Snuffing Out the Old World That is Dying to Hatch a New One Via Public Policy

Building on the last post’s explanation of the importance of targeting people’s internalized mental maps to effect external change, let me cite this recent article https://www.alliancemagazine.org/feature/systems-change-and-philanthropy/ on how crucial it is for foundations to support “reframing the narratives people hold” because of the necessity that people be “mirroring internally what is sought externally.” Did you also know that the National Science Foundation is pushing something it calls CHANS–Coupled Human and Natural Systems–research as part of its Social and Behavioral Science work currently? That research wants to model and control human decision-making, just like UNESCO as we saw in a 2018 post on creating desired Anticipatory Assumptions that the Rockefeller Foundation was funding. It turns out that “fuzzy concept maps (FCM) are potentially very useful in modeling human decisions and behavior in CHANS.”

So the NSF and UNESCO want to target what is internalized to control decision-making and say so. No one who looks at their work and funding would disagree that it aims at a transformative vision to a human well-being centric future. Let’s skip over to Classical Ed or religiously oriented schools, since they are often asserted as the alternative to the Godless and Progressive public schools. https://members.classicalconversations.com/article/book-review-norms-nobility makes it clear that education is all about the “person education should produce (norms) and the way this person should act (nobility)… education [is] preparation for virtuous thought and action,” but the instilled virtues that guide who the person is, what he values, how he perceives, and what motivates him to act are not up to the individual. The community supposedly decides what will be instilled and practiced until it is an unconscious habit.

My point is that there is a convergence in the vision for education in the 21st century between Left and Right that is rarely being shared accurately with the public. If something called Agile Governance globally is all about controlling each individual’s knowledge and beliefs in order to aid declared public policy goals and we have “State Capability, Policymaking and the Fourth Industrial Revolution: Do Knowledge Systems Matter?” laying out the need to “change the nature and meaning of knowledge production and use in policy decisions” using think tanks across the globe, all of a sudden we have the best explanation yet of why there has been so much deceit and False Narrative coordination coming out of think tanks when it comes to what is really going on in education.

If we envision think tanks in the 21st century as both the executioners of the old vision via their White Papers or testimony that create a certain perception of what is currently wrong, and the midwives guiding the birth of a new vision, things start to make far more sense. Then aspirationally quoting Antonio Gramsci, without pointing out he wrote from prison in the 1920s for being an admitted Communist, and noting he “has described a situation like this as a ‘solstice’ and an ‘interregnum,’ where the ‘old world is dying, [but] the new one has not yet been born'” fits the Midwife role. It also turns out there is something else at U-Penn beyond AISP, Positive Neuroscience, prospective psychology, and the other transformative social systems research we keep encountering. It is called the Think Tank and Civil Societies Program (TTCSP) and it publishes a Global Go To Think Tank Index Report on the “role policy institutes play in governments and civil societies around the world.”

Sure enough, we find so many of the think tanks that pretend to be ‘conservative’ while misrepresenting competency-based education, social and emotional learning, data initiatives, or deceiving readers about what Marxism is being celebrated by the Index for their effectiveness as think tanks or having one of the Best Advocacy Campaigns of 2018. If the new purpose of education globally is to create a planned citizen with the characteristics of altruism and motivations governments and connected corporations desire, it makes sense to be targeting what they clearly are:

all aspects of what it means to be human: feelings, intuition, connection to others and the cosmos, as well as the more familiar ground of the mind and intellect. Whole Person Learning is intimately linked with how the individual sees themselves and, supremely, how they view others.

That is what has now become a matter of ‘public policy’ to change. That’s what it means to declare that in the 21st Century Knowledge and Education are “global public goods” and that think tanks are to act as the “intermediaries” between legislators and bureaucrats and ‘advocates’. Anyone motivated to act must be guided in what they believe and value. In this new paradigm for education grounded in public policy:

Instead of focusing on the improvement of students, Education must start focusing on the improvement of the world, enabling each individual to be an active part of that process…Indeed, learning is not the ultimate goal of Education, seeing that individuals learn in order to attain/create useful, desired goals. Specially in a time of relentless possibilities created by technology, which creates the scenario for people to learn, work, and exist in a close yet heterogeneous network, individuals may now be empowered to learn and attain great goals with local/national/world impact.

That would certainly explain the convergence of visions around controlling what a student’s Identity is and what they value, believe, and what principles motivate them to act. How many people appreciate that these skills of active participation in a project of transformation in the human and natural worlds is what it means to be a Critical Thinker in the 21st Century?

Sure enough, if students are being educated to become critical thinkers, it is aimed at serving a higher purpose still: that these individuals become equipped to devolve into active, participatory agents in the world–of work, surely, but also of their surrounding (and our global) community. This is possible since critical thinkers are prone to approaching common public challenges with a hands on conduct ignited by an ethical and committed attitude.

That vision of education creates the needed ‘citizens’ to fit with a global vision for the 21st Century that “with effective multi-stakeholder cooperation…the Fourth Industrial Revolution has the potential to address–and possibly solve–the major challenges that the world currently faces.” What is necessary to this vision of the future? –“a population that can think critically and in interdisciplinary and cross-disciplinary ways.” Precisely what the Disciplinary Core Ideas, Cross-Cutting Concepts and Topics of those instilled Fuzzy Cognitive Maps are creating. No wonder US federal law requires Higher Order Thinking Skills to be assessed annually on at least 95% of each state’s students. It’s a necessary component of this global transformative vision of what it means to be a citizen in the 21st century where Knowledge Systems must evolve so that “Governments have the opportunity to design policies to prepare the knowledge systems of the future to make better decisions for the wellbeing of all.

I bolded that last part because it is what Uncle Karl called his Human Development Society vision where little ‘c’ communism would be enabled by a certain level of technology. It is also called Marxist Humanism, which I have documented is another area where certain colleges, publications, and think tanks have made a concerted effort to mislead. Few can recognize what no one has accurately explained to us, Plus, creating False Narratives to guide human decision-making apparently gets a think tank recognized as Effective. That State Capability paper tells us that “Both citizen and professional knowledge are important to successful implementation [of the 4IR/Human Development/Wellbeing of All vision]; ignoring them weakens the potential for success.”

Well, neither is being ignored, but the targeting of both is not being accurately explained either except here at ISC. Going back to all the misinformation out there now from think tanks makes it clear that the disinformation is being manufactured in what appears to be a coordinated manner in order to “influence or change the system’s purpose, which is the level of intervention capable of instituting the most profound change in the system.” Student-centered, personalized learning that is brain-based and evidence-centered sounds so much better than that long quote and works the same way, doesn’t it? No need to get parents all upset by referring to students as ‘systems’ that need a new form of Governance at an internalized level in order to get the desired transformation in the external, material world.

Do you remember my research on the Global Education Futures Forum and GEFF’s ties to the World Economic Forum? GEFF’s true focus makes more sense when we are familiar with the January 2018 White Paper “Agile Governance: Reimagining Policymaking in the Fourth Industrial Revolution.” The need to transform education globally goes hand in hand with a need for “positioning values that promote societal benefit and well-being as priorities for governance.” And what precisely does governance now mean if that’s the new vision of education in the 4IR?

In its simplest form, governance refers to making decisions and exercising authority to guide the behavior of individuals and organizations…The concept of agile governance aims to shift the manner in which policies are generated, deliberated, enacted and enforced in the [4IR]…to enable policy-making that is more inclusive and ‘human-centred’ by involving more stakeholders in the process and allowing for rapid iteration to meet the needs of the governed.

References to the Governed are straight out of a 1971 Soviet book called The Scientific Management of Society that I covered back in 2016 when I introduced my readers to the term they used for such comprehensive management at the level of the mind and personality–Upravleniye. Hello again old friend with a new name and sales pitch.

No wonder that WEF White Paper pitches what looks like what governments in the West are now calling evidence-based policymaking (while certain think tanks mislead about its true nature) where:

The combination of systems and design thinking provides an iterative and cumulative learning process by exploring a complex and fast-moving ecosystem, sensemaking [using FCMs?] of observed variables, and shaping of possible outcomes, while analysing the influence of those outcomes on the status quo…Adopting system and design-thinking approaches fosters a shift from planning and controlling to piloting and implementing policies to get rapid feedback and iteration…Feedback loops allow policies to be evaluated against the backdrop to determine if they are still meeting citizens’ values and needs.

Those would be the deliberately instilled values and needs created by a new singular vision of education in play under the Common Core in public schools in the US and in charter language or school mission statements for those parents opting for School Choice. The deceit makes more sense now, as well as the very term–School Choice–in a vision of education designed to get at the internalized basis for human decision-making as an invisible lever for social control.

All this to enable, without scrutiny or effective challenge, a vision of the 21st Century where think tanks and governments get to specify “the outcomes we should be striving for as a collective endeavour.”

No wonder all these visions push the community as the determining source of what the individual must now be.

Unified Human Sciences of the Mind: Learning Standards Prescribe Desired Neural Patterns

Nothing like being at a journey’s end, when all of a sudden fireworks explode that remind us why it’s a good thing we have made it here. We will talk about the fireworks shortly, but what I saw in that “Developing Resilient Agency in Learning” paper from the last post made me sit back down with my copy of Neurophilosophy: Toward a Unified Science of the Mind/Brain from 1986. I wanted to rethink the manipulative potential of prescribing student goals or ‘performance expectations’ (PE) that go to ‘standardizing’ the fact that we humans are the “lucky organisms fitted out with cells coordinating representations of the world with movement in the world” as Patricia Churchland put it in italics. Churchland went on to quote Dominick Purpura from 1975 in a Chapter Epigraph to her book’s Conclusion stating that: “What we require now are approaches that can unite basic neurobiology and behavioral sciences into a single operational framework.”

Learning standards tied to CEDS in the US, or UNESCO’s ISCED framework globally, are creating that long-sought operational framework. Key to those aspirations is prescribing those internalized representations of the world. Sense-making was one of the perimeter nodes of that Learner Profile spider web we met in the last post per the Mindful Agency paper. It used the term ‘sense-making’ to combine two factors: “(i) making meaning and (ii) making connections” and stated:

Sense-making is a core part of learning, and…learning takes place through making connections in several ways: neurological, social, cognitive and experiential. People understand the world through schemata–‘a cognitive structure that consists of facts, ideas and associations organised into a meaningful system of relationships.’ It is through constantly comparing existing schema with new information and understanding that we develop through our encounter with the world, that we  adapt or stretch our existing understanding to accumulate richer and deeper knowledge…our understanding of the world and relationships is not just through storing information as an ‘objective’ entity. We do not passively receive information from our environment–rather we translate information into internal representations whose value is significant.’ They [human beings] actively participate in the generation of meaning in what matters to them: they enact a world’. Sense-making is, for them, a relational and affect-laden process grounded in biological organisation.

