Once Again Being Grateful for What We Know and Appreciating Why It Matters

And immediately recognizing what we are dealing with and its actual antecedents throughout history is what I am once again grateful for this day before Thanksgiving. Because as outlandish and unexpected as some of what I write about may initially be to you, it is true and I can prove it. If I had not pulled all of these facts together, 2014 would be the year in which so many political and social institutions and their leaders globally decided to go for broke. With our lives, children, future, and tax money. And no one on the outside of these schemes without a lucrative grant or rich employment contract would know how all these pieces fit. Before I let the remainder of the post be the popular philosophical essay from last year, let me add a few updates that I am thankful for.

I am thankful my book Credentialed to Destroy: How and Why Education Became a Weapon is now available on Amazon and for kindle and that I let it simmer on a shelf for more than a year while as I started this blog. The events that left me so alarmed and the unexpected intensity of the psychological focus of the real implementation helped me properly frame what I was dealing with when I went back early last summer. Those of you waiting for the sequel or for me to tell the story through the blog will need the foundation I lay out in the book to appreciate what the blog encounters weekly and what I now know but have not written up yet.

Another thing I am immensely grateful for is the unbelievably confessional nature of certain used books I have obtained in the last year. And that various people had the wisdom to get those still relevant plans and intentions off of library shelves but left them still available for sale for an enterprising, not so young, lawyer trying to piece together the why of what she had located. I hope each of you get much of what you cherish over the next few days and avoids as much as possible that which drives you crazy. No, please do not take  that as an indication I will try to hide from any of my children. I can’t anyway. I am cooking the main meal.

One more update to the previous post. I can promise that together we will be able to piece together and properly interpret every machination and theory and intended policy change anybody comes up with in 2014. Game on, ears open, eyes observant, and mind fully engaged. Typing still hunt and peck but speedier. Here we go…..

I had actually outlined another barnburner story but the day before Thanksgiving is no time to serve up indigestion. So I thought I would write a tale of appreciating why individual liberty has mattered in the past and why Freed Markets resulted in mass prosperity would be a nice tribute. And I do not mean that in a Pollyanish sense. One of the books I am tackling this holiday week is Robert P Moses’ radical equations: Civil Rights from Mississippi to the Algebra Project. I want every child to learn to the best of their ability. I want to really appreciate the desperation that is driving this Equality for All even if it guts the economy philosophy. It is why I read what attracted Van Jones to the Green Growth Economy as a manifestation of his self-confessed preference for Communism.

I think the history lessons of the Predator State declaring its Goals for People and then using its powers to coerce are too easy to forget. It’s not an ideological preference. It’s a factual story. A repeated pattern once government reaches a certain size of the economy. I think history consistently bears out the truth of what Nobel Prize-winning economist Friedrich Hayek said in his 1945 lecture Individualism: True and False. I give extra credit for people who have first hand experience in what led to most of the great tragedies of the 20th Century. It’s called Walking the Walk and there is great validity to the hard-earned wisdom it imparts.

“There is all the difference in the world between treating people equally and attempting to make them equal. While the first is a condition of a free society, the second means, as De Tocqueville described it, ‘a new form of servitude.”

There is just no getting around the fact that government officials and their Business Allies deciding they get to fine tune personalities and reset Values, Attitudes, and Beliefs to guide an Individual’s Future Behavior is a 21st Century form of servitude. Especially when the inappropriately named Positive School Climate is now a tool to retrain each student’s filtering Mindset. The worldview they will use from now on as they encounter daily reality. With their preferred non-Axemaker Mind and habits grounded in emotion. All quite consciously cultivated and monitored.

But we now know all this up front and that really is something to be Thankful for. As an active pursuer of these plans and blueprints this is decidedly unauthorized knowledge that was not supposed to become available. A 2012 Deerstalker Gold Star Award for Me. The most common question I get from frustrated parents especially is Why? What I am saying simply rings too true with their daily reality to discount it. But why the Deliberate Operant Conditioning towards a Future that’s not really about prosperity?

Like I have said, I take great comfort in putting all this in its Historical Context and its real Self-Dealing Context. Because honestly that is where it belongs. So I am going to quote you a passage from Hayek’s 1944 book The Road to Serfdom (page 176 in my 2007 copy). He really nails the drivers behind making education miseducation. Notice he also nails down the frequent unholy alliance between government and the media. Simply refusing to report or cover accurately anything that might caste a poor light on desired government policies. My bolding and snark is in the brackets.

“Facts and theories [Sustainability, Man-made Catastrophic Global Warming, Diversity, Social Justice] must thus become no less the object of an official doctrine than views about values. And the whole apparatus for spreading knowledge–the schools and the press, radio and motion picture–will be used exclusively to spread those views which, whether true or false, will strengthen the belief in the rightness of the decisions taken by the authority; and all information that might cast doubt or hesitation will be withheld. The probable effect on the people’s loyalty to the system [Peter Senge just swooned that we so understand the essence of Systems Thinking and Why It Must Be Pushed] becomes the only criterion for deciding whether a particular piece of information is to be published or suppressed. [Benghazi; Actual Employment Numbers] The situation in a totalitarian state is permanently and in all fields the same that it is elsewhere in some fields in wartime. Everything which might cause doubt about the wisdom of the government or create discontent will be kept from the people. [Hard not to think of Candy Crowley and that 2nd Presidential Debate]. The basis of unfavorable comparisons with conditions elsewhere, the knowledge of possible alternatives to the course actually taken, information which might suggest failure on the part of the government to live up to its promises or to take advantage of opportunities to improve conditions–all will be suppressed. There is consequently no field where the systematic control of information will not be practiced and uniformity of views not enforced.”

There you have the incentive of Government officials for using education for merely Competent, Mentally Hobbled Citizens. Especially ones who are being bred to see a Duty to the State. And the Business Angle. They are politically connected and want special privileges and protections from their Cronies. That’s not Capitalism though. It’s Mercantilism where there is no mass prosperity. It is what Adam Smith rejected as he accounted for Britain’s phenomenal 18th century economic growth.

So enjoy your friends and loved ones on this cherished American holiday. Whatever happens in education in 2013, we WILL understand what is really going on and what the likely consequences are actually going to be.

And that really is something to be Thankful for.

 

Tuition-Paid, Taxpayer-Funded, and Faith-Based Schools Unite to Force a Revolution of Being

The phrase “Revolution of Being” showed up recently in an essay from the 70s that then proceeded to lay out the education vision for how to transition to a radically different collectivist society. After realizing the vision fit with the 21st century education reforms we are now dealing with globally under numerous names, I decided to take a long walk to catch my breath. During that escape the term Creatures of the State came to me to describe my frustration that people either living at taxpayer expense or off the proceeds of untaxed foundations or university endowments feel so free to advocate for radical change while they largely get to ignore the likely toxic effects. Roberto Unger from our last post is an example but so are many of the people we are going to talk about today.

