Now More Than Five Years Into An Attempt to Help Organize A Near-Total Revision of Human Behavior

Now won’t Performance Assessments and a total alteration of the nature of education come in really handy for such a goal? That title is from an August 7, 2012 presentation in Portland, Oregon by Paul Ehrlich on conducting research with his Millennium Assessment of Human Behavior (MAHB) that we have already talked about. It was his later remark about “creating a vision of a future in 2050″ that caught my attention most. It reminded me of a remark by Norwegian Jorgen Sanders on why he could be so confident that his 2052 predictions were not just a matter of probability. He said it was because processes were already in place to make the desired future come true. The UN Secretary General has said within the last year that there is no further need for treaties. That UN education initiatives will be sufficient to realize its desired future. That’s a lot more confidence than I feel and I certainly have more control over my future than a bureaucrat talking of societies and economies with millions of people and activities. What’s really up?

This post was originally going to just be about Professor and Change Agent Extraordinaire David T. Conley and how the Common Core implementation is taking terms like Noncognitive and christening them anew as Metacognitive Learning Skills. And the Ed Week essay of January 23, 2013 “Rethinking the Notion of ‘Noncognitive’” was likely to be the last time anyone acknowledged there is no content knowledge there. Just a hat trick to get rid of the deliberate departure from a rational thought focus.

I recognized Conley’s name as being involved with Outcomes Based education in the 90s and Oregon’s push for a change in K-12 focus to proficiency passing and a Certificate of Mastery. And that Proficiency Passing sounded a lot like the current drumbeat to Move On As Soon as a Student reaches Competency.

No new ideas. Just new names. But when I did my search for Conley up popped all the work he has done in recent years for the Gates Foundation and various states getting ready to implement Common Core on what College Ready really means. And it was stunningly inconsistent with what we are all expecting College Ready  to mean. Even apart from the stories I have written on altering the nature of college to fit with where Common Core is taking K-12. Now I really had the makings of a story on the continued duplicity involved with the actual Common Core classroom effect. But it was a remark in a 2010 Kappan interview that shifted my focus back to Portland and Ehrlich and whether I could link Common Core and  MAHB to that Future Earth Alliance I have written about and other UN transformation activities.

Conley makes no bones about the fact that Common Core is actually “an overhaul of the system from top to bottom”. Absurd but it is what is going on. On top of that though he says this new education system will be “based on the real educational needs of students, with an eye constantly toward the future world and society in which students will live.” Now that futurist talk reminded me of William Spady’s Transformational OBE Future Life Roles http://www.invisibleserfscollar.com/future-empowerment-paradigm-or-educentric-tradition-guess-which-began-its-reign-20-years-ago/ . And his links to Portland. And Bela Banathy’s.  And the fact that Spady says in his 1997 book that Oregon stuck with OBE even after it became notorious. And that Peter Senge and the Waters Foundation now consider the Portland School District a Systems Thinking exemplar.

Two more connections you likely do not know, Portland is considered to be the ICLEI Agenda 21 role model for Regionalism. And Vicki Phillips who now heads the Gates Foundation’s Education Initiatives was the Portland School Super. Leaving Pennsylvania to take the job. So Portland is Ground Zero for the idea that education can be an instrument to transform the future. Just like Ehrlich says he wants to do globally.

Conley’s essay wanted to establish “semantic parity between cognitive knowledge and noncognitive skills” like beliefs, attitudes, and feelings. Conley wants us to see knowledge and unfounded beliefs and feelings as “equals” which I suppose is one way to alter the future. Just needs some Name Laundering. And then he goes on to say that with this declaration of equality, “the relationship between the two would be less hierarchical, more symbiotic.” Instead of the rational, well-stocked mind being in charge of behavior, emotions and false beliefs (or there would be no reason to dethrone knowledge) would govern. Exactly what Ehrlich says he wants to achieve. And quickly. Also sounds like his Newmindedness push of the late 80s.

Now I am not going to tease you further, I was able to locate a January 2013 issue of Human Dimensions where Anne and Paul Ehrlich announced that  MAHB was working with IHDP,  the International Human Dimensions Programme on Global Environmental Change. And IHDP is involved with UNESCO and the Future Earth Alliance and using the social sciences to reorient society. And in 2011 IHDP put out out a document describing precisely how it plans to use education to do just that. And I have a copy as of late yesterday. Busy weekend for Education’s Miss Marple. So I am not speculating about the Ehrlichs being involved with the global education transformation anymore just because of the similarities to what is being sought.

Which makes David Conley’s attempted official laundering of Noncognitive (the elements that made OBE so controversial) and College Ready so important. The Gates, Joyce, and Hewlett Foundations all help underwrite Ed Week  and they are each deeply involved with elements of the implementation that vary tremendously from the popular sales job to parents and taxpayers of what Common Core is about. You don’t get the position of headline essay unless this is an official position to be distributed widely. Which it of course was.

Conley’s March 2007 report for the Gates Foundation called Toward A More Comprehensive Conception of College Readiness wants to put the focus of K-12 on creating “habits of mind,” which he describes as a range of cognitive and metacognitive capabilities. And these are to be intentionally practiced at school until they become habitual. Something you need not even think about. Without that Ed Week essay we would not know he is referring there to our old controversial friends–values, attitudes, beliefs, and dispositions. Every parent sends their child to school to obtain “high degrees of self-awareness and intentionality.”

