What Happens When Sovereign Political Powers Get to Dictate the Way People Should Behave in the Future?

Years ago the Frankfurt School researchers stumbled upon a useful fact. Once people have heard the same pitch or story from someone they view as authoritative about five times or so, most people simply come to accept the pitch as true whether it is or not. Now as you can imagine, given the stated Frankfurter aim of altering the nature of Western culture towards a more collectivist orientation, this key point (from the Radio Project work if you want to look it up) became a Masterful Manipulation 101 strategy to be used for transformative political and social change. I think whoever was creating the broad outline of points to be pushed at last week’s (co)lab in Atlanta knew all about the Radio Project research.

As Harvard’s new Innovation Fellow Tony Wagner put it, perhaps not realizing someone was taking notes so determinedly, “we need to prime the adults for the change needed” and we need to “create the consensus necessary to preserve this change once it is introduced.” So what was the vision being pushed at (co)lab in addition to King’s ‘beloved community’ we talked about in the last post? Since the head of the US Council of Competitiveness, Deborah Wince-Smith, said the inaugural (co)lab is “going to be transformative for our country,” we really ought to know what is in store for us. It’s this new social and economic vision that requires a new ‘revolutionary’ vision of education as Ken Robinson called it. A vision of the future that requires us to be able to “think differently in the future” in order to meet that revolution and “do things in a different way.” Minds that are “responsive and flexible” so they can “adapt to a world of change” is how Sir Ken described it. Of course he also really liked the vision of change laid out in that Fulton district conversion charter and said so, which may well mean it will be coming to a community near you soon. Yikes!

So if Ms Wince-Smith is right and (co)lab was about Atlanta getting ready to “pioneer new policies and models for our nation,” what might we all expect? Well, the retired head of  Ernst Young said it was part of what is the “most profound geoeconomic shift in history.” Of course, he also said that this push started at the World Economic Forum in Davos about 3 or 4 years ago and was being pushed by CEOs globally. The dramatic changes sought were not just in “education but also infrastructure, transportation, and logistics.” In other words, a boondoggle for globally-operating, politically-connected, established businesses which is probably why it looks so much like Corporatism and authority capitalism.

In case you are getting worried that State capitalism is not a place where mass prosperity has ever reigned no matter how many times Statist professors utter the word ‘innovation’, one of the urban planning speakers informed us that “it was not the government deciding this is the future,” but rather “government plus nonprofits and business all together.” Feel better? Me neither but apparently a solid knowledge of history that recognized what comparable visions were called back in the 30s was in short supply. Or people who would have gasped in horror at the comment that “every half century we reinvent the paradigm for how communities should exist.” No, when planners and politicians make that call historically it never works out well. Someone is unfamiliar with the tragedies of Urban Renewal in the 60s in an earlier version of this state planning vision or the Chinese Ghost Cities of the present.

Other descriptions were the Post Post-World War 2 Model and the collaborative consumption new economy where human needs could be met by ‘currently underutilized assets’. That vision sponsored by April Rinne with her ties to WEF and its Dalian/Davos confabs we keep not getting invited to seems to be priming for the needs/support economy Shoshana Zuboff laid out in her 2002 book we have talked about. The sharing economy dovetails quite nicely April said (with her Harvard law degree she may have taken classes from Shoshana) with what would be its “largest beneficiary-the city.” April made it clear that her vision of the sharing economy was a “reintroduction of the social contract” and about  “building communities, not the marketplace.” In fact she said it was a new “way of seeing the world” where “I need” gets matched to “you have.”

Of course in this vision pretty soon any concept of private property goes away in function if not name since private property has always ultimately been about having a “Do Not Enter” personal zone that even a king could not infringe upon without consent. In this new vision, as we will see with ed in a minute, there is no more sphere that the political sovereign cannot try to direct or remake. Personal ‘sensibilities’ and ‘dispositions’ become the stated subject of needed change and more than one speaker also said that. You can only have private property in a society that has established the primacy of the rule of law and respect for the rights of individuals. As we have seen repeatedly, both of those are areas under coordinated attack by this new ‘revolutionary’ vision of education. Probably because they are impediments to the beloved community society with its new economy.

And Ground Zero for this shift are our urban areas. Washington, DC was said repeatedly to be gridlocked and broken so Atlanta’s mayor, fresh back from speaking at the TED conference in NYC on Reenvisioning The City: 2.0, said that “many of the powers now in DC should be shifted to the 50 largest metros.” Which will of course be an enormous boondoggle for the urban political machines. Taxpayers send money to DC. DC takes its cut to keep that area booming and then the money gets transferred to urban areas all over the country. How could prosperity not ensue? Well beyond political waste there is this pesky little detail that Tony Wagner actually defined the “innovation economy” as both “radically different” and “about solving the pressing problems we face on this planet as a species.”

With federal dollars targeted directly to so many urban areas apparently all things are now possible. I don’t think so but this is in fact the vision attached to all these ed reforms this blog has painstakingly laid out. Getting new kinds of minds and new ‘sensibilities’ and ‘dispositions’ is precisely why we keep encountering such a psychological emphasis as the real theory of how to close the achievement gap in a way that allows all children to ‘learn’ in a definition tied to behavioral change. Now I happen to think both the social and economic vision as well as the education reforms laid out will be toxic. But I do recognize the vision for ed being laid out by the speakers. Beyond Uncle Karl and John Dewey, it is the vision we have described from 1962 that Abraham Maslow and Carl Rogers laid out as the new focus. It’s both where Psychosynthesis and the OECD’s Competency/Robert Kegan focus go when you peel away the misleading references to the PISA ‘test’. Now let me explain why all roads and pathways always lead back to a Curriculum of Affect.

In 1970 the Ford Foundation (which also was and is a huge funder of Urban Renewal and Regional Equity visions) published a book called Toward Humanistic Education: A Curriculum of Affect. It complained bitterly that when the focus of education and teaching was on subject matter–what you and I would call content knowledge–it did not “necessarily affect behavior“. And therefore people’s attitudes and actions “with regard to social injustice” needed to be changed in ways that would provoke desired actions. So school should become about discovering “the feelings, fears, and wishes that move pupils emotionally, that can more effectively engage pupils from any background.” By the way, that page kindly cites to Maslow and Rogers for doing research in this area. What are the odds?

That’s how All students can learn and why the methods used must be accessible to the least capable students or those who do not speak English. Which sounds much better as a  rationale than being honest and saying:

“the broad objectives of American education must include the preparation of students to engage in constructive personal and social behavior. We believe existing practice is not affecting behavior adequately. We also believe that in today’s complex, precarious world a society has little choice but to pursue the path toward humanitarian behavior…The ultimate purpose of this report, therefore, is to search for paths to greater consonance between education and the way in which people might or should behave.”

What a coincidence. More than 40 years later that seems to be the real purpose of  (co)lab, that TED-x City 2.0 conference, AND the actual education reforms being hidden as connected to the Common Core implementation.




