaving that meeting, I had the CARE Guide the NEA created with SPLC to “move beyond the restructuring of schools to the ‘re-culturing of education.” http://www.nea.org/assets/docs/CAREguide2011.pdf

That would be the real  focus of K-12 that SPLC needed to protect. It explains the importance of Core Values to the Vision. That would of course be the vision “Creating Change through Social Justice” and dramatically redefining the purpose of schools and negating academics as traditionally understood. Unless it is useful for new purposes like preparing students for everyday life, or perceiving ‘power relationships,’ or learning to exalt the ‘collectivist perspective’ and reject the ‘individualist perspective.’

We have a lot to talk about that is to be done under the cover of what counts as Excellence or a legally required closure of the Achievement Gap. It’s not what we are expecting and it certainly is something we need to fear as long as we remain unaware.

I have run too long again. Next time we will walk through that 174 page core document together.

Willingness to Make Personal Sacrifice for the Good of the Whole to Become an Integral Component of Student Identity

After last year’s stealth release of the hugely troubling C3-College, Career and Civic Ready Framework over Thanksgiving week to avoid anyone noticing what was actually changing under the invisibility cloak of the Common Core, I was watching like a hawk this year. But I really was not expecting anything like what I saw. A new definition of US civic education and to be required and assessed values that literally would have transformed Mao’s cold dark totalitarian heart in the manner of the end of the cartoon The Grinch Who Stole Christmas. Why such joy from a bloody tyrant? Because the only way to describe the Youth Civic Development & Education: A Conference Consensus Report released by the Stanford Center on Adolescence on November 27, 2013 (but oddly with a 2014 copyright) is suitable for schools in a country that aspires to authoritarianism over the individual. Any knowledge of history would clue that the actual result in practice is likely to be even worse.

Everything any dictator could ever want from his or her schools sounds hyperbolic and you may be wondering how many cups of espresso I have had this morning. Two cups of Lapsang Souchong tea so that’s not the reason I am writing in such dramatic terms. And I have done some additional reading in recent days to verify both the seriousness of what we are looking at and the price of what we are scheduled to lose. Invisibly and soundlessly. No notice means no protest in time and using technology as is planned means no offensive textbook coming home to alert parents or taxpayers to the wholesale transformation.

The paper’s primary author, William Damon, has already been quoted on this blog as seeking to use education “to direct the course of the future.” http://www.invisibleserfscollar.com/what-if-higher-order-thinkingdeliberate-confusion/ . After reading this report one has to wonder if he or any of the other authors was tempted to jet to London and visit Highgate Cemetary to put a bound volume at Uncle Karl’s tomb to pay homage to his hoped for view of the future and human development. So much more meaningful than flowers at this point across the centuries of this bloody pursuit to finally gain full submission over even the idea of the legitimacy of the individual.

The first book I dove into to verify what I was reading a description for was a 1973 book by Ivan Illich called Tools for Conviviality. Illich made no pretense that he was calling for socialism globally and how to get there. The book came on my horizon because it is a part of a World Perspectives series that began in the 60s with Kenneth Boulding’s The Great Transition that we have already alarmingly discussed. Illich insisted that “society must be reconstructed to enlarge the contribution of autonomous individuals and primary groups to the total effectiveness of a new system of production designed to satisfy the human needs which it also determines.” Like Broadband for all?

We have encountered this human needs focus (instead of individual choices vision) before and it did start with Uncle Karl’s writings. Illich called it the convivial society and Gar Alperowitz calls it the Good Society or the pluralist commonwealth and Shoshona Zuboff called it a support economy and distributed capitalism. Apparently there’s a good reason why this same vision with a variety of names keeps lurking in the shadows of radical education reform. It is the Illich/Marxian vision of submission to “public controls over tools and institutions” and apparently people too.

Education is the invisible, no need to gain consent from the masses, means of finally shutting down what Daniel Hannan in his fine new book Inventing Freedom: How the English-Speaking People Made the Modern World calls the Anglosphere Miracle. The uniquely English idea “that the law existed not to control the individual but to free him.” The highly unusual in most parts of the world and throughout much of history “idea that the government ought to be subject to the law, not the other way around.” As Hannan notes “oppression and power are far more usual” which is why “politically, a medieval European monarchy would not have been so very different to a modern African kleptocracy. Once people are in a position to set the rules, they tend to rig those rules in their own favor.”