College Ready does have some knowledge in mind from the phrase “be able to know and do.” Unfortunately it just means the Big Ideas and Concepts. No need for detail. And College Ready rejects a focus on “de-contextualized content and facts.” No what content is allowed through into the classroom must be experiential. Something that can be interacted with as a task or activity or project. So students can apply their little bit of knowledge to real life problems that need solving. Students get to “understand themselves as instruments of communication.” It does sound ludicrous but Conley’s explicit goal is to set a gateway so low that virtually everyone can get through to college. “Academic behaviors,” which sounds solid, turns out to “consist largely of self-monitoring skills and study skills.” Study skills turns into time management, using information resources, and “communicating with teachers and advisors.”

Show up regularly with a pulse and a high school diploma entitling you to attend college no questions asked is yours. Another component of College Readiness, Contextual Skills and Awareness, turns out to be “interpersonal and social skills” and an awareness of the “privileged information necessary to understand how college operates as a system and culture.”

Remember these are the Learning Goals for ALL students. The highly capable as well. This type of Social Engineering via K-12 education hiding behind duplicitous definitions is precisely how UNESCO bureaucrats and the Ehrlichs and numerous professors addicted to all the NSF grants to use the social sciences and education plan to get “a near-total revision of human behavior.” All these schemers can alter the future. What they CANNOT achieve is their desired Vision. And they seem to not know or they have forgotten that lesson from the past. I mentioned Vicki Phillips, the former Portland School Super. In 2010 she moved to Gates with the responsibility College Ready. Not Common Core. Not creating consistent programs of solid content from state to state as the PR campaigns suggest.

College Ready. Conley’s College Ready. Search it out. He has repeated this vision of what College Ready really is numerous times since 2007. EPIC appears to be bringing in the dough that was once your money. Or maybe Bill and Melinda’s or Warren’s. Maybe Andrew Carnegie’s too.

When the Democratic Platform for 2012 mentioned education they did not talk about the Common Core. The content standards really only exist to gain the initial political approval from the states. They mentioned having All Students College and Career Ready. We have already discussed that Career Ready actually has a largely Communitarian mandate. To be demonstrated daily.

Now we know what College Ready means. So nobody gets to know much but they will be well practiced at believing and feeling and collaborating. And self-monitoring. Sounds like a Blood Pressure check.

Being stealthily prepared for that Ehrlich vision. At taxpayer expense. With everything aimed at removing the rational mind and the legitimacy of acting as an individual.

In the name of what sounds like a laudable goal to be embraced.

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.

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Future Empowerment Paradigm or Educentric Tradition? Guess Which Began Its Reign 20 Years Ago?

Of all the snow jobs I have to hear on why education needs to change away from the transmission of knowledge and instruction of subject matter, the one that spikes my blood pressure the most has to be the sanctimonious–”What we have been doing is not working.” Trust me, the credentialling Colleges of Education declared war on content back in the 60s. It became a hot war in the 90s with honesty among themselves about “revolutionary, unprecedented” changes and “radical” transformations. When controversies erupted, the dishonest revolutionaries though wanted to keep their pensions and taxpayer paid health benefits and monopoly over the classroom. All we heard then was that there was a difference of opinion of how to teach reading or math.

No one publicly mentioned this Paradigm shift or that the Educrats had taken to wearing the mantle of being Social Change Agents at war with an economic and political system they likely did not really understand. That they had decided to push for a different future for Americans and Canadians. Indeed globally. That educators, especially a group selling their “expertise” to states and school districts for a Paradigm transformation they admit their was no public demand for. Nevertheless, the schemers like Bill Spady and Spence Rogers embarked on new lucrative careers pushing:

“a colossal process that involves redefining and reshaping entire institutions and the belief systems and cultures surrounding them.”

No hubris there. After all Spady holds humanities, education, and sociology degrees from the University of Chicago and had been involved in education his entire life. What better preparation for Wholesale Transformation? The fact that the culture and traditions being replaced grew spontaneously over time and had created the highest level of prosperity the world had ever seen should not matter, right? And Rogers had been a high school math teacher. That’s an excellent background for:

“fundamental and widespread shifts . . . in the perceptions, beliefs, values, and preferences of the countless people involved in and directly affected by the transformation.”

Is it now hard to comprehend why districts and states aggressive in this wholesale transformation have had such poor academic results? If not even worse tragedies. Spady’s description of his desired new paradigm was even written in 1997 after the controversies over OBE generally and Transformational OBE in particular. This is from his defend himself and the paradigm book. Transformational has the students being assessed on life role performances based on a presumptuous future Spheres of Living Template. That would be the areas of “Work & Productive Endeavors, Close & Significant Relationships, Meaningful & Fulfilling Pursuits, Physical & Cultural Environment, and Group & Community Memberships.” These will teach students the practical “Life & Resource Management” so that each student as an adult can achieve “Personal Potential & Wellness.”

And according to Spady the Aurora, Colorado school district just spontaneously came up with this Great Idea of Empowering Student Life Performance Outcomes as the future focus of school. And other school districts just adored the idea and wanted to transition their schools and communities as well to this vision of the new perfect planned future. Ooops. They left out the planned society part although that is clearly where this is all going. Even if Spady suggests setting up committees to develop proposed future conditions to get widespread ownership of this vision. Two things stand out now in 2012 and going forward. One is that Spady by 1997 is already misrepresenting the history of OBE, what happened in Aurora, and who was involved as we covered here  http://www.invisibleserfscollar.com/using-education-to/

At the time I wrote that post about Creating the Behavior Government Officials Want in Future Citizens, I was reacting to the implications of what Bela Banathy had written and ASCD’s Educational Leadership were pushing on schools. And I understood Transformational OBE and its life role performances around an imagined future. Never have thought much of it as you can imagine.

