Gratitude over the Timely Official Admissions that Now Leave 2014 Intentions Beyond Dispute

As I write this, I can practically hear the refrain from that 1984 Band Aid concert “Do They Know It’s Christmas Time?” playing in my head. And I certainly do know that. The gifts are wrapped here and the ingredients for pasta bolognese are ready for Christmas Eve dinner. I hope every one of my readers gets the opportunity to engage in the festivities and rituals they and their loved ones also cherish at this unique time of year. I am going to just play mom, chauffeur, and cook  through the New Year after this post although I will likely keep the conversation going in the comments. But two important admissions that clarify what has been going on and what we will likely encounter in 2014 and beyond globally have come my way. This post is just a head’s up, and a reminder that there is a language involved with all these transformational intentions, we now speak it, and we can correctly translate and appraise Whatever comes our way in 2014 in both education and social policies generally.

Clarity is always something to be grateful for even if it does not come in a box with pretty paper and a bow. Some of it did come, however, on this slideshow that arrived in my email to Wish Me a Happy Winter Solstice. http://www.slideshare.net/TheHappinessInitiative/personal-happiness-handbook-25-actions-along-10-domains-of-happiness I suppose longer days of daylight from now on is something to celebrate, but you will find quite a bit of meddling about what is supposed to make us “happy” going forward. Very much grounded in communitarianism as so much else seems to be these days. We had already noted in previous posts that the UN started a World Happiness Report in 2012 and the OECD has been pushing Subjective Well-Being as a means of aiding its Great Transition emphasis.

GT also has its own posts, but briefly one of our 2013 discoveries is a shockingly widespread political  belief that it was always the West, not Russia or China, that actually met Karl Marx’s criteria of the high level of technology produced by capitalism (in our case computers and broadband and ICT generally) that would be necessary to achieve his envisioned little c communism stage of human development -“From each according to his abilities, to each according to his needs.” The ‘needs’ or support economy (also distributed capitalism and other tagged names) then is another way of philosophers or sociologists or economists or bureaucrats saying we are shifting to this little c vision without anyone actually needing to inform taxpayers or use either the alarming c word or the notorious M name.

A few weeks ago (Dec. 11, 2013) the US National Research Council and UK (Economic and Social Research Council) released a joint report called “Subjective Well-Being: Measuring Happiness, Suffering, and Other Dimensions of Experience.” When governments decide to shift the “focus of economic measurement from production [i.e. consumer choices] toward people’s well-being,” that is a significant enabler of stealthily shifting to a needs economy. Especially when there is to be a focus on “equality, sustainability and nonmarket dimensions of well-being that cannot be captured well by conventional ‘objective’ means.” We could add that all that data on youth from digital learning will prove useful here, but let’s stick to the actual report for now. It wants to have the feds measuring the  experienced (hedonic) well-being (ExWB).

Now that mouthful term means that the governments now want insights into the “emotional states and experiences of people belonging to different groups.” With those insights, factors like “long-term unemployment, depression, or lack of income” that are shown to be drivers of long-term suffering can supposedly be reduced. Because LBJ’s Great Society policies turned out so well. The idea is also that positive experiences can be enhanced or increased. Yes, ‘enhance’ was the word used and this could easily turn into a parody with the  catch-phrase “I’m from the government and I’m here to help,” but the intentions are quite serious. The feds also want to evaluate the purpose or purposelessness in people’s experiences so that they do not miss what the report regards as ‘crucial,’ ‘central drivers of behavior’.

Going into 2014, let’s keep in mind the intentions described in that report which are clearly laying the ground work for attempts at extraordinary levels of social engineering for the future. Think of it as teed up in the dark away from prying eyes that could ring an alarm. We were quietly lurking in the outfield though and have caught what was intended to be a most troubling concept. Now we get to frame sought 2014 policies through the “lens” of making Subjective Well-Being the domain of governments in the 21st century. As if we are all merely wards of the state in need of constant oversight.

Now for that second admission we can make great use of in 2014. We have long known that the accreditors answered to UNESCO and intend to use education to drive cultural change. We also knew that UNESCO globally is the driver of all the tremendous changes in higher ed. We have suspected UNESCO is the driver of K-12 reforms globally including the US Common Core, but I have been looking for the proverbial indisputable link beyond UNESCO being a named partner in the global 21st century skills movement. I now have that proof downloaded and hard copied along with UNESCO’s desired global curriculum and methods. Helpfully available on CD-ROM so with digital learning we parents will never see it.

Here’s the really fun part, UNESCO says it has, since 2002, been addressing education reforms with “renewed vigour” because it serves as the “Task Manager of Chapter 36 of Agenda 21.” So much for people who consider any mention of Agenda 21 to be proof you are a “conspiracy theorist.” It appears that the Paris-based UNESCO bureaucrats and their supporters have clearly been the ones theorizing how to best conspire and with the aid of our money and children. The stated aim is “the educational strategies and action plans at all levels and sectors of education in all countries.” All means all, folks. UNESCO also confirmed what many of us have long suspected. The International Baccalaureate Organization is working hand in hand with it in implementing Chapter 36 of Agenda 21 in unsuspecting schools and districts. Frames the true intentions behind that IB Learner Profile, doesn’t it?

In this time when we commemorate Peace on Earth and Good Will Toward Men, I think we actually enhance our chances of ultimately getting there in as many places as possible through awareness of what the UN is actually up to in our classrooms through the aid of ambitious local administrators and oblivious politicians. I now have the needed proof of all those connections and aspirations.