So changing the definition of required civic values in the US so that “all citizens must be prepared to make sacrifices for the common good” as what will be mandated and assessed in K-12 public schools is quite simply an insistence from government that citizens now submit to the suzerainty of majority political will. Administered by politicians and bureaucrats who intend to plan and confiscate. In case you think I am taking damning quotes out of context to rally outrage against the Common Core, how about insisting that “Democracy requires that citizens be willing to make personal sacrifices for the common good”? Doesn’t that phrase bring home why Ayn Rand’s personal experiences with the Bolsheviks in Russia in the 1920′s led her to fret so about “mandated social altruism” imposed by state edict?

It is hard not to visualize all those white crosses and stars in the Arlington National Cemetary or the monuments to the fallen in the D-Day invasions in Normandy France and be appalled that US education and law professors and writers are now seeking to revise. The very definition of what is to constitute politically acceptable 21st century US patriotism.

“Patriotism requires an ethic of sacrifice and duty, and the capacity to act on that ethic. It requires sacrifice in the form of civic activity that involves giving back for the benefit of the whole society.

We have already encountered the mandate of a recognition of the “interdependence of all people across the world” also in that report. It is straight out of the Global Citizenship mandate the UK and Australia and Scotland all imposed under Michael Barber’s insistence before he left the Tony Blair Administration to push global ed reforms through McKinsey Consulting and now Pearson Education. http://www.invisibleserfscollar.com/mandating-global-citizenship-mindsets-by-assessing-whether-students-adopt-social-altruism/ The US is about to join the rest of the Anglosphere in closing down this ancient view of the individual and his rights before the government and no one was really supposed to notice. No statutes here. Just ambitious Principals and Supers and Consultants and accreditation agencies seeking to lead cultural change towards public control over all institutions.

How many of you have heard about all the founding primary source documents that are to be an essential component of the Common Core classroom implementation? Better read this consensus report then. Those documents are to be read through the lens of what constitutes “authentic liberty.” The report states that

“a nation cannot have authentic liberty, for example, if conditions of severe inequality render freedom an illusion for some members of the democratic community. Nor can we understand the areas in which equality is essential unless we link those elements of meaningful access and opportunity to the freedoms we ultimately must exercise in order to flourish throughout our lifetimes.” [That is unabashedly Marx's theory of human development or what Martha Nussbaum and Amartya Sen are pushing now via the UN and OECD as capability as a human right.] To continue with the quote after making that crucial observation:

“Similarly, some citizens feel a loss of liberty when the government increases regulations of their personal and economic activities in pursuit of particular visions of equality. [Yes we are familiar with those particular visions. See above brackets]. The values of liberty and equality, in turn, are connected to a core notion of human dignity.”

We are NOT being asked to surrender the great Anglosphere invention that enabled unprecedented mass prosperity because production became more lucrative than predation as the way to get financially ahead. We aren’t even being informed. Apparently that joyful message reverts to a snoop like me. Aren’t you enthused that students are to even focus on the proper levers for taking by majority fiat as they learn about “treating political power as a central theme of civic education involves helping young people see how they gain greater control and influence over the many issues that affect them and the people they care about.”

No need to worry about where the lessons of history predict this will all end up because students are to be taught a version of power “firmly grounded in ethical principle.” Yes because any knowledge of reality might foretell the likely tsunami of political oppression that inevitably occurs anytime any group gets this kind of power over individuals who have no effective recourse.

That’s enough. Read the whole thing if you can bear it. I am obviously having a hard time with the no-holds-barred language being used. I think we need to all know our students are to be assessed on whether they are willing to “sacrifice for the the common good or greater good.”

And that this is being defined as “must reflect a commitment to interdependence and improving things for the many and not just the self. Furthermore, students ought to reflect on this principle in terms of a shared humanity beyond the boundaries of the nation, and from the perspective of future generations, considering the worldwide and intergenerational implications of the choices they will make.”

In the name of Common Core and civic education we are about to get all destructive propaganda, all the time. And the specialness of the Anglosphere won’t be all that disappears.

Every radical’s dream coming in as civic education.

Prescribing How We Frame Experiences is the Lynchpin of Wholesale Unconscious Behavioral Change

Historian Robert Conquest has a great term for the kind of ideas and concepts we are dealing with as education all over the globe thinks reframing our consciousness is the legitimate new focus. To get a different kind of society and economy and future of course. Because good intentions excuse all? When any kind of knowledge of the past and the consistency of human nature and governments that accept no boundaries would be sending up red flags of danger. It feels a bit like 1938 when Churchill’s knowledge of history told him that there would in fact be “no peace in our time” from conceding to a not yet full-strength tyrant.

Conquest calls these ways of framing our perceptions and experiences that have in fact escaped the reality that currently exists and any empirical controls–”brain blindfolds.” An apt term it seems to me to deal with K-12 and higher ed institutions globally where the principals and Supers and college Presidents are being pushed to see their new mission as transformation of the students they are presented with. Like this as the instructions on how to push the desired changes (my bolding for emphasis):

“one continually sees that a critique of one’s identification with the values and loyalties of one’s cultural or psychosocial surround precedes the construction of a fourth order system that can act upon those values, set them aside, or modify or reappropriate them to a new place within a more encompassing organization.”