That was a long quote so we could go back to what was simply as aspiration and a theory decades ago and then forward to real time classroom instructions now. Then we get the fireworks in the form of last week’s release of http://fabbs.org/wp-content/uploads/2019/02/BRAIN-Initiative-FABBS-presentation-FINAL.pdf called the “Opportunities for the BRAIN Initiative 2.0.” Phase II or 2.0 turns out to be “Transforming dynamic neural patterns into understanding cognition, emotion, perception and action.” How does that happen? Here’s one current example from http://learndbir.org/resources/A-Phenomenon-based-Assessment-System-for-Three-dimensional-Science-Standards.pdf  It explains that the desired student “Performance Expectations are endpoints. To successfully prepare students to meet these goals, instructional materials must provide learning materials at the nexus of these three dimensions” of Science and Engineering Practices [the outside action], Core Disciplinary Ideas, and Cross-Cutting Concepts.

Those latter two strands go to creating the desired internalized ‘schemata’ for students’ sensemaking. ALL students. Suddenly science becomes a sociocultural “enterprise organized around asking questions in the natural world and seeking to build theories and models to develop answers to those questions.” Engineering becomes a matter of design “beginning with problems, needs, or desires of human beings that need to be addressed.” We would recognize three-dimensional learning as cultural activity theory, even if it did not admit it openly in all these papers. Its focus is on “Learning what is not yet there” because its purpose is on transformative learning that will create a different future via reimagined human activities. Recognizing that Professor Churchland taught in the 80s hotbed of cultural-historical activity theory–San Diego–complete with translations from Soviet psychology works I checked to see what ISCAR was currently pushing and pulled up Roberta Patalano publishing “From the Cradle to Society: ‘As-If’ Thinking as a Matrix of Creativity.”

Remember all the ‘uncertainty’ pushing from the last post, and now the Performance Expectations, that somehow get at coordinating Professor Churchland’s inside and out dimensions? It’s all what Soviet research stipulated would be necessary to create new kinds of minds that would act in new ways in the world. Let’s look at one more current exercise http://stemteachingtools.org/brief/46 from March 2017 called “How to define meaningful daily learning objectives for science investigations.” Uncertainty creates affect-laden ‘understanding’ just as I bolded above in that block quote. It warns teachers that “displaying the target concept to be learned–the disciplinary core idea that is to be the focus of instruction–‘gives away’ what students should actually be figuring out as they make sense of phenomena by engaging in the science and engineering practices.”

In case anyone thinks I am exaggerating on wanting to affect future action, let me quote that “Investigations should help students construct understanding. The framework vision [remember that Purpura quote] is about students seeing that science and engineering practices are ways that can help them make sense of and change the world. Students should be deciding together what they need to investigate each day, based on what they’ve already figured out and what they need to learn to explain or design. They shouldn’t know the outcome of an investigation ahead of time.” Explicit instruction as in a lecture or textbook would “short-circuit deep learning.” PEs require that “Students should be able to say what they are trying to figure out in their own words–and come to use formal science terminology once they have gotten a feeling for it after multiple investigations.”

That would explain why those of us with solid factual knowledge in an area see misapplied concepts, or Inapt Metaphors, as students use terminology they “have a feeling for,” instead of a solid foundation grounded in facts. Such a body of knowledge might interfere with an aspiration to change the world. What these prescribed concepts and learning experiences are doing though is creating internalized schema in the student’s mind. Precisely where all these learning and cognitive scientists and education researchers are trying “to invent and perfect new concepts suitable to nervous system function, and they all have their sights set on explaining macro phenomena in terms of micro phenomena.” We get a new kind of education breaking out in earnest in the 1980s when Patricia Churchland wrote, and Lauren Resnick began pushing the now required Higher Order Thinking Skills, where the traditional logical, sequential representations that had traditionally been the purpose of instruction get replaced by a neural network combining ‘patterns of activity’ with provided categories of thought.

The three-dimensional learning required now and laid out as Mindful Agency are grounded in what psychologists theorized would be necessary to create New Kinds of Minds as Paul Ehrlich put it in a 1989 book I have warned about. Now to the fireworks as that BRAIN Initiative link had a header that said “NSF SBE Grand Challenge Ideas.” What’s that I ask? I remember the NSF funded all the controversial, ‘discovery’ math and science curricula? SBE turned out to be Social, Behavioral, and Economic Sciences and the SBE 2020 vision was launched in August 2010 https://www.apa.org/science/about/psa/2010/08/challenges when a Paul Ehrlich colleague, John Holdren, (whom he mentioned in thanks in his book, New World, New Mind) headed the White House office that oversaw the NSF. That’s one way to fulfill that book’s goal of Conscious Evolution, isn’t it?

I started reading those SBE 2020 papers over the weekend and found the link to the Krasnow Institute and its Neuroeconomics we stumbled across pursuing Thinking and Reading like a Historian in a paper called “Understanding the Mechanisms of the Mind through an Integrated Science of the Mind Initiative.” Whereas, Professor Churchland simply hoped a neural network that functioned like Parallel Distributed Processing (PDP) in computers could become the end result of a new kind of transformation education, another co-author of that paper, James McClelland turns out to be a PDP expert. https://fabbs.org/our_scientists/james-l-mcclelland-phd/ . Another co-author at MIT, Aude Oliva, is working “to understand how humans encode, process, retain, predict, and imagine.” No wonder we get ‘bottom-up’ New Foundations for Readiness as we saw in the last post.

Another paper “Twenty-First Century Challenges and Opportunities for the Human Sciences” wanted to “develop a scientific understanding of the social processes that now shape [the natural world].” This would require the United States to finance a “significant and targeted investment in an integrated science of social and behavioral dynamics, or ‘human sciences’.” And the next year, 2011, the federal Department of Education held its first competency-based education summit to do just that and implement the developed “theory for human social action” using student-centered learning to create the needed personalized neural networks in each student. Coordinating the inside categories of thought and motivation to act with the external activity in any given environment.

It’s a good plan if transformative change in the ‘macro phenomena’ of society, economies, and political structures in largely invisible ways is the goal of education in the 21st century globally. I stumbled across this more than ten years ago now trying to figure out why the NSF had paid the State of Georgia and its University System tens of millions of dollars in grants to implement constructivist Integrated Math. None of the offered explanations held up to scrutiny. Now I know it was about creating New Kinds of Minds. Let’s close our Trilogy of Bottom-Up, Inside-Out, Neural Change in each student by quoting an SBE 2020 abstract that had no linked document, just this aspiration:

One of the most critical challenges facing next-generation social, behavioral and economic research is to understand the dynamics and consequences of interactions between human systems [that’s US!] and the natural world. To accelerate scientific progress, significant and systematic efforts must be made to identify and collect data across time and space that enable evidence on perceptions, attitudes, social institutions, situation-behavior relationships, and decision-making to be linked comprehensively to measurements of the natural environment. These data will lay the foundation for a science of sustainability.

Rereading that quote would explain why the same think tank employees or their affiliates misrepresenting how learning standards like the Common Core really work also envisioned misrepresenting the purpose of all the data gathering from the beginning.

It appears that education researchers aren’t the only ones aspiring to control our internalized ‘schemata’ that guide how we interpret the world around us.

 

Mindful Agency & Futuribles Enabled via Dispositional Learning Analytics and New Forms of Testing

I just had to change that title slightly when I realized I had deduced the relevance of the 1967 book The Art of Conjecture before in an April 14, 2016 post, but today it goes to the relevance of targeting a student’s Purpose laid out in the previous post. I believe it also goes to the push now for new forms of assessment that hype role playing and gaming simulations as shown here https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games . That came out after the mention of Georgia’s shift in the last post. An emphasis on Indeterminate Situations, Productive Struggle, or Wicked Problem Solving as ‘rigorous instruction’ makes sense when we are aware of the Ford Foundation-financed global interest (my bolding):

beyond the domain of the true and false, and this ‘beyond’ constitutes another domain, where I can place images that do not correspond to any historical reality. An image of this kind is not a mere fantasy if I have the will and feel I have the capacity to bring about at some later time a state of affairs that corresponds to the image. The image represents a possibility because of my power to validate it in this way, and represents a project because of my will to do so.

Testing about facts, or with right and wrong, algorithmic answers, does not get to this desired “domain in which one can act” in an imagined different world. Purpose matters so much because it goes to that will or motivation to act in a given context.  One more quote from the Futuribles because it fits my assertion that the idea now of assessments as a learning journey from Purpose to Performance or Product is consistent with what that above quote called an italicized project. Futuribles was all about a declared goal to “instigate or stimulate efforts of social and especially political forecasting” and these new forms of testing and use of Dispositional Learning Analytics get at the “inside-out basis” for the desired changes. Education is a ‘social science’ as is psychology and Futuribles insisted that the “social sciences should orient themselves toward the future.” Nothing like role-playing games then to practice a vision:

For man in his role as an active agent the future is a field of liberty and power, but for man as a cognizant being the future is a field of uncertainty. It is a field of liberty because I am free to conceive that something which does not now exist will exist in the future; it is a field of power because I have some power to validate my conception…

Now let’s leave those quotes from the past on the desired transformation in the basis of education and the social sciences and pivot to this recent post https://www.gettingsmart.com/2019/02/preparing-all-learners-for-an-uncertain-future-of-work/ that gives a different rationale but the same aim. We have encountered the formalized False Narrative about an SEL focus as about a database of PII on each student, but let’s quote the Institute for the Future’s employee who authored that piece. She is the source of the “inside-out basis” quote used above.

Putting social-emotional skill development at the center of learning promises to help individuals develop the foundation necessary to navigate uncertainty throughout their lives. The new foundation for readiness shown below illustrates how redefining readiness from the inside out–focusing on human development rather than attempting to prepare learners for any particular future of work–can provide a platform for future success. This new foundation for readiness is grounded in the human qualities that are most central to our relationships with one another and which are most difficult to code.

