Building the Sentiment, Forging the Real Feeling that Goes Deep: Rigor does Not Mean What You Think

Do you believe in coincidences? Of course they happen, but not about some things, especially when little known professors are suddenly brought back to be the quote of the day in a daily education newsletter. The day after the last post where I mentioned the 1948 push for a World Constitution at meetings held at the University of Chicago, the EdTech SmartBrief cited ‘Italian Writer Giuseppe Antonio Borgese’ for an inspiring vision about Change not only being possible, but necessary. How apropos when fundamental change is the daily meme. Borgese of course is more than an Italian writer. He was one of the prime participants in those meetings, a prof there, and the draftsman. He also wrote the 1953 book Foundations of the World Republic laying out the vision.

You don’t really think I grasp how all this fits just from Abstracts or the Cliff Notes versions, do you? No, I had read that book and get the connection to ed. So does someone apparently at Smart Brief and they are fully aware of the pertinence of today’s K-12 juggernaut of changes too. Few terms though come up more often these days or are used so consistently to mislead parents and taxpayers  on the true nature of the intended changes as ‘rigor.’ There’s a reason education consultant, Willard Daggett, with a ridiculously lucrative national professional development business (for someone who used to be in Vo-Tech. I have a few of those mediocre textbooks) says that “relevance makes rigor possible.” Rigor is always grounded in emotion and personal experiences.

When a District Super tells concerned parents that Rigor is about higher standards and provides the metaphor that you cannot turn up the temperature suddenly on an oven from 350 to 550 without burning the turkey and leaving it frozen on the inside, I think that explanation deserves a Pinocchio award. That example of rigor may make parents feel better about upcoming higher than average failure rates on the new state Common Core math assessments, but it does not accurately reflect the nature of the problem. Rigor is about what a student feels, perceives, and does when there is no single correct answer or there are insufficient facts stated to reach a definitive conclusion or the asked about material has never been taught. It provides superb behavioral science data on likely future actions and it primes students to be willing to act in the face of uncertainty. Just what people with visions of transforming and then redesigning societies and societies around Big Data need from a compliant, malleable citizenry.

Facing History and Ourselves, which we met again in the last post, keeps being cited as the perfect example of a curriculum offering ‘rigorous engagement’ and ‘deeper learning.’ Deeper Learning is being trumpeted, formally assessed, and funded generously as the cornerstone of the Common Core and the OECD’s global vision for education by the Hewlett Foundation. Building on the previous post’s revelations and the return of Life Adjustment before that, why is FHAO so crucial for an international bureaucracy pushing for fundamental transformations in the economy, society, and political structures and institutions? Let’s look.

http://trustnet.learningtrust.co.uk/partners/Community%20Cohesion/Case%20Study_Facing_History_and_Ourselves_at_Skinners.pdf advocates that teaching materials force students (their bolding) through the process of Text to Self (this reminds me of a time when… so that personal experiences become involved), Text to Text (building those links to previous school activities or discussions and the concepts involved so that a predictable mental web is being woven by schoolwork), and Text to World (students connect the ideas to things happening in the world today). Did you realize that’s what ‘personalizing learning’ meant? Constantly reenforcing schoolwork to a student’s life experiences and then creating life experiences in school and elsewhere to reenforce the desired concepts and attitudes? As the link says, FHAO allows students to have Mindsets that allow “better questioning of the world and what goes on it. But most importantly, students become more engaged in their own communities and apply the knowledge they learn to their own lives.” (my bolding this time).

Knowledge grounded again more in emotions and instincts than facts, but all the more likely to compel future action for that very reason. Remember Harlan Cleveland from my book? Well, about 10 years before his 80s vision I explain there he did a report in 1976 for UN Leaders meeting in Philadelphia. It laid out his vision on what the significance of the US Bicentennial was for the future. He saw it as igniting the Next Great World Movement: the Global Fairness Revolution. Like the odd sudden citing this week of Borgese, these visions do not go away. They simply keep looking for new sales jobs to have education finally bring them to fruition. That’s precisely what FHAO and PBS intended to do when they created Choosing to Participate to be used as part of what it would mean to be Literate under the Common Core. http://web.uri.edu/nonviolence/files/ChoosingToParticipate.pdf

When the “challenge for educators” now is announced to be creating “settings that can help young people develop as thoughtful, caring, compassionate, and responsible citizens,” the vision of citizenry is to be Change Agents for Transformation. That is also blatantly a view of education that is primarily focused on Psychosocial Development, not knowledge as academic content. Students are to be deliberately primed, at a deep level, to be unwilling to accept the world as it now exists. They are also to be intentionally manipulated to misperceive the current nature of that world. Ignorance and grievance may be one of the most volatile combinations in the universe. Unlike nitroglycerin though, these Students with carefully cultivated and shaped Mindsets and emotional Push Buttons will not have warning labels. Not yet anyway. I am working on that one.

FHAO does not mince words when it states its intention to have Choosing to Participate:

“be a catalyst for conversation about how we treat each other, how we should live together, and what our choices mean. The key challenge is to think deeply [emotions again!] about what democracy really means, and what it asks of each of us. Democracy is a fragile enterprise and can only remain vital through the active, thoughtful, and responsible participation of its people. Education for citizenship means encouraging each of us to recognize that our participation matters.”

Jumping to the punch line, FHAO intentionally uses the horrors of the Holocaust and Legal Segregation by race in the US to justify a belief that economic, redistributive, justice, if desired by a majority of current voters, is a perfectly legitimate demand binding everyone. Resistance then becomes akin to the racism that surrounded the Little Rock 9 trying to integrate Arkansas schools in the 50s. FHAO is the perfect accompaniment to the communitarian focus we have already located in the required Positive School Climate for all K-12 schools and lurking oddly in the definition of what it means to be Career Ready under the Common Core. FHAO early on specifically instructs students:

“communities are not built of friends, or groups of friends, or of people with similar styles and tastes, or even of people who like and understand each other. They are built of people who feel they are part of something that is bigger than themselves: a shared goal or enterprise [hence all the hype on collaboration now]…To build a community requires only the ability to see value in others; to look at them and see a potential partner in one’s enterprise…community can also be defined in terms of a ‘universe of obligation’–a group of individuals or groups ‘toward whom obligations are owed, to whom rules apply, and whose injuries call for amends.”

Amends are owed. I am going to end with that quote because clearly this intention is where we should put all these sudden mentions of allegations of White Privilege and conferences centered around preparing teachers to make that and race generally a focus of the K-12 curriculum. Everybody seems to like trilogies so this post is the Human Rights Trilogy’s second part.

I want to come back with considering the implications of targeting values, attitudes, and beliefs about how societies and economies should be structured as just another antiquated area that can, and should be, legitimately targeted by K-12 for change. Comparable in the minds of many educators and certainly the FHAO curriculum to the shifts rightfully needed previously to move beyond legal segregation.