Looking back now though I think we need to look at all these OBE and Systems Thinking transformations as related tools to get K-12 education in the West generally but especially the US to the 1989 UNESCO blueprint vision I described here http://www.invisibleserfscollar.com/values-and-vocational-creating-citizen-drones-via-education-worldwide/. Moreover, now that I have seen the early 70s during the Cold War UNESCO vision for a planned society called the Learning Society that I described here http://www.invisibleserfscollar.com/coercing-teachers-to-be-social-and-political-saboteurs-what-can-be-done/ , all of these education programs are clearly just strategies to target the West economically and politically and achieve control over a great deal of what should be free human behavior through the K-12 schools as well as colleges and universities.

No wonder it does not really go away no matter the poor effects on students or declines in test scores or even school tragedies that seem to have common factors being left undiscussed. That 70s report was quite graphic about the concept of employing mentally and psychologically invasive means in order to get transformed individual mindsets and visions for the future. The idea commonly phrased now as “You can’t get an omelette without breaking eggs.” I once wrote that students are not trees. Neither are their brains and personalities eggs to be broken and scrambled using data and feedback to adjust beliefs and values and feelings and attitudes to go along with a collectivist vision for the future in the name of the Common Good. Imagine what the officials who brought us Oil for Food’s corruption partnering with Education Leadership degrees have in mind for the future. No wonder we are being prepped for a post-GDP, Quality of Life society.

I find it interesting that in his book Flow published in 1990 then U-Chicago psychologist, now Harvard, Mihaly Csikszentmihalyi, has a cover that advocates this ecstatic union of feelings, thoughts, and actions (discussed in the previous post) as a means to enhance the Quality of Life. Of course he also says that Flow is easier for other species of animals and preliterate primitive societies to achieve. That may have a lot to do with UNESCO push for Basic Skills for All and only basic skills that began about the same time. And, oh, that unappreciated change in the definition of Literacy.

Communitarian prof Amitai Etzioni whose work is implicated so in what will constitute the required Positive School Climate and the actual definition of College and Career Ready also wrote back in the 80s about the Quality of Life society. Of course he was also honest enough to admit that such a society would be at the expense of future economic growth and development. The Quality of Life/Personal Wellbeing Society is also the focus of those Belmont Challenge/ Future Earth Alliance documents I have written about. I know you are shocked, shocked, that UNESCO is also a partner of the Belmont Forum in the going operational in 2013 Future Earth Alliance as well. http://www.invisibleserfscollar.com/future-earth-alliance-where-education-climate-and-economic-planning-are-all-cores/

Now I think I see some patterns here. And reasons for the continued disregard for the reality of what these reforms cause. A second aspect from Spady’s descriptions has a bearing now to what is coming to a classroom near you soon if it has not happened already. First he outlines the use of what he calls the Learning Community concept to ensure compliance with his Transformational OBE vision among Teachers, other faculty, and students. That is still its function now and too many parents are still envisioning academic rap sessions among Sage Teachers and involved, interested students when the Principal excitedly announces a Learning Community. Think of it as no one having the freedom to reject these bad ideas and the consensus being created by those without the knowledge or acuity to recognize what can lead to tragedy.

Secondly, the Common Core measurements of what is being accomplished in the classroom are largely formative assessments. Based on what Spady called performance assessments of empowering outcomes. The mentions of tests are largely attempts to mislead the nature of the wholesale change. The forming involves the student in the largely affective ways I have outlined in other posts. But having read a lot of SBAC, PARCC, and Gates Foundation funded assessments as well as the OECD work creating the entire concept, Csik’s psychology transformation of Optimal Experience appears to me to be thoroughly embedded into what is to occur.

And Csik thinks Karl Marx’s work has been misunderstood and misapplied and had lovely things to say about Antonio Gramsci and his brand of “humane socialism.” He now wants to develop and remake man’s consciousness as he believes  “we now need to learn how to reunite ourselves with other entities.” It is the disciplines and academic knowledge, he believes, that “produced science, technology, and the unprecedented power of mankind to build up and to destroy its environment.” Gosh, darn, amazingly enough, another UN priority.

If the vision of education, K-12 and higher ed, all over the world, under UN influence, is premised on this belief:

“Recognizing the limitations of human will, accepting a cooperative rather than a ruling role in the universe, we should feel the relief of the exile returning home. The problem of meaning will then be resolved as the individual’s purpose merges with the universal flow.”

We all have a right and need to know that. Now. Before the New Year. Before the Future Earth Alliance commences working with the education accreditation agencies and unions to impose this vision via education. Even further than it is now.

That’s a Vision of Submission if I ever read one. And it’s totalizing in its aspirations.

But luckily some of us still have the knowledge and acuity to recognize what we are dealing with. Be brave and forthright now with what we know. We are not naive Chamberlains hoping for the best in 1938.