And with those brief disclosures I wish everyone a Merry Christmas and a Happy New Year!!

Developing Dispositions/Character Traits as the New Global Focus: Resilience, Resourcefulness, Reflectiveness, Reciprocity

The idea of deliberately fostering muddled minds via K-12 education that we encountered in the last post and the overall disdain for Axemaker Minds in the 21st Century that is practically a theme for this blog makes perfect sense when we remember all the entities and people we have encountered, in either my new book or this blog, who have openly proclaimed a desire to use education to drive radical political and socioeconomic change. From John Dewey and Karl Marx as I describe in the book to the OECD’s current admission of The Great Transition or the UN’s related The World We Want 2015 campaign, we are just being overwhelmed by people generally living at taxpayer expense who want wholesale transformation. The US Common Core Initiative and 21st Century Learning globally are simply methods to stealthily get US schools, teachers, and students “in transition” without being honest with parents or taxpayers as to what is going on.

To truly appreciate how so much change could be attempted in plain sight without being properly understood, it is important for us to take a look at the new RSA report that came out this week. http://www.thersa.org/__data/assets/pdf_file/0004/1536844/J1530_RSA_climate_change_report_16.12_V51.pdf The so-called “New Agenda on Climate Change” described in that graphic report is to cease debating the reality of manmade climate change and to turn it into a “social fact.” Widely believed and therefore influencing behavior whatever the actual facts. Needless to say, K-12 education that is no longer fact based but instead focuses on key concepts usefully presupplied will come in awfully handy to such a “social fact” aspiration. Not to mention a muddled mind and a trained willingness to act in the face of ambiguity and “persist in the face of difficulty” as we encountered in the last post’s mention of those desired learning dispositions.

Called the 4 Rs by Claxton and UK documents, these Learning-Power Dispositions of Resilience (Feeling or the emotional aspects of learning), Resourcefulness (Thinking or the cognitive aspects of learning), Reflectiveness (Managing or the strategic aspects of learning), and Reciprocity (Relating or the social aspects of learning)   http://www.buildinglearningpower.co.uk/images/blpia_extract.pdf make perfect sense as a focus of the classroom if change to and in the student is what is sought. As an invisible means to broader transformation. Claxton even said that the 4 Rs are part of a needed  Epistemic Climate Change in the schools. So let’s go back to what Jonathan Rowson wrote is now desired to appreciate why it is the student, and ultimately voting adults, whose values and guiding beliefs and personality need to all change.

Rowson and the Social Brain Project and its work are not interested in dealing with an environmental problem. He wants to “refocus the debate away from the existence of the problem towards competing ideas about solutions.” Which again is very useful if the problem does not actually exist and was always just an excuse for social, political, and economic transformation in a desired collectivist direction which is precisely what we have discovered on this blog going back to the early 60s. RSA is simply going to assume away the dispute. It knows about the governmental monopoly over education that allows a radicalizing focus on bringing students on board with the desired changes while erroneously believing they are essential. Rowson acknowledges the extent of RSA’s goals on behalf of the UK and actually the rest of the world by announcing:

“we have to connect with the root causes of the climate problem, which is partly about using way too much energy to fullfil socially and culturally needs and desires, but is more profoundly about the price of fossil fuels [what was that quote from candidate Obama about necessarily skyrocketing?] that produce that energy, and political and economic structures that keep us addicted to them.”

So it is the political and economic structures that need changing. Rowson concedes why getting at individual values, attitudes, and beliefs is so essential in all these radical change efforts as the agenda seeks to get at “how the behaviours of consumers and citizens serves to perpetuate the economic and political basis of the energy production and consumption that drive climate change.”

Or don’t drive climate change at all but are useful to social, political, and economic change. Those 4 Rs as the student and classroom focus instead of knowledge would certainly help if the solution to be pushed is some kind of Universal Love or obligation to care for others. Rowson mentions Robert Kegan in the paper and we know Kegan spoke at RSA this past year so Kegan’s Stages that are in turn based on Lawrence Kohlberg’s globally influential Stages of Moral Development are very much on the mind of the RSA, the OECD (remember this is what their Key Competences are built around?), US implementers of the Common Core, and new Hong Kong definitions of Citizenship traits to be fostered in school. Such global commonality around what is basically the same set of desired personal dispositions and moral beliefs at the same time can hardly be coincidental.

Especially when the Rowson paper explicitly mentions that what President Obama (no insertion of ‘US’ there as if Rowson considers him everyone’s President Obama) did with the climate change discussion that was so crucial was to frame it in “distinctly moral terms.” We keep coming back to the same goal to be encouraged in students and ultimately everyone: “the ethical responsibility to safeguard the welfare of people we care about as well as those we are never likely to meet.” Necessitating our need to take someone else’s word for what those unknown people want and need from us.

Now if this is the change you want in the future, how useful is an official Learning Quality Framework   http://learningqualityframework.co.uk/index.php/using-the-framework/ that has a New Vision for Learning? That the school should now be “investigating social, economic, moral and personal reasons for revising the school’s vision of and for learning.” To make the new focus of school how “teachers now plan lessons around the learning capacities they are trying to help students to build.” And the “development of learning capacities is planned to ensure progression.”  That’s not knowledge folks and this view of the focus is not confined to the UK either. It fits perfectly with descriptions of how the College and Career Ready Index and Student Growth are being touted in US school districts too. Elsewhere the Framework makes it clear teachers are to be “drawing students attention to learning behaviours they are using” so that the students will be “progressing in developing learning habits.”