We are going to continue to confront history all right. Especially the implications of requiring that students “prove their humanity” in ways to be mandated by political authority.

Should students be taught that “Built into each individual’s experience must be an occasion for giving, a task of humanity, an act of sharing and sacrifice”?

Is that really Student Achievement? Growth? Should taxpayer-funded education administrators and profs really be making these decisions in a free society?

Or is the disputed nature of freedom itself in the 21st Century the real question?

Translating the Off-Putting Term Dialectical Materialism and Discovering the Intended Process in ALL Classrooms

And if ALL classrooms, preschool through graduate school, is not sufficiently alarming, how about in ALL students and teachers and professors and administrators? Plus with a little luck, and using active coordination of themes and cultivated beliefs between education and the media, those interested in transformative change in the 21st century hope to spread the mental and emotional contagion to parents and enough voters generally to ignite the change via the ballot box and ALL institutions.

So how does the mouthful phrase ‘dialectical materialism’ fit into this vision? That is something I have struggled with for a couple of years now. I basically got it, but not well enough to translate into a pithy analogy for mass consumption. I suspect much of that is deliberate to prevent alarms from going off recognizing its use to prompt revolutionary cultural change. I knew it was about consciousness and had been coined not by Marx or Engels, but by Joseph Dietzgen. Like them, his revolutionary intentions forced him into exile in the Anglosphere, countries much more accommodating of dissent than Germany or other parts of 19th-century Europe. Instead of London or Manchester, England though, Dietzgen relocated to the Chicago area. But what precisely merited exile by authorities wishing to retain existing political power?

The recent recovery of some lost Nelson Mandela transcripts that quoted him as saying: “to a nationalist fighting oppression, dialectical materialism is like a rifle, bomb or missile. Once I understood the logic of dialectical materialism, I embraced it without hesitation.” I read that and immediately wished someone would concisely explain that logic as I was quite sure it was still lurking in our midst, ready to mount an invisible attack against existing institutions, values, beliefs, and other cultural norms. Last week, my personal project, supposedly unrelated to the blog or book or speaking engagements, was to investigate when the law shifted to being seen as a cultural weapon. Just a matter of personal curiosity so I ordered a book I had seen mentioned, Law and Revolution: The Formation of the Western Legal Tradition. It was published in 1983 by a then Harvard Law Prof, Harold J. Berman.

I was expecting a more straightforward history than what I encountered. I certainly was not expecting to read on the first page of the Preface that “A world ends when its metaphor has died.” Well, that got my attention as nothing is more prevalent now in education ‘reforms’ than the determination to excise factual knowledge of the past or science or human nature and substitute some type of metaphorical belief, usually called a ‘lens,’ as in the new C3 Social Studies Framework or a Generative Metaphor from Donald Schon and Chris Argyris’ Action Science work.

Continuing on in the Introduction, I found a determination to jettison the reverence for the Anglo tradition of the common law, and language about the law being not “a body of rules,” but a “process.” That statement sounded eerily similar to what radical education reformers like Linda Darling-Hammond, or sponsors like CCSSO, are using to describe what the REAL Common Core implementation is about. Not transmitting a body of knowledge anymore, but cultivating desired ‘habits of mind’ and hoped for ‘dispositions’ amenable and primed to act for wholesale social change.

Perhaps because it is a book designed to change the nature of a particular institution-the nature of law, law schools, and the role of the judiciary, Berman’s book is quite graphic about using the word ‘dialectics’ to describe the process of changing values and beliefs in people so it will have an impact on how and whether they act. Those actions in turn can affect the material world and the physical environment, which in turn acts upon those who inhabit it. A dialectical process back and forth involving the material world, but it all starts in consciousness. Mental and emotional beliefs. Dialectical materialism. Change the consciousness of enough people and the world itself and the future can supposedly be changed in predictable ways.

That’s the theory of how to “transform the social and political and economic realities” and it was revolutionary enough in the 19th century to merit exile and, perhaps, prison in certain times and places in the 20th. Now a willingness to push it can get you a lucrative ed doctorate credential intended to secure a six-figure taxpayer paid salary and then pension for life. That is if you cooperate with the right people and force the right theories on unsuspecting schools and students. What a transition that is for an infamous theory!

Dialectical materialism then is the actual theory that underlay outcomes based education and what was really being sought from it. Because it is an off-putting term with a clear history and proponents calling it the equivalent of a cultural “rifle, bomb or missile,” the real name for the theory gets left out. Instead, we get language about Growth Mindsets and not Fixed and Grit, Perseverance and Tenacity to euphemize the actual dialectical mental and emotional change to arrive at the desired synthesis in a person who will act.

This vision of education as dialectical materialism to change the student’s values, beliefs, and dispositions so they will likely act as desired upon the world can be seen as recently as last Friday as Michael Barber and Pearson released a Michael Fullan authored document called A Rich Seam: How New Pedagogies Find Deep Learning. That report also helpfully ties together the actual intended Common Core implementation in the US to what is going on in Canada, Australia, South America, and Europe. A global vision of the kind of perspectives and Worldviews that education is to inculcate for the future.

Everything is designed around experiential learning and getting students ready to act in desired ways. To see the past through so-called present and future needs. It’s not just the students being primed to act in desired ways. I keep hearing reports of teachers being told to stand and chant as a necessary component of new required professional development, while I notice how the leaders of the training just happened to be active in outcomes based education in the 90s. Or a recent story of videos being shown of enthusiastic cheering at various emotional public events like sports. Then the teachers are told that they must stand and cheer exuberantly at every mention of the phrase “Common Core” during the presentation. Does it remind anyone else of Michael Barber’s work with rebellious UK teachers years ago where the mantra was “First, act, then belief comes?”

To me, it is reminiscent of another of William Henry Chamberlin’s observations from his 30s experiences of collectivism that we encountered in the previous post. He noted that “human personality, for instance, may sometimes be dwarfed and standardized under the influence of democracy. But in the totalitarian states it tends to disappear altogether; the individual is simply sunk in the collectivist mass that votes, marches, salutes, cheers with the regularity and precision of an automatic machine.” That term ‘totalitarian’ may seem a bit misplaced when talking of the US or UK or Canada or Australia, but every one of the political and economic and social philosophies Chamberlin was writing about from personal experience was grounded in dialectical materialism. It is the foundational theory behind changing values and beliefs. What varied, then and now, are the particular beliefs that can be deliberately cultivated as useful for transformative change.