Excellence Means Education Putting What We Feel, Wish For, and Think In Harmony

Is that what you think of when you hear a Super or Principal or Politician say they want excellence in education?  Can you appreciate how useful it would then be to create a false belief system about reality through curricula like Facing History or a UN report about catastrophic manmade global warming regardless of actual temperatures? Check on the feelings component. How about the utility of a rather limited store of facts coupled with a new value system driven by a perceived need for fairness and social justice? That sure would affect what was wished for. Top it all off with a mind that was never taught to read phonetically and uses context strategies to guess at unknown words. Couple that to a brain that was never taught logic through grammar or systemmatic, sequential coverage of math topics (abstractions are taboo, remember?), and you have precisely the classroom recipe we have been dealing with in some schools, districts, and states for about twenty years.

If our Colleges of Education aspire to create mushbrains and then have their graduates meddle in the students’ inner subjective emotions to create a new sense of self and personal identity, professors pushing such a dialogic vision for the engaged classroom should not turn around and write Editorial letters that school tragedies must be the result of guns. The Second Amendment.  Lots more has changed in education. Targeting that inner self is a big part of what changed in the last 25 years or so.

The economist Thomas Sowell writes presciently that:

“Civilization has been aptly called a ‘thin crust over a volcano.’ The annointed are constantly picking at that crust.”

Well, in our case the annointed are largely education professors or those with sociology or psych degrees who have decided they get to decide what kind of future there is going to be and they plan to use their monopolies over K-12 and higher education to get there. Even though they clearly do not understand economics or history. I am going to stop what is not a funny topic to tell a funny, telling, story I read this week on the Cafe Hayek blog about Amitai Etzioni.

As you may recall, he’s the Communitarian professor whose vision of the future is so much a part of the Positive School Climate mandate, the real definitions of College and Career Ready, and the C 3 civics push for a Common Good emphasis. Apparently he suggested that until we can get national gun control legislation, people should voluntarily get rid of their guns and then put a sign in front of their home announcing that fact to strangers as they go by. Now should someone who finds that to be an inspirational idea really be who we are listening to on their vision of the future?

I had a similar thought this week as I looked through Spence Rogers’ Teaching for Excellence Materials. The co-creator of Transformational Outcomes Based Education with Bill Spady recommended pushing psychology prof Mihaly Csikszentmihalyi’s book Flow for all teachers using his classroom template. Since I have children in a school and district using Rogers’ work and had already written about Csik  http://www.invisibleserfscollar.com/what-if-higher-order-thinkingdeliberate-confusion/  it was time to get his other books. I already had Csik and his co-authors saying their education reform work was about “trying to direct the course of the future” and maligning capitalism.

I am actually using Csik’s 1997 book Finding Flow: The Psychology of Engagement with Everyday Life for this post and the title. If you believe excellence is about using the classroom to train students to “curb the goals” arising from “their genetic or cultural inheritance” (Ripping the whole cover right off Sowell’s volcano) and your psychological theories are being widely implemented, tragic results simply cannot be treated as unexpected. Or inexplicable. Just because tragic results were not Csik’s or Rogers or Spady’s or the principal or super’s intentions.  We are explicitly targeting feelings via the classroom to supposedly “restore an inner subjective order” and develop new attitudes not shaped by “our peculiar capitalist heritage.” Csik’s vision is to use school to push the idea that as the Hindus believe “persons were not considered to be separate individuals as we think of them, but rather nodes in an extended social network.”

This excellence via flow vision of Csik’s that is now part of teacher professional development rejects the transmission of knowledge purpose of the school. The emphasis on student performance outcomes and goals are all reflected in IB and the Common Core and the Standards for Learning and Teaching. All insist that education must be about experiences. Not abstract ruminating. By golly, if you are thinking and comparing on an assignment you need to be able to cite the passage behind your thoughts. Gee, I remember when A work was making a point even the professor had not thought of. Students today supposedly need a consciousness “full of experiences” where “what we feel, what we wish, and what we think are in harmony.”

That’s a flow experience to Csik and that aspiration by the government into the full spectrum of a student’s personality to be monitored via data and feedback to measure “personal growth” should not really be considered intrusive. It’s in pursuit of a different future after all. And if you wonder why teachers or principals sometimes get a glazed zealot look in their eyes when describing their PEAK teacher training or Peter Senge’s systems thinking seminars or Camp Snowball, this is Csik’s description of a flow experience.

“The metaphor of “flow” is one that many people have used to describe the sense of effortless action they feel in moments that stand out as the best in their lives. Athletes refer to it as “being in the zone,” religious mystics as being in “ecstasy,” artists and musicians as aesthetic rapture.”

If you need more proof that education and pedagogy no longer accept any boundaries– personal, spiritual, social, or political– in the determination to transform the student from the inside-out. Changing where students find meaning itself, here’s an interview with Professor Kazanjian who headed up the 1998 Wellesley Education as Transformation project that expressly also mentions K-12.   http://www.ikedacenter.org/thinkers/kazanjian_int.htm

If you have never read this post on Bela Banthy’s totalizing vision of education he called Achieving Excellence to take us to a different future, I suggest reading it. Now. http://www.invisibleserfscollar.com/who-granted-permission-to-spearhead-societal-evolution-to-a-global-cooperative-consciousness/ Then ask yourself why Bill Spady, who had directed Banathy at the Far West ed lab in Oregon later misdescribes the 1991 creation of Transformational OBE in Aurora, Colorado after it became controversial. And never mentions Banathy’s more comprehensive version of the OBE vision at all.

I think it is because Banathy gives the rest of the story. The economic and political transformation that all these education reforms and psychologizing of the classroom are actually leading us to. The planned society. The planned economy.