When I debunked the Database of PII narrative about SEL, many of its advocates moved along to hype ‘Workforce Readiness’ as the purpose of the Common Core and Competency learning standards. That alternative purpose though, as the Getting Smart graphic makes clear, is also a False Narrative. The aim is ‘inside-out’ alteration of the student at the level of their personality and Identity, using Purpose and Project-Based Learning as a main means. The shown common core of each student is Individual Awareness (Emotional Regulation), Social Awareness (Empathy and Perspective-Taking), and Self-Discovery (Deep Self-Knowledge).

That same core gets targeted by the Dispositional Learning Analytics (DLA) work being built into these gaming platforms being used for formative assessment and misportrayed as testing. That readiness foundation gets created at a neural level as described in a 2015 paper by the author of that Chapter 25 covered in the last post.  The paper is called “Developing Resilient Agency in Learning: The Internal Structure of Learning Power.” It states that it is concerned with “the establishment of dispositions, attitudes and values associated with being an effective learner,” but it is the same changed vision of Knowledge and Learning we encountered back in 2014 here http://invisibleserfscollar.com/identifying-education-globally-as-the-crucial-lever-for-nonconsensual-behavior-and-societal-change/ Being an ‘effective learner’ then simply translates to a willingness to alter “dispositions, attitudes, and values”, along with ultimately behavior.

See if this quote reminds you of the Futuribles one from decades ago as well as the New Readiness Foundations from last week:

the concern with learning power was to develop a range of competencies crucial for success in the complex, information-rich and radically uncertain world of the emerging twenty-first century. These competencies are now to the forefront- forming the outcomes focus for institutions and organizations the world over…assessment data included aspects of a person’s learning that were both ‘internal’ and ‘social’–influenced by a person’s sense of ‘self’ in a sociocultural and historical context. Feedback was in the form of an immediate visual image of an individual’s learning ‘profile’ as a spider diagram. This provided a framework for a coaching conversation which moved between the coachee’s [aka the student or child] identity as a learner and his or her learning experiences and purposes. The ELLI instrument [acronym for Effective Lifelong Learning Inventory] was designed to identify and strengthen an individual’s learning dispositions, attitudes and values and provide a starting point for self-directed learning and teacher-facilitated pedagogical change.

Any of those sought changes of a student’s internalized core at the level of his mind, personality, and motivations is Learning. We also hear the same aim euphemized as Student Growth, Mastery, Success, or Achievement. The student’s mind and personality, depicted via a Spider Diagram profile to show the changes created by curricula and learning experience,s gets treated as a “complex systems architecture…that sets out the key parts of a system, what they do and how they fit and work together.” A student’s Identity and Purpose get mapped and targeted for change [Learning] because:

effective learning requires the identification of personal desire or purpose, in response to first identifying a need or a problem that requires a solution of some sort. Learning that begins from this point in lived, concrete experience is ‘bottom up’ and usually both interdisciplinary and interdomain–in other words it transgresses traditional subject boundaries. Articulating a purpose in learning requires that I or we know something about ourselves, our story and what is of value to us, and it is thus associated with identity as well as a particular time and place.

The authors go on to point out that 21 C learning outcomes require “learners who can persist in learning, responding effectively to open-ended and complex problem spaces.” Any parent who has ever wondered why math became about ‘productive struggle’ in Indeterminate Situations instead of taught algorithms can take that quote to the bank for enlightenment. It’s not about teaching math any longer. It’s using activities in a class labelled as math to develop  Mindful Agency from the ‘inside-out’ in the student. What goals to set and how to go about achieving those goals or purpose is called meta-cognition. The needed metacognition to act on the future in the present using Mindful Agency are “products of nonanalytic, nonconscious inferential processes particularly when there are conditions that do not allow full analysis of the situation such as under conditions of uncertainty.”

It’s now pretty clear that it will take a Trilogy to finish this discussion so let me finish with these online platforms providing trace data that allow formative assessment, usually mislabeled as ‘testing’ for public relations purposes, to get at and profile a student’s internalized “tripartite structure for mindful agency, which is about the self as agent of his or her own learning, able to take responsibility for the process, as well as managing feelings in learning (such as feeling confused) and being able to judge how long something may take and how to go about it (meta-cognitive strategy). This serves to integrate three distinct strands in the research literature: metacognition, the role of affect in self-regulation (emotional intelligence) and self-efficacy of agency.”

We are back in the sought domain of Futuribles so let me close with a quote from it on the role of purpose, planning, imagining, and training to act in uncertainty on the basis of:

fabrications of the mind…that do not represent any reality past or present…these fictions are of major importance in our life. Although we discard the vast majority as fantasies, we value a small number of them, and these can serve as the cause of future realities. There is no volition without object, and the object of a volition is that a fiction of the mind become a ‘fact’. This fact is the goal of the action…When we retain a fiction as something to be enacted, it serves as the source of systematic action. This fiction–a non-fact–can be situated only in the future, which is necessary as a receptacle for a fiction accompanied by an injunction to become real.

Learning standards grounded in performances, projects, and activities are creating the needed internalized cores for future action. Whether called ‘bottom up’ describing Mindful Agency, or ‘inside-out’ in the new Foundations for Readiness, we are dealing with the same, poorly understood basis for transformation in the student.

All as needed to guide future action is reliable, predictable ways. Which that 2014 post established as the new 21st Century definition of Knowledge.

 

 

 

 

Intrapsychic: When the Key to Neural Change Lies in Manipulating a Student’s Purpose

If, like me, you have seen all the references to Student Autonomy in the context of stipulating what their internalized Knowledge, Skills, and Dispositions should be and wondered what kind of independence that kind of intentional anchoring could be, I have a new definition for us. “Autonomy is the opposite of control, but not [italics in original] the absence of expectations. It is important to recognize that autonomy is not the same thing as independence. Autonomy means to act volitionally, with a sense of choice, whereas independence means to function alone and not rely on others.” Now let’s play synonyms for a minute with that quote and see why getting at purpose is so useful. I bolded the word ‘expectations’ because another synonym would be ‘goals’. Another synonym for ‘goals’ would be ‘standards’. So the phrase, ‘high standards for all students’ could be translated as ‘high performance and behavioral expectations for all students”.

If a student is acting in pursuit of what they believe to be their purpose, then they are acting volitionally, even though we can look at their actions objectively, once we understand how learning standards really work, and see that the free volition is a mirage. The following quote gives us a flavor for what is to be controlled (my bolding):

Meaningful learning involves deep changes in learner’s behaviour, beliefs, and attitudes. While these changes are energised by a personally chosen and meaningful purpose, it is the active learning power dimensions of sensemaking, creativity, curiosity, and hope that regulate the flow of energy in the learning process, enabling it to empower the journey from purpose to achieve a particular performance outcome.

Another synonym for that rather stilted sounding ‘particular performance outcome’ would be ‘desired behaviors’ so getting at purpose lets us manipulate the motivations for desired behaviors. We know that Motivation is heavily targeted by transformative educational reform because the Center on the Developing Child at Harvard issued this graphic  https://developingchild.harvard.edu/resources/the-brain-circuits-underlying-motivation-an-interactive-graphic/ recently showing how Learning Experiences Create Pathways Between Brain Regions. Here’s another sampling from a paper on Building Resilient Agency in Learning, using the phrase ‘Learning Journey’: which “valorises the identification of a personally chosen purpose, that is integrated and internalised by the learner as a prerequisite for meaningful learning.”

We now know what ‘meaningful learning’ means from the block quote above and our post title used the word ‘Intrapsychic’ to shorthand how important it is that the desired purpose have been “integrated and internalised” by the student at a neural level. Another source I lifted that explained how Neural-Linguistic Programming of the Mind and How It Can Be Made to Work with a different kind of learning and new expectations of schools said the needed Characteristics of the Inner Processes would involve “changes in the [student’s] inner landscape or mental map of the situation.” The Way We Think called the same internalized realm–‘mental spaces’–and pointed out that:

mental spaces are connected to long-term schematic knowledge called ‘frames’…Mental spaces are interconnected, and can be modified as thought and discourse unfold. Mental spaces can be used generally to model dynamic mappings in thought and language…In the neural interpretation of these cognitive processes, mental spaces are sets of activated neuronal assemblies, and the lines between elements correspond to co-activation bindings of a certain kind.

Just like in that Neural Circuit graphic Harvard created to explain the role of Motivation and Purpose. I mentioned above that we were looking at a different type of learning and new expectations for schools. According to a Sydney, Australia international meeting in 2018 and a presentation I found https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf on “Learning Analytics in Schools” and “Self-Directed Student Learning,” we are transitioning to Education 3.0 where:

The most important unit of change is the story and identity of the learner–not the teacher, the curriculum or the measurement model. Legacy systems tend to privilege the content of the curriculum, a reductionist measurement model and the teacher as agent of change. The challenge for learning analytics is to build a digital infrastructure based on a data architecture which provides a ‘single view of the learner’, where data belongs to the learner and can be used, one student at a time, in real-time, for better decision-making as they navigate their way through complex problems to solutions that matter to them. This is sometimes described as a call to move to Education 3.0– a challenging worldview shift from a top down, individualist and dualistic worldview towards an integral, participatory and wholistic one.

Then the quote references a Chapter 25 for further information on the desired Layers, Loops, and Processes in a Virtual Learning Infrastructure, which caught my eye as my home state announced last week. https://www.educationdive.com/news/georgia-moves-game-based-assessment-beyond-pilot-phase/547012/  I may be alone in recognizing as a parent and taxpayer that this is not, in fact, a means of measuring math, history, or science knowledge. I found that cited Chapter at https://solaresearch.org/hla-17/hla17-chapter25/ and learned once again that this new vision of education can

empower individuals to adapt profitably to new learning opportunities. This is particularly important in authentic contexts where the outcome is rarely known in advance. The metaphor of a ‘learning journey’ was adopted to reflect the complex dynamics of a learning process that begins with forming a purpose and moves iteratively towards an outcome or a performance of some sort. Learning power enables the individual or team to convert the energy of purpose into the power to navigate the journey, to identify and select the information, knowledge, and data they need to work with to achieve that purpose.

