Menticide: Deliberate Targeting of Our Frame of Orientation for Examination and then Assault Via Education

One of the primary creators of Systems Science and thus a behavioral science pioneer was a biologist, Ludwig van Bertalanffy. He was very involved in reconceptualizing K-12 education in order to implement research coming out of what he called the “emerging psychology of man”. He also called it “a new science of man or general anthropology.” This new type of ‘education’ and new ‘science’ views “man as an active personality system.” Please note that the Workforce shift in purpose I covered in the last post would require that activity emphasis in all K-12 schooling. Not coincidental in the least. In 1966 lectures, Bertalanffy described Menticide as follows:

“If a population is manipulated in the right ways, it cannot transmit, to coming generations, values and freedom it has lost itself; and this is precisely what psychological manipulation aims at and has widely achieved.”

He should know since not only was he a fellow at the Center for Advanced Studies in the Behavioral Sciences in Palo Alto shortly after it was created in the early 50s, but he was also a presenter at a 1957 conference on “New Knowledge in Human Values” held at MIT. Organized by the Research Society for Creative Altruism, it resulted in a book edited by famed, or notorious Humanist Psychologist, Abraham Maslow. Shortly after that book came out the NEA hired Maslow and his associate Carl Rogers to develop the new K-12 education vision we covered here. http://www.invisibleserfscollar.com/psychological-approach-to-a-humane-politics-restructuring-the-west-quietly-and-effectively-via-ed/

In order to be able to spot the same vision implementing this desired ‘science of man’ in subsequent education ‘reforms’ we have to truly understand what was sought at conferences we were not invited to, even if we could get around the technicality of not being born yet. That’s what old books are for. Professor Robert S. Hartman also spoke about creating a ‘moral science’ and a ‘science of values’ by controlling the meaning people associate with words and images. As we read his intentions, let’s just imagine how much fun he would have had with his social engineering desires with access to today’s Digital Learning mandates, where the Images are controlled and dramatize whatever the creator desires for students to believe.

In the kind of naivete and hubris that can be hard to read in hindsight, Hartman said that “as natural science has changed the world, so moral science, once it is developed and fully known, is bound to change the world.” In fact, he believed that “There will come a time when the problems and conflicts that now plague us will be as forgotten as the tortures of the middle ages and the clubs of the cave men.” Talk about famous last words.

Hartman explained how the moral science principles “puts the spine in democratic ideology” and would be the “future science of moral humanity.” If it reminds anyone else of where the lesson plans for the UN’s Global Goals and the linked video for the World’s Largest Lesson from the last post are going, there’s a reason. Hartman related that he had written a report to UNESCO’s International Institute of Philosophy on the development of this value theory “over the last five years (1949-1955).”

I am asserting that the “worldwide intellectual potentiality” is still what is being carried forward by the Systems Scientists like Ervin Laszlo or Bela Banathy and embodied into K-12 via misunderstood terms like Excellence, Outcomes Based Education, Competency, and what GEFF is peddling. Another conference presenter, Erich Fromm (a member of the Frankfurt School of confessed cultural Marxists and transformational social scientists. See Tag) lectured on “Values, Psychology, and Human Existence.” In one of those jaw-dropping epiphanies that brings together so much, Fromm stated that such a human science would first change values. Then it would need to be able to get at–assess would be a good description for what is required–and then alter what he called “man’s frame of orientation.”

That single phrase so thoroughly captured precisely what all the actual Common Core/ Competency/21st Century Skills implementation is now pushing and has been since at least the 60s. I even used one of my very favorite bookmarks to mark the page. From APUSH “Conceptual Frameworks” to Social Studies ‘lenses’ to Cross-Cutting Themes and Core Disciplinary Ideas to Enduring Understandings and Whole Child, everything targets a student’s Frame of Orientation. Growth Mindset being required and exalted is just a way of insisting that the orientation and its frames must be malleable to the Learning Experiences supplied. When listening to the World’s Largest Lesson video or all the Climate Change hype, remember that Fromm told us that “even if man’s frame of orientation is utterly illusory, it satisfies his need for some [internalized mental] picture that is meaningful to him.”