The highly emotional, manipulated to be servile and give in to the herd mind. Led by too many adults who are now always seeking a continuation of what felt like a mystic experience. Who don’t see anything wrong with trying to create a new world via the classroom. Who lack the knowledge to put the pieces together and then recognize why this cannot end well.

I wish everyone reading this post and blog a very Merry holiday season. Please do not be sad about the gravity of what I have been writing about. I don’t know why I was put in the precise places I needed to be over the last few years to get this story. But I was and I have it.

And I genuinely believe that telling it will make all the difference in really altering the future. But in a good way. Certainly better than what is currently intended for most of us.

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.

Using Education To Create the Behavior Government Officials Want in Future Citizens

Until we begin to better appreciate the Newspeak straight out of George Orwell futurist satire, we will remain subject to having words like Excellence and Quality Learning and Growth and School Improvement masking terrible things. Tragic behavioral and psychological practices being pushed in schools and classrooms right now despite a tragic history. I wrote this post back in early August recognizing where the announced facts were leading, and horrified that ambitious Principals and Supers and naive politicians and greedy professional development vendors are forcing this all again on an unsuspecting American public. http://www.invisibleserfscollar.com/how-much-innocent-blood-will-it-take-to-stop-sel-manipulation-for-political-gain/ The saddest post I ever wrote. Maybe until this one.

Back in November 1992 in the last go-around of national radical ed reform to try to create Transformational political, social, and economic change via education, an essay “How Systems Thinking Applies to Education” described what makes a systems approach to ed reform so different than previous piecemeal attempts at reform.  It announced that the World had moved to a new evolutionary paradigm Stage 4 while schools erroneously acting as “pattern maintenance institutions” were stuck at Stage 3. That schools needed a new paradigm. The essay then goes on to describe what we now recognize as Transformational Outcomes Based Education as that new paradigm. Now, not to pat myself on the back but I have a real love for both history and economics. Passionate lifelong interests and if I were a professor I would give the essay author at best a D+.

The education schemers like to talk about designing backwards from the actual goals for behavior and desired values and beliefs and emotions to what should be taking place now in the classroom to get there. That’s what was going on in 1992 to sell a new paradigm. The real aim was to create Paul Ehrlich’s Newmindedness and remove the Axemaker Mind as we have discussed before. That November 1992 date meant that article would have gone to press about the time of the original Earth Summit in Rio in June 1992. The one that created Agenda 21 and laid out the blueprint for reorganizing the global societies politically and economically around the Environment and Sustainability. Education was explicitly to be a recognized tool  in this Transformation.

That’s the end goal driving the so-called new paradigm for education then and now. It’s aspirational. It’s to justify an attack on the noetic system in the name of history. Evoking a myth of existing transformation as a means of actually gaining a real transformation by attacking values, attitudes, and beliefs and limiting factual knowledge and opportunities for abstract, logical analysis. That’s what was going on in the 1990s and all the public knew was that there were “reading wars” and “math wars” and “science wars.” The myth was that it was a dispute about instruction. No, we had a political coup being attempted surreptitiously via student minds. They are young adults now and likely have no idea how much their minds have been subject to attack all of their lives.

The 1992 article cites a book Systems Design of Education: A Journey to Create the Future by Bela H Banathy as its support for this new paradigm and a systems approach to education. Guess who happens to have a copy of this 1991 book? So the book acknowledges that it aspires to design schools in order to change people from the inside-out so it can then change society. Officially a Scheme with a capital “S.” The book was trying to design a complete education system to do that which would perform as predictably as your body’s circulatory system or gravity. To perform that predictably, humans need to be deprived of much of what has historically bolstered rational, conscious thought.

The always busy ed lab in Aurora, Colorado, McREL, that is still pushing these ideas as Second-order Change to be part of the Common Core implementation, used Banathy’s book and a systems approach to design (Checkland’s 1981 Systems Thinking Systems Practice) to create A*chieving Excellence. Because a well-stocked, capable of reasoning mind is an obstacle to the sought manipulation, McREL developed a list of what it wanted from each student in this new paradigm. What each student should be able to do, not know. See if these described attributes look familiar–

Access information.

Interpret or decode that information so as to produce understanding.

Process that information so as to reason and solve problems.

Produce a broad range of outcomes and use technology.

Develop his/her own “executive” or “self-regulating” function to: make decisions about himself/herself, set goals, create a positive self-image, monitor and learn from his/her past performance, experience enjoyment, pleasure, excitement, accomplishment, etc.

Work well with other people and things in his/her environment.

Feeling like an officially programmed robot yet? Does this seem like an appropriate role for the federal government? Banathy was the Senior Research Director at the Far West Ed Lab in Portland, Oregon and McREL was another federally funded ed lab. Those were and are your tax dollars funding these Mental Transformation Schemes that amount to deliberate psychological abuse for political or financial gain. For lucrative grants. For a government directed economy.

A*chieving Excellence was still being field tested and pilot tested by McREL when the book was published in1991. We unfortunately though know a lot about which districts and schools in Colorado were piloting Transformational OBE because it came out during the Columbine tragedy. That should have closed the door on such a psychological manipulation of students but it didn’t. In fact, all that seems to really have happened is William Spady went to Australia and South Africa where he was not infamous to push OBE there. And Spence Rogers took over the Vail Summer programs and lucrative professional development franchise and renamed it–Performance Excellence for All Kids or PEAK.