It is easy then to see the belief in Catastrophic Manmade Climate Change as one of today’s useful cultivated beliefs as well as the hyping of Inequality and the push for Communitarianism (misleadingly hiding in the definition of Career Ready as well as what will constitute a Positive School Climate). The intense focus on continued racism and sexism in reading selections and classroom discussions provides the same function. Useful beliefs that will likely compel a belief to act to transform the world in predictable ways. Others are more subtle, like the regular complaints over the religion of Islam being portrayed as inherently innocuous in ways that disregard known, provable, potentially dangerous facts. Or the economic misconceptions being deliberately cultivated and then tied to revered figures like Martin Luther King as Democracy Collaborative/Good Society’s Gar Alperovitz did recently. http://sojo.net/magazine/2014/01/beyond-dreamer

We are going to talk next time about how this dialectical vision has become incorporated into the teacher evals for licensure and promotion to ensure compliance. Another dialectical process to ensure actual change in the material world.

Unfortunately all these intentions just cannot shake off the effects of unintended consequences and perverse incentives in that same material world.

The one where we all live and pay taxes to finance these millenarian visions of unrealistic, and nonconsensual, transformations.

 

 

Using the Common Core’s Performance Assessments to Create a New Kind of Person

Now if the US Common Core Initiative or any other country’s similar UNESCO inspired shift to skills and attitudes and desired personal dispositions were to be accurately described as being about “shaping a kind or person” or:

“about creating a kind of person, with kinds of dispositions and orientations to the world, rather than simply commanding a body of knowledge. These persons will be able to navigate change and diversity, learn-as-they-go, solve problems, collaborate, and be flexible and creative.”

Such a future capacity general focus for all students instead of fixed content knowledge would not be politically popular. Parents and taxpayers and non-politically connected future employers would likely rebel from such Mind Arson via taxation and tuition.

So of course the Parasitical Class of too many professors and education administrators and vendors who want both their inflated salaries and pensions AND political, social, and economic Transformation simply lie to us about what is really going on. Once a controversy develops, we get new names and severed parts but usually not real changes in practices. So when the Future Empowerment Paradigm associated with Transformational Outcomes Based Education and William Spady in the 90s (described here http://www.invisibleserfscollar.com/future-empowerment-paradigm-or-educentric-tradition-guess-which-began-its-reign-20-years-ago/ )  became controversial, the critical End Game of Life Role Performances got severed. Keep the function. Change the Name. Hire someone other than Spady.

Now it is very difficult for the public to get their arms around just how much scheming and looting and psychological manipulation is going on in this Change the Student Future Capacity Template. When they hear terms like “Performance Standards” they automatically think solid academics at a high level of expected expertise. When they hear Performance Assessment, they think testing that expects solid academic achievement. They certainly do not think of an education model doing everything it can to take mental activity out of the classroom. They would be horrified to know performance standards are all about creating desired behaviors and attitudes in each student at a reflexive level. No conscious thought required.

When the school talks about ability to access information or interpret or produce or communicate, parents and taxpayers assume these are desired abilities within the context of a body of knowledge. Not generic abilities with real world value that are ALL that is desired in the student. Just “life-functioning performance” abilities. That assessments are actually all about:

“Great care should be taken to identify the exact action that will be taught and assessed.”

Action, not knowledge. Project or activity, not tests. When we read references to problem solving most of us assume a math or science word problem. Not necessarily easy but useful. Very bolstering to both a verbal ability to conceptualize mentally and a logical ability to reach a step-by-step, methodical solution. No. No. No. In performance assessment world:

“the problem needs to be ill-structured. [By the way that is also what rigorous means in Ed World]. The problem should not have a single approach or response–in fact, the route taken and the determined solution should be almost unpredictable.”

John Dewey called that type of problem the Indeterminate Situation and valued it greatly because it required emotion and frustration instead of intellectual skill and knowledge. He believed such problems were conducive to striving for a different kind of society instead of accepting the capitalist, individualistic society he abhored. Today’s assessment developers still have a similar intent even if the Principals or teachers themselves are unaware of the history of this peculiar notion of rigor to drive revolution via mental and emotional transformation over time.

So Transformational OBE and Spady became too controversial in most places to acknowledge when that was what was going on in a school or district. So those Life Role Performances got renamed as Performance Assessments and less well-known OBE players like Spence Rogers or Willard Daggett pursued the OBE implementation via their focus on actual classroom activities. All of the activities quoted came from the Third Edition of Spence Rogers’ book The High Performance Toolbox:Succeeding with Performance Tasks, Projects, & Assessments.

Those tasks, projects, and performance assessments are what drives the actual classroom implementation of every Common Core curriculum I have seen. The Schemers know that what is measured is what gets taught. So the Future Capacity/Empowerment/New Kind of Focus comes in under the poorly understood Performance assessments. Where the task or project is the evaluation. And the task or project is not checking content knowledge but looking for action and generic abilities like the ones described above. This would all be hard to spot unless you were monitoring curricula all over the world and over decades. Which I have. The future capacity orientation gets hidden also in the US under the lovely euphemism College and Career Ready. Sounds like knowledge but avoids the “entrenched subject matter” orientation of traditional education that bolsters those undesirable (if you want state control of society and the economy) Axemaker Minds.

Why you say? You know if ten years from now we continue on our present trajectory I will likely be forced to write a book explaining that the US and the West lost prosperity because too many of the beneficiaries of capitalism never understood how much individual and cultural attitudes and values mattered to economic prosperity. And ALL the anti-capitalism schemers knew precisely how much these mattered. And they used education, K-12 and higher ed, to get at and change the attitudes and values of independence and self-reliance.

And they used education to force out every aspect of the curriculum known to nurture the rational, logical, conceptual mind. Which is the real reason for the math and reading wars. It’s not about how to teach. It’s about limiting the oxygen that ignites the fires of individual mental cognition. That useful ability to spin your own mental scenarios within the privacy of your own mind. Scenarios that can sometimes turn into innovative inventions that alter the known world. Like the Axe did or the computer.

Throughout history and even today in most countries in the world the political sovereign–whether king, dictator, or legislative body and state-employed bureaucrats–controls the economy. That’s the historic norm. What is going on in education in the US now and globally is simply a stealth reversion to that norm. Ironically the changes are frequently being done under the banner of becoming or remaining Internationally Competitive. Yes in the sought Dirigiste, Mercantilist economies of the 21st Century where Education is the Method of Personal Subjugation. And Catastrophic Manmade Global Warming and the spectre of other planet-wide environmental disasters is the Excuse for such planning and control over economies and people’s personal behaviors. And politically connected businesses hope to benefit as well.

If the Statist Schemers living at our expense were honest about what is going on most of us would say No. Freedom may be a burden but it is a burden most of us desire if given the choice.

So we are not being given the choice. And education seeks to become a walled-off profession where no one but the Properly Credentialled may have a say. And the Credentials are grounded in the Marxist political theories that caused so much destruction in the 20th century. And yes I am quite sure about that as well.

It’s also why CAGW, like Marxism in its heyday, must be treated as the unexamined Theory never to be contradicted with reality. Like Marxism or Dewey’s Social Reconstruction, it’s an aspirational theory for changing the future not a scientific theory based on facts. None of these political theories for social control can bear the scrutiny of reality because that is not what they are grounded in.