And as you will see with my resentment of the use of the phrase “secession of the successful” to describe the suburbs, especially those representing the prosperous northern arc of Atlanta, I am totally losing my patience with being lectured on justice and fairness by Creatures of the State who make their living from advocating for bad ideas. And usually lying about it to prevent taxpayer rage. Creatures of the State have no grounds to lecture the rest of us about our responsibilities as a community or what Equity requires. The phrasing in the title about the nature of the schools working together was in the Thanksgiving letter from the School District Super from one of those greatly resented areas of metro Atlanta. The one with the conversion charter that deceitfully mandates the Revolution of Being view of education on unsuspecting taxpayers. The pithiness of phrasing makes it quite clear the Super is repeating a declared intention that there be No Way Out from the use of ALL schools, every type, to ensure Mindsets Suitable for Radical Social Change.

I grew up outside Atlanta in Marietta and live in what is called the Sandy Springs area now so when the Regional Equity advocates last week cited a 2005 book by Kevin Kruse called White Flight: Atlanta and the Making of Modern Conservatism in connection with commenting on the move of the Braves baseball team to a new stadium, I got a copy. I am glad I did but I am going to need new walking shoes at this rate if I have to keep reading all these deliberately inflammatory statements. In an effort to attack the very legitimacy of the idea of the suburbs Professor Kruse stated (my bolding in frustration):

“the [black political power/white economic strength] coalition was, for the first time since its founding, no longer confronted with the resistance of reactionary whites. This was not, of course, because such segregationist whites changed their minds; it was because they changed their addresses. In the suburbs surrounding the city–away from Atlanta, away from the biracial coalition, and away from blacks–whites created the Atlanta of which the city’s segregationists long dreamed.”

Now Kruse did later call attention to the fact that much of Atlanta’s growth came from new arrivals, not Dixiecrats fleeing across the Chattahoochee to get better prices on white sheets for hoods, but he went on to taint the arrivals and their views all the same:

“Whether they had been involved in white flight or not, the new arrivals to southern suburbs like those around Atlanta came to understand and accept the politics born out of white flight all the same.”

With that slap in the face, along with stating that “[r]egardless of their origins, those who made homes for themselves in the suburbs generally held a common indifference to the people and problems of the city,” Kruse might as well be putting a large bullseye on those suburbs and their schools. He then took the “secession of the successful” line from Professor Robert Reich before he became Clinton’s Secretary of Labor.

“In 1991 Reich noted that the country’s most affluent were ‘quietly seceding from the large and diverse publics of America into homogeneous enclaves, within which their earnings need not be redistributed to people less fortunate than themselves.'”

Perhaps they moved to get away from the lawful larceny of Creatures of the State Professor Reich and do not particularly care what the color of their neighbor’s skin is. But throwing race into the mix makes one group look like the White Hats and the other Evil. More discreet than simply writing an explicit intro to the US edition of the radical book The Spirit Level laying out the real aims. But then the taxpayers in Cobb or North Fulton would know they are being tainted as uncaring segregationists by virtue of address and nothing else. In his Epilogue, Kruse went on to try to use the paintbrush of racism to taint the

“powerful new political philosophy [that] took hold in these post-secession suburbs. Finally free to pursue a politics that accepted as its normative values an individualistic interpretation of ‘freedom of association,’ a fervent faith in free enterprise, and a fierce hostility to the federal government, a new suburban conservatism took the now familiar themes of isolation, individualism, and privatization to unprecedented levels.”

Now I know this is self-justifying BS but this nonsense is the foundation of way too many graduate sociology or political science or education degrees. Then the credentialed Doctors living as Creatures of the State feel entitled to lie to taxpayers and force atrocious policies on suburban schools (public, private, or sectarian as the title affirms) and neighborhoods. It’s the Mindset of the Metro Atlanta Equity Atlas released Tuesday, November 19. I was there and the rage for seeking Social Justice and Equity was on full display. Released by the Partnership for Southern Equity with its ties to Emory University and its Center for Community Partnerships, Emory is fulfilling its role as an anchor institution as specifically discussed in the last post and Monday’s Anchor Institution summit at the federal Housing and Urban Administration. As in the day before the MAEA rollout.

If that seems a bit too timely, I can attest that Emory was one of the anchor institutions mentioned in the Good Society series of articles laying out the new social, political, and economic vision we are to be quietly transitioning to. In the name of Equity in fact.  http://www.invisibleserfscollar.com/motto-of-living-well-as-an-individual-is-not-functional-anymore-must-find-ways-to-live-well-together/ is the post where I describe that vision as well as the PolicyLink/Center for American Progress vision of The All-In Nation. PolicyLink turns out to be another sponsor of MAEA. Its head wrote the “Moving From Data to Action” page.

But the original sponsor of the MAEA concept was stated as a NeighborWorks America. So of course I came home and looked it up. http://www.nw.org/network/aboutUs/history/default.asp is the history of this taxpayer funded entity going back decades to the creation of HUD and shift in federal housing policies. Could we make the case that it is entities like NeighborWorks that led to the subprime bond defaults and played a large role in the financial meltdown of 2008? By all means, let’s keep pursuing Equity at all costs and go for broke. Literally between the dollars spent and the minds destroyed.

MAEA has a lot of maps. The speakers want the people who have less to know it and be resentful of the geographic areas that are wealthier or whiter. No one said anything about printing directions to houses but it is almost that bad. Currying a real belief in the fallacy that “some have more because others have less.” Now MAEA mentions a new HUD proposed rule on mapping geographic areas (as MAEA does) on lots of criteria so people will know where they wish to live. Then MAEA calls objections to the rule “a racially-fueled ‘Not in My Backyard Panic'” and goes on to criticize an “editorial in Investor’s Business Daily [that] claimed that this kind of mapping implies that the homeowners are racist if they choose to live in a suburb with little affordable housing.”

MAEA, then showing its own respect for others on issues of race and class, follows that IBD quote with this sentence: “Here, the term ‘affordable’ appears to be code for the presence of Black residents.”

Honestly, what a horrible document and a horrible mentality. With MAEA, Atlanta joined Denver; Portland, Oregon; and Boston as cities with these equity atlases. I doubt they will be the last.

So as we start this holiday week of Thanksgiving let’s once again be grateful we are monitoring this intended Revolution of Being in real time.

In all its manifestations.

We may not like what is being sought but we are unaware no more of these official policies or how they join together.

Again let’s be thankful for that awareness while there is still time for rebuttal.