So now I am at a high school open house last night where the Principal sent some teachers for summer PEAK training and now wants to bring PEAK trainers to the high school. The official address to the school excitedly announced that the Teachers are to be trained in the Teaching for Excellence Program. That the IB high school operating in a “charter school system” (that duplicitous charter I have written about too) aspires to lead the way in reforming high school education in the US. That the high school will be based on the new 3 R’s: Relevance, Rigor, and Relationships that we have become so familiar with as key to the collectivist, anti-individual political coup.

Columbine is back. In more places than in just my backyard. How many other schools and districts have similar aspirations this fall but no parent trained to recognize the symptoms and rhetoric?

I have to go gather more information and I have struck solid goal on how key these charter agreements are to the systems Transformational Coup. You can just imagine how chilled to the bone I felt when I heard the words “Dedicated to Excellence in All We Do” from a Principal who obtained his education degree from a school affiliated with John Goodlad’s National Network for Educational Renewal. Goodlad created the term Excellence in the 1960s to mask the largely affective focus he had in mind to move the US to what he and John Dewey and now apparently, the current US President, called small “c” democracy.

Boy we have a lot to talk about. Any advice on how I should handle the high school machinations? See, this is not speculative. It is very real for me too.

 

Targeting Student Values, Attitudes, and Beliefs to Control Future Behavior

I have long known that the function of Transformational Outcomes Based Education and its close sibling, Systems Thinking, is to be able to predict and control the behavior of future adults. Future voters. To change the prevailing culture in a society by attacking its noetic system. Prevailing feelings, beliefs, and values all get targeted by educational institutions for change to get a lasting change in behavior. Such goals (especially when enforced now via a Data Quality Campaign collecting and monitoring such info) may meet the very definition of Totalitarianism, but honestly, who will know in time? How many people will know that a cognitive goal means your belief system is the target? Or that it became fair game for manipulation by administrators and professors who either aggressively deplore capitalism and individuality, or do not understand the importance of either, and just want their paycheck and promotions.

As I mentioned in the previous post while investigating the current intentions of Systems Thinking, the name Milton Rokeach came up several times with work going back to the 1960s. That’s a crucial time period for me because it means a pedagogy or curriculum originally developed to be a weapon against the US during the Cold War has survived to the present. Something designed originally to destroy the rational capacity to think and free decision-making as an individual based on your own set of facts and concerns (assuming as many did that the Soviet Union would prevail over the US) remains in place under a new name. Still with the same purpose but different beneficiaries. Ready to compel behavior from instinct and emotion. Literally without a second thought.

It is very alarming that late in the book Presence the authors are discussing the Dark Side of Acting from the Heart. It is not something being pointed out to Principals and Supers and teachers being asked to promote the practices in the classroom. For someone like me who is deeply interested in history, it is too much a reminder of the unconscious impulse to act as a collective instilled in the German people via education in the 19th century. They thought it was the answer for the humiliation of being defeated by Napoleon. Talk about poisonous seeds.

It is Values most of all that Rokeach targeted because they are the fewest in number and have the actual ability to compel behavior. Can you see why Sustainability is to be the focus of so much of the Common Core implementation? Values also influence attitudes and emotions and the belief system. Values influence perceptions from daily experience. Think about how often you have watched or heard someone reject what should have been definitive proof with an “I just can’t believe it.” So they didn’t. That’s what values do and why manipulating them is so important if you wish to push a political ideology like collectivism or government intervention and direction of an economy.

I must say I always thought the regular use of the term “Competency” now was just to mislead people from recognizing that we are back implementing Outcomes Based Education again. I had even noticed how a Digital Learning advocate had used Objectives (Ralph Tyler’s term from the 8 Year Study) synonymously with Outcomes (Ben Bloom and Spady/Rogers’ term) and Competency. Turns out though as Milton Rokeach makes clear in his 1968 book Beliefs Attitudes and Values Competency combines both skills and values into a single term. The public then assumes a Competency focus of course includes academic knowledge. It is school or college after all. And the educators get to change and influence student behaviors through unappreciated value changes. The emphasis will be on what the student can do and if the actions are largely driven by emotion so much the better. There’s a reason Rokeach’s book has an Appendix laying out the potentials for Advertising of such an education emphasis.

How many parents will recognize the emotional and psychological manipulation being planned and documented under PBIS or Positive School Climate or recognize that Continuous Improvement is affective in emphasis? I may have joked about Purple America and Project Love but this values curriculum by the hugely influential NEA is meant to both make money and change American student values. http://www.invisibleserfscollar.com/does-purple-america-come-with-a-toy-dinosaur-or-is-it-just-more-sel/

And let me tell you how Rokeach planned to fundamentally shift both Individual and Societal Values to increase the emphasis on Equality in each student’s psyche at the expense of Freedom. It’s not the sort of thing a child comes home and tells you about. He used Student Surveys (don’t worry it’s not like Student Surveys are being included as explicit component of the Effective Teacher Measure that gives the school a reason for asking Anything Wished) and asked students to rank different values. Those students who ranked Freedom higher than Equality were then told how they rated their own interests as more important than the needs of others.  The exact quote used to needle the students was: “they generally care more for their own freedom than the freedom of others.” Practically like telling them they need an S tattoed on forehead and a Red T-shirt that says Selfish to wear around campus.