That passage is from a 1994 book by the now-regularly present, Harvard prof Robert Kegan, called In Over Our Heads: The Mental Demands of Modern Life. Written before the Democrats lost the House for the first time in 40 years in 1994 or Outcomes Based Education and School to Work controversies began to undermine the educational ‘reforms’ the Clinton administration was pursuing at the federal level in the 90s version of what is being called the Common Core now. These old blueprints do not go away and books written before controversies tend to be graphic in their intentions. Now that we have learned that the OECD is pushing ed reforms in K-12 globally around Kegan’s vision of shifting consciousness and that the US plans to reshape higher ed announced in January 2012 by the White House are also grounded in Kegan’s work, we had better understand what we are dealing with. The $50 word ‘omnipresent’ is not an exaggeration of the role Kegan’s theories are playing.

Except they are not really his theories as in unique, original work. It’s more like he is a major spokesperson and proponent of theories with an even more troubling pedigree. According to the Comparative Education Research Center based at the University of Hong Kong as laid out in a 2001 book Values Education for Dynamic Societies: Individualism or Collectivism, this focus on personality-oriented education and a socio-psychological concept of “personality development” comes straight out of Russian and then Soviet traditions. And upon reading that I did some checking yesterday on the current integrative models being pushed by Mikhail Berulava (he gets cited in book). Alive and well and stronger than ever since the Cold War is one way to describe it. And apparently Sochi is ever so much nicer than Siberia.

In other words, we have a real problem. It is global but that 2001 book does let us know that “elites’ in the US want American citizens to have a much greater orientation toward the collective. So does Kegan. This is what he wants to see for an adolescent curriculum. He wants the school to “grow the mind” so that each student’s daily perceptions become guided in a way “faithful to the self-psychology of the West [think Maslow and Rogers] as to the ‘wisdom literature’ of the East.” Elsewhere, Kegan mentions a Zen-like orientation as desirable. He wants education to create “a process by which the whole (‘how I am’) becomes gradually a part (‘how I was’) of a new whole (‘how I am now.’)”

Kegan may talk a lot about ‘autonomy’ and ‘self-direction’ but both he and the global ed reforms movement that pushes his and the personality development purpose generally (which is basically everybody with power now to be honest) expressly reject defining these terms as “personal authority or psychological independence.” No, this vision of education as ‘a reconstitution of self’ via “a transformation of ‘the way we understand’” never loses sight of the person as a mere part of a greater whole that should be dedicated to a common good.

Kegan envisions adolescence developing so that each child takes “out membership in a community of interest greater than one, to subordinate their own welfare to the welfare of the team, even, eventually, to feel a loyalty to and identification with their team, so that its success is experienced as their own success.” Talk about No Man is an Island. No Man Stands Alone. I am going to interrupt this discussion to point out that these are the same reforms that were so controversial in Hong Kong  http://www.invisibleserfscollar.com/using-education-to-shut-down-free-choices-and-then-redefining-as-personal-autonomy-orwell-lives/ when they were introduced there. Kegan even mentions Kohlberg on his Acknowledgments page as his “late teacher and friend.”

They would be controversial in other countries too if they were not hiding in what PISA is actually measuring or in poorly appreciated definitions of “lifelong learning,” “self-directed learning,” or “college and career ready.” Everything is geared towards us never seeing what is coming that we are funding until it is too late. The internal psychological changes will have already occurred. Because they are intrinsically tied to feelings and emotions from an early age they are supposed to be almost impossible to reverse.

Reader alert! If the mention of sex is not something you want to accidentally read about, skip this paragraph. But Kegan saw teenage sex, not counting intercourse in passages I cannot believe I had to read, as helpful to priming adolescents to be guided by their experiences at both a physical and emotional level. Doesn’t that put a new spin on the unending push for graphic presentations to students in schools over the last few decades? He literally sees such a push as being beneficial for adolescent students to learn what mutuality means and how to relate to others and their needs. That’s enough. I am blushing now and this is mild compared to his descriptions in the book. But mentioning this and the reasons for it should help all of us appreciate how important the desired wholesale changes in behavior and how things are perceived is. And how crucial education is to the venture.