The purpose of content under this vision is merely to “drive learning opportunities and stretch and progress learning capacities” although it of course remains terribly useful to taking an unknown and getting students to know regard something as a social fact. I don’t think it is a coincidence that Guy Claxton talks about meeting with David Perkins of Harvard who we have encountered in connection with the NSF-funded Understandings of Consequence approach to science and social studies learning under the Common Core. Nor his mention of working with one of the best known Whole Language advocates Shirley Brice Heath or fuzzy math advocates-Jo Boaler. All of these education so-called wars makes much more sense if affecting what the student believes is the actual goal of all these controversial philosophies.

So many of us still hear the word assessment and simply erroneously assume we are still talking about measurements of knowledge. The Learning Quality Framework makes it clear that assessing for learning is about “tracking and authenticating the growth of learning dispositions (with regard to when, where, and how they are used)” and insists that such tracking, likely to be revealed to parents using opaque terms like data and feedback, “builds learners’ motivation and informs learning design.” Which of course gets sold under the euphemistic term “personalized learning for all students” but sounds rather like BF Skinner’s operant conditioning.

Again having such intimate data and detail about the essence of each student is very useful if the goal is “challenge the values, structures and processes that led to this case of overconsumption and resource depletion, and which otherwise leads to more.” And that is precisely what Rowson says the new goal is. He also proclaims the need to shift mindsets and must be excited about the prominence in the UK of Guy Claxton’s Learning Power work.

Does anyone doubt that a ‘learner-centred classroom” in the UK and the US and elsewhere will really come in handy if you believe we as a society need a “broader cultural shift that reframes ‘prosperity’ as something with social, relational and experiential dimensions”?

How about if it is your intention to challenge “the structure of the macroeconomy and the logic of capitalism”?

Stay tuned as I drop yet another related disclosure bomb next time.

 

 

Revealing the Ruse that Masks the Level of Global Coordination Around Education

December in Paris is not nearly as lovely as April in Paris, but the food remains delicious and the vistas from the Eiffel Tower are still worth the climb. But once again our invites were lost. Wouldn’t we all like to be consulted about “The World We Want” instead of merely picking up most of the bill and being told how we must change? But no, UNESCO and UNICEF held a Thematic Consultation meeting on December 5-6, 2013 of the North American States, Western Europe, and Turkey to lay out the Post-2015 Development Agenda and left us out of the room. Unfortunately, we and our children remained very much on the agenda.

In case you are thinking that “someone’s” participation as speakers or attendees is no reason to assume US or Canadian or UK ed policies are actually being determined abroad and most definitely no longer at the district or school levels, how would you feel about a link to the US DoED first ever “International Strategy”? Published in November 2012 just after someone got reelected and apparently we all shifted into a whole new level of planned implementation. http://www2.ed.gov/about/inits/ed/internationaled/international-strategy-2012-16.pdf And I scoured that document and I can see we agreed to work with the OECD as to what is meant by “internationally benchmarking” what is going on in our schools. We also signed on with international labor representing teachers’ unions globally, but there was nary a mention of the Common Core.

Just like it was merely a ruse to get US schools on board with the OECD’s Great Transition we have talked about (and mourned over the implications of). It also mentions though a great deal about Quality Learning and Equity and Global Competency and 21st Century Skills and working with Brazil to Eliminate Racial and Ethnic Discrimination and Promote Equality. It shows such openmindedness that an open socialist orientation in one country is no longer a barrier to a Joint Action Plan.  It’s also so nice to see the US commitment to participation in all those international assessments that were actually created to drive global convergence around the Great Transition/Time to redistribute based on Uncle Karl’s vision of the Future. All put into place through education changes driven by poorly understood international assessments. No, that’s not my opinion. I have a copy of Torsten Husen’s The Learning Society where he laid out what these assessments were actually evaluating, and what the intentions were. He helped create them all.

Based on that Brookings Institute link in the last post Husen would be so pleased that the non-Scandinavian countries are finally going along with his desire that “educational planning must be integrated with social and economic planning in general.” Honestly, from just the documents I have read in the last few weeks, I am not sure there is much now not being planned on our behalf in any of these areas. And I know for sure that in the age of the Whole Child Initiative and the social and emotional learning/Positive Behavior mandates that Husen’s desire to put “more stress on the emotional life of the children” is definitely part of the current gameplan. It’s been almost 40 years since Husen wrote that book (1974), but we had already noticed that the underlying vision never varies.

So what’s the current post-2015 UN/OECD Development Agenda the feds have committed us to? And all those pundits and politicians and foundation employees denying the extent of the federal overreach should look at this line from “Succeeding Globally Through International Education and Engagement” (my bolding):

“The Department will also examine how the learning can be applied in the United States and at what level (national, state, district or school).”

Somehow it’s beginning to feel like we have federal and international bureaucrats looking at our suburbs and schools, public and private, and our students and rubbing their hands together gleefully muttering “Mine, Mine, All Mine. For Years At a Time.” So what do these schemers have in mind in the post-2015 vision for us all? Well, that Paris meeting said “achieving sustainable development requires a change in the way people think and act, and this is where education has a crucial role to play.” Especially now that the US Secretary of Education has declared we are all in with the international agenda. We all are to get the “opportunity to acquire the knowledge, skills, attitudes and values necessary to cope with existing and emerging challenges and shape resilient and sustainable societies.”