 

Multiple Recent Proclamations Laying Out Commitment To Revolutionary Transformation of Our Entire Society

By recent I mean within the last week.  Either as an early Christmas present or to give us cause for giving thanks at the complete lack of any ambiguity whatsoever we have explicit cites, open proclamations, overt coordination with federal agencies, a veritable cornucopia of intentions that should eliminate any dispute as to what is going on. Only an electronic color billboard in Times Square could be more explicit. It is indeed slam dunk time in our effort to show that the education reforms known as Common Core or 21st Century Skills or social and emotional learning are actually a means of gaining much broader transformations.

And to show that this is truly a bipartisan attempt to make political power the harness for anyone seeking economic power in the 21st century, the first paper I am going to cite came from a blog run by Jay P. Greene tied to a number of what are considered to be Republican think tanks. Not exactly where you think you would encounter a recommendation that would lead to a “truly democratic consciousness to guide the process of socialist development itself.”

On Monday Jay posted a cite to a new NBER Working Paper called “Fostering and Measuring Skills: Interventions that Improve Character and Cognition” from U-Chicago Profs James Heckman and Tim Kautz with a blurb about state achievement tests not getting at these types of important skills. Pulling up the actual paper since I knew what can lurk under such euphemistic names I discovered lots of troubling sponsors but especially the Institute for New Economic Thinking. Founded and funded by George Soros among others including Drummond Pike from the Tides Foundation and Amartya Sen of capability as a human right and other famous names who decidedly do wish to move economic thinking away from anything other than Statism and economic planning. Bad enough connections to be troubling when cited as guidance on what should be going on in the K-12 classroom.

But that’s actually not the big reveal. In footnote #6 if you pull up a copy you will see the cited authority backing up the statements about skills to now be cultivated in classroom and measured via new assessments. The second sentence says “the modern literature traces back to Bowles and Gintis (1976)…” Now I am familiar with that book and I first wrote about it back in February  http://www.invisibleserfscollar.com/promoting-alternative-thinking-strategies-is-this-really-mental-health-first-aid/ so I immediately recognized the significance of saying that the Grit Perseverance push (yes that Glenn Beck program on the DoEd report last March that raised such a ruckus), Growth Mindset, non-cognitive skills, positive behavior, character education–all the various names these mandates hide under including College and Career Ready go back to a book written by two self-proclaimed Marxist profs of their future vision of education to transform the US away from capitalism. That’s the cite and that’s the purpose of all this and the book again is Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life.

So all these programs are ultimately grounded in gaining that new consciousness that will promote Gintis and Bowles’ belief that “Capitalism is an irrational system, standing in the way of further social progress. It must be replaced.” G & B also hope that via education the sought revolution can be mostly without blood shed. So of course these intentions now get pursued stealthily with excuses like an anti-bullying agenda and Positive School Climate. How ironic.

Last Wednesday Harvard Law Prof and Brazilian Leftist politician Roberto Mangabiera Unger gave a most alarming lecture at the Royal Science Academy in London. It sent me scurrying for his 2007 book The Self Awakened: Pragmatism Unbound which sure enough laid out his determination to use education to:

“accelerate and direct the permanent invention of the new that we are able to overthrow the dictatorship of the dead over the living and to turn our minds more freely and fully toward the people and the phenomena around us.”

Oh I hope Unger is not the professor who taught US Constitutional Law to President Obama or the First Lady when they were all at Harvard Law together. Not with his expressed intentions “of ambitions for the transformation of humanity” or “direction for the development of the moral experience of mankind under the reign of democracy and experimentalism.” Although that kind of experimentation does rather fit in with a HUD presentation two days ago, November 18, by Gar Alperovitz’s Democracy Collaborative. Now don’t worry. The Annie E. Casey Foundation provided the funding for the actual Anchor Institution reports. Don’t pay any attention to the fact that the Anchor Mission Dashboard lays out a Womb to Tomb Transformative economic Vision that keeps mentioning the words “equitable” and “minority.” Nor that it fits with the Regional 21 or the new Promise Zones 2nd term initiatives. Purely coincidental.

Just like it’s entirely coincidental Unger describes his education vision like this:

“Education, beginning in childhood and continuing throughout the working life, must nourish a core of generic conceptual and practical capacities to make the new out of the old. It must also equip the mind with the means with which to resist the present. For this very reason, the school should not remain under the control of the community of local families, who tell the child: become like us.”

We could make that a goal for all students and call it a common core. Excellent means to invisibly and gradually transform the present to alter the future. And I know just the overpaid consultant who will use the School Governance Council concept and a school district conversion charter to make that vision so. While the high-achieving suburban communities with high taxes to benefit the schools remain entirely ignorant of the real aims. Perhaps if more parents and taxpayers read this Unger quote they would better appreciate the last word they may want to hear is “innovation” in connection with schools. This is certainly innovative:

“democracy grants to ordinary men and women the power to reimagine and to remake the social order. That is why under democracy prophecy speaks louder than memory. That is why democrats discover that the roots of a human being lie in the future rather than in the past.

In a democracy, the school should speak for the future, not for the state or for the family, giving the child the instruments with which to rescue itself from the biases of its family, the interests of its class, and the illusions of its epoch.”

Honestly I think Professor Unger should be the last person criticizing people led by illusions.

Can’t you see now why it is so important to create no effective recourse to a local school board or politician from all the initiatives coming in as education reform?

I don’t go looking for these things. Just monitoring the actually required classroom changes keeps turning up all these self-proclaimed radicals hollering the whys behind  their policies and practices to anyone who will listen or read their words.

May enough parents and taxpayers recognize all this in time.

 

Conclusion: Now Enacting the Long Sought Planned Economy and Society Via the Open Data Initiative

I did not take you through excruciating details on what has been sought since at least the 60s to fill you with a sense of woe but to ground present known intentions in their proper foundations. This is not just some pursuit hatched by the current occupant of the White House and his friends nor is it limited to the US. It has been a long term scheme for political, economic, and social power. It seeks to shift decision-making away from individuals and vests it in the public sector or with vetted cronies and in international entities like UN agencies and the OECD. But it is such a high priority of this administration that President Obama signed an Executive Order on his very first day in office stipulating that all government information that did not have to be kept secret for security or privacy reasons should be made public. This new policy is called the Open Data Initiative. Its importance to governments globally can be seen by the G-8 Summit in June 2013 adopting an Open Data Charter.