As many teachers have already either intuited or actually heard from a Change Agent Principal, these personality changes and consciousness shifts are needed from teachers as well. No one in the building or on campus shall survive in the form and with the values they entered would be one way to describe it. I want to go back to Robert Conquest again and his fine book from 2005 The Dragons of Expectation: Reality and Delusion in the Course of History because he and I are worried about the same thing–”the general state of the Western Mind.” It’s just that this blog has a great deal of detail on how it is being targeted for wholesale change. But I would argue still for the same end as what Conquest recognized. We have bureaucrats and politicians and self-interested cronies in the public and private sectors who personally would benefit from “state control of much of human activity.”

When I mention the Soviets as the source of a theory or practice, I am not trying to frighten you. As a history major, I get what it was created to do and why it does not belong in schools or college classrooms or any society that hopes to remain truly free. Where individuals still matter in the original meaning of autonomy. If history is not your idea of a good beach read, you may never have pondered the significance of Robert Louis Stevenson’s (remember Treasure Island?) observation that “Man is a creature who lives not upon bread alone, but principally by catchwords.” And one group with aspirations for social transformation will know exactly what those cultivated catchwords are.

When we are worrying about the origination of these theories and practices being pushed on us without our consent, let’s keep in mind this Conquest observation (my points in brackets):

“The ideal totalitarian state should control the mental as well as the physical lives of its population. Real life is not quite up to this. But if we consider the Stalin and other similar regimes, we see that they had progressed a long way towards it. [Precisely what has been imported to the US and other countries]. The most obvious and critical point is the degree to which all channels of information were blocked [by poor reading methods? cultivated erroneous perceptions? reliance on feeling and propaganda visuals?], and the extent to which a radically false picture was forced on Russian minds. For the Stalinist regime did not merely deny reality; it substituted for it a fully ideologized world fantasy.”

False pictures and world fantasies and substitutions of videogames for reality are precisely what is coming at us in 2013. Stay tuned.

 

Naming Educators as the Levers Shifting the Human Personality To Marx’s Moral Revolution

The full quote was Change Producing Levers and it bemoaned their current disassembled status. But that was decades ago before education doctorates became about implementing Marx’s Human Development Theory in the schools and classrooms. And before all that psychology research from the late Soviet Union got rolled into pedagogy as we have discussed several times. And before Cultural-Historical Activity Theory, grounded in Hegel and Uncle Karl’s hope that man could change himself and his values and external conditions through practical activity in the world, got renamed to pitch to parents as student centered or project based learning.

Honestly I was a history major and I have spent the first five decades of my life not giving the disgruntled German revolutionary dreamer much thought. Especially since I wrongfully assumed it was a tired old defunct ideology anyway. But it just kept coming up as I charted what the real Common Core implementation, the one compelled by degree programs and actual definitions and the accreditors and laws and regs no one else seems to be reading, looked like.   So I dusted off my Phi Beta Kappa key for inspiration and rubbed it like a charm for good luck, shook the cobwebs out of my non-student brain, and dove into what turns out to be a still vibrant world of Marxist scholars looking for our answers. Especially why I kept seeing references to some unpublished 1844 manuscript that was still supposedly a vibrant vision for the future. The 21st century future.

I started with Gar Alperovitz’s new book that had struck me as fitting a vision of a small “c” communist future. That insight then pulled up economists Richard Wolff and Stephen Resnick lecturing and writing away in an inspired way that showed no signs of being a defunct ideology. In fact they have said there are more Marxists today teaching in American colleges and universities than ever. I believe them but it also suggests that our collective guard is down about something that is still a real but unappreciated threat. If educators in higher ed and K-12, especially administrators, are committed to reorganizing our society and economy around Uncle Karl’s belief that:

“In a properly human society, we would find our freedom through our relations with other human beings. A proper human life is one which is lived, at least in part, for the sake of others.”

And no, Karl was not referring to spouse, kids, and friends. But that does read remarkably consistently with what is called Kohlberg’s Theory of Moral Development and the Universal Love Principle which we encountered in Hong Kong and all through teacher training in the US. http://www.invisibleserfscollar.com/using-education-to-shut-down-free-choices-and-then-redefining-as-personal-autonomy-orwell-lives/

So lucky me tackled several books by NYU prof Bertell Ollman that were quite enlightening on how important it was to Uncle Karl to provide the Concepts of Understanding that would then filter daily perceptions. Check. We had rather noticed the omnipresence of conceptual frameworks and how the planned assessments are tied to those supplied Enduring Understandings and Understandings of Consequence. And Harvard Project Zero’s CORE–Cognitive Reorganization. So the lineage goes back to how to spark an inner change at the level of the mind and personality. That will then ramp up the motivation to take action to change the world.

Another enlightening prof I tackled this week from London was Jonathan Wolff. His insights may also help explain why Bill Ayers goes running around declaring himself to be a small “c” communist apart from a propensity to be obnoxious. Wolff quoted from The German Ideology where Karl wrote that “communism is not for us a state of affairs which is to be established or an ideal to which reality will have to adjust itself. We call communism the real movement which abolishes the present state of things.”