Creating King’s Blessed Community Thru Federal Spending, a Curriculum of Affect, and No Rational Mind

No matter how lofty the rhetoric about the beautiful, idealistic future to be built via education, if the foundation is mind arson and a refusal to teach reading well because it might foster an independent mind, the future will be one of exploiting people. If governments are directing the economy, who gets what will become parasitic. If I want someone to regularly buy my legal services or tap my knowledge, I have to be good. I better be right. And I ought to be polite and congenial to work with. That’s the private marketplace.

When the public sector controls and pays itself with taxpayer money or incurs debt, power is all that matters. And people get paid not for what they know or can do but for what they are willing to do. Or push. Or advocate for. Even if it’s a terrible idea. Beyond the inherent political favoritism of which companies get chosen when politicians and bureaucrats make economic decisions instead of consumers, there’s no real personal penalty for being wrong or wasteful or pushing abusive ideas like a psychological approach to education grounded in research from the Soviet Union. If the charitable foundations with their compounding annually, untaxed assets push socially and economically destructive ideas, there will still be money for salaries and benefits and more destructive grants next year.

That may all be obvious but it creates huge problems with the idea of research universities, government agencies, politicians, nonprofits, and connected Big Business collaborating and coordinating together to direct a new kind of 21st century economy and society. Only the parasites are getting seats at the decision-making table or they can greatly outvote the productive sector that ultimately has to fund it all. Making my own way in the private economy, I have to get the big picture and appreciate likely consequences. Even the hard to foresee ones. But there’s really no incentive for someone who gets paid for what they push on others from the public trough to figure out what the consequences will be. The only consequence that counts is the inability to get a lucrative consulting contract or research grant or promotion. That’s what controls. It’s why dirigiste economies ultimately produce stagnancy if not worse.

So Sunday and Monday I was at the first ever (co)lab, A Collaborative Leadership Summit in Atlanta with all sorts of Big Business sponsorship. It was to be the template for what is to go on in other cities to push this new economic/social vision for the future. Tom Friedman flew in to give the closing address and Sir Ken Robinson and Tony Wagner from Harvard were just two of the famous education reformers who laid out the ed component for getting to the new desired future. The Fulton County School District’s Conversion Charter that I have been so horrified by ever since I read it was featured as a key component of getting to this reimagined society. A woman by the name of April Rinne spoke on the collaboration, support economy of the future. And since she is also with the World Economic Forum’s Young Global Leaders, there’s our link of what Atlanta inaugurated and what went on a week earlier in Dalian, China (Sept 18, 2013 post).

When I went to look into the whole concept of collaborative leadership a bit more, I discovered it is being pushed hard globally by the same group that planned that Dalian conference.   http://www.managementexchange.com/hack/stone-soup-global-leadership-new-model-collaborative-leadership-address-today%E2%80%99s-global-challeng Ah, sustainability as the excuse for government control of the economy. That was another key component of the (co)lab vision of the future. I could spend the next few weeks laying out all the troubling aspects of what was presented as The Vision for Our Collective Future. Like it or not, here it comes. No more of an emphasis on the individual and making their own choices. This is an imposed vision and education with a curriculum of affect designed to make students either like it or simply accept it as inevitable. Hopefully though they will act to help make it so, completely unaware of what I laid out in the first few paragraphs of this post.

I want to focus today on a comment in just one of the speeches. It was so inspiring to the audience the speaker got a standing ovation. I sat there in horror though wondering precisely what was coming at Atlanta and the rest of the country in the name of honoring Martin Luther King, Jr. Now I have encountered and written about so many examples of the communitarian mindsets the real Common Core implementation seeks to instill. So when the speaker, after pitching the need for all of us to develop empathy for all others so they no longer seem to be the ‘other’ and the need to ‘hold multiple truths’ at the same time (I wondered if maybe she had been listening to Robert Kegan describing his 4th Stage Consciousness or reading Psychosynthesis), then brought up the “blessed community,” I was very uneasy. She said (co)lab and what was being discussed there were supposed to help make Atlanta the “living embodiment of MLK’s ‘blessed community.”

Now I was already going to look that up when I got home even before the next line. Creating that ‘beloved community’ was going to require “qualitative change in our souls as well as quantitative change in our lives.” Sounds like wholesale noetic change and then redistribution. Well, I have heard that pitch so many times in recent years and it never bodes well. Change what we feel, believe, value, wish for, and how we live. How comprehensive that is. How transformative. How personally intrusive.  That’s also the goal Abraham Maslow and Carl Rogers had that we have covered and for similar reasons. It’s the goal of the humanistic education and the Curriculum of Affect. I have those Ford Foundation financed visions from the 60’s that we will go over in the next post.

What I did not know though is that there were so many people waiting to finalize King’s ‘blessed community’ revolution of civil society and the economy. Conducted through the schools and in the name of the disadvantaged and saving the inner Cities where ever they are located. The most explicit layout of what is really being contemplated dovetails with what King-aide Bayard Rustin laid out in 1965 that we discussed here   http://www.invisibleserfscollar.com/commencing-the-long-sought-bloodless-coup-via-education-to-make-equality-for-all-a-fact/ But the MLK ‘blessed community’ vision that virtually duplicates what we have learned to associate with little ‘c’ Marxist Humanism is described here http://www.yesmagazine.org/issues/a-conspiracy-of-hope/the-beloved-community-of-martin-luther-king as being where Dr King had gone in the last two years of his life. And it is this vision that (co)lab and Fulton’s charter and the described reforms consistent with changing the purpose of education are now unquestionably linked to.

When the vision attached to education reforms or political reforms to restructure the nature of cities is attached to language about ” a new more human society” with ‘new values” we all need to pay attention. That aspiration has never worked out well. In the name of avoiding exploitation and oppression and achieving justice and equality, the exact opposites occur because political power and its ability to coerce with minimal consequences to the pushers become dominant. But there is such reverence now for King. Will anyone recognize in time the dangers of blindly advocating for fulfilling his vision “to develop an overriding loyalty to mankind as a whole”?

What about putting the public sector and charitable foundations in charge of shifting us all from a “thing-oriented society to a person-oriented society?” Wouldn’t a curriculum of affect grounded in psychology as the new focus of education be a useful tool for that goal?

We are all being hurdled towards uprooting what we have now to design and create anew. And most people are not in the meetings where this is being laid out at. And there are lots of lies being told in meetings we are at to cover this up so we do not rebel before it is all done. And most of the people advocating for all this are doing it because such advocacy is their livelihood.

No one getting paid to push this has to bear the likely atrocious long-term consequences and they have no incentive to even be aware of them. The people who do have to bear the consequences are largely unaware of what is even intended.

Which is why my typing fingers are getting calloused and my voice hoarse from trying to sound the alarm in time.

As soon as I hear it or see it or read it. Sometimes all three like this time.


Agents of Ideological Hegemony: How the Real Common Core Shifts Us to State Capitalism

A state capitalist society may sound off-putting but it is the proper term for what we are living through now. Education is an essential component because of the need for a ‘consensus’ ideology among the broad population that comes to see the desired ends and policies of the politically-connected and public sector class as consistent with their own beliefs. Or necessary to avoid economic or environmental disaster. Even if those To-Now-Be-Desired beliefs have had to be heavily propagandized by the schools and the media.