I am tempted to joke about my Purpose in writing this post, but, as always, I am simply trying to bridge the disconnect with how these changes in education are being sold to us vs the way they are portrayed in insider presentations we only have access to if we recognize there is a discrepancy. It’s why I wrote Credentialed to Destroy and it’s why we continue the journey to the truth on this blog. We can better understand though why math as an algorithmic process, or science as a body of demonstrable facts, gets deemphasized if education reforms are really grounded in A Transition in Thinking as Chapter 25 laid out:

The idea of a learning journey is simple and intuitive. The metaphor facilitates an understanding of learning as a dynamic process; however, it does represent a fundamental transition in how we understand knowledge, learning, identity, and value. Knowledge is no longer a ‘stock’ that we protect and deliver through relatively fixed canons and genres; it is now a ‘flow’ in which we participate and generate new knowledge, drawing on intuition and experience. Its genres are fluid and institutional warrants are less valuable (Seeley Brown, 2015) Learning power is the way we regulate that flow of energy and information over time in the service of a purpose of value–rather than a way of receiving and remembering ‘fixed’ knowledge from experts. Millennial identity is found not in ownership and control, but in creating, sharing, and ‘remixing’–in agency, impact, and engagement. Value is generated in the movement between purpose and performance.

That would also explain why history now seems to be about role-playing in different contexts, why Project-Based Learning using an Inquiry approach is suddenly ubiquitous, and why student achievement involves desired behaviors, wouldn’t it?

Did you notice how I left in the reference in the above quote, which I normally remove? There is a reason and it once again goes to the Intrapsychic process of controlling the Internalized mental maps we saw in the last post and then today in the quote from The Way We Think. The authors of that book with the subtitle Conceptual Blending and the Mind’s Hidden Complexities are tied to the Center for Advanced Studies in the Behavioral Sciences (CASBS) in Palo Alto. The cited reference above on the new vision of Knowledge and thus education is to John Seeley Brown who is listed https://casbs.stanford.edu/people/board-directors as a Board member.

The National Student Growth Network is currently based at CASBS and Student Growth is another synonym for the process of internalized change we saw repeatedly referred to in this post as the Learning Journey.

Does anyone reading this still question that this new vision of education is grounded in the Behavioral Sciences, which sees the mind as a ‘system’ that can be manipulated via education to create what appears to be volitional behavior when it is actually quite scripted and tied to sought political, economic, and social transformations?

Have I mentioned that General Systems Theory was created in CASBS in the mid-50s by the same Kenneth Boulding, among others, we quoted in the last post?

Should I mention that Boulding defined a system in terms of purpose and goal achievement? Just like all these new visions of Intrapsychic education cited in this post?

Maybe what is being billed as 21CC–21st century Competencies–aren’t new after all. Just long sought goals with a new sales pitch and new tools.

We will explore those new tools more in the next post.

 

 

Another Gear Change: Perceiving the Patterns Underlying the Human Learning Process

Over the weekend, I was reviewing my notes and trying to figure out how to explain the common transformative aims of what has arrived in my inbox  since the beginning of 2019. A quote Kenneth Boulding made in the mid-70s in his book Ecodynamics: A New Theory of Societal Evolution jumped out at me. He wanted to target the “evaluative processes of human judgment, which are the foundations of decision-making,” just like UNESCO announced in May 2018 was to be their goal for K-12 education. http://invisibleserfscollar.com/facing-the-fold-to-overcome-the-prisons-of-our-minds-and-thus-transform-the-future/ laid out how to change images of the future and anticipatory assumptions and fits with what Boulding hoped for decades before.

“reasoning about the self and about society is likely to accelerate the patterns of evolutionary development, but we can be sure that reason as we know it today is not final…In the future we may be able to perceive patterns and handle models of complexity far beyond our present capability. Should this enable us to perceive the patterns underlying the human learning process itself, this might indeed constitute another gear change in the long process of evolution with a further acceleration of the evolutionary pattern through time…all decisions are about the future and all our experience and records are of the past. It is only as we see patterns in this past record that we have any hope of making projections of the future and of making decisions that will change the future in ways we desire. To change the future, after all, is the object of any decision.”

Now what if a planner with desires for fundamental transformations could control what “patterns are seen in this past record” by making learning conceptual, instead of factual? Couldn’t that planner and any learning standards created to internalize the desired pattern perception actually control people’s desired images of the future? That’s the plan anyway as an October 1991 article called “Ten Ways to Integrate Curriculum” made clear. It talked about using Concepts, Topics, and Categories so that eventually “The disciplines become part of the learner’s lens of expertise; the learner filters all content through this lens and becomes immersed in his or her experiences.” Some autonomy, huh? See why it mattered in the last post if the explicit instruction is to impart conceptual lenses, instead of imparting facts? Who will then recognize if the concepts are inapt and the provided example is false?

Before we talk about the social and emotional learning emphasis of this contrived web of perception and interpretation as laid out in http://nationathope.org/report-from-the-nation/ that came out in January from the Aspen NCSEAD we have covered repeatedly, I want to pull up a January 1998 speech Martin Seligman (of IPEN and Positive Neuroscience among others) gave upon assuming the Presidency of the APA. Several of the people mentioned in the speech titled “Building human strength: psychology’s forgotten mission” are also involved with that Nation of Hope report and its supporting documents. https://nonopp.com/ar/Psicologia/00/pres.htm wants to “create a science of human strength…focused on systematically promoting the competence of individuals.” That science’s goal and the new role of education will be to “foster these virtues in young people” as likely buffers against mental illness: courage, optimism, interpersonal skill, work ethic, hope, honesty and perseverance.

One of the supporting papers from that Nation at Hope vision can be found here https://www.rwjf.org/content/dam/farm/reports/issue_briefs/2018/rwjf450542 from December 2018 and it is also tied to both that 1998 APA speech as well as the Nation at Hope NCSEAD vision. Its cover gives a nice concise definition of social and emotional learning (SEL) that fits with Boulding’s, Seligman’s, and now the NCSEAD plans for evolutionary education to a new kind of mind and decision-making processes.

SEL is defined as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

To change the future, after all, is the object of any decision is what Boulding wrote decades ago and suddenly that hoped for gear is the focus of so much interest and plans. A Nation at Hope states that “children require a broad array of skills, attitudes, and values.They require skills such as paying attention, setting goals, collaboration, and planning for the future. They require attitudes such as internal motivation, perseverance, and a sense of purpose. They require values such as responsibility, honesty, and integrity. They require the abilities to think critically, consider different views, and problem solve.” It goes on to talk about “helping children learn these traits and skills” using the usual contrived arguments so lets go back to Boulding’s far more forthcoming explanation:

“It may well be that biological evolution is approaching its end and that it will be succeeded by an evolutionary process wholly dominated by noogenetic processes directed by human values.”

Noogenetic may sound like a mouthful, but the prescribed concepts, categories, and topics, learning standards, competency-emphasis, SEL hype, are all examples of how experiences alter in foreseeable ways the genetic, biological material we were all born with. Think of all these books, plans, reports, and speeches as simply declarations of “Boy, do we have plans for you using the Holy Grail of education” to mask the hoped-for transformation. Remember how I called attention to the focus on values, attitudes, and beliefs in my book Credentialed to Destroy and then the False Narrative hijacked that insight to mean a database of PII on each student? A Nation at Hope explains that targeting like this: “No one involved in education can view the values and beliefs held by students as trivial or secondary. They are the very things that can grip the imagination and determine the direction of a life.”

Values, attitudes, and beliefs, in other words, act as the rudder of personal decision-making and being able to prescribe them and manipulate them is a crucial aspect of steering a society as a collective without effective opposition. Internalized at the level of ideas, images, and emotions is quite hard to see unless, like me, you keep stumbling across those very plans for internalized subordination and unknowing submission. The False Narratives themselves make far more sense when we read of the NCSEAD plans of Convergence using the SEL focus because “it brings together a traditionally conservative emphasis on local control and on the character of all students, and a historically progressive emphasis on the creative and challenging art of teaching and the social and emotional needs of all students, especially those who have experienced the greatest challenges.”

Right on cue, we had an essay by a Maryland State Education Board member and ed consultant Andy Smarick, with ties to a number of supposedly conservative or libertarian think tanks https://www.thepublicdiscourse.com/2019/01/48003/ pushing for a vision he called Capacitating Conservatism which would see “policy as a tool for re-empowering individuals and their mediating institutions so that they can re-instill beliefs and practices that have atrophied.” If what is to be instilled has to live behind deceit about the true ed reform agenda and how learning standards really work, it’s not actually Conservative. That’s simply a label to gain implementation and support without opposition.

Human Flourishing as a goal does not come from deceitful, False Narratives of the kind we keep encountering. Yet if the Civil Society emphasis of that article’s author fits with A Nation at Hope‘s rhetoric about “effective education involves values, healthy attitudes, social skills, and a commitment to the betterment of the community,” we have a Convergence by think tanks around a common vision for education that is not being shared as they fundraise. If a Classical School’s Pillars of Excellence or a charter school network’s Due North Moral Compass also illustrate what A Nation at Hope envisions as  “working to transform schools into places that foster empathy, respect, self-mastery, character, creativity, collaboration, civic engagement and–on the strength of these values-academic excellence. They are encouraging communities to embrace the ambition, compassion, and rigor of social, emotional, and academic education,” assertions begin to make more sense.

Every one involved with these visions and the supposed alternatives appears to actually be going to the same place. They are on the same page to use a different metaphor. We are not supposed to grasp that though. Think about what Boulding said would be possible once Human Learning knowledge reached a certain point and then read this quote with the Header: “Think About the Skills that Help You Learn and Grow as an Adult Every Day.”

The ones that help you think, relate, and act responsibly. What if we could help our children develop that same set of skills in school? We know more than ever about what it takes for optimal learning; now is the time to put that knowledge into practice for all children everywhere.

Is the focus on Equity then, really about Fairness and Justice for All? Or is it a slogan that lets How We Think become a basis for prescription, monitoring, and adjustment for purposes of political change? The latter can be called ‘public policy’ as a euphemism and pitched instead as the “lessons, beliefs, and norms that make a free society succeed.” After all, how many students and adults grounded in supplied concepts, categories, and topics, coupled to contrived learning experiences to instill the desired Attributes, will recognize factually what free societies really had in common historically?

If we do, in fact, have an unacknowledged Convergence now globally around education the following quote makes more sense as it talks about the shared vision.

In Every Collective Human Endeavor There Comes a Moment–a moment when we know so much more about what we ought to do. A moment when multiple voices and perspectives coalesce around a shared vision. A moment when, together, we can make the possible real. In education, that moment is now.