No need to wonder now why relevance, real world applications, ties to “authentic local and global issues” and “assessment primarily concerned with providing guidance and feedback for growth” are the new required focus for K-12 education.  http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_Teachers.pdf that is now being used for teacher professional development is just full of confessions on what teachers must be doing to the students so that they internalize what Fromm called a Frame of Orientation that will guide their future behaviors and perceptions. I especially liked page 27’s insistence that “the teacher understands critical thinking processes and knows how to help learners develop high level questioning skills to promote their independent learning.”

Apparently a neurologically embedded, deliberately created, and manipulated Frame of Orientation fosters independence and autonomy in this Orwellian vision of the future where Unknown=Independent. How does this creation occur? Why “the teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful learning experiences.” There is an crucial confession here in this “Application of Content” vision. School subjects now exist in order to be the means for instilling the desired Frame of Orientation. Then students collaboratively practice projects and tasks until the new values and beliefs are locked in place at an unconscious level. “The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local and global issues.”

That emphasis fits perfectly with the World’s Largest Lesson, but even more so with the UN’s expressed plans to use data, like a student’s frame of orientation and values, to also restructure the world’s economic, social, and political systems. To a UN bureaucrat, too many politicians, and most education administrators these days we are ‘systems’ to be redesigned with data. So apparently is everything else involving people. That is what the meeting in New York is about this week and the 15 year commitment where no one gets left behind that president Obama signed us up for is actually not really about stopping malarial deaths from mosquitoes. http://www.undatarevolution.org/wp-content/uploads/2014/12/A-World-That-Counts2.pdf is the blueprint that confesses:

“It is up to governments to put in place the rules and systems to realise this vision, working with domestic stakeholders and in the multilateral system, at regional and global levels. Governments, through the legal systems they enforce, are the ultimate guarantors of the public good.”

Because it worked out so well for all of us when in 1928, governments signed on to abolish war. In more utopian hubris:

“it is governments that can balance public and private interests and create systems that foster incentives without creating unacceptable inequalities, adopt frameworks for safe and responsible use and manage the international system that can transfer finance and technical expertise to bring the least informed people and institutions up to the level of the most informed. And it is governments that are elected to respond to citizens on their choices and priorities.”

Mercy me, somebody spent way to much time absorbing theories and not enough time learning genuine history and its constants. Now wanting to be Pollyanna instead of looking this awful overreach straight in the face for what it plans, let’s assume this paper gets dismissed as merely “the UN” and president Obama will be gone in 15 months anyway. In 2012, the National Science Foundation created http://www.nsf.gov/cise/aci/cif21/CIF21Vision2012current.pdf establishing a Cyberinfrastructure for 21st Century Science and Engineering and we and our various ‘systems’ are what need to be socially reengineered. In 2014 grants “Laying the Foundation for Data-Driven Science” were issued. http://www.nsf.gov/news/news_summ.jsp?cntn_id=132880 One of the bolded Data Infrastructure Building Blocks (DIBBs) program is to “drive innovation in education.”

Headed by Ken Koedinger at Carnegie Mellon and funded as LearnSphere, this project is premised on “Educational data holds the same potential to guide the development of courses that enhance learning while also generating even more data to give us a deeper understanding of the learning process.” Whatever the personal intentions of individual professors, LearnSphere is precisely what Hartman, UNESCO, and Fromm hoped to one day have as a cultural tool for transforming human nature. Or at least trying. I am not done yet though. The CIF 21 document compares the kind of human systems data that will now flow from our Cyberinfrastructure to the astronomical mapping of an area of the universe known as the Sloan Digital Sky Survey. The aspiration and intention is “from individuals and communities, to address far more complex problems of science and society than previously possible” and “advance innovation in society.”

One more tie so the inexorable nature of this juggernaut is indisputable. Remember MIT prof Alex “Sandy” Pentland from this post?  http://www.invisibleserfscollar.com/redesigning-education-globally-to-humanize-personalities-and-make0each0one-of-us-more-susceptible-to-peer-pressure/ He is not only involved with the UN groups that produced that What Counts report and many Working Groups, including Education and Workforce Development, to gain implementation at state and local levels. He is also involved in the Kavli HUMAN Project as an advisor.  http://online.liebertpub.com/doi/pdf/10.1089/big.2015.0012 It’s not just a Big Data project to “Understand the Human Condition”.  It’s not just that Kavli used that same analogy to the Sloan Digital Sky Survey. It also seeks to yield “detailed behavioral phenotypes that characterize the myriad ways in which humans express their genetic endowment in different environmental settings.”