Oh I do hope we are not first on the list for some reeducation to drop our attachment to the Unitary Self as john a powell disdainfully called it. Then there was also the thematic discussion on Global Citizenship Education (which apparently will not be celebrating its foundations every 4th of July).  GCE “aims to empower learners to engage and assume active roles both locally and globally to face and resolve global challenges and ultimately to become proactive contributors to a more just, peaceful, tolerant, inclusive and secure and sustainable world.” With unicorn rides every other Friday afternoon. Please note that “youth is a particularly important target group” for GCE. Target group? Could we get more of an admission of propagandist intent via the schools and universities?

Then we also have “Quality of Education and Learning Outcomes.” Remember outcomes always has to do with behavioral or personality changes in the student, and it should greatly trouble us that the UN is deeply interested in this regard in “the new digital platforms on which teaching and learning are taking place and through which knowledge, skills and values are developed, transmitted, validated, and applied by young people.” And we parents and taxpayers may not be able to see what will be assaulting our students and what virtual worlds they are to be embedded in for much of their school time, but apparently UN personnel may have better luck. Checking out the potential for the unfiltered indoctrination of politically desired new values, attitudes, and beliefs thought to be amenable to global transformation. We would be worried if any of these entities had expressed intentions about wanting radical change. Oh, wait. Ooops.

Actually I suppose we should be grateful that the ruse surrounding the Common Core in the US as an excuse to cover up the sought radical changes in student perceptions about the world and their future has increasingly come out into the open. The links clearly go far beyond the accreditation agencies’ loyalties now and where Linda Darling-Hammond is jetting off to speak at. I want to finish this post with a British Professor who reaches out to all sorts of names and entities to describe the extent of the active coordination throughout the Anglosphere. His name is Guy Claxton and this was the 2006 Keynote Address to the British Educational Association’s Annual Conference. Called “Expanding the Capacity to Learn: A New End for Education?” the speech gives us the answer of why the US in February 2013 added Dispositions to the list of what it would mean to be College, Career, and Citizenship Ready.

Claxton believes it “is education’s most basic job to expand all young people’s emotional and intellectual resources to cope with life.” And yes that was his order of emphasis and like the UN, he wants everyone able to “cope” with the 21st century. Being left out is the 21st Century going through The Great Transition being launched by bureaucrats, politicians, and professors without our knowledge and consent. No wonder there is such concern for how we will cope. Claxton wants us to be “able to stay calm, focused and engaged when we don’t know what to do” which he believes will be augmented through new “emotional and personal attitudes, beliefs and tolerances” that are to become new habits of mind and character traits. Somehow we will all be better prepared for what is intended for us if we have a “tolerance for hazy or non-articulate ways of knowing.”

So we will do better under these officially hoped for scenarios if we have a Muddled Mind? Well, yes, apparently “those who have no tolerance for fogginess–who have been trained to think that confusion is a sign of stupidity, for instance–have therefore reduced their capacity to learn.” Claxton wants to reverse “any acquired intolerance for confusion.” And he calls all this developing dispositions in italics for emphasis just like that. And dispositions are so important because they “refine our sense of when it is appropriate to use a particular ability.” Then Claxton has this in parentheses– “to become more ready.”

So I think all the references to College Ready, Citizenship Ready, Standards for Career Readiness, etc. as the preferred euphemisms for the Common Core are not about getting students ready for the world and those institutions as they currently exist. All the references to Standards of Readiness seem to be getting at whether the student has developed a willingness to act and to “persist in the face of difficulty.” Let’s call it Grit and Perseverance for short. At least the new Principals and District Supers are being told their credentials are issued to enable them to be Social Change Agents. We are apparently about to embark on the creation of a huge corps of social change agents who are not being told what is being sought. Who ARE being targeted on the basis of what remains malleable to change. Who are being trained to act despite confusion and to keep at it whatever the immediate consequences.

We are going to come back to this next time as I have the new international Quality frameworks and they leave no doubt about the extent that it is student behavior being targeted.

We know why now. And how. We need to examine the methods next.

Molding the Minds of the Masses Toward Myths as an Effective Means of Manipulating Action for Change

Two posts ago I mentioned I had one more equity event to attend as I listened in person to the blueprints of intended transformation for all metro areas, not even just the US. So December 4, I attended the roll-out of the Harvard Equality of Opportunity Project at a  meeting of the Atlanta regional Housing Authority. Among those special guests recognized by name at the event were the Metro Atlanta Chamber of Commerce, the group that had just put out that Metro Atlanta Equity Atlas I have written about, and the head of the Georgia Partnership for Excellence in Education. Apparently I am not the only one who gets that all these entities and terms are linked in a common transformative vision of the future.

As I have been attending all these events or reading mentioned books like White Flight, it has been hard for me not to notice the extent to which beliefs in things that are not so, or which did not happen in the manner described, are being presented as fact. One of the points made at the Wednesday event by representatives of an entity, Georgia StandUp, with ties to ACORN, complained of the still present “plantation mentality.” That this was the reason it was hard in metro Atlanta to move from the bottom percentage of income earners to the top 20%.