But reality is still the world every one of us inhabit. And it thus has to govern how we respond to all these sought changes. It’s the reality behind the current “Grab the Guns, Gut the Mind, and Ignore the Temps” that too many are still treating as unrelated.

 

Truly Effective Teaching Involves the Awakening of All Three: Heart, Mind and the Soul

The graphic levels of personal, psychological, manipulation laid out in the Chapter on “Whole Systems Thinking in Education and Learning” (from the same source as the Change the Filtering Mindset from the last post) sent me scurrying for a way to put what was going on into perspective. It fits too well with what was being pushed in the name of Transformational Outcomes Based Education in the 90s for me to pretend “Oh No, they do not really mean that.” It fits with the actual PBIS/Social and Emotional/Deep Learning Emphasis of the CCSSI classroom implementation I have been profiling for months.

This is the reality, folks, and the prevailing belief is that no one in the US or elsewhere in the West can stop Transformative Noetic Change now–both within individual students and culturally for entire societies. If this were a science fiction movie, this would be the point where the female heroine whispered to the sound of thundering hoofs and gathering clouds of dust that “They are coming.”

Who is they? Why a modern day class of what the Soviets called the Nomenklatura, politicians, bureaucrats, hangers-on, and Crony Businesses all wanting to either live at taxpayer expense or have access to the privileges and protections of an aggressive regulatory state. People, this is the historic norm. The norm of a lack of individual personal freedom that parts of the world for a few hundred years in human history managed to put behind them. Until the uniqueness of this way of living became taken for granted like a Legacy Trust Fund that had always provided and every one ceased to learn the habits of mind that had made it possible in the first place.

That we are looking at a massive act of Global Social Engineering is not news to me http://www.invisibleserfscollar.com/real-change-will-require-new-values-and-new-ways-of-thinking-or-social-engineering-is-hard/ but it may be news to you. My scurrying for history though this time took me to 1942 and Anthropologist Margaret Mead and the Conference on Science, Philosophy and Religion.  There I got an open acknowledgement, decades old, of an intention to use the Social Sciences, what she calls the “recipes of science” and her concern, sort of, over the implications:

“to manipulate people, we shall arrive at a totalitarian rather than a democratic system of life.”

See I am not being hyperboliic in imagining these Aspirations as the essence of what traditionally merited the phrase Totalitarian. Margaret Mead herself said the “plans for altering our present culture” by using the social sciences as “experimental material” commits us “to the manipulation of persons, and therefore to the negation of democracy.”

If it negated it in the perilous times of 1942 when the essence of Totalitarianism was well-known and a daily reality, it still does in 2012. By the way, Mead’s answer was not to reject the manipulation via Social Sciences, like Pedagogy, but rather to stress the Values of  the Means Used rather than the Ends sought in some desired Blueprint of Change. So instead of emphasizing the known Fair Shares Society of Goodwin Liu and Social Citizenship or the Future Earth Alliance as the End, we get the Value of educating every student equally, a Means. No less Manipulation. Still Social Engineering. What we call a Distinction without a Real Difference. Mags, this Means-End distinction given the Totality of the intended Social, Political, and Economic Transformation may have made you feel better in 1942. But we are still dealing with what you recognized  as the “negation of the moral autonomy of the human spirit.”

I am now back in the 90s and the 21st Century with a quote on how to gain Transformative Individual Change in Students in order to drive “the shift in society as a whole” via education. This is a long quote with my snark in brackets to remind you we are already dealing with all these described dimensions. Italics in original quote.

“Learning should involve ‘three awakenings of the mind, the heart and the soul (if) truly effective teaching’ is to take place . . .learning can involve the cognitive dimension (which is traditionally seen as the core of teaching) which involves the intellect; the affective dimension, when intellectual knowing moves to a personal and connected [Relevant as in Willard Daggett's Relevance makes Rigor Possible] knowing involving the emotions [which is why we hear the term "engaging the student" over and over again now and why Spence Rogers' PEAK teacher training materials keep mentioning targeting the feelings of the students]; an existential dimension where students are faced with questioning their values and ways of living and with the challenge of the reconstruction of their own sense of self [this is what is meant by the euphemisms of Challenging and Rigorous and Higher-Order Thinking that make parents of Gifted Students falsely believe their Child will get the Academic Knowledge that is fast becoming Forbidden as bolstering the Independent Axemaker logical Mind]; an empowerment dimension, which, if the existential crisis is resolved, involves a sense of responsibility, commitment and direction [College and Career Ready's Real Definition bound up in Amitai Etzioni's Communitarianism?]; and an action dimension, [Isn't that John Dewey's definition of the religious achieved through education?], which, if the questions raised by the first four dimensions have been resolved, involves the development of informed choices at personal, social, and political levels.”

Programmed via Peter Senge’s Systems Thinking and holistic intervention via the classroom on how to handle yourself politically? An Inculcated Mandate for Altruism and the Common Good with little ability to discern whether the assigned definition really makes Long-Term Sense? I really did go look up brainwashing in two different dictionaries after reading these plans. And the only thing good about having a child in a high school and district seeking to be a leader in this Transformational Educational Change template in the US is I personally recognize hearing the plans for every last one of those dimensions. I am not in the faces of the Gypsy Principal and Super only because I have bigger plans for this information. To tell you, concerned parents and taxpayers (and quite a few teachers who still want to teach real content) all over the world, what is coming and why.

Before I finish with the rest of the quoted plans, the blogosphere started noticing the real Common Core implementation this week in this story http://www.powerlineblog.com/archives/2012/12/obamacore-the-substitution-of-propaganda-for-great-literatiure-in-our-schools.php. Good. They are rightfully concerned with the federal government dictating to schools that a certain percentage of high school reading has to be Nonfiction. The story accurately recognizes that this mandate will lend itself to political propaganda in the classroom. Yes, absolutely, and that’s the whole idea. Especially readings that engage Heart and Soul in a compelling manner so that the instilled Beliefs substitute for Rational, fact-based Thought.

Imagine if the concerned parents and taxpayers outraged over the nonfiction mandate fully appreciated the story we have been uncovering? Or the intention in the next paragraph after the five dimensions I just described to use Joanna Macy’s despair work on students. Now won’t a federal Nonfiction mandate come in handy when you already intend to have students “engage with their feelings and pain for the world in order to reconnect with it“? The official recognition by the Credentialed Transformational Schemers that “a true sense of empowerment must come from both the head and heart.”

Well, they left out the Soul that time in the quote but not because there has been any reconsideration of what we saw in previous posts. Wait until I explain in the next post how the government would just like to have a monopoly on Values and sees the promotion of Religious Pluralism, officially sanctioned now of course, as the best way to get to get there.

If I were a fiction writer with a soaring Imagination, I could never come up with a story that rivals merely reporting the Facts on what is really going on via Education. Well-hidden facts to be sure but Verifiable nevertheless.