And we wonder why Opt Out is to be no longer allowed once a state or district gets “meaningful formative assessments” or why we all need SMART energy meters.

Because we and our children in Preschool through higher ed are to be part of “a discovery dataset that would revolutionize the social and natural human sciences.”

Now I’m done.

Federal Reserve, Texas, and the UN System Usurp Our Children’s Precious Prerogatives Via P-12 Education

So much going on as the cards have to now be laid down. The End Game we saw in the UN’s Ban Ki-Moon’s “Dignity For All by 2030” global program commences in earnest in our children’s classrooms and in their very ‘desired mental states’.  That latter graphic phrase was used at the March 8-13, 2015 59th Annual CIES Conference held at the Hilton in DC and called “Imagining a Humanist Education Globally Ubuntu!” Take a look at it and keep that phrase in mind as we move through today’s tsunami of disclosures.

Anyone wanting a link between today’s disclosures, GEFF, the UN System, the Common Core, and School Choice can look at all the links laid out in this bio of former Intel Chairman, Craig Barrett, on the Board link of an expanding chain of Arizona-based Charter Schools. http://bsischools.org/about-us/board-of-directors Most links should ring a bell, but it is the co-chairing of the Skolkovo Foundation Council that is behind GEFF and the Re-Imagining Futures Agenda by 2030 with MIT, Russia, and Silicon Valley that brings so much into the same circle with what I have been covering in recent posts.

Plans for Us and our Children is one way to put it.  David Coleman, confessed Common Core Main Architect and now President of the College Board, just spoke at the NYT Schools of Tomorrow Conference about changes to the SAT. He said that there would be no more “SAT-type words” that few children recognized and only showed up in a high-stakes arena. Instead, everyday important words like “analyze” and “synthesis” would be looked at to see if prospective members of the Ideological Elite were interpreting concepts and themes correctly, and showing proper use of the Dialectic, after their years of carefully selected Learning Experiences. This would of course give a final glimpse into the Desired Mental States to see if the youngster merited a slot in one of the higher ed institutions creating the Planners of Tomorrow prepping us all for the 2030 Agenda.

OK, Coleman did not phrase it quite like that but those were the example new SAT words he gave. They do resonate with whether students have developed the desired Worldviews, don’t they? Will they apply the desired strategies and techniques in everyday practice just reeks of something Moscow State or U of Belgrade would have pushed in the 70s to join the Party Elite. The vocabulary word I did not know when I took the PSAT decades ago was ‘usurp’. I came home and looked it up promptly. It means “to take or hold in possession without force or without right.”

Usurp is still a useful word in the 21st Century, but only if accurately describing and conveying to others what is being planned for us and our children, remains a desired goal. It does not fit though with what the Planners want to allow. As we will see, Workforce Readiness is the Euphemism-du-Jour to cover up a prescribed state of deliberate ignorance, coupled to cultivated false beliefs, and overlaid with new communitarian values.

To explain why there is a global call for Competency, let’s look to a 1978 book originally written in Polish by Leszek Kolakowski and translated as Main Currents of Marxism: The Breakdown . Frustrated, his words tell us precisely why ignorance is now needed.

“Human thought developed and produced science by enlarging the area of knowledge that was not subject to arbitrary judgement, thanks to the Platonic distinction between knowledge and opinion, episteme and doxa. This distinction, of course, leaves no room for an ultimate, all-embracing synthesis [bolded by me as a reminder of Coleman’s desired new SAT concept of knowledge] in which thoughts, feelings, and desires are merged in a higher ‘unity’. [Alert readers recognize the whole purpose of a Whole Child emphasis and what goes by the euphemism ‘Excellence’ in education].

Such an aspiration is only possible when a totalitarian myth claims supremacy over thought–a myth based on ‘deeper’ intuition [Deeper Learning–a 21st Century Core Skill], so that it does not have to justify itself, but assumes command over the whole of spiritual and intellectual life. For this to be possible, of course, all logical and empirical rules have to be declared irrelevant…”

Relevance, one of the New 3 Rs. Perhaps instead of declaring facts ‘irrelevant’ they can just be asserted as Inequitable and Not Accessible to All Students, especially given our more diverse 21st Century population. Maybe those logical and empirical rules can be asserted to be inappropriate for a “culturally-responsive curricula and pedagogy” and inconsistent with a Real-Life problem-solving emphasis where a single, unambiguous answer is supposedly highly unlikely. Yes, I am listing many of the explanations for all these shifts we keep hearing, but Kolakowski grasped what is still going on because he lived in such a police state.