When the “politicizing of economic relationships” emerges as the dominant decision-making power in an economy, state capitalism is actually the proper term. Since your mayor or Governor or Congressman is unlikely to speak in those terms, we all have to learn to recognize that such politicizing is precisely what is going on with the calls to no longer distinguish between the public and private sector or for “partnerships between government, companies and universities” to quit thinking in terms of silos and working together to “drive innovation and entrepreneurship in [insert the major city closest to you].”

That was the spirit of that Dalian, China conference discussed in the last post. It was the underlying mindset of a program I attended last week sponsored by the world’s most famous search engine on “Georgia’s Digital Economy” that probably will have a variant coming to your state. Where access to the sovereign powers is what counts for future prosperity. The last quote above is from the program materials for my next field trip. And the needed radical changes to education, K-12 and higher ed, are essential components of all these pushes.

We have had a mixed economy for a while in the US, with the resulting stagnation and distortions and favoritism (on who gets bailed out of bad decisions or a waiver from a mandate like Obamacare) that interventionism always brings. But each of these new programs are symptomatic of a wholesale sought ideological shift to finally obtain the needed prevailing mindset. As John T. Flynn noted when he compared New Deal economic policies to fascist policies in Europe, we are now looking at a consistent and coordinated drumbeat across governments at all levels that they get to be the ultimate decision-maker in allocation decisions. Flynn’s precise and apt description for what is coming at us, quickly and methodically, is government–local, regional, state, and federal–who intend now to “insert itself in the structure of business, not merely as a policeman, but as partner, collaborator and banker.”

There is a name for this as it has been tried before–Zwangswirtschaft was Ludwig Von Mises’ term from his experiences in Europe. Others have astutely called it “authority capitalism.” But whatever it is called, there is no mass prosperity involved. I am going to quote here something that Murray Rothbard recognized back in 1977 and we all need to know to see the tragedy inherent in this sought pathway:

“In fact, it is the state that is robbing all classes…it is the state that is the common enemy of mankind. And who is the state? It is any group who manages to seize control of the state’s coercive machinery of theft and privilege. Of course these ruling groups have differed in composition through history, from kings and nobles to privileged merchants to Communist parties to the Trilateral Commission. [Today we might add the Davos and Dalian invitees]. But whoever they are, they can only be a small minority of the population, ruling and robbing the rest of us for their power and wealth. And since they are a small minority, the state rulers can only be kept in power by deluding us about the wisdom or necessity of their rule.” http://mises.org/daily/6537/Who-Are-the-Champions-of-the-Common-Man

And centralizing control over the messages being delivered via education and making it psychological and visual in focus using gaming and virtual reality is, oh so useful, in perpetuating the needed delusion. The level of interventionism being sought in our society and economy requires comprehensive planning. And that “presupposes complete unity with regard to a scale of priorities” which again implicates schools and the media. I am quoting here from a June 1975 paper called “From Laissez-Faire to Zwangswirtschaft: The Dynamics of Interventionism” by John Hagel, III and Walter Grinder. They say the only way out of this destructive trajectory is for people to come to recognize just how destructive this pathway is. I am doing my best with this blog and particular post to do just that.

A transformative, uniformity imposing, vehicle of standardizing values, attitudes, desired beliefs, and feelings via education during the years when the human personality is most malleable is necessary for this mass shift. Grinder and Hagel (citing Hayek and his 1944 The Road to Serfdom) note that “since comprehensive planning requires ‘general acceptance of a common Weltanschauung [Worldview or Mindset is the common 2013 term], of a definite set of values,’ the transition to a system of Zwangswirtschaft is accompanied by increasing efforts to assert ideological hegemony over the social system and thereby mobilize support for the planning priorities selected within the state apparatus. As a consequence, ideological purity becomes a prominent concern and the educational system in particular is progressively integrated into the overarching system subjected to …management. Just as the market place of goods has been progressively subjected to controls [the essence of the needs, cooperative commonwealth economy we have encountered and discussed under a variety of names], so must the market place of ideas submit to the dictates of the state as ‘wrong’ ideas are perceived as a potentially disruptive element within the system.”

And that real aim is why fathers in Maryland are being arrested now for trying to speak out against the Common Core at a school board meeting. It’s why high-achieving Fulton County in Georgia needed a conversion charter that actually commits it to gut academics with no effective recourse by parents, taxpayers, or students and why the charter is being touted as a model for other suburban districts. It’s why elected school boards are being increasingly stripped of authority by the accreditation agencies who rarely advertise that they see their positions as using their lucrative government-provided monopoly positions to invisibly advance cultural change towards this very Zwangswirtschaft vision.

All of this matters so much because state-directed economies are enormously wasteful in addition to the lack of genuine individual freedom. In a different paper linked to by Rockwell above, they point out that the “political means alone is unproductive and parasitic” and it needs a private sector of labor and exchange to survive but planning and intervention, once started, create dislocations that led to more interventions, which leads to more economic stagnancy and unemployment. Which leads to more political demands to do something. Precisely where the US finds itself in 2013 after that 2008 crony financial bailout and a Stimulus Act in 2009 that could best be described as “friends, family, and large supporters” on who was helped. Not to mention what is going on in healthcare.

And now the Common Core and the attendant transformation of higher ed can target students to create the desired consensus and ideology and Worldviews. Remember UNESCO has said this is precisely what they are doing now globally via education and the sought complicity of the media. http://www.invisibleserfscollar.com/decreeing-the-interdependence-of-environment-economy-society-and-cultural-diversity-in-the-21st/ was that revelatory post.

I have to get ready to take good notes at another confab of what is being billed as “the elite” assembling to learn why and how to push this vision. With no mention so far of the attached poison that comes with it. The term in the title “agents of ideological hegemony” is the precise term used repeatedly of what it takes to get this vision in place and I will be listening to see whether I am hearing from a knowing, duplicitous agent or a naive, inadvertent one.

I strongly suggest using the same tactic whenever you hear a pitch for the Common Core or PISA or 21st Century Learning and other education reforms. It really does describe what Marina Gorbis is actually up to in education or Peter Senge. And so many others who are being marketed by school districts and politicians as authorities to trust and defer to.

Remember always where this vehicle intends to go. And that economic stagnancy or collapse is the inevitable result, whatever the PR hype.

Selling Remedies that Actually Destroy Precisely What the Sales Pitch Touts

Now if the Common Core and digital learning were being sold as destroying future American prosperity and allowing China and India to become the world’s dominant economies, politicians and taxpayers at all levels and in every other country would hopefully hit the brakes. So that’s not the sales pitch. In fact, as we have seen the book Endangering Prosperity: A Global View of the American School is getting touted in Brookings Institute programs and a September 12, 2013 Wall Street Journal article on “The Vital Link of Education and Prosperity” by authors Paul E Peterson and Eric Hanushek. Now I am also getting webinar invitations to discuss the book. A full court press would be the basketball term. And the fact that what we are actually getting is the OECD’s promotion of the humanist psychology practices into the classroom via PISA gets omitted from all the discussion. It is the sought remedy, transforming education to perform well on the poorly understood PISA, that actually will gut mass prosperity and promote a crony capitalism instead.