And all the self-awareness being pushed? Sometimes with the hugely pretentious name of Metacognitive? That just makes it easier to get the sought value changes, either by specifically targeting self-conception as we saw in this post  proposing to teach what a racist society we remain. http://www.invisibleserfscollar.com/self-efficacy-cultural-proficiency-training-critical-reflection-and-change-agency-development/
Or by targeting alleged hypocrisies, incongruities, inconsistencies, or contradictions between self-conceptions or self-ideals. Just as no one wants to think of themselves as being against freedom even though forced equality requires an all-intrusive government, Rokeach learned just how effective it was to point out variances in an individual’s values from the group norm. (Aren’t those Common Core student surveys going to come in so handy?) To use his nerdy phrase verbatim this disclosure usually “aroused a negative affective state of self-dissatisfaction.” People do not like to be self-dissatisfied for long so the survey information becomes the impetus for lasting “cognitive and behavioral change.”

And with those types of effects, no schemer since has been willing to leave Values alone whatever the outcry. Values and moral reeducation, I mean education, morphed into Outcomes Based Education and now Soft Skills and Social and Emotional Learning. It is still about targeting Values for change. As we discussed in this post in July, the Canadians adopting many of the same initiatives as the US on a similar timeframe have at least been honest enough to admit the real Common Core is desired values to be instilled in each citizen that have nothing to do with cherishing the Maple Leaf or Stars and Stripes. http://www.invisibleserfscollar.com/how-disabilities-law-is-already-being-used-to-gain-ehrlichs-new-mind-and-the-future-earth-economy/ And when you get that kind of international consistency in education you always know UNESCO is lurking around nearby.

And UNESCO really does now seem to serve as the repository for schemes in the West against capitalism, individualism, and rational, logical, academic knowledge. But during the Cold War, much of that same aim came from the NEA, especially its ASCD subsidiary. In March 1978, Educational Leadership published a special issue called “Education of Judgment and Action: Personal and Civic.” It appears to be the launch of the formal push to make Values Education an integral part of US education going forward. The listed rationale was:

“the cultivation of decision making particularly as it relates to political virtues that are appropriate to constitutional self-government and that are required to achieve a society that stands for justice, equality, and freedom in the modern world.”

And that’s how the War commenced to permanently change the behavior of future voters via the schools by changing the underlying Values. To cultivate that herd instinct that can cause any nation so much grief. And if you actually read the 1978 essay “The Status of Education of Judgment” by one of Rokeach’s favorite values educators, John R Meyer, you would learn that the value of freedom to be fostered is not the traditional American belief that it is a natural right existing prior to any compact with government. No, the essay rejects that definition of Freedom in favor of the John Dewey definition then being pushed hard again (1977) by Columbia Teachers College.

“Freedom is a social benefit conferred by the collective intelligence of society.”

Aha, I believe we have found the long-lingering root of the problem of national Values education. And now it is international with UNESCO and OECD running what are to be instilled as Values. Yikes!!

 

How Much Innocent Blood Will It Take to Stop SEL Manipulation for Political Gain?

That rather graphic title should probably include “or financial gain” to cover all the motives. But that would have made for too long a title. Honestly it is difficult to fathom how after the horrors of the Columbine High murders in 1999, which actually started as a desired bomb plot to blow up the school, anyone involved with Transformational Outcomes Based Education would not have begged for forgiveness. OK, that’s not realistic in our litigious day and age. No one would want to acknowledge their pushed SEL practices might have had a role in initiating the tragedy.

But at least we could have hoped for a Cease and Desist from continuing to actively cultivate the emotions and trying to alter the student’s consciousness. Why continue the practices Columbine was already notorious for before that tragic April day? In an effort to profitably create a Consciousness for Revolution as we discussed in the previous post, some of these manipulated students, usually bright boys, seem to be getting stuck in the cultivated horror and fracturing into the evil school officials and education professors unwisely pushed on students. We will never know the actual causes but we have too much correlation with SEL not to be careful in continuing these deliberate pushes for psychological and emotional transformation in students.

I do not want to linger on such tragedies. But the memories of these SEL connections seem to be fading enough that the manipulative practices are coming back into classrooms and common practice. As part of the implementation of Common Core just like they were part of the 1990s push for comparable radical transformation. And in a substantial percentage of cases with these horrific school shootings where the place seems to be part of the rage, we  find an active policy of pushing SEL and an affective orientation and changing fundamental values, attitudes, feelings, and beliefs as a core function of the targeted school.

Since the typical reader of this post will not be in a position to recognize the names associated with the creation of the Transformational OBE political and social change theory, know the various euphemisms associated with OBE core practices, or be able to put back together the Transformational OBE template even when all has been renamed and broken into parts, I am going to have to share a personal story. I am not doing it to try to get anyone in trouble or point fingers of deliberate intent or malevolent neglect or even negligent disregard of crucial facts from the past. I honestly believe people never knew or have forgotten the links. And we still need that Cease and Desist.

That all these tragic practices are now being pushed again all over the world may be because it is what the accreditation agencies want or because it is now the road to a lucrative next promotion or because it seems superficially like a noble, utopian refocus for the schools to help all students. It is certainly what UNESCO wants as part of its Education for All transformation of the West. Perhaps there is a naive sense that this time there will be no further tragedies because the motives for good results are deemed pure. Whether it is called Student Wellbeing as in Australia now or the Positive Behavior and School Climate now in Canada and the US, it has the same common genesis in the pre-Columbine Transformational OBE when motives were openly discussed and the emotional elements at the core were the feature to be touted. Euphemisms were not yet necessary. That’s where we need to go back to.