Are the New 3 R’s and the Student-Centered, Inquiry Driven Classroom a Means to Eastern Spirituality?

We are so trained to defer to religious beliefs as a private matter and something that, at least in the US, Government is supposed to stay out of, that it can take a sledgehammer hit to force us to look at what was staring us in the face all along. I would write stories and then run into the advocates as teachers in a California Wisdom Center. And ignore it. I have traced many of the education reformers/professors to discussions about Third Order Consciousness. And ignored it. Mustn’t be controversial.  It’s a private matter.

I wrote posts about sought Deep and Continual Personal Change  within each Student and ignored the clear references to Meditation Practices. It’s just not how I think. It’s an area I did not want to go to. I have written about Peter Senge and his Systems Thinking and his Presencing book but chose to overlook the links of his sought education and organization practices to his Buddhist practices and beliefs. Again we want to see spirituality as a private, personal matter. Bringing it up and discussing it are off limits. Even when personal Spiritual/ Internal Values are clearly targeted by the Full Personality/holistic education/Systems Thinking focus we are discussing.

The Sledgehammer forced me to confront this Reality recently when I was filing some of my research and glanced at a xeroxed Preface called “Education Trends in a World Crisis” from a 1954 book Education in the New Age. Now its author, Alice A. Bailey, is a controversial New Age enthusiast/Theosophist and apparently much more (you can search out the more lurid details. That’s not my point) but the description in the Preface fit the emotionally driven, intuitive, nonrational mind we have been chronicling. That was the desired Goal. Bailey was the one describing the Sought Mental Global Reality in Students and Future Voters we have been examining in terms  of synthesizing Tibetan spirituality practices.

She was the one writing about using education globally to “resynthesize the objective and subjective, the extrovert [the West] and the introvert [Oriental Asian] civilizations and to achieve a great orchestration of culture.” When you mention culture like that and it turns out the book is a write-up of a 1953 seminar in Chicago funded by the Ford Foundation and you go on to describe your education “project” as based on a UNESCO document you have my full, undivided attention. Most of what we have encountered throughout this blog’s journey traces back to UNESCO involvement and Ford funding. The Regional Equity Movement now is a high priority of Ford and they have hired a John Goodlad confederate, Jeanne Oakes, away from UCLA’s Center for Democracy and Education. She is behind most of the research claiming academic tracking is a bad idea. Ford Foundation employees edited Breakthrough Communities: Sustainability and Justice in the Next American Metropolis. The book I got the Van Jones essay from.  Same involved employees were listed as part of that CA Wisdom Center I already chose to ignore.

Sledgehammer moment caused me to go check to see if Bailey’s book was still in print. The answer? Yes, with its Twelfth Printing listed as 2012. This year. Someone thinks this is still a relevant global vision. For UNESCO’s Education for All globally? For its Decade of Education for Sustainable Development? To promote the Orwellian named, John Dewey inspired, Quality Learning, globally? Only one way to find out. So I bought Bailey’s 1954 book as well as a 1932 book, with a 1960 copyright published in 1972, called From Intellect to Intuition. You see I remembered the kind of emotionally-driven, Arational Minds being sought via education http://www.invisibleserfscollar.com/blending-sustainability-and-education-to-gain-arational-nonlinear-minds-and-new-behaviors/ and wanted to see if part of the impetus for rejecting Axemaker Minds was coming out of this Altered Consciousness to fit with Eastern Spirituality emphasis. That would be a huge, emphatic YES!! More on that shortly or in the next post. Remember I am providing those dates above for a reason. Think of World Affairs at those times.

Bailey’s Goal for Education is not the least bit modest. She wants to inculcate a World-view in each person on the planet Earth that “will make possible a planetary civilization by integrating whatever trans-temporal and trans-spatial truths about man and the universe we can extract from all regional cultures in their local times and places.” That was Thomas Berry’s Bioregional Vision too. Also involved with the CA Wisdom Center I ignored.

Bailey was seeking a totalizing World-view or Governing Ideology that guides one through all elements of daily living. Her aspiration, in 1954, was that the World-view taught provide “the kind of overall synthesis that Marxism and neo-Scholasticism provide for their followers [no need then for individual free decision-making], but to get this by the freely chosen cooperative methods that Dewey advocated.”

That would be the Student-Centered, Inquiry Driven Classroom John Dewey wanted with its Quality Learning goal. http://www.invisibleserfscollar.com/why-quality-learning-may-be-the-last-thing-you-want-for-your-child/ . The kind of classroom and practices the accreditors like AdvancED and consulting companies like Cambridge Education mandate in their reports about Quality. Now. In 2011 and 2012.

That would be the same Quality Learning that is “intuited rather than deduced, felt rather than described, and is immediate to the situation [concrete real world problems in context] rather than removed from it [the forbidden abstract conceptualizations within the privacy of your own mind with your own set of known facts].

Now it is time to pivot to the 1932 From Intellect to Intuition since the sought focus in Quality Learning is feeling and intuition as well. The book is about meditation and “leading man into his heritage as a human being” through educational and psychological practices so that together these two “lead him to the door of the mystical world.” This occurs by training students to use Direct Experience and then turn inwards toward themselves to Reflect upon it. Remember the constancy of this phrase? “The heart and mind become united in their endeavor.” Bailey’s idea is that through “right education,” emotionally-driven, experiential education, (No she did not use the word Hands-On Education but that would be the 21st century version of her idea), the “mind and soul” learn

“to be receptive towards impressions emanating from the mind.” This to Bailey is meditation but to work it requires moving education away from “education of the memory and the cataloguing of world knowledge.” Sound Familiar? Can’t be “the old education with its memory training, its books and lectures and its appropriation of so-called facts.” This is the actual CCSSI implementation model. Cannot be about the teacher transmitting knowledge. That’s a Barrier to a Mind open to Bailey’s New Knowledge. Must be about the New 3 R’s–Relationships, Rigor, and Relevance.

Bailey talks a lot about Right Relations with all of humanity in her books. That was the first tip-off that reminded me of the New 3 R’s. I remembered Willard Daggett in CCSSI training of teachers saying that “Relevance makes Rigor Possible.” I got he meant relevance makes an emotional approach primary. Then I read the following passage in Bailey’s book on creating the Meditative Mind:

“The question may be asked, what is the easiest way to teach oneself to concentrate? . . . one way that may be employed is to utilize what has been called the ‘expulsive power of a new affection.’ To be profoundly interested in some new and intriguing subject, and to have one’s attention focussed on some fresh and dynamic matter will automatically tend to make the mind one-pointed.”

That passage on getting to an inward feeling focus that is not rational provides a good definition of Relevance. But it also makes the arrival of the new C3 Framework, Social Studies Standards, from the previous post, even more important. Making the classroom focus Questions about “societal issues, trends, and events” that the student is interested in is precisely the kind of “new and intriguing” and “fresh and dynamic” matter Bailey wrote about so long ago.