“The object [striven for] is a unified body of knowledge which despises such trivial aims as technological progress, and whose merit is to be one and all-embracing. But there can only be such knowledge if thought is allowed to shake off the external compulsion of logic; moreover, since each person’s ‘essential’ intuition may be different from that of others, the spiritual unity of society must be based on other foundations than logic and facts.

There must be some compulsion other than rules of thought, and that must take the form of social repression. In other words, [this 21st Century Learning as I update this 1978 language beyond Herbert Marcuse and the Frankfurt School] system depends on replacing the tyranny of logic by a police tyranny. This is corroborated by all historical experience: there is only way of making a whole society accept a particular world-view…”

P-12 education reforms globally have been created around a hope that there can be two ways to force the acceptance of a particular world-view. That is the reason for the deliberate insistence on ignorance that gets covered up with a variety of explanations. Yet the insistence students arrive at a ‘shared meaning’ and without complaint become merely members of Communities of Learners makes it clear teachers and administrators are expected to have an iron fist within the velvet glove of ‘meaningful learning experiences.’ Now to three exceedingly influential plans driving this underlying tyranny in the classroom.

In 2014 the Texas Association of Workforce Boards created the vision for all P-12 in that state, once again showing why they did not need to participate in the Common Core formally–“The Workforce in Texas: Aligning education to meet the needs of Texas employers.” Is that really why people have children in Texas or choose to move there–to be molded to the desired mental states that meet current employers’ needs? Not the desires of the family or personal hopes and dreams based on a lively, logical mind that recognizes when their autonomy is being usurped and can say so?

I appreciate the explicit nature of that Texas declaration and the reason I know about it is that the US Federal Reserve System, the world’s most influential public-private partnership, whose product we all carry in our wallets and hit the ATMs to use, just published Transforming US Workforce Development Policies for the 21st Century.

https://www.kansascityfed.org/~/media/files/publicat/community/workforce/transformingworkforcedevelopment/book/transformingworkforcedevelopmentpolicies.pdf is the link to the 670 page Warcry to officials and politicians at every level of government to restructure the nature of the political and economic structure in the US, with an emphasis on Public-Private Partnerships. They touted the Texas Statement and especially the vision of economic and community development created by Project Quest in San Antonio, Texas. When the people in charge of a nation’s money supply proclaim Saul Alinsky’s community organizing tactics to be a national model, maybe we have turned quietly into a Police state still hiding behind Euphemisms. Chapter 4 in particular covers the “Connecting Education to Careers in the 21st Century,” which has become the sales pitch, as we have seen, for an education grounded in ignorance and manipulation.

Anthony Carnevale, the lead chapter author, and cited throughout the book, was actually the author of this same vision of education grounded in ignorance, which he laid out in the New Workforce Training Manuals created for the Department of Labor, during the same Bush 41 years when Lamar Alexander was the Education Secretary. The emphasis of those manuals and Carnevale’s various degrees in ‘cultural history,’ ‘social science and public administration,’ and a Public Affairs PhD are detailed in this post.   http://www.invisibleserfscollar.com/anesthetizing-any-ability-to-blow-up-or-contaminate-a-chosen-politically-useful-narrative/

Obviously I cannot cover that entire book in a post although I did read it over the weekend, just like I have read Carnevale’s Workplace Manuals. I wish there was speculation about what is going on or that the Kolakowski quotes were not so entirely apt. Over and over again the book acclaims Congress passing WIOA–the Workforce Innovation and Opportunity Act I have been warning about since it passed (July 10, 2014 post). It gets praised regularly as a “Bipartisan and Bicameral Agreement,” making me wonder what legislation that Congress passes is not Bicameral. Alliteration though bolsters the overall giddiness at the nature of the fundamental transformation mandate.  It also makes it appear that politicians at every level wanted WIOA because this is the vision the private Federal Reserve already had for the American people, society, the economy, and the future generally.

Finally we have a video created to be a part of “the World’s Largest Lesson” to be held globally in classrooms this Friday, September 25. In honor of the launch of the UN’s Post 2015 Sustainable Development Agenda to shift us all towards Dignity for All by 2030, https://vimeo.com/137728737 is the video. http://www.globalgoals.org/pt/2015/09/17/welcome-to-the-worlds-largest-lesson-materials/ is the link to lesson materials already available in ten languages. The video makes it clear that there is ‘plenty’ for all of us and that the world and its ‘systems’ and institutions can and should be redesigned so there is ‘enough’ for all of us going forward. We can ‘share.’