A quote to keep in mind as education and other degree programs trumpet their purpose of creating Social Change Agents. And with education reforms globally admitting their purpose is wholesale social, political, and economic change. Away from the concept of the individual and the primacy of the rational mind. And before we really dive into our Uncle Karl Scholarship 101 Cliff Notes version dialogue, remember how I have told you several times that the accreditors all over the world answer to UNESCO? That accreditation is actually being used as a driver of cultural and noetic change in higher ed, graduate programs, and K-12 and that the standards tie to what we have identified as the vision of Humanist Marxism we discussed two posts ago?

Well it now turns out UNESCO actually has a division called MOST–Management of Social Transformations–that ties to virtually everything controversial that I have ever written about. Including the Belmont Challenge and International Human Dimensions Programme–IHDP– that Paul Ehrlich has bragged will fundamentally alter human behavior. I mention both of those programs again because they are operational right now with far-reaching visions of global change. Especially to citizens of the world’s only superpower. See the tags on right to find those posts if you have never read them.

Now we come to Princeton political science prof and Sovietologist, Robert Tucker. He wrote a 1961 book called Philosophy and Myth in Karl Marx. Now Professor Tucker had little use for Karl’s economic vision but he believed that:

“the aspect of Marx’s thought that is most live and relevant to the concerns of men in the contemporary West is the purely utopian aspect, the part relating to the post-revolutionary future…his vision of the future world was, if not scientific, at least rather prophetic of real possibilities. Marx’s concept of communism is more nearly applicable to present-day America, for example, than his concept of capitalism.”

That quote calls for both a deep breath and a sit down and gulp reaction. 1961. Especially as Tucker goes on to make the point that is so critical to the education reforms that commenced all over the West in the 1960s. Prompting outrage from the get go but never accurately perceived. The sought revolution is not military confrontation and it needs no pitchforks. “The world revolution would be the universal act of human self-change.” If that’s not clear enough, Tucker goes on:

“The revolution involved is not a political one but rather a revolution of man’s attitude towards himself and the purposes of his existence, a revolution of values.”

And if that is not clear enough Tucker goes on to say the sought change is “psychological” and “a moral revolution within the self”. This Growth (as in each student in the federally mandated teacher evals) is the “outcome of a gradual process” (like over years of collected data now starting in preschool). If you wonder why the ASCD is pushing the Whole Child as an essential component of the Common Core and why every one with any power over the classroom is decreeing a social and emotional learning focus, we need go no further than Tucker’s insistence that the revolutionary change needed to target each person’s personality. As Tucker wrote graphically: “it is only there, and by the individual’s own moral effort, that the egoism can be undone and the revolutionary ‘change of self’ achieved.”

Now I am not trying to spook you but those passages accurately describe precisely what is being targeted. And now we know for sure why. And for most of us the terms Marxism and Communism are bounded by visions of the Kremlin and Mao and Stalin. We remain dangerously unaware of the real threat to the West from Uncle Karl’s philosophies. And how it can come in and create the desired, revolutionary changes in values, attitudes, and beliefs without notice. And at a psychological level within the student.

The year after Tucker’s book many of leaders in the Behavioral Sciences in the US visited the USSR on an officially sanctioned trip to look into the psychological research being done there. Ralph Tyler and BF Skinner were both on that trip and Skinner kept a diary. And Ralph Tyler came back and basically wrote the legislation that launched Title 1 and the massive federal involvement in US education. And Skinner pushed the operant conditioning potential of education, especially if tied to the computer. And in 1965 federally funded research began to change the nature of the colleges of education to make Behavioral Sciences the focus. Others have written about that BSTEP program and the revolution it controversially ignited.

But not in the context of Tucker’s book about where the real communist, little c, revolution needed to begin.

I will leave you to mull all this over. But I will add that all the economic and social transformations we have encountered in post after post that all seem to be different names for the same vision are all consistent with this little c vision of the economic future and social citizenship.

Oh, one more thing. Robert Tucker turned out to be the father-in-law of Robert English. You know who wrote the 2000 book that gave the award-winning, officially sanctioned story of how Gorbachev’s New Thinking was actually the Marxist-Humanist thinking?

Small world, huh?

 

Who Knew Karl Marx had a Human Development Model? Or that It Fit Our Facts So Well?

Or that it could be put in place in the US by executive fiat at the federal level? All you have to do is misinterpret the nature and language and case law of the federal civil rights laws. And then repeat. Early, often, and adamantly. It’s not like someone with a working knowledge of con law also reads education declarations and documents. It’s also not like changing the nature of education in the classroom could have any impact on a society or economy. Or political beliefs. Or future behaviors.