I think the moment is now too, which is why it is so important to decipher the actual shared vision that is intended to transform us and our children. Professors Boulding and Seligman were honest about their intentions of transformation using education. The purposes of an Integrated Curriculum and an SEL focus are also crystal clear.

If a Clarion Call is sounding, we darn well better understand accurately what we are being called to do, be, and become.

 

 

 

Jumping from the Skillet into the Fire by Misunderstanding the True Common Core

Last week there was a great deal of coverage by many of the same sites that have no interest in truthfully describing competency-based education, the purpose of student data collection, what Outcomes  Based Education is really about, or how learning standards really work hyping Governor DeSantis’ decision to take Florida from the Common Core. I read the articles in between my real life appointments these days and continue to see an alarming pattern of deceit. Let’s talk a bit about what the seemingly well-intentioned governor should know apart from his need to quickly read Credentialed to Destroy cover to cover. First, if the new goals for what the students in Florida are to Know and be Able to Do are still aligned to CEDS–the Common Education Data Standards, then Florida remains tied to the Common Core. It simply misunderstands its true nature.

Since Florida, like Texas, was one of the early states that transitioned to outcomes-based education several decades ago it is hard to see it going backwards into a true traditional content emphasis. My second word to the wise in any state or other countries is that if the teacher is using direct instruction to teach DCIs–Disciplinary Core Ideas– that then serve as ‘lenses’ for how to perceive the world, interpret experiences, and evaluate contexts, that explicit instruction is NOT, in fact, traditional subject-matter instruction. Don’t be fooled by some Type 1 vs Type 2 metaphor that also insists that Constructivism is about Discovery Learning. Let me quote an absolute authority on the subject, UNESCO, which stated that the Lev Vygotsky Learning and Development approach to create a new internalized basis for viewing the world is:

“the revolutionary approach to these issues pioneered by Vygotsky has linked these two processes together in a way that was never before considered. According to Vygotsky, some of the developmental outcomes and processes that were typically thought of as occurring ‘naturally’ or ‘spontaneously’ were, in fact, substantially influenced by children’s own learning or ‘constructed’. Learning, in turn, was shaped by the social-historical context in which it took place. This dual emphasis–on children’s active engagement in their own mental development and on the role of the social context–determined the name used to describe the Vygotskyian approach in the West–‘social constructivism.'”

So so-called Type 1 direct instruction can be used to instill what John Hattie called ‘visible learning’ that is designed to implement this Vygotskyian approach to get at the desired Constructs, Principles, and Concepts that guide a student’s thinking going forward. I bolded a few terms in that quote so we could specifically address them so we can each avoid this desired individual, ‘personalized’, fire that is to promote collective transformation at an internal, neurological level. Did you know that back in April 2018 the Council of Europe formally adopted “Competences for Democratic Culture: living together as equals in culturally diverse democratic societies.” It created a CDC framework on “how we nurture a set of common values around which to organise,’ which could usefully be nicknamed a ‘common core’. The framework creates 3 sets of values, 6 attitudes, 8 skills, and 3 bodies of knowledge and critical understanding that all students must now be able to demonstrate.

So if what Florida implements instead fits with what that CDC Framework lays out as its concept of ‘competence’, then Florida still has a common core and it’s a global, transformative template.

“Democratic and intercultural competence is defined as the ability to mobilise and deploy relevant values, attitudes, skills, knowledge and/or understanding in order to respond appropriately and effectively to the demands, challenges and opportunities that are presented by democratic and intercultural situations [aka social contexts]. Competence is treated as a dynamic process in which a competent individual mobilises and deploys clusters of psychological resources in an active and adaptive manner in order to respond to new circumstances as these arise.”

Pretty sure that active and adaptive manner for a given social context in that last sentence is what we in the West now call a Growth Mindset, which makes sense since Carol Dweck was a Vygotsky scholar before she came up with that particular euphonious euphemism for his Soviet theories. Anyway, we need Governor DeSantis and his advisors to appreciate something else I picked up from a 2017 presentation on the CDC Framework in Moscow, Russia where the slide laid out what it called Descriptors that ties in with what I know about how the referenced CEDS mentioned above or UNESCO’s standards actually work globally. There are Sets of Descriptors for each competence specified by the model. “A descriptor is a statement or description of what a person is able to do if they have mastered a particular competence, These descriptors have been formulated using the language of learning outcomes, and they were validated through a survey that involved over 1,200 teachers who were drawn from across Europe.”  The slide goes on to note that there are Descriptors for the various levels of education (e.g.- preschool, primary, secondary, higher) and to proficiency levels (e.g.- basic, intermediate, advanced).

So if Florida is going to use some type of Descriptors for the Desired Outcomes of the type we see in Learner Profiles and Portrait of a Graduate that we see public and private schools using all over this nation now, then we still have a common core being instilled. It still has the purpose mentioned in a different slide where the answer to “What Kind of Education do we need?” is answered by another question–“What kind of society do we want to live in?” That DeSantis is guided by the latter suggestion is indicated by his stated desire for civics instruction to be emphasized. Want to know who else wants to emphasize civics instruction? Thorbjorn Jagland, the Secretary General of the Council of Europe that published that CDC Framework. In a 2015 speech to the UN that is quoted in another one of those Moscow slides, he said: “While most states have some form of civic education, we don’t–as standard practice–teach our children what it means–explicitly–to be a democratic citizen.”

If you remember, I quoted a Howard Gardner book Truth, Beauty, and Goodness, Reframed in the last post. His vision of an instilled set of virtues that would guide each of us as we “navigate the shoals of work and citizenship in a highly complex and interconnected world” is all about the “need to evolve models of citizenship that can be embraced by the diverse populations of the world.” Just like that CDC Framework. Just like a Yuval Levin quote from the promotion for a February 12, 2019 Hoover/ Fordham Speaker Series where “he will make the case for reasserting the role of education in character formation…conservatives should reassert education’s vital role in molding the souls of rising citizens, not just future workers. While many institutions–family, religion and civic life–are under stress, schools remain an essential pillar of American life. Civic and character education deserve a place of honor alongside more utilitarian considerations.”

Is Yuval Levin’s vision one of those Governor DeSantis is listening to in promoting his civic instruction for Florida schools? If so, we still have a common core being instilled of the same kind Vygotsky had in mind years ago and what the CDC framework promotes now. The Governor also made a statement about moving away from ‘standardized assessments,’ which suggested to me someone is shifting him towards the Learner-centered, Transformative-based, Context-oriented vision laid out last week here https://education-reimagined.org/how-to-shift-from-education-as-content-to-education-as-context/ that fits with all the quotes I have used in this post so far. That author from Iowa BIG uses the term Universal Constructs to mean what is laid out in the CDC Framework. If someone is providing and reenforcing something akin to these Universal Constructs tied to something like CEDS and its Descriptors, then we still have a common core, instilled character and citizenship, vision.

Reading, math, and science are no longer valued as a body of knowledge useful for its own sake and an individual’s own purposes. Let me close with a quote to illustrate the difference and hope that February will not throw up as many personal roadblocks to my writing as January did.

“inside contextually-rich environments and experiences, we are able to help students ‘see’ the knowledge and skills required for diverse contexts and to learn and practice them in unique contexts. Being competent at the Universal Constructs enables a person to effectively navigate and succeed across a myriad of ever-changing contexts. My staff and I cannot know what any of our learners will ‘need to know’ in terms of content or standards in the future. What we can do is ensure our learners are effective at reading context and having the skill set to know how to access and use the content and concepts necessary for their success in that environment.”

I boldfaced all the euphemisms used to obscure the intentional creation of a common core that will purposely guide future decision-making and motivations to act. If there is still any doubt how deliberate, transformative, and global this all is let me close with a link a 2018 Update to IB’s Primary Years Programme called Action. https://drive.google.com/file/d/166FvIsUHIBKEYASa6MWd9Hn1MdLmEFC2/view Notice all the references in it to Learner Profile Attributes. That would be another name for Descriptors. Connecting action and the learner profile tells us that “Through developing attributes of the learner profile, students grow in their ability to make informed, reasoned, ethical judgments and to exercise the flexibility, perseverance and confidence they need to bring about positive change in the community and beyond.”

Those students have an instilled common core at the level of their mind and personality designed so that they act and are motivated to act in a certain way that is designed to ultimately transform how both American society and the world function in the future. It could not be more centrally planned, but because the planned implementation is local and neurological, it can be hard to see. All the deceit surrounding the Common Core simply made that harder.

But as my writing continues to demonstrate, difficult does not mean impossible once we discern the true actual template and need for a common core. It’s essential to all these plans for transformative change without effective opposition.

And there is nothing Conservative about deceit to effect intentional social, political, and economic transformations using education. It reminds me of something one of the Integral Theorists wrote where he said the admitted Progressives could focus on transforming the external, material world, while declared ‘Conservatives’ could maneuver to transform the internal rudders guiding personal behavior.

That really does describe what is going on and why I see such a Convergence behind the scenes. Let’s talk about that next.

Systematizing Human Nature Via Internalized Marxian Standards of Truth, Goodness, and Beauty

Welcome to 2019 as we continue to watch where all the education reforms converge under a variety of names and rationales. We get to watch where various narratives that appear coordinated misinform and whether we can draw a useful picture of omission that we are supposed to be unaware of, while we lobby in outrage for remedies that simply make the neural enslavement worse. Time for some specifics then that I kept track of amidst the wrapping, cooking, and decorating that dominated last month’s activities. A 2003 book by Georgetown law professor Robin West called Re-imagining Justice: Progressive Interpretations of Formal Equality, Rights, and the Rule of Law is being brought back into print later this month so let’s look at what it sought to make operational and how it pertains to education. West explained in her conclusion that:

the idea that subjecting human behavior to governance by rule is, all things, considered, a morally good thing to do–is gaining adherents, worldwide, as the force of positive, international law extends its reach around the globe, and domestic law, both here and elsewhere, deepens and broadens its penetration into social life…law is gaining momentum as the preferred vehicle for control of social relations between nations, entities, or individuals.

Professor West then cited the ubiquitous Positive School Climate mandates as an example of how “the schoolyard playground, once a sphere of insulated political sovereignty dominated, Lord of the Flies style, by bullies, has been tamed by the intrusion of positive law.” Now, I am not as optimistic as Professor West on the ability of new rules, learning standards, and Graduate Profiles to remake human nature, but there is no question whatsoever that the schools intend to try and do just that. Nor is there any question that this admitted Progressive desire to remake human nature, with frank admissions like “the goodness of law lies in its paternalistic capacity” or “subjection of human behavior to the governance of rules, at times, better promotes human wellbeing than does the sovereignty of choice” also hides behind banners about School Choice, Classical Education, Conservatism, Founding Principles, holistic education, and learner agency.