That’s where I want to end because that video and this UN vision can only be attempted in a world of profoundly ignorant or misguided people. As Kolakowski noted, even trying necessitates a police state of power usurping at all levels of government. This is largely hidden though because already prevailing ignorance, false media hype, and these confounding, ubiquitous euphemisms. All obscure the reality lining the Road to 2030 that we keep coming across from every direction.

Ubiquitous-another one of those useful descriptions of reality that the College Board no longer wants students to have access to or practice with.

Manipulating the Human Mind and Personality Via P-12 Education to Engineer Transformational Social Change

Notice how I did NOT write K-12. In most states and countries now, if we do a little digging, we will find early learning standards that put a heavy focus on social and emotional learning. That ‘P’ stands for Preschool, which is apparently where the transformation to new values and a new kind of mind and habits of thinking, must begin. A GERG (General Evolution Research Group) associate of Csik’s, Bela Banathy, and Ervin Laszlo and husband of Riane Eisler discussed in this post  http://www.invisibleserfscollar.com/rigor-relevance-and-relationships-the-new-3rs-to-get-to-a-caring-economics/ , David Loye, was kind enough to explain in a 1991 book that the systems thinkers had a new ‘schema’ for the mind. The mind could be programmed via education to become the “evolving guidance system for each person and for humanity as a whole.” From a book Ervin Laszlo edited called The New Evolutionary Paradigm that was a part of the World Futures General Evolution Studies, Loye wrote:

“Mind in this schema is further defined by viewing our time, the late 20th century, as a pivotal evolutionary dividing point between the dominance of the Truncated Mind and the crucial emergence and spread of Actualizing Mind, in which guidance sensitivities are more fully operative.”

Truncated Mind is a new term for what I have previously nicknamed the Axemaker Mind, but to build on what is laid out in my book Credentialed to Destroy , phonetic fluent reading and traditional Algebra build that Truncated Mind. Critical Thinking as defined now by P21 or Richard Paul, Excellence in education, and Competency help build that Actualizing Mind, even if none of the educators implementing its tenets in the classroom have never heard of GERG,  any of the Laszlos, or David Loye and Riane. Since the last post I also managed to get my hands on a 1966 lecture the creator of General Systems Theory (GST), Ludwig Von Bertalanffy, gave at Clark University. Titled “Toward a New Image of Man,” Bertalanffy stated that the purpose of GST was to create a model for a new psychological theory suitable for psychosocial change–people, economies, cities, societies.

In other words, it fits perfectly with the Social Systems Redesign work we have encountered in the last several posts and also with John Dewey’s vision laid out in my book. Loye was darn forthcoming as well about the need to “focus on human cognition, which shapes human action” in order to create a normative social theory that could close the gap between reality as it now exists and the “ideal developmental forms that must be the prime concern of all policy makers.” From what I can tell the politicians and policy makers at every level and both parties are glad to oblige now in 2015, but no one is being honest about what is up.

I think the vision of Heart-Core Learning we met in the last post is Loye’s Actualizing Mind. When Lucien Vattel writes about “a society that grossly overvalues the mind above the heart” and seeks an “education system that values both how we feel and behave, as much as what we ‘know'”, he is laying out the current form of the same argument as Loye and all the rest of the social transformationalists. Move away from the Truncated Mind and the P-12 education that produces it. Go for Deeper, experiential, Whole Child learning achieved through collaborative Projects and authentic role playing experiences–what Vattel called “interacting, playing, and making”–to build that needed Actualizing Mind.

Everything I have read from GEFF and any of the systems scientists and out of the Fuschl and Asilomar Conversations is all supporting this same vision. It is the inner workings of the mind that is Ground Zero for the needed transformation and a P-12 education centered in Competency is the way in. Loye started his discussion with citing several Club of Rome reports from the early 70s and ends with the 1977 one that Ervin Laszlo was in charge of that called for “the need for accelerating a fundamental shift in values.”