About a week ago the US Secretary of Education Arne Duncan sent school districts a letter announcing that “We Must Provide Equal Opportunity in Sports to Students With Disabilities.” It included a 12 page Dear Colleague letter from the DoEd’s Office of Civil Rights. A number of commentaries (Rick Hess and Mike Petrilli among them) have wondered where such a pronouncement came from and noted how impractical it is. Equal opportunity in sports at whatever cost. What no one seems to be paying attention to is what both letters declared. To  quote Arne directly:

“Federal civil rights laws require schools to provide equal opportunity.”

No actually federal civil rights laws do no such thing. Congress can rewrite them or the courts can change their interpretation of them. But Arne and his employees, even the ones with law degrees, may not. Especially on a Friday afternoon in the first week of a Second Term in office. If you read  http://www.ed.gov/blog/2013/01/we-must-provide-equal-opportunity-in-sports-to-students-with-disabilities/ the OCR letter you will see that sports is just an illustration of a much broader right Arne and his Department want to create. And they explicitly want to include learning disabilities, not just physical ones.

Think about that. If federal law did mandate that those with learning disabilities have an equal opportunity to students without disabilities or who are just plain brilliant, then school and high ed could not really be about intellectual pursuits anymore. That’s a playing field where inequalities in capabilities exist. Must change playing fields then. How about social and emotional learning since everyone has feelings? That would be an equal opportunity arena. All students can also interact at some level. Especially with computers. We also have a push now to promote life skills. Everyone can do that too. Except they usually leave off the full name: Life Skills for Psychosocial Competence. Can’t imagine why anyone would want to ditch such a graphic tipoff as to what is really going on.

There’s another possibility for our Equal Opportunity classroom. A developmental progression that focuses on personality development in a social context. That would be the education theories of Erik H Erikson. He practiced in Chicago and it’s hard to imagine Arne is not familiar with his views of child development or the sociocultural approach to education. Especially since the University of Illinois in 2007 published a paper in Educational Theory announcing all of this as the new approach to education. http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20DePalma,%20Drye,%20Whose%20development,%20ET,%202007.pdf . And also because numerous government agencies including the Department of Education and the National Science Foundation embraced sociocultural theories instead of cognitive theories grounded in individual thinking as the basis of their future work.  http://www.invisibleserfscollar.com/so-now-common-core-rejects-individual-thinking-to-embrace-soviet-psychology-ecology/ is the post from July 2012 describing that official report and its troubling implications.

What I had not read in July was a 1982 book by CCNY/CUNY professor Marshall Berman called All That Is Solid Melts Into Air: The Experience of Modernity.  That book laid out Marx’s developmental ideal and “how crucial” it was to all his political beliefs. Also that it was grounded in the German humanist and Romanticist culture of Marx’s youth. Berman did leave out the part about how that ideal facilitated the national collective mindset that led Germany to launch two world wars in the 20th century. But then Berman is an admirer of Marx and that’s such a picky little detail for me to mention. Berman does mention though that this Marxian/Romantic German developmental ideal was “still very much alive in our own day” and that Erik Erikson is its “most distinguished living exponent.” Erikson actually passed away in 1994 but his work does clearly seem to be gaining momentum. Probably because without Berman’s book it would be harder to link it directly to Marx.

With that book though we don’t even have to infer. We can quote directly from Berman and Marx (pages 96-98 if you want to locate a copy).  Marx has a vision of education that does not transmit the values and knowledge of the current culture which he of course wanted to disappear. Hence the Melt into Air metaphor he used. Educators pushing Marx’s personal development theories today through later adopters, like Dewey or Erikson or Vygotsky, are pushing the same goals. Change the foundations that support the current economy, society, and political structures.

That’s in fact why this type of education is not just called Progressivism. It’s also known as Social Reconstruction and that is precisely where that Equal Opportunity declaration takes us. Very similarly to the goal Goodwin Liu also laid out for the Common Core here http://www.invisibleserfscollar.com/morphing-the-common-core-into-a-new-rewritten-us-constitution-by-mandating-false-beliefs/ . Same basic desired Transformation goals coming from a variety of directions. With the same vehicle–education, K-12 and higher ed and creating false beliefs and new values to get different future behaviors. At least from a voting majority. What Paul Ehrlich and his MAHB seek as well

Berman first quotes this passage from Marx’s Communist Manifesto:

“In place of the old bourgeois society, with its classes and class antagonisms, we will have an association in which the free development of each will be the condition of the free development of all.”