Now I can be a pretty serious nerd, but we are not going to have that kind of policy discussion. I was struck at several of these events, however, about the myths about money and power, and who has it and how they got it, that are taken for granted by speakers or audience members. It is as if everyone believes that only predators prevail, and they now want governments to step in so various groups can supposedly take their turn being a predator and dictating who can do what, and where, and with whom. Treating society and the economy and people like we actually are a plantation in need of new owners and overseers.

I keep leaving sad and climbing in my car and thinking we are in great trouble if so many with political power and the ability to coerce taxpayers have so few accurate perceptions about how the world worked to create mass prosperity. As Daniel Hannan from the last post noted:

“In almost every period of human history, people’s circumstances were fixed at birth…The miracles of the past three and a half centuries–the unprecedented improvements in democracy, in longevity, in freedom, in literacy, in calorie intake, in infant survival rates, in height, in equality of opportunity–came about largely because of the individualist market system developed in the Anglosphere.

All these miracles followed from the recognition of people as free individuals, equal before the law, and able to make agreements one with another for mutual benefit.”

And we are now using education reforms like those new civic values and regional planning and new visions of reforming Workforce Development and Human Capital Policies to throw it all away. http://www.brookings.edu/~/media/research/files/papers/2013/12/04%20workforce%20development%20jacobs/fedroleworkforcedev.pdf We have lots of people in power who clearly believe the myths of still dominant racism they were taught to foster a sense of grievance that cannot be extinguished until capitalism goes. With no idea of how much they have been relying on its fruits.

The post title comes from a 1937 quote from Zalmen Slesinger in his book Education and the Class Struggle where he wrote about the desire to use the schools to shift society away from capitalism. Slesinger agreed with Earl Browder, then the head of CPUSA, who had said “The school system must itself be revolutionized before it can become an instrument of revolution–or of any serious social change.” Which is precisely why we are now seeing district conversion charters and limitations on elected local school boards and accreditation agencies assuming classroom policy oversight. Their leaders know what Browder meant even if we do not. As Slesinger wrote:

“[These] molders of the minds of the masses must assume the role of the propagandist, the political strategist, using whatever techniques may be effective in convincing and in converting the minds of the masses as speedily and as effectively as possible. Failure to do so is to expose the masses to the destructive demagogy of the ruling class.”

These quotes were in a Chapter called “A Fascist and Communist view of the function of the American school” in a book by Professor Clarence J. Karier. I noticed the strong resemblance between what was described there and what the actual Common Core implementation is looking like and the rhetoric being used. As Karier noted when he wrote the book in 1967: “The end clearly justifies the means for each group. If myth satisfies the irrational need of the masses in a mass society and if it serves as an efficient vehicle of manipulating the people, then both would use it for their own purposes.” And that’s still the case even if those who hold such a view of education run under the banner of a mainstream political party, or work in aid of a regional planning authority or taxing district. Lots of ways to effect these same ends while masquerading as a moderate or even a conservative. At least the ACORN affiliates are not masking what they pursue.

One more time with Karier as he noted that “[b]oth totalitarian views conceive of education as a weapon of indoctrination to be wielded by the power elite.” That’s the natural outgrowth of Statism through the ages and suddenly everyone with ambition or greed or a sense of grievance is lobbying to become a member of the planning and predatory power elite. Which is why the myths being created by Harvard history professor Lisa McGirr in her 2001 Suburban Warriors: The Origins of the New American Right are so dangerously effective in creating mass beliefs that it is the Right that is selfish and irrational. Borderline paranoids and delusionals who saw communist threats where none really existed and who held an erroneous “mythic vision of the nation’s past.”

McGirr used Orange County, California as the “lens” for examining the Conservative movement, and the legitimacy of the suburban vision, and ultimately the President they helped first promote as a Governor, Ronald Reagan. In her chapter on “The Conservative Worldview” McGirr complained of hostility “toward liberal ‘equalitarianism’ and conservatives’ skepticism about democracy. She illustrated that ‘radicalism’ and ‘right-wing rhetoric’ by pointing out that conservatives noted “marked distinctions between a republic and a democracy and emphasized that the United States had been founded as a republic.” Such an outrage to actually be familiar with formative documents like The Federalist Papers one can assume will remain unassigned in McGirr’s courses. She also complained about libertarians who “express deep dismay with the voting process, seeing it as a means for the majority to coerce the minority.” Which is kind of funny given how often I read now of the intention to force the minority to submit to the vision of the common good developed by the voting majority.

McGirr also consistently pointed out the irrational, apocalyptic “fear of communism” with “elements of conspiracy theory.” Unfortunately for her, I have an increasingly large collection of people operating in California and elsewhere in the US, especially the Ivies, in the time she is writing about who essentially bragged about what they were up to and who they were actively coordinating with. There may have been loony conspiracy theorists in Orange County, but there was also a great deal of transformative activity being pursued.

McGirr’s Harvard undergrads may believe that such fears were nuts and thus that Conservatives are too, but it is sloppy as factual history. Since McGirr regularly mentioned the work of Harvard sociologist Daniel Bell and what he wrote in his 1963 book The Radical Right, I do not think any of the ‘myths’ about the Right and Orange County and the 1960s legitimacy of anticommunism is an accident. It reads under the now known facts like intentional misdirection.