I am just getting started. This turned into quite an illuminating inquiry once I recognized where I had to look. Except my inquiry is not John Dewey’s definition.

Mine is driven by facts and open declarations of intent.

 

 

Using Systems Thinking to Retie the Psychological Umbilical Cord to Our Environment

You know, I am pretty good at language, but I would never think to complain that:

“By substituting visual marks for spoken utterances [that miracle of human ingenuity and the Axemaker Mind reverenced by ordinary folks without systems training as reading], man removed himself even further from directly experiencing his habitat, further severing the psychological umbilical cord tying him to that habitat.”

A different way of making the same point in this early 80s blueprint describing the need for the mental assaults we would come to know under names such as as Transformational Outcomes Based Education and systems thinking and the new 3 R’s, is that the human “psychological separation is made possible  because of the interposing of symbols as a buffer.”

Now for those of you who read “symbols” and are hoping for a secret code that will need to be deciphered with a spray of lemon juice or a special light, we are not talking about a secret code. Although with the way reading is officially reverting back to a whole word or syllable sight approach the fundamental phonetic code is being treated as a secret code. Why? The math wars are grounded in similar reasons. Well I touched on this here http://www.invisibleserfscollar.com/blending-sustainability-and-education-to-gain-arational-nonlinear-minds-and-new-behaviors/ where I first introduced everyone’s new favorite metaphor for what is officially under attack–the Axemaker’s Mind.

You see symbol manipulation, where the mark is an artificial representation such as the word “fish” instead of a drawing for a fish promotes the ability to think abstractly. Linearly. Rationally. To begin to link cause and effect. And how probable something is. Symbol use promotes a sense of self-awareness and individuality. When coupled with the printing press that made widespread literacy among the masses possible, it let the magic genie out of the bottle in a way that had never happened before in human history. And those with aspirations of power and control have never forgotten that link and its importance even if most of us have never really thought about it.

Believe me the statist schemers have as this post explains yet again. With new detail. After recognizing that it is the power of symbolic representation and manipulation that is what makes people genuinely unique in the universe and the roughly 3 pounds of the human brain the most fascinating creation in the universe, the plans get laid out to shut down or constrain those capacities. Why?

“Every new source from which man has increased his power on the earth has been used to diminish the prospects of his successors. [So not true but it is the common refrain from those pushing the ecological worldview and its desire for Newmindedness]. All his progress has been made at the expense of damage to his environment which he cannot repair and could not foresee.”

The author goes on to say that the “task of the futurist is to sharpen our focus on just those consequences.”

That basically is what is going on now in school districts all over the world. In the US as Common Core and Canada as the Alberta Wheel of Competency. In Australia it may be called the Core Skills Framework and the Wellbeing initiative http://www.invisibleserfscollar.com/if-education-transforms-values-and-feelings-and-beliefs-to-control-behaviors-are-we-free/ and in the UK Quality Assurance and Qualifications Frameworks. So many of the digital learning initiatives. They are all based on a futurist perspective. They are all based on a desire to shut down the Axemaker Mind to prevent future creation of technology and innovation without official permission. They all are based on the idea that factual knowledge and your own private ability to conceptualize and carry on private conversations with the finest minds of the Ages, humanities, math, or science, is the Genie that must go back in the bottle. Only for authorized use by the politically connected.

They may want a sense of community but it must be based on emotion and new values. We cannot have a return to the power of the printed word [and no one on this planet revers it more than those who are trying to shut down its influence] as demonstrated by Thomas Paine and his pamphlet Common Sense. This illustration is actually in the book on using systems thinking and limiting the power of artificial symbols that so builds up the human intellect.

Common Sense found a disparate collection of mostly English settlers who thought of themselves as Englishmen now living in New Jersey or South Carolina without much in common except their former home country. And in fairly short order it created a sense of common grievance and possibility and gave birth to the emotions that would build a great nation on the Idea of a common, possibly magnificent, destiny. In minds that were physically separated and had never met each other or Thomas Paine.  Nurturing through print the Idea that being an American was about a common belief system that cherished the individual and not a matter of nationality or ethnicity. Another genie that needs to go back in the bottle if the future shift is to be Local and Global only.

To reiterate that these education initiatives and the Regional Equity Movement  are less a claim of CONSPIRACY!!! than a good old-fashioned coordinated power grab using the coercion powers of government, I want to describe a 2006 document from the Club of Rome. No, it’s not a great place for pasta with a lovely view overlooking the Forum and the Colosseum. Look it up if you are not familiar with it. It’s not an urban legend. We have talked about UNESCO more but the Club of Rome matters as well for these power grabs and political and economic power preservations. This is especially important since the Club of Rome’s Limits to Growth assumptions, though infamous, have been expressly incorporated into the Systems Thinking/Systems Dynamics training Peter Senge is doing with classroom teachers preparing to implement the Common Core. The authors of Limits to Growth, the Meadows, were members of CoR who now attend some of these teacher systems training workshops.

Isn’t control over K-12 and higher ed such a great way to alter the future? Same is true  of many of the loudest Digital Learning advocates. Many proudly bill themselves as Futurists as well. If you shut down most of the symbol manipulation capacity and train kids to see words as concrete wholes and tell parents that access to a search engine minimizes the need to actually know anything but Skills, you can alter the future. If you add on Social and Emotional Learning and a new Values system grounded in Communitarianism and the evils of profit, you can really alter the future.

The Club of Rome official document touts these Turning Points in the transformation of the Global Scene and the major importance of systems thinking to gaining control over an individual’s and a culture’s noetic system. And the value of such control in Steering [their word] desired human and economic behaviors. “It is so useful Igor and no one ever has to know until it’s too late to stop. Bring more cognac so we can celebrate properly.” It takes great pride in its economic misstatements and scientific nonsense that serve as the rationales on why the global information infrastructure merits a new kind of mind and economic structure. Here’s a little taste to reenforce that we do have an organized international problem on our hands:

“Binary logic contributed of course also to tremendous civilization achievements, the construction of computers and computer networks, but it still biases our way of understanding the world.”

CoR of course recommends feelings and intuition as the proper 21st Century substitute. I will close with how this comes into the classroom without your ever knowing. I was told this week that the Fulton County Georgia school district with the duplicitous charter was gutting those recently purchased expensive Promethean Whiteboards in favor of LCD projectors in every classroom. Aren’t Special Purpose Sales Taxes nifty? The value is the data and info can go straight to the student’s laptop. No need for the student’s brain to intervene. All visual all the time.

I have related that the district is using Spence Rogers’ PEAK training for teachers, Teaching for Excellence, even though as the co-creator of Transformational OBE, Spence Rogers’ work was implicated as a factor in the Columbine tragedy. Some minds do appear to snap and become Evil from such overt psychological manipulation. We have been told that the teachers undergoing the PEAK training will be kept secret so “they will not be afraid to try new techniques.” When I asked a Principal if he was referring to Spence Rogers’ work, the face became transfixed with an unmistakeable reverence and radiance.  The answer was “Yes. Do you know his Work?” You could say that was my response.