When I read that, it was hard not to think of the now ubiquitous Positive School Climate mandates and the suggested remedies to supposedly combat bullying. Getting at the inner workings of the student’s mind and personality even more directly though is the ASCD-sponsored 16 Habits of Mind push that aligns with the developing Thinking Skills push from the 80s and early 90s. ftp://download.intel.com/education/Common/au/Resources/EO/Course_Resources/Thinking/Habits_of_Mind.pdf

Empathy, cooperation, “having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known” sounds like just the very traits needed to implement a transformative theory of normative social change. Just the habits needed to persevere with actions to push for change whatever the difficulties encountered in the real world. If any of us were designing Habits of Mind suitable to create an exuberant change agent, one could hardly do better than what Costa and Kallick developed or what Critical Thinking and Thinking Skills (Marzano’s 1985 Framework for McREL) actually turn out to be fostering. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198604_jones.pdf from 1986 also laid out creating such “higher-order thinking and metacognitive strategies at all levels of schooling” and for all students and sold it under the appealing title of “Quality and Equality Through Cognitive Instruction.”

Everybody, it turns out, wants to create those very traits of minds the systems thinkers intent on transformational social change globally say they need. How should we feel when we discover that the Convergence Center’s Advisory Board on Re-Imagining Education included a medical doctor known for creating the area of Neurobiology whose vision for ed fits perfectly with Loye’s Actualizing Mind? http://kripalu.org/article/322/ Now when you look at “Awakening the Mind–Neurobiology and You” and its constant references to Mental Well-Being necessary practices, remember all the mandates in the ESEA Rewrite to providing for students’ mental health needs and whatever promotes mental well-being. Does that translate into a legal mandate from Congress to extinguish the Truncated Mind and build the Actualizing Mind in its place?

Siegel is at UCLA, which is also where the federally-funded School Mental Health Project is located. Anyone believe Siegels’ references to mental well-being are not designed to turn his desired practices into a legal mandate for all schools? Let me add one more tidbit: there are numerous stories on the Internet that Senator Lamar Alexander’s favorite book is called A God Within by Rene Dubos. Now I recognized Dubos as being frequently in the bibliography of references for most systems thinkers. In its Chapter called “On Being Human” Dubos explained that ‘The God within mankind is the spirit of purposeful and creative adventure.” That certainly sounds like a transformational mindset, especially with all the hype over purposeful behavior and envisioning the future.

Maybe Lamar as an ex-Governor really liked the vision from the previous page that “Over most of the world, the homeostatic feedbacks of supply-and-demand economy are giving way to new systems manipulated by government intervention.” Yes, that is unfortunately true and the date of the book’s publication in 1972 also coincides with an overall decline in mass prosperity with plenty of people wondering what has happened since. Note: crony interventions by governments and ‘systems redesign’ starting at the level of the human mind do not work very well, apart from enriching politicians, former ones, and their friends.

Loye did detail some tidbits I want to pass on because I can see their continued relevance now. In discussing programs for the needed fundamental shift in values, Loye mentioned that: “”for well over a decade, psychologist Milton Rokeach and associates throughout various parts of the world have been carrying out experiments using Rokeach’s Value Scale to explore value structural stable states. This work includes the induction, via cognitive dissonance, of the psychological equivalent of chaos states, and testing the effectiveness of interventions designed to produce fundamental and enduring values change.”

And we wonder why we have had an uptick in school shootings. What Loye did not say, but I know, because I have several of Rokeach’s books and have written about him and his links to Tranzi OBE is that Rokeach created the educational use of the term Competency to obscure the values and non-mental skills focus of this shift. We can see why the euphemisms ‘Objectives’ and “Outcomes’ also get used to hide the nature of this shift.

Anyone else read about Linda Darling-Hammond retiring as a Stanford ed prof to start a Learning Policy Institute recently? Here is a useful fact to keep in mind that Loye just happened to mention right after the Rokeach paragraph.

“The most comprehensive and well-financed study of ‘chaotic’ or transformational values change has been carried out over the past six years [about 1985 then] by California-based SRI International [Stanford Research Institute goes by just an acronym now], one of the world’s largest research institutions. Basing its VALS (values and life styles) program on the work of psychologist Abraham Maslow, SRI social scientists regularly update a data bank on more than 100,000 Americans to predict changes in attitudes, values, and preferences that will affect the American and world economic, social and political systems.”

Wow, how’s that for a confession? One of those SRI social scientists, Marina Gorbis, now heads the same Institute for the Future that works with KnowledgeWorks to develop visions for education in the future.