I guess if you want transformative change the needs for plausible myths abounds. Unfortunately again for Professor McGirr I have read and written about Boulding’s 1962 The Great Transition and Bell’s Commission on the Year 2000 report and his view of The Post-Industrial Society and also the World Order Models Project. None of these leave any doubt about the sought little c vision of world federalism and redistribution being sought. Orange Countians, in other words, had real reasons to be paranoid. But today’s students are being taught it is all myths and people creating a “cast of villains” in order to preserve their own “way of life and a set of power relations in American society” that had been beneficial to them.

My favorite myth that McGirr complains of is “the firm belief in the wastefulness of government.” Only an idealogue with a political view of the use of history would dispute the accuracy of that belief. But then again, McGirr admitted she used the term ‘ideology’ as defined by Eric Foner [an admitted radical historian at Columbia where she got her PhD],   “who calls it ‘the system of beliefs, values, fears, prejudices, reflexes and commitments–in sum, the social consciousness–of a social group, be it a class, a party, or a section.”

Fascinating that the used definition of ideology is precisely what education, and the myths it is now trying to consciously cultivate, are targeting. In preschool, K-12, college, AND grad school.

With all these myths abounding we can appreciate why actual facts and modelling reality are out. And emotional imagination and online gaming is in.

Willingness to Make Personal Sacrifice for the Good of the Whole to Become an Integral Component of Student Identity

After last year’s stealth release of the hugely troubling C3-College, Career and Civic Ready Framework over Thanksgiving week to avoid anyone noticing what was actually changing under the invisibility cloak of the Common Core, I was watching like a hawk this year. But I really was not expecting anything like what I saw. A new definition of US civic education and to be required and assessed values that literally would have transformed Mao’s cold dark totalitarian heart in the manner of the end of the cartoon The Grinch Who Stole Christmas. Why such joy from a bloody tyrant? Because the only way to describe the Youth Civic Development & Education: A Conference Consensus Report released by the Stanford Center on Adolescence on November 27, 2013 (but oddly with a 2014 copyright) is suitable for schools in a country that aspires to authoritarianism over the individual. Any knowledge of history would clue that the actual result in practice is likely to be even worse.

Everything any dictator could ever want from his or her schools sounds hyperbolic and you may be wondering how many cups of espresso I have had this morning. Two cups of Lapsang Souchong tea so that’s not the reason I am writing in such dramatic terms. And I have done some additional reading in recent days to verify both the seriousness of what we are looking at and the price of what we are scheduled to lose. Invisibly and soundlessly. No notice means no protest in time and using technology as is planned means no offensive textbook coming home to alert parents or taxpayers to the wholesale transformation.

The paper’s primary author, William Damon, has already been quoted on this blog as seeking to use education “to direct the course of the future.” http://www.invisibleserfscollar.com/what-if-higher-order-thinkingdeliberate-confusion/ . After reading this report one has to wonder if he or any of the other authors was tempted to jet to London and visit Highgate Cemetary to put a bound volume at Uncle Karl’s tomb to pay homage to his hoped for view of the future and human development. So much more meaningful than flowers at this point across the centuries of this bloody pursuit to finally gain full submission over even the idea of the legitimacy of the individual.

The first book I dove into to verify what I was reading a description for was a 1973 book by Ivan Illich called Tools for Conviviality. Illich made no pretense that he was calling for socialism globally and how to get there. The book came on my horizon because it is a part of a World Perspectives series that began in the 60s with Kenneth Boulding’s The Great Transition that we have already alarmingly discussed. Illich insisted that “society must be reconstructed to enlarge the contribution of autonomous individuals and primary groups to the total effectiveness of a new system of production designed to satisfy the human needs which it also determines.” Like Broadband for all?

We have encountered this human needs focus (instead of individual choices vision) before and it did start with Uncle Karl’s writings. Illich called it the convivial society and Gar Alperowitz calls it the Good Society or the pluralist commonwealth and Shoshona Zuboff called it a support economy and distributed capitalism. Apparently there’s a good reason why this same vision with a variety of names keeps lurking in the shadows of radical education reform. It is the Illich/Marxian vision of submission to “public controls over tools and institutions” and apparently people too.

Education is the invisible, no need to gain consent from the masses, means of finally shutting down what Daniel Hannan in his fine new book Inventing Freedom: How the English-Speaking People Made the Modern World calls the Anglosphere Miracle. The uniquely English idea “that the law existed not to control the individual but to free him.” The highly unusual in most parts of the world and throughout much of history “idea that the government ought to be subject to the law, not the other way around.” As Hannan notes “oppression and power are far more usual” which is why “politically, a medieval European monarchy would not have been so very different to a modern African kleptocracy. Once people are in a position to set the rules, they tend to rig those rules in their own favor.”

So changing the definition of required civic values in the US so that “all citizens must be prepared to make sacrifices for the common good” as what will be mandated and assessed in K-12 public schools is quite simply an insistence from government that citizens now submit to the suzerainty of majority political will. Administered by politicians and bureaucrats who intend to plan and confiscate. In case you think I am taking damning quotes out of context to rally outrage against the Common Core, how about insisting that “Democracy requires that citizens be willing to make personal sacrifices for the common good”? Doesn’t that phrase bring home why Ayn Rand’s personal experiences with the Bolsheviks in Russia in the 1920’s led her to fret so about “mandated social altruism” imposed by state edict?

It is hard not to visualize all those white crosses and stars in the Arlington National Cemetary or the monuments to the fallen in the D-Day invasions in Normandy France and be appalled that US education and law professors and writers are now seeking to revise. The very definition of what is to constitute politically acceptable 21st century US patriotism.