Politically directed public money that benefits a chosen few at the expense of the many, while gutting the transmission of knowledge and substituting a psychologized Curriculum of Affect and Guided Perceptions that are Politically Compelling in its stead, is a lousy deal for most of us. Something to be opposed vocally and frequently. Which is why the real implementation of the Common Core is hidden in side reports and accreditation standards and ridiculously erroneous readings of federal disabilities and civil rights laws.

Likewise, if the attached economic vision were accurately pitched as part of China’s policy of ‘picking corporate winners’ who will become multinationals and eventually become the dominant companies in the global markets, governors and mayors and Congress critters might surmise that this is not a good long term growth strategy for the US. If all of us properly understood that these education reforms are tied to a “collaborative relationship between state and business” we would immediately discount the Chamber of Commerce or political or media support that this is all “a good thing.” Only if you have access to that gravy train of public money taken from taxpayers or charged to them as debt and that prosperity cannot last with education determined to manipulate minds and changing higher ed to give diplomas out equitably to demographic groups.

Last week there was a World Economic Forum in Dalian, China that was invite-only. 1500 invites to movers and shakers from all over the globe for the New Champions annual conference that is now called the “Summer Davos.” It was the seventh such confab and I was quoting from the original intentions of this event from back in 2007 from a prof at Stellenbosch University. Should we be blindly adopting the education proposals that are tied to this vision of the future?

“Who then are the new champions? It is very apparent that China and India are fast becoming the winning economies. Their companies and government bureaucrats are equally impressive with their financial acumen and drive toward their objective–capturing markets and creating a winning national economy.” Note: They are not talking about the US economy being the winner but a loser. No wonder the Chinese are willing to finance so much of our public debt that then gets used to pay off states and localities and school districts to push a government-planned economy that seeks to extinguish individualism and high mental capacity. All at the same time. Does anyone think the Chinese will continue to finance all this deficit spending once the mental aptitudes of the US masses have been effectively extinguished?

Did the typical American attending the “Meeting the Innovation Imperative Summit” last week bother to check out the actual definition of innovation being used? I have it from the program materials. Innovation is “the effort to create purposeful, focused change in an organization’s or institution’s economic or social potential.” That’s not innovation of the ‘free lunch,’ Lever of Riches, capacity that created the current levels of economic prosperity that too many people take for granted. That’s innovation in the Governors-Governed distinction. Which is not terribly surprising since the promotional materials acknowledge that “For decades  the economies of China and India floundered due to the inability of their governments to create enabling environments of business. The state prioritized political ideology over the interests of business.”

So what is the current desired vision? Let’s go back to that 2007 document again:

“What then is the option for economies that are grappling to come to grips with the new competitive reality of the global economy that is being shaped in Asia? The most successful economy to understand as well as manage these competitive forces is Singapore. It has embraced global business through providing an enabling environment for business that is fully in line with the market. Rather than intervene in the economy, the Singaporean government creates the environment which allows business to effectively compete.”

Now I would argue that a conference planned by the Chairperson and founder of the joint US-China Collaboration on Clean Energy still has great intentions about intervening in the name of Green Energy, but then I do not tend to take self-interested statements at face value. But this IS the vision of the future that is tied to all the US Governors wanting to take control over education in their states so they can plan “Workforce Development” consistent with “Economic Development” and social equity. The last one gets marketed with its own concentric circle labelled “Justice Too.” People from both sides of the aisle are chasing after this dirigiste-vision that ultimately promotes a China as the ascendant power trajectory. And China, with its one-child policy and reams of corporate and public sector corruption, needs the US to unilaterally hobble its future capacity via poorly understood education reforms. Except I understand them and now so do you.

We also understand the significance of having Dennis Meadows, one of the original co-authors of the controversial 1970s Club of Rome book, Limits to Growth, leading a Dalian program this year on “Decision-making” and systems thinking. Leading no fewer than 3 different programs was the Institute for the Future’s Marina Gorbis who we met in this rather chilling post. http://www.invisibleserfscollar.com/weak-humanscomputersexpert-modelling-of-captured-data-is-this-your-approved-vision-of-the-21st/ . And when I wrote that I did not know Marina had spent years doing psychological research at SRI. Something she openly acknowledged here. http://odessatothefuture.com/?page_id=2 Have you ever noticed it is a lot easier to accurately predict the future if you push a government-centric vision and education premised as a platform to push Humanist Psychology on unwitting parents and students? It’s also easier if you openly push radically new forms of political governance.

Since we were not invited, here’s the Rethinking Education visual put on there by MIT. http://www.weforum.org/sessions/summary/ideaslab-rethinking-education-massachusetts-institute-technology . That would be where Peter Senge teaches and is a reminder of the tight links between digital learning and systems thinking. And the unappreciated economic and political vision attached. And here http://www.weforum.org/sessions/summary/strategic-shifts-societal-ecosystems is the graphic that goes along with the envisioned New Roles for Business and Civil Society in the 21st Century. Might as well know what is intended for us. And here http://www.weforum.org/sessions/summary/reversing-income-inequality is the intended plan to use the powers of government and education to reverse income inequality.

That should give you a good idea of where this is all going and question whether this in fact is a vision US schools should be pushing without realizing it. I am going to close with a story that illustrated to me the extent to which US politicians are being told whatever story it takes to get them to sign on to supporting these transformative vehicles. Usually touted as “public/private partnerships.” Without having any clue what they are really advocating for. I listened to a presentation from an elected official recently whose bio indicated he was personally and politically quite conservative. He closed by citing to Peter Senge and his book The Fifth Discipline and how we could restructure businesses and governments to eliminate the current Limits to Growth and Prosperity.

Now clearly he had never actually read Senge’s books but someone had led him to believe Senge’s vision aligned with his own. Which it does not if you read the various posts under the Peter Senge tag. My point is pushing Senge’s vision and methods is about 180 degrees from his vision for the US and its future. All someone had to do was misrepresent Senge to gain his advocacy.

I think there is a tremendous amount of that going on now as we get a full court press in the US to get all these policies and practices in place without a protest. You align these misrepresentations to entities or people who want to continue to rely on taxpayer money funding their salaries and companies. But what is being advocated for is ultimately the equivalent of letting in a horde of locusts.

But the few who benefit either don’t know what is going on or they are not telling because the benefits of this cronyism are so huge right now. But the OPM-Other People’s Money will run out. And the WEF definition of innovation will destroy genuine innovation in the US.

And then where will we be? Asking the Gates and Rockefeller Foundations to help average Americans out instead of sponsoring the Dalian Annual Meeting to put this pernicious vision in place?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


Dialectical Integration of the Person as a Totality: How Can That Make Anyone Competitive Internationally?

What do you mean no one describes the goal in that language in their powerpoint and it’s rude of me to interject such a graphic description into the public debate? Should it count if the clear trail from what is being pushed in the name of making countries or states internationally competitive in the 21st century global economy tracks back to that kind of explicit language? I think it should too even if the 1990 book I took that language from was intentionally withdrawn from the library shelves at Colorado College precisely to prevent anyone from doing just what I did. Recognizing what the editor had been up to in the last 10 years in his work for the OECD and ordering the previously unknown book when a cite to it cropped up in the footnotes on the psychological, Social Brain Project, focus. Truly as much as I love to read, some descriptions that make it to print need to be buried deep or burned if you want to keep the aim and mystery of “college and career ready for all” and everyone should try to excel on international assessments like PISA.