We are not dealing with rational interaction here. We are dealing with emotional cultivation to create zealotry in adult educators who likely have no idea what is at stake. They just know a feelings classroom suits them better than what they grew up with.

So please listen up all of us that still have Axemaker Minds and are paying the tab for all these schemes. What the Avengers had to save the earth from was a comic book fantasy. Apparently though we are about to need to fight hard to save the Republic, the legitimacy and primacy of individualism, and economic freedom. And all over the Globe there are citizens who must do the same. Because they really do have plans for all of us. Going into effect Right Now.

Embrace and Seize Technology’s Potential to Capture the Hearts and Minds of Today’s Students

That quote comes again from the Texas Vision Statement that we started talking about in the previous post. “Hearts and Minds”–that unconscious level that motivates and guides human behavior. No wonder one of the listed Participating Insurrectionist Supers has since moved on from Dallas to Cobb County, Georgia (a major suburb of Atlanta) where he is now pushing Digital Learning on middle schoolers despite parent and taxpayer objections. As the Vision Statement makes clear, apart from the fortunes to connected vendors, the digital mandate has a political purpose.

Digital devices like computers are cultural tools that diminish individual mental functioning. The tool does much of the work instead of the mind. Careful then with still developing minds.  And, no, that’s not just my opinion. There is a great deal of research that has now been translated and imported from Soviet psychology explaining which cultural tools aid the mind’s independent functioning. And which ones function like a vacuum cleaner sucking away the ability to conceptualize and think rationally. Guess where anything that kicks up the visual lies? Especially computers?

But before we talk about some of the silly and downright harmful assumptions in that Vision Statement about the Digital Revolution, let’s look at why the Hearts and Minds are being actively targeted. With all the zeal of a sugary cereal maker during Saturday morning cartoons. I am going to give the full quote here because I want you to appreciate how this links up to the planned dominance of social and emotional learning in the classroom and the Positive School Climate and Culture we have been chronicling. It really is about targeting future behavior of what should be independent individuals. Why? Well, consistent with what we have found in the real definitions of what College and Career Ready actually mean, our Insurrectionist Supers want to create “a new sense of community committed to the common good.” See how influential Amitai Etzioni is in education now?

And how do the Credentialled Comrades living (and retiring) at taxpayer expense intend to accomplish that Community-first Goal? Well they have apparently been reading all the Transformational Outcomes Based Education (OBE) work from the 90s because the Vision Statement also announces that “Beliefs create vision and drive action.” Which means if you can just impose OBE, or its more in vogue now sibling–Systems Thinking/ Systems Dynamics, in the classroom early enough, you can get future voters emotionally committed to Sustainability, Biodiversity, the evils of Capitalism, the idea that “Governments Must Facilitate everything.” Whatever. Factual reality ceases to guide perceptions from daily experience once you have captured the Hearts and Minds of the children. And that apparently is exactly what our Supers have in mind and want from the Principals under their command. I mean, employ. (my bolding for emphasis).

“Attention of leaders is focused on the dominant social systems that govern behavior beginning with those that clarify beliefs and direction, develop and transmit knowledge [notice that wording. This knowledge is not the product of the Best Minds of the Ages], and that provide for recruitment and induction of all employees and students into the values and vision.”

Oh, comrades, Employees AND students. No wonder tenure is finally being reformed with the NEA’s blessing. It’s to be part of getting us to a single Purple America instead of Blue States and Red States. Doesn’t that sound more like something that would come out of Moscow in the 30s in connection with Young Pioneers recruitment?

And how do you capture Hearts and Minds? Why you need “engagement-centered schools” where “student engagement is and remains the first focus.” That’s emotional engagement, remember? The whole premise of Second Order Change and Dewey’s Quality Learning. And that Level 4 Thinking on the Webb Depth of Knowledge Florida and Texas, those two gigantic states, both now use.

Willard Daggett, another one of those well-paid facilitators of first OBE and now the CCSSI and STAAR school implementations, has a new saying that “Relevance makes Rigor Possible.”  In other words, like John Dewey, these educators want to use student’s personal interests to get them emotionally engaged with developing possible solutions to the World’s Many Problems. To believe as Bela Banathy asserted in his Nine Dimensions for Human and Social Development that we are all just part of larger social systems that can be redesigned if only you embrace the proper vision.

So instead of using K-12 schooling and then colleges and universities or vocational training to counteract some of the visual input and artificial stimulation and hybrid text messaging that is so dominant now outside of schools, the vision coming at us all over the country is to make school activities and experiences mirror this digital reality. The digital reality that actually weakens mental functioning.  And of course we conveniently have Systems Dynamics computer modelling available so that classes can reenvision what will happen to various sub-systems if only you shift a variable here and an assumption there. Utopia via software Transformation.

There is a dangerous assumption permeating all these documents on ed reform and digital literacy and even the values accreditors want fostered in K-12, colleges, and now even grad schools like law and medicine. That employers and private sector businesses and our economy and professions will all need to change fundamentally to reflect the types of Minds and Values and Beliefs and Feelings the educational institutions intend to produce. (And as a former client I would not pay for lawyers who prefer to do Group Work.) Plus we have been at this long enough to recognize that was the whole point of attacking the Noetic system in the first place through education.

Education is a means of both getting at future voters and targeting the ultimate control and direction of markets and the economy and production and consumption. Processes that work best as individual decisions. Schools were the undefended, already socialized, part of the US and all Western economies. They give easy access to Hearts and Minds and in they come. On our Dime. Lying to our faces if we are prescient enough to discern this is not about how to best teach desired academic content to students.

Everything I have written on this blog to date lays out various ways and means and goals to use education to Transform, in the most radical sense of the word, the US and the rest of the West. Starting at the level of the human mind and motivating Values and Beliefs and Feelings and coming outward. ALL of it. Community, Environment, Economy. All redesigned and subject to the guidance of a cadre of Leaders who are quite sure that this time they will not be among those devoured in pursuit of a Communitarian-first Ideal. Because Leaders who would push such schemes on an unsuspecting, trusting public, will be so much better at creating and guiding the future than independent individuals who get to keep the upside and live with the downside of their personal decisions. Because governments and their coercive powers NEVER get captured by selfish people.

I am going to close with the vision of the values and capabilities to be fostered with digital devices in pursuit of democracy with a small d. Which sure does function like a 21st Century version of Communism with a small “c” unless, I suppose, you work for one of the Connected Businesses or the Government itself.

“Its goal is to provide all students with equitable opportunities to learn, participate in society, and further social change.”

To be a Cog in the redesigned sub-systems. To accept your assigned role. To glory in the dictated Values and Beliefs.

To be a modern day Serf to a 21st Century Nomenklatura. That’s the real vision behind these ed reforms. Everywhere. Not just Texas. They were just arrogant enough to write it up.