A desire that 21st century educators will relabel as the Universal Love Principle or Kohlberg’s Moral Development Theory and impose in the classroom in the name of Character Education or a Positive School Climate. Let’s continue on with how crucial this developmental ideal was to Marx. Berman cites several examples but this one rings consistent with the actual current definition of  College Ready: “the goal of communism is ‘the development of a totality of capacities in the individuals themselves.’ Berman goes on with this passage from The German Ideology that is consistent with the Communitarianism we are have found in Career Ready Practices and the Positive School Climate (again!):

“only in community with others has each individual the means of cultivating his gifts in all directions; only in the community, therefore, is personal freedom possible.”

Bill Ayers just loves that definition of freedom. I do believe it’s what sent him into education in the first place. I mean who would know? Who reads Marxist professors to locate such a quote back to Marx himself? Me when the footnotes cite someone.

This final quote from Marx is reflected in the actual definitions of Student Growth and Student Achievement being used in the States as part of Common Core. It’s why feelings and social and emotional learning and changes in values, attitudes, and beliefs measured through collected data about each student and classroom are so much a part of the actual Common Core implementation. This is from Volume One of Capital:

“it is essential to communism that it transcend the capitalist division of labor [that would be differences in knowledge and skills among students in less stilted language]… the partially developed individual, who is merely the bearer of one specialized social function, must be replaced by the fully developed individual, fit for a variety of labors, ready to face any change in production, for whom the different social functions he performs are only so many modes of giving free scope to his own natural and acquired powers.”

That’s a fairly concise summary of what is now being called College and Career Ready if you go back to the original documents as I have. It also fits perfectly with the OECD’s definition of Competency driving international education reforms through PISA.

Now I am not saying everything going on in education globally is about resurrecting Communism. For one thing it now has a terrible reputation. But education globally is trying to displace any right of individuals to make their own decisions about how to live their lives. Right now the 21st century being shaped for us through education is the Age of Statism where politicians and government employees and Business and Nonprofit cronies make decisions for us. It’s not to be the Age of the Individual or the Consumer or widespread prosperity.

And the educational theories being used to mold New Kinds of Minds and Different Personalities really do track back to Marx. Which then makes 20th Century history hugely relevant to where we are headed in the 21st.

I wish this was not true but it is. And the only way to get us off this current planned pathway is to stare this Marxian foundation square in the face.

 

 

 

Using Education to Shut Down Free Choices and then Redefining as Personal Autonomy: Orwell Lives!

George Orwell that is and the Newspeak he warned about in 1984 where thought is  confused because none of the official terms being used means what is commonly assumed. We have talked about that before in education with terms like Quality Learning or Excellence. But what about when personal autonomy means the choices made after primary education is used to monitor personal behaviors and interactions with others to make sure that a person is putting the needs of the group first? Or that the person is building their self-identity during those crucial adolescent years around being a member of a Group?

You think you see where this is going? Yet more insistence on the primacy of the Common Good? You would be correct Sir. Ten Points in the Bonus Round of Diminishing Personal Freedoms as THE 21st Century Goal for All Learning. Everywhere apparently. This is from the controversial Moral and National Education Project that went live for Hong Kong primary children last month and for the remainder of secondary schoolchildren in September 2013. And before anyone says “That’s the other side of the Globe. It will not impact US or Canadian schoolchildren.” The sources cited are American profs. Ontario profs.

This is a global political coup being mounted through our K-12 schools. At least the Hong Kong parents, students, and politicians knew enough to be outraged. They aptly called it brainwashing but to no avail. We in the US still have comparable obligations being imposed in classrooms but it is hiding behind Positive School Climate mandates and the actual Orwellian definitions of College and Career Ready or Deep Learning Strategies or Higher Order, Level 4, Thinking.

“As far as altruism is concerned, children should be taught to extend their love and sacrifices to their parents and significant others to include acquaintances, neighbors, strangers in one’s country and people in other countries.”

How useful to anyone in power to redefine personal autonomy as the choices of someone AFTER they have been indoctrinated through K-12 education to have such a sense of mandated altruism. Isn’t this all the Kremlin or Mao and every tyrant in history ever wanted? To have educators instill this so-called Universal Love Principle so that young people believe:

“They are expected to sacrifice their personal needs, benefits and even their basic rights for the sake of the stability and prosperity of the country. Betraying one’s country is not only immoral but also evil and sinful.”

Betraying one’s country is selling state secrets, not refusing to defer to the majority consensus! Seriously. Moral education is being defined as teaching that the “majority’s opinion and interests precede individual’s opinions and interests.” Now won’t this come in handy with the promotion of Systems Thinking and telling each student they are merely a part of the much broader Whole?