“Patriotism requires an ethic of sacrifice and duty, and the capacity to act on that ethic. It requires sacrifice in the form of civic activity that involves giving back for the benefit of the whole society.

We have already encountered the mandate of a recognition of the “interdependence of all people across the world” also in that report. It is straight out of the Global Citizenship mandate the UK and Australia and Scotland all imposed under Michael Barber’s insistence before he left the Tony Blair Administration to push global ed reforms through McKinsey Consulting and now Pearson Education. http://www.invisibleserfscollar.com/mandating-global-citizenship-mindsets-by-assessing-whether-students-adopt-social-altruism/ The US is about to join the rest of the Anglosphere in closing down this ancient view of the individual and his rights before the government and no one was really supposed to notice. No statutes here. Just ambitious Principals and Supers and Consultants and accreditation agencies seeking to lead cultural change towards public control over all institutions.

How many of you have heard about all the founding primary source documents that are to be an essential component of the Common Core classroom implementation? Better read this consensus report then. Those documents are to be read through the lens of what constitutes “authentic liberty.” The report states that

“a nation cannot have authentic liberty, for example, if conditions of severe inequality render freedom an illusion for some members of the democratic community. Nor can we understand the areas in which equality is essential unless we link those elements of meaningful access and opportunity to the freedoms we ultimately must exercise in order to flourish throughout our lifetimes.” [That is unabashedly Marx’s theory of human development or what Martha Nussbaum and Amartya Sen are pushing now via the UN and OECD as capability as a human right.] To continue with the quote after making that crucial observation:

“Similarly, some citizens feel a loss of liberty when the government increases regulations of their personal and economic activities in pursuit of particular visions of equality. [Yes we are familiar with those particular visions. See above brackets]. The values of liberty and equality, in turn, are connected to a core notion of human dignity.”

We are NOT being asked to surrender the great Anglosphere invention that enabled unprecedented mass prosperity because production became more lucrative than predation as the way to get financially ahead. We aren’t even being informed. Apparently that joyful message reverts to a snoop like me. Aren’t you enthused that students are to even focus on the proper levers for taking by majority fiat as they learn about “treating political power as a central theme of civic education involves helping young people see how they gain greater control and influence over the many issues that affect them and the people they care about.”

No need to worry about where the lessons of history predict this will all end up because students are to be taught a version of power “firmly grounded in ethical principle.” Yes because any knowledge of reality might foretell the likely tsunami of political oppression that inevitably occurs anytime any group gets this kind of power over individuals who have no effective recourse.

That’s enough. Read the whole thing if you can bear it. I am obviously having a hard time with the no-holds-barred language being used. I think we need to all know our students are to be assessed on whether they are willing to “sacrifice for the the common good or greater good.”

And that this is being defined as “must reflect a commitment to interdependence and improving things for the many and not just the self. Furthermore, students ought to reflect on this principle in terms of a shared humanity beyond the boundaries of the nation, and from the perspective of future generations, considering the worldwide and intergenerational implications of the choices they will make.”

In the name of Common Core and civic education we are about to get all destructive propaganda, all the time. And the specialness of the Anglosphere won’t be all that disappears.

Every radical’s dream coming in as civic education.

Cultivating Capacities for Submission and Acquiescence to Power Needed to Drive Fundamental Change

As I go back and forth comparing what is being pursued and implemented now with the stated intentions for the policies in the past, a 1974 book from an economics professor at the New School for Social Research kept coming up as the source. So of course I went used book surfing again to get a copy of Robert L. Heilbroner’s An Inquiry into the Human Prospect. Heilbroner gave the rationale for governments to hype potential future crises like man-made catastrophic global warming. It gives a reason to revisit, out in the open or covertly, “present mechanisms of social control.” If the dangers being hyped are social problems then they “originate in human behavior and [are] capable of amelioration by the alteration of that behavior.” Since Daniel Bell who we have encountered numerous times now, Paul Ehrlich, and the current White House Science Czar John Holdren are all people Heilbroner thanks up front for their help in writing the book we need to pay close attention to what he sought.

Now of course altering and controlling other people’s behavior is what political and social radicals interested in fundamental transformation basically lust after every waking hour and in many of their post-midnight dreams so we cannot be surprised 21st Century skills wants to make such a focus of real-world relevant problem-solving. Now, Heilbroner, like the current director of UNESCO or the OECD, makes no pretense of his desire for what he calls “socialism with a humanist face” and he was upfront about the kind of “boldest and most far-reaching exercise of political power [that] will be unavoidable in the future.” That future of course is the 21st century and what we are living through now all over the world at local, state, national, and global levels except no one is really willing to be upfront about all the machinations lest we all rebel before they are fully in place.

Just my research over the last week led me to write this little ditty laid out to the tune of “Jesus Loves the Little Children of the World” you may have learned from Vacation Bible School. “Red and Yellow, Black and White, You are All Just Serfs under Our Oversight” fits with this determination to use education to manipulate emotions and perceptions and limit knowledge and then use political governance arrangements to tell people what they cannot do or must do in the 21st century. These arrangements such as that Metro Atlanta Equity Atlas or all the real Common Core implementation pushes and the Regional Equity pursuits need to be implemented quietly until they can accomplish the needed changes in personality and values and attitudes and dispositions. Why the constant focus over the decades on these affective characteristics?