It can even be found, most alarmingly, as Chapter 1–“Character Development and a Culture of Connectedness” of the Final Report of the Federal Commission on School Safety released December 18, 2018. It’s no secret I believe that there is a correlation in both timing and locations between the push to use schools to neurally install a new code of ethics and morality to drive a cultural evolution, and school shootings, where the shooter clearly sought mass murder on the school grounds. It is horrific therefore to follow the cited materials in the Chapter 1 bibliography to people who make no pretense of wanting to turn the human mind and emotions into a system that can be manipulated for purposes of political transformation. I guess that’s what we get for a federal Ed Department staffed with Jeb Bush lackeys.

If the federal Commission cited this paper called “Towards a Science of Character Education” https://irp-cdn.multiscreensite.com/e9b8fc57/files/uploaded/berkowitz_bier_mccauley_jce_2017.pdf , which they did, then all the aims of what is in its bibliography come in as well. I have read many of those books and articles over the years. I know where all this is going. I know precisely what Professor West means by using the law as a positive force to remake social relations and that is exactly what that Federal Commission intends to have done, at a local level, to be binding on people and places and easier to monitor. Insisting that the answer to school shootings is to use the PRIMED character education program so that schools can “help youth internalize ethical and performance values. Effective programs focus on integrating activities that promote self-growth, such as personal goal setting” is to make schools the vehicles for the Marxian moral revolution at a subjective level that both Uncle Karl, and his acolyte John Dewey, said would be necessary for the desired transformation.

See what I mean about how the remedies touted actually bring in more of the poisons that created these problems in the first place? Professor West and other admitted progressives would like nothing more than to make school about character development as “key to a successful society.” They are all on board with the transformative potential at an individual and collective level of “intentional efforts to foster both the academic advancement and the moral, ethical, and social-emotional development of students.” Communitarians of every creed and political party love the idea of school being centered around “the promotion of core ethical values such as fairness, respect, and personal responsibility can create a caring community that fosters students’ self-motivation and positive interactions.”

The idea that the Commission pitched “practices to help students develop a growth mindset” as a solution to school shootings when its creator, Carol Dweck, was originally a Vygotsky scholar seeking to implement his theories on using new classroom practices to create the transformed mindset needed for a new kind of Soviet Man, would be funny in an ironic way if it was not so ridiculously ignorant of these practices. Tragedies like Parkland and the rule of law get used to force poisonous collectivist ideas down this nation’s throats and into our children’s minds and hearts. https://www.learningandthebrain.com/blog/we-can-no-longer-ignore-evidence-about-human-development/ from November 29, 2018 from Professor Immordino-Yang involved in both the US and UNESCO’s neural redevelopment efforts via education is at least honest about the intentions to use new practices to”support the development of our full humanity.”

Do you believe the purpose of education is for students “to question and rethink their ideals, to build their deep desire for inventing themselves“? If not, wouldn’t you want to know if the remedy of a new kind of education to supposedly avoid mere workforce training actually used the techniques of transformative learning? Wouldn’t you want to know the documentable transformative aims of the practices being recommended as the remedy?

I covered Harvard education professor Howard Gardner’s books and goals for a reimagined vision of education and its ties to Lev Vygotsky in my book Credentialed to Destroy so I was quite taken aback to learn that he had a new book come out in 2011 called Truth, Beauty, and Goodness Reframed since it essentially tied the motto of the remedy–Classical Education–as a solution to the hyped concerns over the Common Core to Ken Wilber’s Integral Theory. It turns out to be Integral Theory’s motto too. How’s that for a convergence? In the book Gardner talked about his work on Ethics with Mihaly Csiksentmihalyi without noting that it was Csik and the General Evolution Research Group’s Achieving Excellence transformative template being piloted in certain Colorado districts (introduced in the 80s) that had been used in the Columbine district for years before that 1998 tragedy.

Let’s see what Gardner wanted, since it reminds me so much of what Professor West and that Federal Commission report also seek:

we reserve the term moral for these interactions that exist between or among human beings by virtue of their common humanity, their mutual recognition of this fact…socialization by the community–whether carried out in a harsh or benign fashion–entails broadening and leavening the sense of the good so that it becomes less self-centered, less egocentric, more cognizant of the welfare of other members of the group, and more alert to the ‘common good’. I contrast morality, a neighborly concept, with ethics, a concept appropriate to complex societies…[where] one thinks of oneself in terms of roles. The ethics of roles entails a crucial additional component…that feature is the concept of responsibility.

That quote is long enough for us to catch the drift that the moral transformative revolution Marx said was necessary for his Human Development Society once a certain level of wealth and technological development was achieved, and what John Dewey sought in the name of Democracy, is what Gardner seeks in the name of Truth, Goodness, and Beauty. It’s the Character Development the Federal Commission on School Safety seeks even if it’s unaware of what its admitted bibliography really ties to. What Gardner wants, just like where I have documented the phrase School Choice consistently leads us to, is for Young Americans to have “an ethical compass that governs their own behavior.” It is for curricula and classroom practices that create “a new, truly universal belief system, which could be religious or spiritual in tone, to emerge and to help individuals carry out various roles in a more ethical manner.”

When Gardner mentioned responsibility in italics he wanted students to assess “what is ‘good’ (or ‘not good’)” by applying these abstract notions to “human relations: the relations that govern how we human beings act toward one another, locally and globally.” That would be the same as Professor West’s belief that human behavior can now be governed by positive law. I guess Professor Gardner would add “and student-centered learning via prescribed standards and goals of what is to be learned as the basis for future behaviors and motivations to act.” I want to end with this recent essay https://www.lawliberty.org/2018/12/11/civility-and-the-challenge-of-ordered-liberty/ because it illustrates well how the same Progressive concepts and ends can be pitched with different terms by someone with ties to supposedly Conservative publications and think tanks.

The author, Alexandra Hudson, came on my radar yesterday after Politico reported she was leaving her job as an advisor to Betsy DeVos to work on a book with the working title of Redeeming Civility: How the death of true civility threatens America’s future.” Civility struck me as another euphemism for what Gardner called Goodness and Professor West called positive law. I had to wonder if she was leaving because the Federal Commission report was now out, especially with its emphasis on Character Development as its first remedy, so I looked up the author and found that essay. I eventually also found out she has a Masters in “comparative social policy” from the London School of Economics. Perhaps she stood there below the Fabian window thinking that if only she could be an advisor to a US Education Secretary she would in fact be in a position to advocate global policy to in fact fit the motto at the window’s top to “Remould it nearer to the heart’s desire.”

Hudson is reviewing a 20-year old book by a Yale law prof called Civility because she thinks it “could just as aptly describe today. Civility adds a moral dimension to the way we interact with our fellow citizens–our ‘fellow travelers’ as Carter calls them. He makes two distinct but related moral arguments for civility. First, our shared humanity gives us all a duty to respect one another. Second, life of our republic requires us to show regard for one another through our actions, great and small.”

See what I mean about the banners varying, but how the remedies, destinations, and aims do not? If you read the whole essay, notice her citing of the National Coalition for Dialogue and Deliberation as an exemplar and remember we covered the Rockefeller Foundation-funded NCDD when we covered their advocacy of Communication for Social Change.

Small world, isn’t it? Also, notice how Ms Hudson uses the terms democracy and republic interchangeably. Let’s finish with a piece of history I learned from Professor West’s book on Re-imagining Justice because it fits so well with what Professor Gardner wants–people working together to achieve desirable goals.

Whether or not a government is republican, [Thomas] Paine urged, is entirely independent of the form it takes: a democracy, monarchy, or aristocracy all might be, or attempt to be, a republican government. Rather, a republican government is defined by its purpose, which is to serve the well-being of its citizens.

Just like Professor West said was the purpose of Positive Law and where Professor Gardner wanted new notions of Truth, Beauty, and Goodness to lead. Do you know another word for something that is guided by purpose, whether italicized or not?

A human system. All it needs apart from instilled purpose is shared sense and meaning-making. Precisely what all these visions of standards-based, student-centered education hope to instill.

 

Coups, Culture & Consciousness: Contrived to Shape Our Future Character and Behavior

It’s the holiday season so let me provide the gift of clarity on the true direction of education at any level, in both the US and globally. This time we are going back to 1994 to another book from the last post’s James Moffett called The Universal Schoolhouse: Spiritual Awakening Through Education. I went back and reread it a few weeks ago after so many of the new papers and stories in just the last month reminded me so much of his earlier vision. Remember my motto about how the intentions of the architect for his plans follow automatically if anyone chooses to implement those plans, whether that actual purpose is known or not? Moffett told us though so let’s listen. Moffett, after all, believed that Culture and Consciousness should provide the dual focus for a new sort of education. He asked:

“How may public education best affect culture and the individual consciousness it interacts with?…I argue that personal development must be central, because all solutions to public problems, no matter how collective the action, depend on mature, enlightened individuals to call for and indeed insist on these solutions. Democracy simply cannot work otherwise, and we will lose it if political leaders continue to have to pander to the selfish, childish, bigoted, and short-sighted elements of the electorate. [No wonder citizen science is needed!] So it is not only for the sake of self-fulfillment that individuals should set and assess their own educational programs but for the sake of the commonweal, which needs members who, in learning to think and do for themselves, can think about and take care of each other.

All learners would participate in community service, and social agencies would be built into the educational system as major arenas of learning. Expanding awareness must occur socially, as part of transforming the culture. Only individual maturation will make either capitalism or democracy work, because freedom in both the market and individual behavior, presupposes a consciousness and identity that go beyond mere egoism.”

I will stop there as alert readers will recognize those aims are not just those of the admitted Left in transformational plans. We have also been told repeatedly, as I have documented here at ISC, that such a balance of instilled virtue is the very essence of modern Conservatism. So if I watch this video https://lp.hillsdale.edu/barney-charter-school-initiative-townhall/ sent out less than a week ago, I am told this new vision of education is all about instilling desired Character and tools of meaning-making and sense-making in viewing the world. Moffett would approve. Likewise, when a Hillsdale alumna who writes often about education wrote in The Federalist on November 10, 2018 that “all K-12 public schools should be duty-bound to instill in the next generation of voting citizens an understanding of their own country and the habits of mind and character befitting our historically unparalleled constitutional republic,” we get a substitute of the ‘republic’ term for Moffett’s Democracy, but the desired Citizen Science and internalized transformation in Consciousness is there all the same.