Otherwise a pesky writer might chase the vision back to lots of references about how to get social systems to evolve to new kinds of mindsets that would no longer see the Soviet Union as the ‘other’ and risk nuclear annihilation. What is it about psychologists and educators who keep insisting we must have empathy towards cultures where the facts actually show plenty of leaders would like to eliminate us to put it mildly if they could. USSR in 1990 and the Alliance of Civilizations in 2013. Dialectical Integration of the Person in 1990 and a Growth Mindset and systems thinking and metacognition and Kegan’s self-authoring, 4th stage, in 2013. Now I think we have had to wind our way through too much psychobabble in recent posts precisely so we could appreciate the sought emphasis coming to schools, classrooms, and maybe your next corporate retreat soon.

I want to talk about how all this rhetoric about being “high performing” and “internationally competitive” and ensuring “economic prosperity” is forcing us to adopt that very psychosynthesized, dialectically integrated, inner core driven by love for all vision accidentally. Because no one seems to bother to look into the actual definitions of terms or the nature of these international assessments. Busy, famous people who hopefully mean well with all their advocacy are pushing ideas that are not actually aimed where these professors and politicians and business executives claim they want us to go.

Now a Swede by the name of Torsten Husen laid out the function of these “tests’ in driving a global socialist, welfare state vision decades ago in his 1974 book The Learning Society and then later in 1986 in The Learning Society Revisited. Not really a dispute over that one.

Likewise the true nature of PISA and the OECD term Competencies and the intentions were well-laid out in February 2002 at the Second DeSeCo Symposium in Geneva, Switzerland. Which again we were not invited to. We could have brought our ski boots and a cute jacket and drank brandies by a fireplace with a view but no. DeSeCo by the way is an abbreviation for Definition and Selection of Key Competencies but how do we, I mean the OECD officials, get to decide what will be key? Well, we could have Robert Kegan come be the keynoter of the symposium. That’s the same person we encountered in the last post and previously when the Hewlett Foundation hired him and Peter Senge to make sure the Common Core vision in the US would align with Hewlett’s deep learning emphasis. And deep learning says the OECD as of 2010 means the same as its term “adaptive competence.” It all fits together like a designed blueprint, huh, once we focus on the actual implementation instead of the PR powerpoints?

So Kegan focused on “Competencies as Working Epistemologies: Ways We Want Adults to Know.” Now he left out the part about “so they will be suitably malleable in our evolving new social systems and take action to achieve what we wish” but that is the gist of it. If you remember genuine disciplinary knowledge and a well-practiced logical mind leads to overintellectualization. And that proves to be an obstacle to the desired consciousness that never forgets it is part of an interdependent collective. Seeking harmony with all others and nature…

So that’s the vision the OECD is chasing with PISA and it’s also the vision the RSA is pushing in its Social Brain Project so that students will be ready for what the OECD regards as a well-functioning 21st century society. Which is still about a public-sector administered subjective well-being society of equity and justice…

Oh quit laughing. Who says it will end poorly this time? We can dream, can’t we? As you can see there’s a reason everyone uses vague illusory phrases and misleading definitions to obscure the real vision. A book came out last week called Endangering Prosperity: A Global View of the American School published by the Brookings Institute with Larry Summers writing the Foreword. Mr Soon-to-Be-Head at the Federal Reserve Maybe. It laid out the need to do well on PISA and other international assessments as a means of “guaranteeing a vibrant economic future.” Poppycock! That’s not what is being measured and chasing after that type of excellence virtually ensures no continuation of economic prosperity.

I mentioned the Brookings angle because chasing after getting good at dialectical thinking and the integration of feeling into thought and new values as PISA actually pushes and monitors fits in perfectly to Brookings’ Metropolitanism, Regional Equity, Let the Public sector and Private sector work in partnership crony economic vision that we have already encountered. Like most things having to do with ed reforms these days the truth is behind the curtain and under the sofa but it IS there. And it is all linked. And surprisingly consistent across the decades once you see the vision of transformative change.

But a means for economic prosperity? No. I went back to another 1990 book so I could explain what really causes the kind of economic success and technological progress that is being used as the misleading sales pitch for all this psychological, change-the-student and society crap. Written by an economic historian, Joel Mokyr, The Lever of Riches: Technological Creativity and Economic Progress lays out the necessary ingredients. And unfortunately for all of us, they are precisely what is being shut down by these ed reforms.

Mokyr points out that what always stops technological progress in its tracks is “social forces that for one reason or another tried to preserve the status quo.” Now the benefits of ed reform and especially the digital literacy focus involve concentrated benefits to a relatively few companies and consultants and widely dispersed costs. Many of those are not even financial but the invisible shift to more malleable mindsets and personalities. Benefits to a few and dispersed, almost unseen costs, are a classic case of when the winners will try to lobby politicians and regulators to “help them out a bit.” And that’s apart from the paranoia that putting Worldcom and DEC on the list of former leading companies will do to surviving tech companies. Can’t imagine being dropped from the Dow Industrial Average will slow down HP’s push into ed in the least. Probably will become part of the turnaround plans. That’s how the cronyism instinct works once the public sector controls so much of who gets what.

Progress requires just the kind of willingness to manipulate the physical environment and nature that the ecologists are trying to shut down. The emphasis on holism just does not fit with the reality from history that “Teasing these secrets out of [nature] and then manipulating them for material benefit is the essence of any technological breakthrough.” Moreover, “technological change involves an attack by an individual on a constraint that everyone else takes as a given.” Now how will that happen in a society trying to wipe out the very legitimacy of individualism? Let’s run through the conditions required to be technologically creative and thus economically prosperous and let’s decide what is left standing after these ed reforms:

“First, there has to be a cadre of ingenious and resourceful innovators who are both willing and able to challenge their physical environment for their own improvement. ..Second, economic and social institutions have to encourage potential innovators by presenting them with the right incentive structure. In part such incentives are economic; technological creativity is more likely if an innovator can expect to become rich…Third, innovation requires diversity and tolerance [of ideas!! not skin color or gender]. In every society, there are stabilizing forces that protect the status quo… Technological creativity needs to overcome these forces.”

So the parts of the economy and educational institutions that do promote genuine technological creativity are becoming captive to the public sector and businesses wanting to make sure they don’t become the next defunct or greatly diminished company.

And all those slogans about innovation and entrepreneurship turn out to be about new social systems or different ways of organizing an economy or new kinds of human nature.

In other words, if we are to have ANY chance of preserving mass prosperity and technological progress going forward, we have got to keep our eye on the real implementation.

Verify everything from now on when it comes to education.