That would also be the same Maslow that the NEA hired back in 1962 to create its desired new vision of education grounded in psychology. http://www.invisibleserfscollar.com/psychological-approach-to-a-humane-politics-restructuring-the-west-quietly-and-effectively-via-ed/

The truth is that the same vision has now been pursued for decades by people who turn out to be connected to each other and the same institutions. Only the names for the vision seem to change.

Changing the functions and structure at the level of the human mind and then locking it in physiologically.

No wonder there has been such deceit.

 

Heart-Core Learning: Not Left to Chance or Adult Therapy and Thus Reimagining What It Means to Be Human

Recently I have been writing fewer posts and talking more in between in the comments as I am inundated with confirmations in books and articles, going back more than 50 years, laying out a consistent vision. Books are the best means to lay out all the interconnections, but the toxicity of this vision and the clear determination to lock it in now at an undisclosed, and unforeseeable neural level, means I have to post red light alerts in the interim. Anyone else have a habit of watching the network news on a somewhat regular basis just to learn what the Powers-that-Be want us to believe about the world out there? That’s how I feel when I go through these explanations for the planned K-12 reforms hiding conveniently behind the Common Core banner. I believe I need to give everyone a heads up on connections like GEFF from the last post and all the various entities and initiatives that matter that are clearly tied to that Advisory Board.

In the comments to the last post I put up my original Bela Banathy posts from 2012. Those are pertinent to where we are going today that came out of the GEFF and ISSS connections. Before we move on I want to tie a crucial point from my book Credentialed to Destroy and these discussions and the current, actual classroom implementation. Remember the discussion of Transformational Outcomes Based Education and its links to Competency laid out in Chapter 4? Well, Bela Banathy worked under William Spady, the named Tranzi OBE co-creator, at the Far West Ed Lab in the 80s. They knew each other and Spady would have been quite familiar with what I have described in those two posts and what I am going to lay out today. Tranzi OBE in fact dovetails nicely with what are now being called by Rand and the White House as Intrapersonal and Interpersonal Competencies.

In other words, the ultimate social engineering Manipulation of the Brain and its synapses at a neurological level got to go on, despite bloodshed, with no one being the wiser. If someone noticed the fundamental shift it got attributed to Tranzi OBE without the broader agenda being understood. When the Columbine Tragedy occurred, Tranzi OBE and Spady were smeared and implicated. Spady moved out of the country to do similar work in South Africa and Australia and Tranzi OBE got renamed and broken into interconnected parts. The broader agenda went on. Nobody implicated Bela Banathy or the Laszlos or the Center for Advanced Studies in the Behavioral Sciences.

This is a quote from a 2003 paper Kathia Castro Laszlo (very involved at the GEFF Menlo Park conference) published called “Systems Science: Creating Transdisciplinary Knowledge for Conscious Evolution.” She talks frequently and forthrightly about the ‘human science’ that K-12 has quietly become in order to nonconsensually transform “social realities.” She excitedly points out that “humans do not need to be the victims of change–change can happen through us not to us” (her emphasis) and that we can “influence the direction of change through our intentions and actions.” Yes, using the guided perceptions created by the Cross-Cutting Concepts, Core Disciplinary Ideas, Enduring Understandings, and Understandings of Consequence, all coupled to cultivated responses grounded in emotions and deliberately created virtual reality images. Some freedom of choice, huh? A false perception of free choice when everything has actually been carefully manipulated, circumscribed, and controlled via the K-12 classroom.

Then, Kathia quotes Mihaly Csiksentmihalyi to say:

“for the first time in human history we can experience joy ‘while working for the most ambitious goal available to the human imagination: To blend our individual voice in the cosmic harmony, to join our unique consciousness with the emerging consciousness of the universe, to fold our momentary center of psychic energy into the current that tends toward complexity and order.’ Indeed, science and spirituality are coming together in the ultimate exploration of the meaning and purpose of human existence: Conscious evolution–the evolutionary phase in which a developing being becomes conscious of itself, aware of the processes of which it is a participant, and begins voluntarily to co-create with evolution.”