Now people from time to time will ask me if I could please limit my posts or my new book Credentialed to Destroy: How and Why Education Became a Weapon to discussions of education because that’s all that really interests them. My answer has always been no as the documents are quite clear that all these education reforms being pushed in the US as the Common Core or globally under names such as 21st Century Skills, Personalized Learning, and Positive Behavior Systems are simply means to certain ends. I think not discussing the sought ends leaves the reasons on why the actual implementation looks so much like social engineering impossible for us to grasp. We do not have to wonder anymore why anyone would do what we can now prove they [Who is ‘they’ many people ask? foundations, ed professors, district supers, and too many school principals will do for starters] are doing and mandating with every bit of legal authority they can seize.

In October 2013 McKinsey Global Institute issued a report laying out the intentions of our governmental overlords in 7 ‘domains’: education, transportation, consumer products, electricity, oil and gas, healthcare, and consumer finance. Basically learner analytics will be applied in the future to the Open Data and business and individual proprietary data to supposedly “enable better decision-making.” But not by us anymore. Think of this as the idea that the Service State we encountered in the last post or the planned society we encountered in the post before that are now achievable in the 21st century via supercomputers, models, and Big Data. The report is called “Open data: Unlocking innovation and performance with liquid information.” McKinsey uses the terms ‘open data’ and ‘liquid information’ synonymously.

Before we get to the open acknowledgment that the new tech-enabled personalized learning being pushed as an essential aspect of global education reforms is actually intended to “increase motivation [remember our conation discussion and that nerdy phrase triune consciousness?], change mindsets, and adjust learning strategies,” let me go through some of the troubling assumptions from other domains. How about the assumption that “conceivably, credit card companies could raise interest rates on households that waste electricity”? Does that sound like the credit card companies now are independent or an arm of governmental policy for desired future behavior? How about businesses now subject to “open data released by third parties could expose poor environmental or labor practices or show their products or services compare poorly for price and quality”? Isn’t that ‘a run your companies in the manner we desire or you will get bad publicity’ threat?

The report contemplates that “sharing data gathered via ‘smart grid’ technologies can be particularly helpful in spurring energy sufficiency.” How? By publicly revealing relative personal consumption levels. Now I want you to think about the disastrous Obamacare website rollout and all the deceit used by politicians and agency bureaucrats to cover up the true nature of the planned shift in the US healthcare and insurance model:

“As the maker of laws and enforcer of regulations, government can shape the legal and economic environment that maximizes the potential value from the use of open data, while addressing the legitimate privacy and intellectual property concerns of individuals and organizations.”

Right. And how intrusive are the planned releases of data that “intellectual property concerns” even become an issue? Now we know when it is essential to keep data secret and secure as with national security matters [think Edward Snowden] or the personal financial data component on the Obamacare website, governments are terrible at it. Now onto that reality let’s add everything intended as part of this Open Data Initiative. All so that 21st Century society can become not a place of individual decision-makers but a place for “large-scale collaboration among individuals, companies, governments, and other organizations” supposedly seeking each of our subjective well-being as the goal of governments. And also seeking to “help educate the public about the potential benefits to the economy and society.”

The proprietary data will be gone. Governments as usual will be lousy administrators with no real incentives to do a good job. And from looking just at the education component, the benefits appear to me to be illusory but the levers of manipulation over human behavior look boundless. All in all the kind of stupid ideas that would be resisted at every turn if only they were better understood. And without so many advocates with their hand in the cookie jar of intended future governmental spending. All this ed data being gathered is said to improve individual “performance, which can lead to higher graduation rates, greater educational attainment, and increased lifetime earnings.” Not if students do not know much of anything and everyone suddenly has the same credentials.

Now how many of you have heard anyone write about personalized learning as the wave of the future? It is a simply marvelous gatherer of personal info with thousands of data points being collected when adaptive software is used. Which it will be so all those data points can become part of the Open Data Initiative basis for a new type of collective decision-making in the future. Here is the definition of personalized learning from the McKinsey cited and Gates Foundation funded Learning to adapt report from 2013 [my bolding]:

“pedagogical method or process that draws on observation to inform tailored student education interventions designed to increase the likelihood of learner success.”

The personal data being gathered then is extensive and real and just full of non-cognitive information. And the tasks and activities the student is asked to do get adjusted as necessary to gain success. Not exactly the ingredients that would actually foster future economic success.

Getting to public sector-centric decision-making is the whole point. Equity for all and social justice at last are after all the by-words for all these pushes. Economist Ludwig Von Mises in the book Socialism he wrote just after World War I described all these pursuits as Ethical Socialism. It was all the rage in Germany and his native Austria before and after the war just like it is now all the rage in US academia and political institutions and federal agencies in 2013. The fundamental fallacy remains the same as what he noted:

“Most people who demand the greatest possible equality of incomes do not realize that what they desire would only be achieved by sacrificing other aims. They imagine that the sum of incomes will remain unchanged…this idea rests on a grave error. It has been shown that, in whatever way one envisages the equalization of incomes this must always and necessarily lead to a very considerable reduction of the total national income and, thus, of the average income…we have then to decide whether we are in favor of an equal distribution of income at a lower average income, or inequality of incomes at a higher average income.”

Von Mises was simply discussing the overall impact due to the disincentives to be productive in the future. Given the contemplated mind arson I have been documenting, just imagine the actual effects of disincentives to be productive when coupled to the widespread inability to be productive.

And then add on the cost of the public sector to poorly administer this planned society. And all that insecure Open Data. And the wasteful cronyism attached to the planned collaboration.

And the lack of personal freedom. The Open Data Initiative surely will lead to a society incapable of mass prosperity.

Makes you wonder who they think will fund the redemption of all those Social Security IOUs in the near future under these plans. I guess it’s a good thing all the administrators and politicians pushing these plans intend to rely on taxpayer-financed pensions to fund their retirements after careers spent destroying the source of wealth everyone is taking for granted.

Will this really work out well for anyone in the long term?

 

 

Circumscribing Knowledge: Part 2 of Imposing Mindsets to Fit a New Political Philosophy

Back in the 1960s during the era of both the Cold War and the Vietnam War and thus dramatically different circumstances, we still find the foundations of the sought social, political, and economic changes being imposed through education “reforms” now. Off our collective radar screens but no longer off mine, we can find the reports of the Carnegie-funded Commission on the Year 2000. It sought to shift the US away from “hackneyed notions about decaying capitalism or creeping socialism” so that the US could transition to a “national society committed to some form of directed social change.” And none of us were consulted about who would be steering that wheel or holding the compass and issuing directions. I guess we can assume though Carnegie officials believed they had ringside seats from financing the plans.

Systems Thinking creator Kenneth Boulding’s writing about the Great Transition and what was needed to achieve it from the last post was cited by Commission members. Just like Lester Milbrath in the 1980s and UNESCO and the OECD now, there was a call for “some sort of computing and planning agency outside the legislative process” that would be in charge of “weighing of interrelationships within the society and within the technological processes.” In fact, Harvard psych prof George A. Miller wrote of “large, centralized, integrated data bases in the social sciences. Without them, the planners in the year 2000 will be scarcely better off than we are today.” Gulp. Gulp.