Shifting the Way People Relate and Feel Towards One Another is the Crucial Leverage Point

When we encounter the exact same point being made over the decades despite dramatic differences in circumstances and intervening events, we have located an important handmaiden to ideology. So before we talk about what is intended, let’s go back to 1983 for some wisdom from a veteran European observer of what were the methods of choice during the Cold War. That great ideological struggle that my research says morphed in its strategies and tools but never vanished as we were led to believe. In his book Why Democracies Perish, Jean-Francois Revel has a chapter on “Ideological Warfare and Disinformation.” Since I believe education and especially this forced, largely invisible, psychological emphasis of changing personal values, attitudes, feelings, and dispositions was, and is, a means of ideological warfare, I looked for some advice from the past.

“its job is to fight propaganda not with counterpropaganda but with truth. Unfortunately, this is not something democracies are good at.

They are disadvantaged from the start by the long odds against halting the spread of utopian notions with plain facts. [http://futurewewant.org/ is a link to an example of how ed reform globally is now intertwined with these utopian visions of the future]. And they are unskilled in defending themselves against communism’s falsification of these very facts. [Today it is the idea that the crisis of 2008 and the global downturn proves free markets do not work and the public sector must intervene even more]. As weapons in the ideological war, propaganda and disinformation have a double objective: to concoct false images of Communist reality and of its leaders’ intentions and to circulate through the non-Communist world the plausible lies and deformed versions of events best calculated to disorganize the world.”

Disorganize the world. Still useful if you want economic and political power. When I first read a description of Transformational Outcomes Based education and watched it being pushed in the 90s all over the world everywhere with a tradition of liberty and cherishing individualism it struck me as a coordinated attempt to gain unilateral intellectual disarmament. When I read Psychosynthesis complaining about how those “who identify themselves with their mind and are proud of their intelligence” have “lopsided development” that is difficult to change but those with a “loose self-identity” are more adaptable and amenable to change it gave me pause.

Let’s use education to force a laying down of that mighty weapon–the human mind–lest it develop changes in unapproved directions. We may not be dealing with Capital C Communism anymore but we certainly are dealing with a ruling elite wanting to use the financial and coercive powers of the public sector globally to dictate what any of us can be, or become, or perhaps even do, in the future.

And the media, educators, and NGOs like the UN and the OECD or the World Wildlife Fund are all definitely spreading plausible lies and deformed versions of events that are easy to challenge with truth if enough people are aware and still have Axemaker Minds. Did you know though that there was ” a great and important law of the psychological life?” Roberto Assagioli laid it out in just that language  in Psychosynthesis as a tool to be used to “achieve the right inner attitude toward other people and to successfully perform intended actions involving others.” What Assagioli called the “loving will.”

Doesn’t that aim sound almost the same as what  Maslow and Rogers and the NEA started pushing in 1962 as the new focus of education where “the important thing is not the specific method used but rather the way people relate and feel toward one another in the classroom?” And this change was important because “pessimistic views regarding the nature of man and methods of discouragement have to be discarded. One has to enter wholeheartedly into a cooperative adventure with those involved.” As Revel and others have noted, we are changing only one side in the Cold War or in the dangerous world of 2013 as we glance at Syria and evil on both sides with chemical weapons use staining multiple hands. Only one side is being asked to disarm and just “feel” that all can be fixed if we just “refashion our interpretation of the lived environment so that we can intelligibly act within in it.”

Can we? That last quote has jumped across a time gap of almost 50 years but has the same pursuit. From the UK this time and a report called “Transforming Behaviour Change: Beyond Nudge and Neuromania.” http://www.thersa.org/__data/assets/pdf_file/0006/553542/RSA-Transforming-Behaviour-Change.pdf Before we get to that November 2011 report, let’s go back for that great psychological law: “images and mental pictures tend to produce the physical conditions and the external acts corresponding to them.” Another way of saying this is to point out the “immense power of images.” Assagioli says:

“It seems high time that this law should be utilized for higher and more constructive purposes [than advertising is what he means], and the fullest use of it should be made for the purpose of psychosynthesis.”

As I first explored in this post http://www.invisibleserfscollar.com/when-gaming-intends-to-shape-and-distort-our-perceptions-of-everything-around-us-viva-la-revolution/ , educators and the ruling elite and those who would like to join have a modern day tool in the computer and adaptive software and especially the coming classroom emphasis around gaming that would have made Assagioli and Maslow drool. No wonder UNESCO sees media education as the means to achieve Marxist Humanism. No wonder CCSSI wants media and digital literacy to be as important as print literacy. The power of images. Especially when schools define ‘engaged learning’ as the goal and immersion in a virtual reality as the means. Then the student can regularly try out utopias or envision potential future catastrophes that MUST be avoided. And precisely what will tell a student that something is in fact unworkable in reality or unlikely to really happen? An actual catastrophe with real lives?

The “Transforming Behaviour Change” report talks about preparing the “brain for social bonding and empathy” but what if we are bonding with bullies who have no desire for Peace in the real world? What if we are being primed to use the “motor-power of imagination” to redesign an economy and society in ways that ultimately cannot maintain the prosperity we will need to consistently keep most people well-fed? Feeling and intuition may create adaptability to transformative change but it is only knowledge that can deal with the inevitable consequences. And personal knowledge is precisely what is being extinguished in order to gain a widespread personality that seeks, or is amenable to, such wholesale change.

“The baby will have disappeared with the bath water” before most of us will even know any water has been drawn. But meanwhile the ruling elite will be “reworking the foundations of economic models” as that 2011 document put it. In a disinterested way of course. No wonder the report keeps mentioning George Soros. We simply use student-centered education to “change your sense of who you are and what you value” and voila! Reimagined human societies and economies can be ours. Education merely needs to create “the development of an inner authority which can ‘write upon’ existing social and psychological productions rather than be ‘written by’ them.”

Maybe we could call that inner authority the common core or triune consciousness (see previous post under that tag) obtained via the techniques of psychosynthesis brought in to achieve a Positive School Climate. All as we chase after this OECD-endorsed utopian vision of “21st Century enlightenment” to get “successful lives in well-functioning societies.”

“Behaviour change becoming an explicit goal of government policy” sounds like something from a science fiction novel, doesn’t it? Not a well-funded initiative of  the present called the Social Brain Project. Never forget please that the US and UK are already working together as lead partners in seeking behavioral, economic, and social change as part of the Belmont Challenge and Future Earth Alliance [see tags] work. Hiding conveniently from prying eyes over in Sweden. So once again this is NOT a matter of pulling together sensational quotes. However, I do intend to end with one more from the Social Brain Project so we can ponder what freedom will mean in such a future vision.

“The ‘Think’ approach is more democratic, and contends that if we deliberate collectively as rational agents responsive to argument, we will find a suitable course of action and collectively follow it through.” Now the Social Brain Project clearly likes all that collective decision-making on behalf of all of us but it thinks the “Think’ approach is too reliant on reason and not enough on the unconscious mind and habits. It wants a ‘steering’ approach to behaviour change that “literally changes the subject.”

The subject is not Algebra or English. It is us and our children.

Being launched via transformative education into a world where our perception of reality and new values and attitudes are to be shaped just as surely by deliberate propaganda as anything a Khrushchev or Brezhnev ever sought to do during the Cold War.