US Constitution be damned if the Colleges of Education decide to remove the primacy of the individual emotionally. Through their monopoly over what happens in the Classroom. And if you think again this is Hong Kong, search out Kohlberg’s Stages of Moral Development/Universal Principle and see how influential it is in teacher education for the classroom. Or here, about two weeks ago, Bronfenbrenner Ecological Systems Theory as the basis for Child Development activities in Pennsylvania classrooms. http://imaginepennsylvania.com/2012/10/expanding-views-of-child-development-urie-bronfenbrenner/

So yes I am lifting these quotes from Hing-keung Ma’s work but she in turn is quoting the Western education profs and feminist profs like Carol Gilligan and we have the same names for the same interpersonal and mandated social altruism as we are seeing in the West. The highest stage of Ma’s world social altruism in preparation for a desired sense of world citizenship is called Global Perspectives. That just happens to be the name of the  company with its affective inventory (Global Perspectives Inventory) of desired personal traits in college students created to implement the radical new vision for US colleges and universities.http://www.invisibleserfscollar.com/college-ready-as-a-goal-of-k-12-is-not-helpful-if-first-you-gut-the-historic-purpose-of-college/

The way to foster world citizenship then is using the concept of moral education to push these ideas of universal love and universal justice on schoolchildren. What a dream for parasitical UN bureaucrats and their tax free salaries to have students all over the West being taught these ideas as Systems Thinking and Education for Wellbeing as we saw in this post on what Australia is mandating with US advisors.  http://www.invisibleserfscollar.com/if-education-transforms-values-and-feelings-and-beliefs-to-control-behaviors-are-we-free/  In fact the advisors are from the same US college campus where that Global Perspectives Inventory was created. What are the odds?

So self-actualization in this Orwellian world of Newspeak becomes a declared aim “at the greatest happiness of the greatest number.” And woe be us once public employment plus beneficiaries crosses that 51% threshold to be a majority where education says self-actualization means:

“if there is a conflict of interest between an individual and the majority, the individual should be prepared to sacrifice himself/herself for the majority.”

Well this is certainly yet another way to fracture the concept of the Unitary Self as the Regional Equity and Environmental Justice advocates seek.  http://www.invisibleserfscollar.com/distributive-justice-is-not-enough-we-must-break-the-illusion-of-the-unitary-self/ Seriously long term regular readers are thinking. What is going on? This is all clearly related. And global. And a stealth implementation of what are clearly collectivist political and economic theories. Could you please give us a date you say? Somewhere in particular to help us really frame what we are dealing with here?

Well, I have quite a few illuminating choices to answer that one but this week’s Tiptoe through the Footnotes Journey yielded yet another Glittering Gem of an Epiphany. This one is from 1968–an important year because we are at the height of the Cold War and the beginning of the student riots that changed American culture and education so much.

The book, The Learning Society, is by a man, Robert M. Hutchins, who was once the President of the University of Chicago in the 30s and 40s. We have talked before about Ralph Tyler and his Eight Year Study which laid out a way to implement the progressive vision for education originated by John Dewey http://www.invisibleserfscollar.com/if-standardsoutcomesobjectives-what-is-the-real-common-core/ . Hutchins was a close friend and mentor to Ralph Tyler in addition to being his boss. It was Hutchins who put Tyler in the chair positions at Chicago where the entire concept of Behavioral Sciences and Systems Thinking originated. So when one of the scheming Systems Thinkers cited the book, I thought it was time to read it.

Hutchins lays out a new vision for global education that will be applicable to all students–to set their minds free. Education that cultivates the Common Good. What Hutchins called an “education designed to help people become human” by “connecting man with man.” An education that is not about the transmission of information since “why should data be memorized if they can be instantly available by pressing a button?” Education that promotes a “deep understanding” of issues and questions where “there is more than one answer or no answer at all.”

Sound familiar? An education that “introduces all men to the dialogue about the common good of their own country and the world community.” Now Hutchins wanted this education for new values centered around the concept of Humanity to be pushed everywhere. To use education to change the culture to “one in which living wisely and agreeably and well is the object.” Communist China and the Soviet Union and Kuwait and India and Japan and Africa and the US. But these countries differ drastically in the level of influence their students and citizens have over government actions. Or refusals to act.

What we are seeing in 2012 is just a continuation of this previous attempt to snuff out personal liberty and individualism everywhere on this globe where these ideas have ever flourished. And especially in those countries where they are cherished. So in the US we get our assault on freedom wearing Orwellian masks and tucked into little read but still binding regulations. But the assault is no less real.

And the draw bridge is down. And the Armed Guard went into town to fetch some mead for a planned banquet. And the moat has been drained to allow for easy to access organic gardening.

We are wide open and largely unsuspecting. And it is coming.