And how will such intrusive databases be created? Why computer systems used as part of education of course. In fact, Miller writes of a concern that there will be a “temptation for government to keep complete dossiers on all its citizens, and particularly on those who are intellectually most active.” Should we all just wave now? Hi NSA. Just fulfilling an old dream of the “application of computers to the study of man”? Seriously. Ponder this MIller quote as Common Core and blended learning launch us into the era of personalized learning and adaptive software and mandated Statewide Longitudinal student databases:

“The computerization of psychology is already well advanced, and the other behavioral and social sciences are not lagging far behind. Larger data bases and more ambitious data analysis are only part of the story. The machines can be programmed to simulate complex psychological and social systems, to conduct experiments, and to provide communication among scientists. The computer could become as important to the behavioral sciences as the microscope is to the biological.”

Harvard was not alone in being the Cambridge representative on this push. Perhaps getting ready for all its Limits to Growth social systems computer modelling work and urban planning and Peter Senge’s version of systems thinking, MIT Neuroscience prof Gardner Quarton wrote that “one can safely predict that techniques for controlling behavior and modifying personality will grow more efficient by the year 2000.” Maybe this post should come with a warning about reading on an empty stomach. But I want to put the shocking shifts in the nature of what is now being imposed on classrooms and what must be shunned to avoid teacher demerits, if not downright dismissal, within the context of what is REALLY being sought.

The SRI Rethinking Education link from the last post and the related “Naturalizing Assessment” article need to be seen through the Lens of the declared social science aims. That’s why we find statements  about how “the conception of knowledge shifts from ‘in the head’ facts, procedures, and professed attitudes, to participants’ abilities to participate meaningfully in valued activities while bringing to bear personal, material and social resources.” In other words just showing up and being ‘engaged’ will do.

This shift in the classroom is not a dispute about how students best learn. It is about what kind of education can best propel the sought sociocultural shift. And to do it at the level of the student’s mind and personality.That emphasis will alter the future even if the actual consequences are not as planned. It’s also how you “manipulate the public” as the Commission admitted it sought to do. As SRI has sought to do as well over the decades.

Social psychologist Lawrence Frank helpfully lets us know that “the need for a political theory for this emerging ‘Service State’ is, therefore, especially urgent.” And what’s a Service State we ask? Why it sounds just like the OECD’s current focus on citizen subjective well-being as the purpose of 21st century governments. The Service State is to be “oriented to the enhanced ‘wellbeing’ of everyone.” And explaining so much behind the inexorable growth of US governments at all levels since the 60s, the Service State:

“marks the acceptance of human conservation as the basic democratic task; each year sees the enlargement and extension of services furnished directly or financed by the Federal Government and reinforced by state and local agencies. These services embrace medical and health care, improved housing and urban rehabilitation, educational facilities and programs from early childhood into adult years, plus the improved care and support of the indigent, the handicapped, the impaired, and all others incapable of fending for themselves in our money economy.”

Sound familiar? Nothing wrong that the social sciences and policies to “revise anachronistic and obsolete institutions” can’t fix. Just keep minds empty of facts that might pick up on the flaws in these plans so students will design away for better societies in the future. And if the parallels to what is being pushed today are still not apparent enough, how about Frank suggesting that “a promising model for a political theory is that of a communications network, with many different channels for transmitting a variety of messages.” Just like the background on the slides at that Atlanta (co)lab summit? Or as former SRI employee Marina Gorbis laid out in her recent book, including a visual on its cover, as I described alarmingly here? http://www.invisibleserfscollar.com/weak-humanscomputersexpert-modelling-of-captured-data-is-this-your-approved-vision-of-the-21st/

Interdependence, holistic thinking, and a systems approach were touted as a means to “unify now separate social sciences” to reframe “what we believe, value, and aspire to” so we will have a different political philosophy impacting the “choices and decisions that guide our individual and group living.” If all of this was about a new planned social order in 1965, the same ideas and intentions remain about that in 2013. Even if those pushing these ideas have never heard of the Commission on the Year 2000.

And all of this gets accomplished now by (quoting SRI in 2010 again) “adjusting one’s conception of knowledge or the nature of valued outcomes” as well as the nature of “participant assessment.” And as SRI put it, to accomplish the sought Mindset and personality changes “these shifts need to occur in tandem.” All these think tanks like SRI, Rand, Gorbis’ Institute for the Future, or Willis Harman’s Institute for the Noetic Sciences are all fascinated by a hoped-for ability for the “intervention of man into the evolutionary process.” Yet such manipulation is the lied about and hidden push by a self-appointed elite over masses of people just trying to make their lives work and erroneously assuming K-12 schooling remains about the transmission of knowledge.

A more accurate Image (to use Boulding’s term) for where the sought preschool, the K-12 Common Core and digital learning reforms, and the massive changes in the nature of higher ed should be filtered through one more Daniel Bell quote as he concluded where the Year 2000 Commission sought to go:

“The formulation of social policy that seeks to reknit underlying social networks and solidarities as it works toward manifest solutions is, therefore, one of the important intellectual tasks for the social sciences if our goal of ‘understanding’ the future and making meaningful choices is to be realized.”

Education in 2013 has become all about imposing such social science theories on real people and schools and then seeing what happens. Only a background devoid of solid knowledge or polluted by a desire for radical change or driven by acute greed could fail to see we have a disastrous future building up if these plans continue their march toward full implementation.

 

 

 

 

 

Reimaging the Nature of the World in the Minds of Students Alters Future Behavior and Social Events

When I read something troubling and manipulative about change in the nature of education for the 21st century or in a recent book like America the Possible: Manifesto for a New Economy, I have recourse to comparable pushes from previous decades to help me examine what is really going on. And what the likely consequences will be. Professor Lester Milbrath, who we met in the last post, also had a 1989 book Envisioning a Sustainable Society: Learning Our Way Out where he laid out the vision for the to-be-sought wholesale transformation that remains current today. Key of course is what Milbrath called social learning-new values and beliefs of cooperation that would guide perception and thus learning itself. Milbrath especially wanted “systemic and futures thinking modes” to be developed first in students and then applied by a variety of institutions until “the public could learn to demand this kind of thinking in the planning and decisionmaking of their governments and other social institutions. This mode of thinking would be a key component of a society programmed to learn.”