When I wrote Credentialed to Destroy, I covered much of the misleading narrative that sought to obscure the real aims of the Common Core and competency frameworks and how they fit with what was laid out above as well as the “students need common skills and understandings” called for here  https://www.crpe.org/sites/default/files/crpe-thinking-forward-new-ideas-new-era-public-education.pdf and the “system of learning designed to ensure that all learners are prepared with the knowledge, skills and dispositions to be successful lifelong learners” from here https://www.inacol.org/wp-content/uploads/2018/11/Moving-Toward-Mastery.pdf . Since I am providing those links, I want to focus on what all these links and references have in common, no pun intended.

The common core is not something external, but rather something internalized as a new form of consciousness just as Moffett intended. Those CRPE and iNACOL papers fit with what Moffett said would be “Subjects and methods are reorganized around individual learners forging their personal curricula in interaction with others doing the same across a whole spectrum of learning sites, situations, and technologies. This is what I am calling the universal schoolhouse.” Today, we simply call it Project-Based Learning around a student’s built and natural environment. I get so frustrated when the False Narrative around these reforms makes Fed Ed the boogeyman because Moffett then, and the ESSA in the US, and UNESCO and the 0ECD globally, all know that “Part of this radical proposal is that the functions and funds of government be redeployed so that each level of government from municipal to federal does only what it can do better than the others.”

Since Moffett was so forthcoming that “without personal development you cannot hope for the enlightened electorate that democracy requires,” let’s go back to his vision that “Governments themselves will have to undertake this redirection, because they have charge of resources, and through them people must take action. [Higher standards enforced via the Rule of Law]. The state has to sponsor personal development for the sake of the social body, because there is no public problem one can name–unwanted children, unemployment, corruption in government–that would not be dramatically improved if the people involved were more mature, capable, and moral. Selfishness, ignorance, and immaturity can spoil any political and economic system, as indeed they have with both capitalism and communism.”

In case the real intention of learning standards is not yet evident, even though the eulogies for Moffett from NCTE members when he suddenly died, laid out that his work was “always on a quest for a better society” and the “culture we should create,” let’s go back to his admission that “education must prepare for the future…Evolution seems to press forward with a will of its own that gives history a direction no government ever planned. We must become conscious of this direction and try to interpret its import for future society…The more we take evolution into our own hands, the less destructive it needs to be.”

I don’t think you or I are included in that ‘our,’ but the political potentates at any level of government certainly are. They enact learning standards mandates and then give an erroneous sales pitch on why it is necessary as we saw above. Meanwhile, we get the law, my specialty, being used for “creating social coherence while fostering personal self-realization–the trick of our era–requires an education tuned to human evolution.” That OECD ABCD Framework from the last post makes total sense when we appreciate that the impetus for learning standards from the beginning was part of a vision where “nationhood is evolving into something better, based on relegating different sorts of governance to different levels of affiliation within and beyond itself, according to where different concerns can best be handled.”

The Powers-that-Be have decided some of those concerns are best handled at the level of instilling desired Habits of Mind and a Revolution of the Heart and they haven’t exactly been forthcoming in that purpose. It’s dangerous to keep hyping Workforce Development as the intended new role of education globally, when the architects of the tools being used tell us that “Since it is within familiar human realms that we have to transform education, however, let’s designate consciousness and culture as the new framework replacing nationalism and economics but understand that transformation itself aims to make consciousness and culture cosmic.” No wonder we keep stumbling across references to Ken Wilber and his Integral Theory behind all these plans for educational, political, or social transformation.

Remember that the ABCD Framework put the focus on developing the Learner’s Attention, Belief Formation, Choice, and then Determination? Compare that to what Moffett called “Sociality for Individualization”:

“Public education will have to do what the culture has so far failed to do–develop the individual’s inner resources to match the freedom we have been granted. Freedom is not enough; one has to learn how to use it. This means practicing it all while growing up by making decisions about how to spend one’s time…developing good judgment and learning how to make decisions is precisely what a good education ought to feature for the sake of both self-fulfillment and effective employment. Public education needs to be more personal [personalized learning?] in order to connect with individual will and intelligence. Exercise of will and mind go together. The school system cannot reserve will to itself and leave mind to the learner.”

I think I will close on that quote.

Happy December everyone.

 

Implanted Thoughts Never Had Before Via Citizen Science and the ABCD Framework

That was a longer writing break than I had intended but I got called up for jury duty, needed CLE credits, threw a 90th birthday party, and kept everyone happy last week with turkey, etc. Mostly though I was taken aback shortly after I wrote the last post when the National Academy of Sciences released an on-point and thoroughly alarming paper called “Learning Through Citizen Science: Enhancing Opportunities By Design” that made it crystal clear that the ‘science’ is about redesigning citizens–you, me, and our children–at the level of our ‘motivation, interest, and identity’.  Since I have seen this vision before, let me go back and quote from a 1992 book called Harmonic Learning by James Moffett, who was involved with both the true aims of learning standards and Carnegie-funded innovative curricula before that. Since what was innovative before is now required learning experiences that are ‘relevant,’ ‘authentic,’ and foster desired competencies, let’s see what Moffett aimed for.

Moffett aimed at what he called the “inner system” and he rejected the transmission of existing knowledge because it would preserve identification with what exists now, instead of what could be. He wanted activities and experiences that would create a (bolding is mine):

“generation of students who will have thoughts we have not had before. It is clear that the nation’s and the planet’s problems cannot be solved by just thinking along the lines we do now according to our heritage. Societies relying on conventional wisdom are doomed. They need instead some breathtakingly new ideas that will never come from a cookie-cutter curriculum designed to relay some gist of what is known and thought now…If we don’t enable the young to transform the culture, we won’t have one to transmit…If we educate youngsters to transcend their heritage, they will be able to transform it and lead other cultures to do the same.”

That quote from more than 25 years ago fits with a story published on November 13 called “Why Zero-Based Thinking is Mission Critical in Reimagining Education” in case anyone thinks it is not still what drives learning standards. Zero-Based Thinking strikes at the limitations placed on thinking “by existing practices” and the “system we’ve inherited” to stress the “thinking our society demands we come up with…therein lies the block that prevents so many from getting to Zero-Based Thinking. We know too much…change demands we break those ties that bind…change demands that we see opportunities, instead of simply seeing a structure…On the other hand, if we see opportunities, we can focus on the possibilities.”

That’s why the Citizen Science paper wants to move “beyond a simple view of learning as an individual acquiring a fixed body of declarative facts and procedural knowledge to the recognition that learning is embedded in social interactions and involves complex reasoning and reflection.” That crucial shift puts the “inner system” of each citizen on the menu for reeducation so that the “critical aspects of program design that can engage cognitive, affective, and social outcomes” can be politically mandated. Those conceptual, intrapersonal and interpersonal outcomes are the specified ‘learning objectives’ and getting them into place at a neural level is the new purpose of curricula and prescribed learning activities and experiences. That we are the entities that must be transformed through schools and also the media is why citizen science insists that “motivation, interest, and identity…are learning outcomes themselves.”

We know from the previous post that the desired neural change needs that perception of autonomy, even though it is illusory in a world of globally prescribed learning standards, implemented locally. After all, last week the OECD (the creator of the influential PISA) released a draft document called BASIC–A Toolkit and Ethical guidelines for Applying Behavioural Insights in Public Policy that freely admitted targeting “the way individuals and groups process information and make decisions” for transformational change purposes. BASIC is an acronym for Behaviour, Analysis, Strategy, Intervention, and Change. One of the BASIC tools is what it calls the ABCD Framework. That’s right. It wants education to target individual’s at the “inner system” level of Attention, Belief Formation, Choice, and, finally, Determination.

The ABCD framework has the graphic of a circle and makes it clear that we citizens are being molded at the level of our mental models to ultimately be motivated to act in desired ways without ever recognizing just how manipulated we are. No wonder the OECD and its UNESCO partner are pushing competency-based education worldwide. We don’t have to intuit anything after looking at such a graphic, but like those ubiquitous Ronco holiday commercials when I was a child, “Wait! There’s more!” Tomorrow, in Incheon, Korea, the OECD commences its 6th OECD World Forum. https://thriveglobal.com/stories/the-future-of-well-being/ The draft programme lays out that “Navigating the most pressing well-being challenges facing governments and citizens in the future will require new ways of measuring, thinking and acting. More than ever, many of these challenges will need coordinated approaches and collective action, both within and between countries.”

With one of the sessions having the name “A psychological approach to the future of well-being” featuring Positive Education’s Richard Layard, we once again do not need to speculate on the how of the desired transformation. Let me quote though from what the phrase “Governance in a complex world” actually means, especially since another panel is “Rethinking the State for the 21st Century.” If, as I have been warning, the meaning of the term ‘governance’ now is about rewiring desired citizen characteristics in at a neural level using poorly understood learning standards and competency frameworks, the following verbiage from the forum makes perfect sense and fits with BASIC and that ABCD Framework.

“These sessions will address the new modes of governance that are needed to ensure inclusive growth and sustainable well-being in the coming years. They will address issues such as the need for an ’empowering state’ that invests in fostering equality and improving people’s lives, how governments can and should work together with non-state actors from the private sector and civil society, how to ensure international cooperation into the future, how to make the connection between local action and global realities, and how to rebuild trust amongst citizens.”

Among the panelists at the Future of Well-being World Forum are the producers of the Global Happiness Policy Report 2018 (GHPR), which we should recall pushed Positive Education as the answer, just like our current US Education Secretary, Betsy DeVos. http://invisibleserfscollar.com/subservient-and-malleable-students-devos-federalizes-our-moral-obligations/ Looks like we could substitute the word ‘globalizes’ for ‘federalizes’, given what is going on this week in Incheon. I found my notes from reading that report and it is pertinent to everything in this post and other papers that came out this month I will cover in the next post.

“The global movement to put happiness at the center of governance reflects a mix of inspiring idealism and down-to earth realism…Good governance is nothing less nor more than political leaders acting for the average citizen and pursuing the common good.”