Developing Adequate Personalities and Psychosynthesis: An Odd Way to Define College & Career Ready

Sometimes I think I am suspected of shopping for gruesomely grabbing quotes to try to crystallize the extent to which the new focus of education is to be at a psychological level. I wish. These well-paid, frequently tenured or pensioned-for-life clowns really do write and talk about accessing the unconscious so that future actions will be guided as if by auto-pilot. (Search out RSA Social Brain Centre & Robert Kegan if and only if you have an adult beverage handy. A sense of humor and irony will serve you well too.) I can in fact take this all forward in multiple places but first let’s go back and thoroughly check out the enduring vision. And remember we went back to look at psychiatrist Roberto Assagioli’s 1965 Psychosynthesis vision of education used interchangeably with psychotherapy as a means of creating a desired self-identity NOT because I was bored and looking for something tantalizing to read.

The League of Innovative Schools planned research involves conation and personal motivations as does the OECD’s current Subjective Well-being push. Looking into that pulled up 4 giants: Abraham Maslow, Carl Rogers, Mihaly Csiksentmihalyi, and a Roberto Assagioli. Who I had never heard of. That book title was a grabber. Even more troubling was seeing the book had been brought back into print for use in 2002, 2008, and 2012. If I was role playing Sherlock Holmes we would call that a keen indicator of current interest.

As I talk in this post about targeting personal perception, if the names Yrjo Engestrom (Finland) and Evald Ilyenkov (Soviet) and the Enduring Understandings and Understandings of Consequence and the C3 Social Studies Framework component to the Common Core classroom vision are not ringing a bell or if you are new to the blog, they all have tags. They are all examples of how crucial getting at the personal perceptual level is if you have the pursuit of government power and utopian transformation of the future as a goal. Let’s go back to 1962 and a vision of dealing with the conflicts and competing ideologies involved in the Cold War globally via education. Here’s Perceiving, Behaving, Becoming:A New Focus again (my bolding):

  “The new situations and new problems we face today and which we cannot predict tomorrow call for new ways of seeing and dealing with the world. Subject matter is too often used as a way of teaching people to look backward, to recite past performances, instead of as a medium for preparing students for future developments. Content then becomes sterile, even negative, if it inhibits new leads and new solutions. Education must deal with subject matter, not as an end in itself, but as a means of helping children to achieve the intelligent imagination and creativity necessary to find adequate answers to the world’s increasingly complex problems.”

I am going to interrupt the quoting for a dictionary alert to add to your Orwellian Decoding Glossary of Education terms. That’s right. It is the ubiquitous but vague term of 21st Century schools–‘learning to learn.’ Now if the 1962 vision had gone as planned and for sure in the new Positive School Climate (PSC) classrooms of 2013 the “exciting experience of exploring and discovering meaning is the central activity.” We need a PSC of course because ALL students need to feel an ‘atmosphere’ that is ‘fundamentally accepting’ so they will NOT keep their perceptions safely tucked inside themselves. They will share with their fellow comrades, I mean students, so they can all explore for meaning. That way those personal perceptions can be examined and changed to create new ways of looking at the world.

That’s right ‘if’ the new “objective of instruction becomes that of perception building, students may become aware of, or sensitive to, the importance of meaning…They learn how perceptions or meanings are broadened or changed and how they are built. They learn how to learn.

In 2013 learning how to learn gets billed frequently as self-authoring–Robert Kegan’s 4th stage of consciousness, or Carol Dweck’s Growth Mindset. It is alive and well and coming to a K-12 or college classroom or workplace retreat near you soon. The global bureaucrats and politicians and Big Business are intensely determined that this time we will get a paradigm shift, starting at the unconscious mental level. And it all really does track back to what Maslow and Rogers sought for their humanistic psychology that led to a strikingly Marxian human development vision. Today HP runs around most often calling itself Transpersonal Psychology. As always, new names for enduring transformative ideas anytime notoriety intrudes.

So one more time here’s the vision that is viewed as aiding transformative political, social, and economic change, coming in invisibly via stealth:

“It is the unsolved problem rather than the factual question and answer that encourages freedom of thought and children’s respect for their own mental processes. It can help them to change concepts in light of new evidence and to build a sense of personal responsibility for increasing knowledge and solving problems.”

That’s solving problems by creativity and imagination and feelings unimpeded by a body of knowledge about previous consequences of a similar set of facts. It may be a grand way to encourage attempts to model and redesign societies and economies but the consequences will come from reality. Not the perceptions that launched the attempts to transform. But hey, I am a history major and I just don’t see how peace in our time is going to flow from stressing “emotional as well as intellectual experiencing. Learning about people involves an empathy, a feeling with them, an acceptance of differences, and an appreciation of variability in values and behavior.” That is the kind of nonsense that forgets that there really are bullies in the world who can only be held in check from fear of power and likely retaliation. It also forgets that not all cultures are compatible or willing to co-exist peacefully. It is all a prescription to ignorantly and in good faith lay down and await your fate. No wonder history now is only about reinterpreting the present.

The ‘adequate person’ by the way reminded me greatly of the current drive that students only need to be ‘competent,’ not well informed. The adequate person in 1962 being prepped for social change was to have “a field of perceptions, rich and extensive enough to provide understanding of the events in which he is enmeshed and available when he needs them.”

Available for what? Glad you asked. So the individual “will act on his information when the appropriate time and place occur.” And this kind of hoped for behavioral pre-programming was before Big Data and adaptive computer software and the planned gaming emphasis. Same desire now but much better and effective tools.

What was so special about the 1962 new focus that has guided education as the real pursuit going forward was the “recognition of the part played by perception and the emphasis placed upon perception at the immediate moment and in the life and behavior of the individual. The job of the school is to work with present perceptions, with feelings, attitudes and ideas of learners so that they grow in the direction of greater adequacy.”

That’s adequate for the future plans of transformation. Then and now and at all times in between. Psychosynthesis‘s publication in 1965 gave another tool in targeting the psychological and conation. Assagioli regarded a search for self-identity as the new purpose of education. Of course since he was a psychiatrist, he used the techniques of psychotherapy. Now we just call the same techniques brain-based learning theories or epistemological reflection and launch them on students in return for tax dollars and tuition payments in the case of private schools and colleges and universities.

I used the term ubiquitous before and these theories are everywhere now. And not well understood. The typical doctorate program credentialing a Principal or Super doesn’t go through this as I have. It might impact the sought role as a Social Change Agent. Once again we parents, taxpayers, and students are going to be called on to understand the real drivers in education better than the credentialed professorate and the public sector and their consultants. All of whom we are paying handsomely.

I will close with a mention of a potential tragedy that happened locally last week when a middle schooler took a loaded gun to school. Parents have been concerned with how the incident was handled and what info was provided and the lack of interest in any public airing of what happened. School districts can deal with the world as it is or they can put their energy into switching to this Maslow inspired humanist psychological vision of changing the student at the level of their inner core.

But reality does intrude. I suspect another tragedy that goes all the way through is only a matter of time because the focus of the administrators at all levels is on psychological innovations to gain social transformations. While hiding from the public that this is what is up.

And duplicity takes even more energy and is a distraction from the realities all these students bring to school.

Something to keep in mind.