Now society is NOT demanding that kind of thinking nor that governments take on that kind of decision-making Overlordship but federal agencies have usefully (to themselves) seized this kind of coercive authority anyway. Either by Executive Order or regulation or overly broad readings of court cases. And now of course the public sector wants Mindsets in citizens amenable to someone having such sovereign power. Over the decisions that history shows are best made by private individuals who have to bear the consequences of lousy decisions. In unlikely to be accidental timing, the Obama Administration in the US and the OECD and UNESCO globally are currently pushing wholesale transformation of K-12 and higher ed. They can thus try to cultivate worldviews that either embrace, or ignore, wholesale changes in governance of society and citizens.

We have already encountered the Humanist Psychologists like Maslow and Carl Rogers whose theories for change are so useful to turn to. Let’s go back to one of the main creators of systems thinking, Kenneth Boulding, and a book published in 1964, The Meaning of the Twentieth Century: The Great Transition, to examine the importance of what a person thinks the world is like. So we can understand why this is the bullseye in the middle of the noetic transformation template and has been for decades. Before I lay out Boulding’s quote, let’s follow it up with his next concession that what people “think need not of course be true.” As he says “It is sufficient to note that the presence of any image will affect a system in a certain way.”

So those seeking transformation first need to create beliefs about the nature of the system they want to change and then plant beliefs about why it is unsatisfactory, and then prime for what should be changed. Education has always been useful for this goal but the advent of computer gaming and immersion of students in virtual, deliberately created worlds, takes the possibilities of implanting the desired images to a whole new level. A fact quite apparent here http://www.invisibleserfscollar.com/when-gaming-intends-to-shape-and-distort-our-perceptions-of-everything-around-us-viva-la-revolution/ for reasons that seem to have everything to do with what SRI has always pushed in education (more in a moment). Here’s the crucial point that schemers who want the world to now be guided by social science theories have long known. It’s time we all did too.

“the social systems of ants and bees are essentially static in nature and do not exhibit adaptation to the environment beyond what biological mutation can provide. With man, however, comes self-awareness and awareness of a whole system in which the self is embedded. This can produce conscious effort toward  a change in the system of the world whether biological, physical, or social.

In any human social system, therefore, the image of the world possessed by its human participants is a vital element in the over-all dynamics of the system. We cannot tell what the system will do unless we know what the people in it think of it, for what they think affects their behavior and their behavior affects the system.”

And that Crucial psychological fact with a capital C is what has guided higher ed for at least two decades now. Common Core and 21st century learning are designed to bring it to K-12, public and private, globally, in any country with a tradition of individual liberty. especially the US. Think of it as cultivating Milbrath’s needed Social Learning component. But also have no doubt about what is going on via education and its close ally, the media, that insist dangerously that we should “stop dichotomizing the world and develop a pragmatic, indeed a social scientific approach to the problem.” As when Boulding wrote that in 1964 and now, there remain groups that wish us harm just waiting for us to naively simply begin to “see mankind as a whole.”

Last week MIT announced a new videogame to teach students empathy http://blogs.kqed.org/mindshift/2013/11/teaching-empathy-through-digital-game-play/ called Quandary. Players “win the most points by accurately predicting each character’s reaction.” Helpfully the game is said to address multiple Common Core standards and be appropriate for grades 3-8. Now since the characters are not real people, the game is also a highly useful technique for fostering false beliefs about people and their values and what drives them. Unlike the real world or even an accurate history textbook, the Quandary characters will be driven by what the game designers want students to believe about the world. Those desires become the guiding images for students during their most pliable, personality formation, years. And in that post I linked above, game designer Jane McGonnigle was quite forthright in the intentions to use games to create images of a desired future and the need for change.

Both Jane’s boss, Marina Gorbis (see tag for her) and Willis Harman (discussed in linked post) worked during the 80s at SRI. Now I first became familiar with what used to be known as the Stanford Research Institute when SRI kept coming up as the grant evaluator for university partnerships aggressively pushing constructivist math and science on K-12 in return for multimilliondollar grants from the National Science Foundation. Just imagine how much better I would have understood the dynamic of why aggressive implementation (whatever the outcry or results) brought renewals for a new term if I had better understood SRI as a hive of Humanist Psychology. But better late than never as we evaluate this interview with SRI’s Director of Research in Informal Learning Environments being pushed by the MacArthur Foundation as part of their Reimagining Education digital learning initiative.

http://dmlhub.net/newsroom/expert-interviews/exploring-alternative-visions-assessing-informal-learning-environments is a good basic short overview of the belief about learning now being pushed by the foundations and the federal DoED. It asserts without proof based on desires for cultural change that “learning is not about knowledge accumulation and test performance, but about participating in activities that are well designed or that naturally provide an opportunity to become better at something.” Now if that sounds to you like a shift to Milbrath’s Social Learning without saying so, here’s a bit more of this new vision of 21st century mandated education. In these new school environments:

“it’s much more about kids trying, maybe failing, and maybe succeeding, all the while engaging with the materials and each other and doing so in ways that show they are attending to the resources and the possibility for building skills in that environment that help them solve a problem, accomplish a goal, or succeed at a game.”

Maybe Quandary? This is education that assumes a Great Transition is to finally be eminent. Seeking to create the Mindsets to make it so all while misrepresenting to parents, taxpayers, and teachers what is really going on. Lest we all rebel and tell the Malevolent Marshmallow Brain Superintendent or Consultant to quit trying to blow up the society and economy that produces the taxes that overpay them for their willingness to push such nonsense without scrutiny and usually with deceit.

That link mentions another April 2010 paper “Naturalizing Assessment” that I managed to secure with some appreciated help. In case you cannot get a copy, it graphically explained the whole point of such reimagining and new theories of learning and the nature of the classroom as being this newsworthy goal–Redefining Learning to Focus on How Well Prepared Individuals Will Be for Adaptive Behavior in New Situations.

Now the New Situations are of course the sought Great Transition wholesale social, political, and economic transformations being masked under euphemisms like Martin Luther King’s Beloved Community or Harry Boyte’s cooperative commonwealth or just the term ‘democracy’ as Gar Alperowitz likes to now use.

Let’s take a hard look in the next post on the erroneous assumptions in the required classroom implementations to get us to a new “sustainable” public sector centric collectivist society.

That no one tells us about unless we start with the Great Transition and trace backwards to the how.

 

Destroying the Dominant Social Paradigm Via Education for 21st Century Political Power and Personal Gain

Who knew that targeting the Dominant Social Paradigm to facilitate future social change was so thoroughly underway in countries like Germany and the US and the UK by the early 80s that books were being written simply shorthanding the goal as DSP? No wonder Outcomes Based Education and systems thinking were needed via K-12 education reform globally starting in earnest in the 80s. Now that I have firmly attached my deerstalker hat on my head of curls and pulled out by magnifying glass to peruse the footnotes, let’s go back to Lester W. Milbrath and his Environmentalists:Vanguard for a New Society before pivoting to go through the troubling Brookings Institute presentation yesterday of the new Oxford report. Pushing for “a collective vision for society” and “shared global values around which a unified and enduring pathway for society can be built.”