Thanks for that by the way.

 

Develop Learners who Think and Behave and View Themselves as Systems Citizens

Well, that is certainly one way to use education to destroy the concept of the Unitary Self as john a powell and others wish. But is this an acceptable role for educators to take? Have we indeed crossed some sort of a threshold where the planned activities and policies and practices in our schools and classrooms and now our colleges and universities make them some sort of Fifth Columnists? Do their education degrees or sociology degrees or psychology degrees give them immunity from their clear intentions to destroy this economy and seize and manipulate children’s and young adult minds? How about the fact that they have never heard of a Fifth Column? Does that mean they are free to act as one and not be considered traitors? Moral traitors if not legal ones.

My understanding of the concept of a Fifth Column is that it comes from the Spanish Civil War in the 30s. It is the idea that people you regard as your supporters and on the same side actually have unknown allegiances to the other side in a conflict. When it comes time to use them to help ward off an assault, they are in your midst and close enough to stab you in the back. That’s a Fifth Column. Your assumed ally is actually a mortal foe and because you trust them, you have let them close enough that they have easy access. Then their treachery becomes apparent. That’s not going on in every school and district and college yet but that is the goal. And the danger is to the integrity of the mind, not death from a visible wound.

One of the reasons we paused for a few posts to discuss what is planned for colleges and universities is the recognition of the “inherent 12-16 year time delay it takes to educate a child through traditional schooling, the time is now to begin to build a citizenry of systems thinkers.” Because getting an Ed.D in Educational Leadership apparently qualifies one to abrogate the language of the US Constitution and plot on how to use schools (compel is the actual word used) to create young people:

“who think and behave as systems citizens (quote italics). Systems citizens view themselves as members of a global community. They understand the complexities of today’s worldly systems and have the capability to face into problems with knowledge and skill.”

Of course the knowledge is generally an erroneous understanding reached by group consensus using visual models (Flow Charts, Connection Circles, Ladders of Inference! etc) to try to convey the shared beliefs as to what may be occurring. Systems Thinkers love visual models (Causal Loops because if you draw it it must be true). Visual examples of Systems Thinking Tools are usefully supplied for use in the classroom where the teacher may well have had her job threatened if she were to lecture accurate facts or just pull out a good handy reference textbook. Both reflect someone else’s activity and are therefore unacceptable.

We are going back to having an acceptable belief that the sun rotates around the Earth as long as that’s the Group Consensus after a Meaningful Dialogue. After all it fits the perceptions of our senses. Have you never watched a sunrise or sunset and seen the bright orb clearly moving? Plus it is consistent with Native American beliefs and their reverence for the Earth that the ecologists wish to nurture in all minds. Look at all the trouble Axemaker Minds created like nuclear weapons, airplanes, cars, air conditioning, washing machines. We do not know what human ingenuity will come up with next so the answer of course is to deliberately use the schools and colleges to make sure there are no more ingenious humans.

All students will now get is a focus on the “holistic ‘big picture’ view of how systems function, seeing beyond the details of individual trees to the forest as a whole.” Now let’s say there is a legitimate scientific dispute on whether temperatures are rising or in an unusual manner or whether it has anything to do with human activity. Actual knowledge ceases to matter in this planned Constructivist World. The model determines what students and then adults are to believe. Does this remind anyone else of what the Catholic clergy wanted to push in the Middle Ages when it came to selling indulgences and the like? The facts are not to be allowed to interfere with sought power and money.

You can only imagine the nonsense that will be spread about how economies really work. And when will we stop this Planned Nonsense via educational institutions we pay the bill for? When we are starving because we slipped beyond the tipping point where widespread ignorance means nothing functions properly anymore? When we have riots from unemployed graduates who have degrees but no marketable knowledge or skills?

The flier “Systems Thinking in Schools” put out by the Waters Foundation this spring says:

“Systems thinking is a worldview, a perspective of seeing and understanding systems as wholes rather than as collections of parts. A whole is a web of interconnections that creates emerging patterns.”

There are no autonomous individuals in that worldview. That worldview is a political aspiration for enforced collectivism. It fits perfectly with how Uncle Karl described his holistic totalizing worldview. What right does any school district have to foist Marxist worldviews on unsuspecting parents and 5 year olds? Just because it will take years to get a lasting mental model in place that will then make gulags unnecessary? Do educators get a pass and permission to impose tragic political ideologies by stealth and with deliberate lies just because this time they are omitting any reference to Uncles Karl and Vladimer in the flier or workshops?

Certain school districts are working with the Waters Foundation specifically and Peter Senge. But the systems thinking comes in just as surely through those districts who are importing systems thinking through Spence Rogers PEAK Training or Daggett’s Model Schools or Responsive Classroom. Every person previously associated with Transformational Outcomes Based Education seems to be getting their share of the federal Race to the Top largesse to foist systems thinking on recalcitrant teachers, students, and parents. Who must submit this time to the mental and financial invasions.

Because as Tracy Benson wrote honestly in the piece “Developing a Systems Thinking Capacity in Learners of All Ages”  http://www.watersfoundation.org/webed/library/articles/Developing-ST-capacity.pdf, the goal of this systems thinking initiative is to control our personal behavior. We don’t get to be free citizens anymore and it is principals and supers and accreditors and professors who seek to take away the freedom the US Constitution supposedly guaranteed us.

http://www.invisibleserfscollar.com/if-the-system-seeks-to-destroy-the-ability-to-think-can-james-madison-save-us/ is a piece I wrote several months ago explaining that thoughts remain a protected area under the Constitution because they are a form of personal property. No Principal or Super is legally entitled to be doing what they are forcing on school classrooms in the name of Common Core and Systems Thinking and holistic learning and School Climate and Culture. Not even if it is in the Charter or a School Improvement Plan.

Honors English Lit teachers should not be forcing 9th Graders to write about rejecting Fixed Mindsets in favor of Growth Mindsets. Calling her work the more palatable sounding Brainiology does not change its function. Professor Carol Dweck’s specialty is getting Lev Vygotsky’s Soviet psychology practices into unsuspecting Western classrooms to prey on still forming Western minds. And you wonder why no one corrects the writing. The act of imagining why you need to reject fixed values and attitudes and beliefs is the point of the exercise because you are forcing students to write from emotion and unfounded speculation, not knowledge. All in the Name of the Common Core. A ruse just like the President and the Hewlett Foundation have acknowledged.

In playing Tiptoe through the Systems Thinking footnotes, I came across repeated references to Milton Rokeach. It turns out he laid out the blueprint for targeting values, attitudes, and beliefs via education and reeducation to overcome the historic preference in the West on the individual. And change and control behavior without notice or permission.

So explaining the blueprint for what clearly became Outcomes Based Education and now Systems Thinking is next on our journey. Our journey to protect ourselves from mental servitude-that Invisible Serfs Collar.