My story was generated by an IB High School in Fulton County Georgia informing the parents that some of the faculty had been sent for summer training in Colorado called “Performance Excellence for All Kids (PEAK).” The Principal who had come from Charlotte-Mecklenberg the previous year had brought PEAK with him. He sent out a letter wanting to raise $120,000 for the training this year for all the school’s teachers. On the first day of orientation this past week, he eagerly announced the redirection of everyone in the high school towards the IB Learner (Change the Student) Profile,  http://www.amersol.edu.pe/fdr/curriculum/strategic_planning/IB_Learner_Profile.asp is a link to the 10 Attributes if you have never seen it, and the Relationships, Rigor, and Relevance push I have already written.http://www.invisibleserfscollar.com/rigor-relevance-and-relationships-the-new-3rs-to-get-to-a-caring-economics/

Oh, and instead of PBIS as in Positive Behavior Intervention System, the high school will now have a Positive Behavior Incentive Program with an everyday emphasis on whether students are demonstrating the 5 Desired “P’s.” Polite and Punctual were two mentioned before I dazed into Oh. No. Not  Again shock. First no content and now this?   http://www.invisibleserfscollar.com/you-mean-i-cant-teach-because-the-economy-should-not-grow/

Fellow Parents at the high school presentation would have heard the word “success” almost as often as the word “engage” but are unlikely to know that in the 90s William Spady and Spence Rogers called their Transformational OBE push for schools the High Success Network. Here’s a 1994 discussion from the insider industry publication Educational Leadership explaining the different Levels of OBE and the goals of the High Success Network.  http://www.ascd.org/publications/educational-leadership/mar94/vol51/num06/Choosing-Outcomes-of-Significance.aspx

Careful readers will notice the 10 Life Performance Roles described for Transformational OBE basically dovetail with the 10 from the IB Learner Profile. That’s how breaking up, renaming, and finding a new more palatable vehicle works. I think that is the UNESCO influence showing. I can also look at an Australian middle school that adopted the Coalition for Essential Schools template and the ATLAS-Authentic Learning for All Students-template that came out of US reforms in the 90s and their rhetoric and programs also dovetail with that IB Learner Profile. Probably the Benjamin Bloom influence on the models UNESCO has pushed all over the world since the early 70s from the Summer Institutes he did for them.

PEAK’s “Teaching for Excellence” model says explicitly it is grounded in what was previously called OBE. It also proclaims its incorporation of Mastery Learning, Bloom’s baby. For those of you keeping track, Bloom was a student and close friend of Ralph Tyler who created OBE in the 30s to obscure the real transformative, anti-academic aims of the Progressive Education Association’s Eight Year Study. I explained that here  http://www.invisibleserfscollar.com/is-common-core-a-catalyst-to-dramatically-alter-system/ and here http://www.invisibleserfscollar.com/if-standardsoutcomesobjectives-what-is-the-real-common-core/

The links are necessary to fully appreciate just how closely tied in all these ideas and people are and why they keep recurring. Plus the teachers have enjoyed their summer and are now back to deal with the troubling implications of the real Common Core paradigm. They need this information and so do the parents, like me, who are being forced to put children into schools using practices with such a tragic past and a political aim to gut this country’s current economic system. Plus a deliberate targeting of our political system grounded in the importance and primacy of the individual.

Both aims are being sought  by using the schools to remake the child’s personality and filtering mindset. I have little doubt this template is being replicated elsewhere in the Fulton County district and in Charlotte where PEAK came from and in school districts all over the US. Since you are unlikely to know where to look to figure out what is going on, here’s Spence Rogers’ published definition of the SEL dynamic behind “Relationship-Driven Teaching”:

“Fostering positive feelings as a motivational strategy in the classroom requires creating a learning context that enables students to value the activities enough to want to learn and to achieve. Learning occurs only when what is being presented is meaningful enough to the student that he or she decides to actively engage in the learning experience. People often judge an activity as meaningful when it satisfies deep-rooted human emotional needs. When those needs are met in the classroom, students want to learn and to achieve to the highest standards.”

The very idea that the teacher who cannot teach a Chemistry course grounded in knowledge is now going to engage students at a deep emotional level is both atrocious and absurd. This is also manifestly the Marxist theory of the Mind where only physical activity and social interaction count or are wanted. No private, personal thinking allowed.  Especially the logical, abstract, Axemaker Mind kind. Now there is hopefully no way either this pushing principal or his boss, Robert Avossa, who also came from Charlotte, have any idea of the tragic history of Transformational OBE or its nefarious purposes. Although I am greatly concerned with what Avossa meant when he told the Broad Superintendents Academy in 2011 that he wanted  a “level playing field in American education.” That is not the spiel he gives parents and taxpayers back home.

This was long with links because this matters. This is a totalitarian template that is to go into operation to attack students’ minds and unconscious emotions to try to change behaviors starting this Monday, August 13. If all these facts are not sufficient to get the super, his central office staff, and the just-following-orders principal to change their minds and back off, well at least the now well-informed parents and taxpayers will know how to treat them. Like you would any adult wanting to live off your tax money while risking bloody outcomes in order to foment a political transformation of this magnificent country that they apparently do not appreciate.

Let’s teach them better values and attitudes and beliefs. We have Gypsy Principals and Supers everywhere now in the US. These two are just the symbols of a very full ship of Change Agents. Perhaps the ship could take a field trip to Cuba to have a hands-on learning experience with the full template being pushed for profit.