Whew! Good thing thing Brookings has no interest in education or social policy or we might need to be worried about what they are pushing. Why? How? Who really benefits? will all need to become our habitual inquiries as we embark upon our continuing investigation into this hoped for wholesale transformation away from individualism and personal choices to a planned public sector centric economy and society. As we saw in the last several posts, this aim has gone on for decades but whether we know it or not, we are in the final stages.

So let’s go back to 1984 without Orwell to lead us and make it satirical. These have been very real, long term aims. To develop and then unite a new “sophisticated understanding of how the world works with a normative/ethical system that recognizes and addresses those realities.” That would certainly explain why as I traipse around the world via the Internet examining global ed reforms over the last 10 years or so I just keep encountering diagrams of concentric circles with “core values and core beliefs” at the center.

As Milbrath wrote, “social change begins, and is most fundamentally and widely expressed, in the beliefs and values of the people.” And I would add that this level is much easier to access in a mind that has been deprived of its own store of facts and lots of practice with logical thought. Which certainly explains why fluent reading and math and science textbooks and lectures have all come under attacks with explanations that never hold up to detailed scrutiny. That would be due to an organized effort to substitute “an agreed upon ‘story’ that guides the beliefs and behavior of the people.” Well, we didn’t agree. But annoyed by the failures of attempts in previous decades, politicians and profs and district supers and accreditors and state boards of education are brooking no opposition this time from anyone in the way of the desired little c common core. The prevailing beliefs and values to be targeted at school, at work, at church, and especially in higher ed.

Colleges really should just tell parents that a New Worldview comes with the tuition payments and drop the expensive subterfuge. Milbrath used another word in addition to Worldview and the now more common Mindset–paradigm. All of these terms quite simply mean the “belief structure that organizes the way people perceive and interpret the functioning of the world around them.” No wonder constructivism has become all the rage in the Common Core implementation and reading, math, and science instruction. Until reality can be changed, altering the widespread personal perceptions of it will have to do. And that is precisely what is under continuous and coordinated attack now via education. Think of it as cultivating mindsets suitable to prompt action for transformative social, political, and economic change every time you hear of a troubling incident at a university or a curriculum assignment designed to instill hate or confusion or fear.

Here’s what is officially under attack.  Every organized society has a dominant social paradigm–the DSP–which consists of:

“values, metaphysical beliefs, institutions, habits, etc., that collectively provide social lenses through which individuals and groups interpret their social world. [Doesn’t the C3 Social Studies Framework and the Bronfenbrenner Ecological Systems metaphor presence make more sense now?]

Social paradigms condition individual goals and expectations, provide a definition of social problems, establish a structure of social and physical rewards for various types of preferred behavior, and create shared gains and deprivations which make social harmony in complex societies possible.”

Now things would certainly not be so harmonious if it were better understood that governments and their beneficiaries and allies have decided to use education to push for new structures and institutions and values and beliefs that reject “once accepted patterns and relationships among people.” I personally deplore analogizing individual choices and markets to slavery and colonialism as other once accepted patterns but then I hate a bad analogy. Milbrath was only too ready to create new premises “about the way we should structure our society and conduct our public business” and going after DSP was the way to do it. Still is but most people do not read the Great Transition documents the OECD is pushing now or the UN’s post-2015 report we have also considered. Much less this Oxford Martin global commission report http://www.oxfordmartin.ox.ac.uk/downloads/commission/Oxford_Martin_Now_for_the_Long_Term.pdf that came out in mid-October.

All of these sought global transformations get pushed at meetings we are not invited to and seek to dramatically transform our future and disregard the current political structures and safety valves we take for granted. Education is the way in and altering the DSP invisibly and quickly means the shift is an irreversible done deal while even the attentive are still arguing on whether the Common Core State Standards Initiative tramples  federalism. What? Under a US Constitution that provides no genuine protection when the means of attack is against the DSP once a majority of voters have been affected? We have to understand how the game is actually being played better. We have to understand the nature of political power.

If you do read that Oxford Martin report, don’t stop until you figure out who the C-30 companies are behind this vision and more importantly you trace the C-40 Cities to the core involvement of the Clinton Global Initiative, Bloomberg Philanthropy (also sponsored the NYC citylab recently), and the World Bank. All of this planned transformation has your tax money and the ability to incur debt, loads of contributions hoping for additional political careers, and the ability to regulate and impose public policy. No wonder everyone is talking about mayors and cities as being the correct level to impose change for the future. Usefully also with a high concentration of totally dependent voters looking for a public sector to take care of them.

Well, everyone cannot live at the expense of others and ignoring the inherent parasitic nature of governments under the best of circumstances is dangerous if we hope to keep even the current weakened levels of the economy (that everyone seems intent on redistributing). But getting that essential fact requires some knowledge of history and how can education built around problem and project-based learning create such necessary knowledge? And that seems to be much of the point behind the new games-based focus and design emphasis in the classroom. It encourages the kind of “trial and error [as] the basic element in this kind of social change; it constitutes a type of social learning.” That social learning intention is designed to create “a growing awareness that the present system is not working well.” Milbrath laid it out in his concluding chapter called “Can Modern-day Prophets Redirect Society?” Prophets like the regularly cited Paul and Anne Ehrlich and their rather troubled by now record of catastrophe hyping.

But students raised on a curriculum diet of “successfully navigating open-ended challenges” won’t know that. Expect more of these types of priming projects http://d1lhirsz7m8sbi.cloudfront.net/mindshift/wp-content/blogs.dir/42/files/2013/10/iLab_infographic_11x171.pdf as students are taught everything around them can be redesigned for a better 21st century. For everyone.

Just need to give the Governors at all levels more power and decision-making authority.

Meanwhile, students will be doing helpful things like:

“After collecting information, students then strive to infer the underlying thoughts and feelings of a user. By immersing themselves in the experiences of users and developing ‘deep empathy,’ they are able to develop a deeper understanding that can lead to key insights.”

Insights that guide future behavior without any likely connection to reality. Such a perception contrary to reality was so helpful for English Prime Minister Chamberlain in Munich in 1938.

So many had that lovely feeling of Peace in Our Time right up until the invasion emboldened by the false perceptions.

History and reality vs perceptions and hope and key insights from ‘deep empathy.’

Where would you place your bet on the 21st century future?