I guess that’s how the powers-that-be justify trying to redesign and transform the world starting at the level of the human mind using citizen science, learning standards, and the ABCD Framework, just for starters. GHPR openly pushes “cognitive behavioural therapy” in schools and classrooms aimed “not just at removing negative thoughts but at cultivating positive attitudes and activities.” That’s one way, I suppose, to “rebuild trust amongst citizens”, merited or not. Remember, in the name of Promoting Mental Health for All, GHPR wants to no longer focus “on treating those who are in serious distress,” but to target everyone, all of us citizens is one way to put it, especially through the schools, so we “can enable people to avoid distress in the first place, or to develop the inner means to handle distress themselves when it arises. In other words, we should aim at a society in which people have the inner resources to flourish.”

Can we target those ‘inner means’ or ‘inner resources’, especially by deceitful narratives about education reforms, to advance political and social transformation without shifting towards what used to be recognized as totalitarianism in fact? I don’t think so, which is why I persevere in writing about these painful aims for education. We, and our children, are Ground Zero for all these plans that fit together like a geared mechanism ready to roll.

I want to close with what GHPR wants all children to become as the new primary purpose of education because it fits with where I want to pick up in the next post.

“Above all, this means children acquiring:

*compassionate and cooperative values and behaviour, and

*understanding their own emotions and those of others, and developing the skills to manage those emotions.

No wonder all children can succeed, achieve, and learn in the 21st century. They can be neurally rewired with the right prescribed activities and experiences to a desired transformative, psychological template.

Coercing the Will and Priming the Pump of Purpose to Control the Neurophysiology of Learning

One of the most fascinating sources of my insights into what is actually driving education reforms is when I read something that is demonstrably untrue. One fairly recent example is this 2013 article from the American Psychological Association insisting that Positive Psychology (PP) is not grounded in Humanistic Psychology (HP) from the 60s. https://scottbarrykaufman.com/wp-content/uploads/2017/08/Humanistic-Positive-Psychology-Divide-AP.pdf Now I happened to know that was not true from many other sources, and although that misleading article does not mention education, we know from my research just how crucial PP is now to the mandated classroom and schoolroom culture. It’s a theory that can force “Developmentally rich contexts [that] can function as a ‘constructive web’ through which complex dynamic skills are developed and positive adaptation is fostered. Such experiences lead to the integration of neural structures that establish representational templates through which future experiences are interpreted, reappraised, and processed.”

Talk about neurophysiology! That quote was from the Turnaround for Children touted paper “Drivers of Human Development: How relationships and context drive learning and development” mentioned in the last post. It sought to “integrate the underlying processes of neural malleability and plasticity with the dynamic relational interconnectedness of children and the adults with whom they interact in their social, cultural, and physical contexts” so that schools and other contexts can “operationalize ‘relationship’ in a manner that accounts for the power of relationships in constructive ways.” Constructive for whom, we might ask? Sounds much like the Humanist Psychology research from the 60s, that the NEA underwrote, where the student’s prescribed experiences of Being could alter the nature of what they would be Becoming. “Drivers of Human Development” simply called for:

“Schools with instructional and curricular designs that support learner-centered instruction and learning environments that successfully integrate affective, cognitive, social, and emotional processes with curricular content to accelerate the developmental range of students.”

The nice thing about having been at this for so long now and in such depth is simply the ability to know where I can go to disprove a point or find a common aspiration decades ago. Language in a 2017 Australian paper called “Education for a Changing World” reminded me of how prescribed learning standards and competencies could be used to force the neurophysiological changes described above. I remembered reading the 1972 UNESCO Faure report called Learning to Be and how creepy the political use of reimagined education was in that report. At the height of the Cold War, we have authors from France, Chile, Syria, the Congo, the Soviet Union, and the USA (specifically tied to the Ford Foundation) laying out a desire to target the brains of students globally because

“what is known as formal democracy–which it would be wrong to deride, for it marked great progress–has become obsolete…the aim and content of education must be recreated, both to allow for the new features of society and the new features of democracy.”

That convergent vision of what education could do to literally change people always seems to lay at the center of all the deceit surrounding education reforms, the sought Human Development Society grounded in Uncle Karl’s work, and the true nature of his little ‘c’ communism vision. Tomorrow is Election Day in the US, but all over the world people running for office are advocating for the new vision of ‘democracy’ laid out in that Faure Report. Education reimagined was a primary tool for achieving a new vision of ‘democracy’–“conceived of as implying each man’s right to realize his own potential and to share in the building of his own future. The keystone of democracy, so conceived, is education–not only education that is accessible to all, but education whose aims and methods have been thought out afresh.”

That’s exactly what Outcomes-Based Education, Positive Psychology school climate mandates, Competency Frameworks, and Learner Exit Profiles all do when accurately understood, which is why there has been so much organized deceit around them to create a different narrative. We are not supposed to recognize the Marxian Human Development Society when it gets repackaged as Democracy. We are not supposed to recognize that all those listed, misrepresented education ‘reforms’ as well as social emotional learning mandates now go to fulfill the next Faure assumption after reconceiving Democracy:

“The third assumption is that the aim of development is the complete fulfillment of man, in all the richness of his personality, the complexity of his forms of expression and his various commitments–as individual, member of a family and of a community, citizen, and producer, inventor of techniques and creative dreamer.”

How to operationalize that aspiration in the 21st Century? How about Turnaround for Children’s work or Strive Together’s framework on necessary conditions for children to thrive? Use education reforms to take advantage of “The ability of contextual influences to encourage adaptive epigenetic signatures and to buffer factors that contribute to maladaptive epigenetic signatures provides a powerful lever to unleash children’s genetic potential.” Turns out the author of that APA misleading article cited above is an expert in something called Eudaimonic Identity Theory. In other words, he desires to use education to operationalize what the Faure Report, HP supporters, and PP advocates all say they want from education.

Basically, in order to operationalize the Human Development Society, it needed to be renamed and misdescribed to the average parent, taxpayer, and voter. But I have more than average knowledge, and I do get to recognize the significance of what I am looking at, what it ties to from the past, and what those theories originally aimed to do. Following other false narratives about a week ago pulled up a connection between Positive Psychology; what is called Self-Determination Theory that I first stumbled across tracking down the history behind school charter language; and using Neuorophysiology to create both a sense of Subjective Well-Being and a culture of horizontality. Then I noticed that the culture of horizontality fit with what public schools call Positive School Climate and what Common Core alternatives, like Ridgeview Classical charter School, laid out as its Five Pillars to have its curriculum instill in students. Too much convergence in other words to be coincidental.

If this seems like a lot of acronyms and theories, what if the mandated practices and prescribed learning experiences seek to rewire the brain for political purposes towards collectivism? What if ‘evidence-based policymaking’ seeks to utilize the so-called “universal importance of felt autonomy'” to rewire the brain so that there is only the perception of autonomy, not any actual autonomy? Is this what Soviet psychologist AN Leontiev told Urie Bronfenbrenner would be the Great Experiment on the West? The timing of that statement fits with the Faure Report and the use of Bronfenbrenner’s Theories so that “properly designed action-contexts meet or enhance peoples’ basic psychological needs and allow people to fully internalize the motivation to engage in that context: as a result, they learn, thrive, and grow to the maximal extent in that context.”

That came from a 2011 book Human Autonomy in Cross-Cultural Contexts where I took notes until I encountered Chapter 4: “Dialectical Relationships Among Human Autonomy, the Brain, and Culture” that so thoroughly fit with legal education mandates that I printed the whole chapter so I could write in the margin as it discussed targeting the neurophysiology of the areas of the brain “associated with deciding when to act, which actions to perform, and the feeling of ownership of these actions.” See what I mean about the feeling of autonomy not reflecting actual autonomy? If education is reimagined to ‘train’ the “fundamental capacity of human beings to construct a socio-symbolic reality that constitutes the essence of their living environments” and prescribe the “meanings and practices that govern their lives,” we have perceived autonomy, but not actual autonomy.

Yet it is apparently the perception of autonomy that provides the access to changing the brain physically. It is the “Open, Sesame” equivalent to gain neural access. If theories on the “role socio-cultural conditions play in the emergence and operation of human autonomy” are being imposed in the classroom or in an online digital experience to ‘train’ students “in the appropriate use of” their ‘symbolic reflective capacity’ to manipulate their goals, purposes, and emotions and then rewire the brain accordingly through prescribed experiences and ‘training’ activities, we only have the illusion of autonomy. The Faure Report’s reimagining of education in the name of Democracy has truly found its way in.

If the source of an “individual’s own regulative activity: wants, desires, and thoughts” must be targeted by education to meet civil rights law mandates of Equity, then the autonomy is once again illusory. If the Learner Exit Profiles get at the “values, life-goals, and world-views that people internalize from their socio-cultural environments during their socialization and develop in later years as an autonomous system of their own moral laws and values,” then the extent to which these moral laws and values are their own is once again illusory. All of education then seeks to interfere with and manipulate the student’s “goal-setting process.” It is being engineered for “providing the means and conditions under which they can exercise this emergent capacity [of the brain] to the fullest extent” so that the students will fit into a desired culture of horizontal collectivism.

Since no one is telling the truth except in papers we are not supposed to possess, let me close this post with the definition of horizontal collectivism italicized just like that for emphasis. It is a:

“set of norms and practices that are built around the values of cooperation, interdependence, and solidarity and that are practiced on the background of the norms of equality and respect for each member of a community regardless of his or her social status. People who endorse horizontal collectivism on a psychological level take into account and acknowledge other people’s needs and goals and attribute to them the same level of respect as one gives to oneself. They mindfully listen to other people’s opinions and perspectives and take them into account when making their decisions. This type of interpersonal relation has been labelled ‘dialogical’, ‘democratic’,  and ‘autonomy supportive’.”

This transformative vision is not limited though to education or the targeting of the psychological self at a neural, biological level. No, this required ‘horizontality’ is to be “exercised in the most important areas of a society’s functionings–parenting, education, work, and politics.”

Keep that last aim in mind as we go vote for candidates who love to use words about transformation, Democracy, and a world where All can Thrive. Bet they envision using education to create the conditions laid out in that Faure Report, whatever the level of governmental office they are running for and whatever the party.

This is a global, Bipartisan, long-standing vision to use education, political mandates, and the Rule of Law to force internal psychological change for political purposes towards collectivism.

It’s no wonder I keep stumbling across the aims of communitarianism on both the Right and Left from public policy think tanks. Can we say “Ubiquitous Undisclosed Vision”?

No longer Undisclosed.