As Heilbroner pointed out, for “this exercise of power to be successful,” it must “be accepted by those over whom that power will have to be exercised.” That would be me and you and our children and most of our neighbors, especially if we happen to live in the reviled “affluent island suburbs.” Well, I happen to live in the Sandy Springs section of Atlanta, which turns out to be Ground Zero for targeting since in 1966 its voters decisively rejected being annexed by the City of Atlanta and thus supposedly set in motion Atlanta becoming the model of dysfunctional sprawl and turning its back on the needs of the Inner City. Didn’t know we had such a bullseye on us or that people like Heilbroner were writing about the need to foster “political obedience” if radicals wished to increase their political power. In fact, he calls on “the intellectual elements of Western nations” to:

“not only prepare their fellow citizens for the sacrifices that will be required of them but to take the lead in seeking to redefine the legitimate boundaries of power and the permissable sanctuaries of freedom, for a future in which the exercise of power must inevitably increase and many present areas of freedom, especially in economic life, be curtailed.”

Now, obviously if we were aware of such pursuits by our elected politicians and certain public sector employees and numerous Chambers of Commerce, we would likely tell them where they could go with such imperious plans and to “take their little dog Toto too” so such plans from the 60s on in the US always seem to come in through misunderstood education reforms and regional economic planning initiatives. Sometimes as now both at once. Education is always really after what Heilbroner called: “What values and ways of thought would be congenial to such a radical restructuring of things?” He proposed a shift “toward the exploration of inner states of experience rather than the outer world of material accomplishment” which certainly sounds like the focus on contemplative education and mindfulness training we keep encountering. Heilbroner also concluded that “the struggle for individual achievement, especially for material ends, is likely to give way to the acceptance of communally organized and ordained roles.”

Now the little ditty I composed above got its impetus in part from what Heilbroner wanted but it also comes from the Atlanta Regional Competitiveness Strategy http://www.atlantaregional.com/File%20Library/Local%20Gov%20Services/Econ%20Dev%20Strategy/EconoDev_ExecSum_2013.pdf  that came my way last week as it spoke of the entire 10 county Atlanta region pursuing a common education policy and pushing transit oriented development and a “unifying theme of cooperative leadership across economic sectors.” I ran into mentioned people tied to the Equity Atlas and the accreditor AdvancED and higher ed transformation and a partner of the law firm that drafted the duplicitous conversion charter that also represents quite a few large metro school districts and reps from planned anchor institutions in the sought Good Society and sponsors of forums for elected officials telling them to defer to school supers. Just a few of the names or entities I recognized.

Hard not to think then of Heilbroner’s comment about submission to political power or Moises Naim’s declaration in his March 2013 book that we are all to adjust to being governed. Especially when the regional ed campaign obligates to “integrate best practices and innovative programs into PreK-12 classrooms throughout the region.” As we have seen innovation these days always actually means sociological innovation and ‘best practices’ is a term of art that means political or social theories thought to allow for fundamental transformation of a radical nature. Kind of like what Heilbroner intended. I have to admit I wasn’t excited either about the goal  to “adequately prepare the region’s students and workers for 21st century skills and careers.” How Corporatist and mindless that sounds.

I was tickled though by the idea of the best and brightest college and graduate students from the region’s institutions being encouraged to “network through public service.” Apparently all these planners see the public sector as providing the best job prospects in the 21st century. Now my mention above of the antipathy towards Sandy Springs and its 1966 vote and the hatred for affluent suburbs all came from a 2006 book by Matthew Lassiter that was part of the same series on 20th century American life as White Flight: Atlanta and the Making of Modern Conservatism.

The Silent Majority: Suburban Politics in the Sunbelt South lays out precisely what was actually sought via desegregation and it was not limited to the South. Atlanta though is treated as being the “model of metropolitan divergence and regional fragmentation, emulating the national pattern of increasingly poor and heavily minority urban populations surrounded by overwhelmingly white and politically autonomous suburbs.” I think that regional plan above is what radicals want to use to get regional collaboration without the consent of the taxpayers while still keeping lots of school districts and cities and special tax districts in place to serve as lucrative jobs programs for people willing to push the desired programs. Of the kind Heilbroner and others had in mind.

Lassiter makes it clear it is socioeconomic integration that was and is really wanted. He ends the book talking about the Brookings Institute’s Metropolitanism program which is interesting as Bruce Katz addressed the ARC group that put out that report at its annual meeting in October 2012 and then came to Atlanta again last March as part of the Global Cities Network conference on economic development and Low Carbon Growth. Lassiter recommends “policymakers can use regional structures as leverage to overcome fragmented political governance and ameliorate persistent patterns of employment discrimination, housing segregation, and educational inequality.” Precisely what ARC and probably other similar entities in other cities plan to do as well. Largely out of sight. As a means of quietly ending “individual meritocracy and suburban consumer privileges and spatial separation.”

I read that in Lassiter’s book and remembered how many times at the rollout of the Equity Atlas I heard the term “spatial equity.”

If educational equity seems fair let’s add the ire that “children of privilege” in the suburbs are receiving the “advantage of the consumer affluence accumulated by their parents instead of competing on an egalitarian playing field.”

I am not done yet as I have another event to attend this week related to this but my point is what is being sought and how most of these relevant and binding activities affecting all of us are going on out of sight.

Unless you are like me and deliberately monitoring and watching and appreciating the significance of the language you encounter in official reports.