Assessing Deep Knowledge to Monitor Whether Theory is Guiding What Will be Noticed and Observed

Now you can just imagine the popular outcry if the Common Core and its integral 21st Century Skills were being sold as a shift to Abraham Maslow’s Eupsychian education. That would certainly make the current wholesale transformation of the purpose of education and the function of schools and universities much harder to sell. In fact, that overt psychological pitch might even get the attention of a social-climbing PTA President or a politician intent on ever higher elective office. No one but me at the moment is going to describe what is going on now in such explosively impactful terms. But that widespread omission doesn’t mean it’s not still the actual intention.

Professor Daniel Bell, then a professor of Sociology at Harvard, wrote a 1973 book The Coming of Post-Industrial Society: A Venture in Social Forecasting that laid out precisely why people guided by a theoretical understanding of reality was so crucial to any plan for social transformation. Which is precisely what he and others had in mind. The age of the individual and decision-making through free markets was supposedly over and the future was a planned society and decisions through the political process but not really by elected representatives. Bell believed in 1973 precisely what the federal Department of Education’s Equity and Excellence Commission pushed in 2013–that the future political structure would be grounded in “equality of result–by sharing and redistributive policies–rather than equality of opportunity.”

Such a political demand either has to be imposed by brute force, which is another loser PR campaign, or by “being rooted in some powerful ethical system.” That’s why we have Maslow and Rogers in 1962 and Outcomes Based Education in the 80s and 90s and Global Competency and the Whole Child Initiative now all targeting new values. Global values. Humanistic values grounded in popular metaphors like Martin Luther King’s Beloved Community or potential apocalypses like Catastrophic Manmade Climate Change. It’s a rationale for developing what Maslow called the “self-actualizing B-Values” and Bell saw as the “philosophical foundation–a conception of justice as fairness–for a communal society.”  Bell goes on to describe an intention we need to keep in mind to appreciate why a nationally and globally imposed common core of beliefs and values is so sought in 2013:

“In the nature of human consciousness, a scheme of moral equity is the necessary basis for any social order; for legitimacy to exist, power must be justified. In the end it is moral ideas–the conception of what is desirable–that shapes history through human aspirations.”

Bell said the historic “premise of individual freedoms and the satisfaction of private utilities” was crumbling. All of the sought changes over the decades via education and the hyping of first global cooling in the 70s and then later global warming, and now the refusal to take actual temps amid an undisputed increase in Carbon Dioxide into account, all make more sense when you read Bell’s next axiomatic assertion from the 70s: “the political system is now being geared to the realization not of individual ends but of group and communal needs.”

Sounds just like a shift from a profit economy to a needs-based, For Benefit Economy, doesn’t it? Old ideas at social engineering apparently never die. They just get new names, different advocates, and better sales pitches on why they are necessary and must be imposed, something to keep in mind after Friday’s White House Executive Order imposing Climate Change adaptations like it or not. http://www.whitehouse.gov/the-press-office/2013/11/01/executive-order-preparing-united-states-impacts-climate-change .

Now the term Post-Industrial Society is used less now. Usually the UN or the OECD prefers the terms Knowledge Society or Information Society but the intentions do not really shift the nature of the transition to be facilitated through governmental planning of desired behaviors, distribution of resources, and public policies generally. All that needs new conceptual schema, a/k/a Big Ideas and Deep Knowledge. Bell says industrial society was the “coordination of machines and men for the production of goods.” Since he says, we have become a society committed to social control in order to shift to equality of results, that “introduces the need for planning and forecasting into society.”

Post-industrial society then, like its alternative names, is “organized around knowledge, for the purpose of social control and the directing of innovation and change: and this in turn gives rise to new social relationships and new structures which have to be managed politically.” Bell doesn’t point it out here but now we have the mayors and City Councils and Governors in the name of Economic Development all ready to do just that. The innovation and change then is not the historic Free Lunch For All/ New Kind of Technology like computer transistors shifting to integrated circuits but the kind of sociological innovation Bruno Latour also had in mind in a previous post. And Bell says it is the “altered awareness of the nature of innovation that makes theoretical knowledge so crucial.”

Although the Common Core is still not producing the level of popular uproar that would come if the actual implementation were better recognized, there has still been enough hype about the feds usurping the role of states and localities that the sponsoring trade group, the CCSSO, sent out a letter dated October 1, 2013.   http://blogs.edweek.org/edweek/curriculum/CCSSO%20Assessment%20Quality%20Principles%2010-1-13%20FINAL.pdf . The CCSSO tells the states the kind of assessments they need to have. Try to control your shock that when you cut through the rhetoric and the Appendix and the mentioned June 2013 CSCOPE report, you end up with a determination that these new kinds of assessments be looking for theoretical knowledge. “These new assessments will not be limited to surface level knowledge–they will better assess the deep knowledge students need to succeed post-graduation.”

That “deep knowledge” or what the C3 Social Studies Framework calls “lenses” or what the Hewlett Foundation calls “deep learning” or what Donald Schon (who worked with Bell in the 60s) called “Generative Metaphors” are all examples of what Bell called either “conceptual prisms” or “conceptual schemata.” Having education provide them for ALL Students aids this attempt to bring about a “change in the social framework of society.” I would add and doing so invisibly without bothering to amend annoying barriers like the language of the US Constitution. Friday afternoon Executive Orders on Climate Change Adaptation or Positive School Climate mandates gets the effect without the turmoil that could force policy retrenchment.

If you, like me, have often wondered why it always seems to be the Frameworks that guide the actual classroom curricula being developed or professional development instead of the standards that politicians supposedly adopted, the following passage will finally silence our curiousity about what is really going on. “Nomen est numen, to name is to know, is the ancient maxim” guiding so much of the actual classroom curricula to change values, beliefs, feelings, dispositions, and ultimately future behavior itself.

“Social frameworks are not ‘reflections’ of a social reality but conceptual schemata. History is a flux of events and society a web of many different kind of relations which are known not simply by observation. If we accept the distinction between matters of fact and matters of relation, then knowledge, as a combination of the two, depends on the correct sequence between factual order and logical order. For experience, the factual order is primary; for meaning, the logical order.

Mind knows nature by finding some language in which to express an underlying pattern. Knowledge, thus, is a function of the categories we use to establish relationships just as perception [bolded to remind you of Maslow and Rogers and the 1962 book for the NEA] is a function of the conventions we have accepted in order to see things ‘correctly.’ As Einstein once put it: ‘it is the theory that decides what we can observe.'”

So the social planners and transformational change seekers and psychologists and education profs have recognized all this for decades as an essential component of How to Achieve Equity in a Planned Society 102. Without having having to confess beforehand what is being altered and why.

Isn’t it about time we all knew it as well?