Manipulating the Inner, Psychological Aspects of What Makes Each Student Tick Are Key

To any Broader Cultural Transformation. At this point I tend to take an understanding of the work of Antonio Gramsci and the Frankfurt School for granted as a tool for analyzing sought changes through education or the media. But there was a time in my life just a few years ago when I would have wondered if the Frankfurt School had something to do with hot dogs or polishing a German accent or maybe be a fun place to hang out during Octoberfest. To help each of us grasp how an express intention for broad cultural transformation is not some vague conspiracy but a documented intention stretching back almost 100 years to target the West, let’s have a bit of a history lesson.

After all, this widely-circulated 2011 Oxford Leadership Journal  article on “Sustainability: The Inner and Outer Work” (tied to Peter Senge) targeting emotion to gain an inner and permanent transformation as a means for “shifting the trajectory of civilization” is easily recognizable to anyone who has studied the political theories of the Frankfurt School. http://www.oxfordleadership.com/journal/vol2_issue1/Schley.pdf And the constant references to Frankfurt School member Erich Fromm by the humanist psychologists like Maslow and Carl Rogers showed they saw their aim at radically restructuring the nature of education precisely like a good Frankfurter would. As author Alberto Piedra wrote:

“Gramsci in most of his writings insists that the first and almost exclusive role of the Marxist intellectual lies in education. The revolution, he believed, must be prepared with time, patience, and a calculating mind. This involves dismantling or destroying the values of the past by slowly infiltrating the ‘old’ institutions and changing the mentality of the masses.”

Well, they have arrived in our local schools and district central offices and consulting firms. And they are frequently more credentialed than genuinely intellectual in the knowledge sense. And there is usually no express use of the M word or a hammer and sickle t-shirt to alert parents or taxpayers with the history of the theories and practices being pushed. So once again it is up to us parents and taxpayers to inform ourselves to protect our children, our wallets, and a civilization that does not need to be jettisoned and redesigned by a greedy or naive public sector.

Although there is plenty of info available on the Internet once you know about the Frankfurt School and Gramsci, I am using in particular Chapter 2 of a 2008 book by Robert Chandler called Shadow World as my reference and the source for that Piedra quote. Quiet, stealth destruction of social institutions and existing social relationships from the inside out were the whole idea of the Frankfurt School. It really did start off in the 1920s as the Institute of Social Research, a part of the University of Frankfurt. Its purpose was to emulate the Marx-Lenin Institute in Moscow and develop the theories that could be used to gain broad social and political transformation of the West. And assaulting culture was the approach these theorists came up with. Since many of the theorists were Jewish, they moved to the US in the 30s to set up an exile base at Columbia University in New York and some of them never left.

The doctrine ceased to be some type of “cataclysmic clash between workers and capitalists as the final act.” Instead, like the drip, drip, drip that over time can erode stone, Gramsci and the Frankfurters envisioned “a nonviolent, persistent, and ‘quiet’ transformation of American traditions, families, education, media, and support institutions.” Antonio Gramsci, a communist, was writing from prison in the 20s and 30s, after Benito locked him up. Gramsci grasped that the way to change the West was to go after “what is … [inner] and immediate to individuals and groups…in their daily lives.” Like school, family, and a Christian faith that guided daily behavior.

So when we keep encountering social and emotional learning and the Whole Child Initiative of the Common Core and Positive School Climate or 21st Century Learning which is clearly going after the whole personality for tracking and change remember it is Gramsci who saw that inner self as the key to wholesale revolutionary change in the broader culture. In a footnote, Chandler quoted a 1995 speech by a John Vennari warning the Catholic bishops in Mexico City. I am going to quote it in full because the nerdy word “immanent” is precisely the realm being targeted in the 1962 book Perceiving Behaving Becoming: A New Focus for Education that we first encountered 2 posts ago. I have read it in full now and could testify in a court of law that it lays out the current actual planned implementation in education globally. It’s just masquerading in the US as the Common Core as an allusion to its real aim of transforming each student’s inner core. Here’s the reason why it just keeps coming.

“The key element of Gramsci’s blueprint for the global victory rested on Hegel’s distinction between what was ‘inner’ or ‘immanent’ to man and what man held to be outside and above him and his world–a superior force transcending the limitations of individuals and of groups both large and small. For Gramsci, the IMMANENT and the TRANSCENDENT were unavoidably paired and yoked. Marxism’s ‘transcendent’ was the utopian ideal. But the Marxist ideal was too foreign to the Christian mind and Christian culture. So, Gramsci argued that since the immanent and the transcendent are paired, then unless you can systematically touch what is immanent and immediate to individuals and groups and societies in their daily lives, you cannot convince them to struggle for the transcendent.”

In other words, if you want students and the adults they will become to act to change society to get the sought justice and equality and a cooperative commonwealth and other utopian ideals we just keep running into attached to these ed reforms, you need something that accesses and monitors personal values, attitudes, beliefs, and feelings. And then collects all that as data. Gaming and adaptive software will do coming in as digital literacy and blended learning. So will contemplative education seeking to get at “hearts and minds” where the coaches alternate between SEL and New Age training depending on the day of the week and who is paying.

As Alberto Piedra astutely noted about the Frankfurters, “a cultural revolution can only be successful if the educational system is firmly committed to the transmission of the new forms of behavior that the revolutionaries endorse.”

Now isn’t it convenient that from 1962 to today we have quietly had K-12 education seeking to use humanist psychology to get these desired behavioral changes? And no one felt the need to ask our permission. No wonder the schools just kept becoming ever more expensive and dysfunctional. We had Maslow and Rogers and the NEA itself deciding that we needed “new ways of seeing and dealing with the world.” It makes sense now that we keep reading about conceptual lenses and generative metaphors if personal perception has been officially targeted for change. Without notice, in 1962 the purpose of K-12 education did a U-turn so that it deals “with subject matter, not as an end in itself, but as a means of helping children to achieve the intelligent imagination and creativity necessary to find adequate answers to the world’s increasingly complex problems.”

That’s irrational imagination and creativity by the way. Grounded in feeling which is an aid and not a barrier to getting at behavior. 1962 was when the definition of learning officially changed. Now to be a means of making the “transition from autocratic to democratic relationships, there is no turning back.” And to get that transition learning becomes “a problem of the total personality” because “unless behavior has changed, one has not really learned.” Got that? To get to the desired political and social transition, behavior must change and government officials and their selected appointees and vendors get to figure out how. And they have called on the psychologists and sociologists and psychiatrists to come up with the techniques and theories to impose in the classroom.

And we are going to spend several posts detailing precisely what has been and will be sought without anyone’s consent. In a country that held itself out as free. I will end this post with yet more insights from Maslow and Rogers that are influencing what is coming.

“It is becoming more and more clear that the key to effective behavioral change is an individual’s personal discovery of meaning. It is values, beliefs and personal meanings which affect behavior most markedly.”

And behavior and those drivers gets targeted stealthily under the euphemisms ‘outcomes’ or ‘performance standards’ or ‘objectives’ or ‘competencies’ or 21st Century Learning. Where most parents and taxpayers totally miss the behavioral focus or why it is being targeted.

And it has been for decades.

But the monitoring equipment has vastly improved in the 21st Century. Yikes!!