Now, I wish we could just consider such intentions to be poppycock, but the definition of Excellence in education as in Schools of Excellence and a civil rights obligation for Excellence and Equity tracks back to Csik’s definition of Excellence as combining what is desired, felt, and thought into action and behavior. Those two posts about Banathy all involve work he did with Csik that is linked to Columbine and Tranzi OBE, but stayed below the radar. We have Aspen Summits where Csik gets invited within the last 5 years and so do people from High Tech High. The 2004 ASCD System Thinking/ Chaos Theory/ ASC newsletter Patterns laid out a comparable quote from Csik about the “need for a new worldview” grounded “not in the traditionally taught evolutionary scenario dominated by competition and selfishness, but an understanding closer to the Darwinian one that sees cooperation and transcendence of the self as the most exciting parts of the story.”

Georgia has renamed what was its Common Core standards as the Standards for Excellence, probably without a politician in this state knowing where Excellence is actually going. The language about becoming conscious of itself is precisely what ‘reflection’ pushed by IB programs means. It is what Metacognition pushed by the OECD and a part of David Conley’s work on what the amorphous mandate “College Ready” actually includes. My point is that what may seem out there in terms of goals is getting written into statutes like the ESEA rewrites that passed Congress this summer or Charters that no one bothers to read. It is incorporated into mandated assessments that are being misleadingly called ‘tests’ to obscure the shift of K-12 education from the assimilation of knowledge into a human science to invisibly force transformational change.

Digging into Alexander and Kathia Laszlo’s work after what I had read that the well-connected GEFF planned to do turned up that about 1980 Bela Banathy began what he called Conversations on the Comprehensive Design of Social Systems. They took place regularly in Austria at a place called Fuschl and from 1988 on, in Pacific Grove, California, and those were called the Asilomar Conversations. At first they were centered on deliberately remaking the educational systems around the world, but gradually the aim became to redesign and transform social systems generally.

I have been digging through those records and all the confessions contained there, including that CASBS was tied to the infamous Tavistock Institute in London as is systems science generally. The 2012 ‘Conversation’, now moved to St Magdalena/Linz and held under the auspices of the now Gates Foundation-funded IFSR, laid out all the Tavistock connections and the desire to use Participative Design Workshops to push the education and social systems redesign agenda.

Now wonder people keep writing about going to a public meeting for discussion and feeling like they have been Delphied. In 2012 a Merrilyn Emery said in a keynote talk we were not invited to at the European Meeting on Cybernetics and Systems research that: “There is one other property of human beings and that property created the need for a genuinely open systems science: it is the demonstrable fact of consciousness defined as ‘awareness of awareness.'” So we never get invited to any of these meetings but their confessions, insights, and intentions do get incorporated quietly into the required assessments no one wants students to be able to opt out of, the adaptive software in their digital learning mandates, or the real definition of College Ready.

A paper called “Opportunity Lost: Teacher’s Union Reform-Past, Present & Future” reported that the concept of “Education by Charter” was first presented in 1974 to the same CASBS affiliate-the Society for General Systems Research–that would rename itself as ISSS in 1988. That would be the Tavistock connected entity. I have a copy of the Ray Budde charter paper that was finally published by an ed lab in that busy year of 1988. It’s all about the use of the Charter to lock in a vision of education that few would consent to knowingly and willingly. I was able to locate confirmation  http://www.gbv.de/dms/tib-ub-hannover/509668720.pdf that Budde remained tied to GSRT from this 1982 Annual Meeting in DC. Budde spoke on “Applying New Findings from the Neurosciences to Education” and Bela Banathy on “Perspectives on Education in Systems Methodology.” Both were listed in the part of the program on “The Study of Social Systems.”

Today’s title came from this most alarming K-12 vision http://smartblogs.com/education/2015/09/03/know-that-you-have-it-keys-to-self-driven-self-loving-self-supporting-education/ . I could recognize the ties between its vision and what I recognized as being part of what is being quietly mandated for all classrooms, including Whole Child Initiatives, Positive School Climate mandates, unappreciated definitions of mental health and well-being, and Mindfulness practices. I will come back to this in the next post as once again the extent of the interconnections among the true vision being mandated are hard to cover in a blog.

Getting back to what appears to be an impossible vision being mandated, please click through to the Game Desk website and notice who is funding this Heart-Core vision. When AT&T, the Gates Foundation, and the National Science Foundation are among the listed funders, you do not have to be the author of one well-documented book on education and be in the process of writing another, to conclude this is coming to a classroom near you soon.

This is a vision that already assumes we are “a collective” and “a society that grossly overvalues the mind over the heart.” It fits right in to where Csik, Bela Banathy, and the Laszlos, just for starters, have all said repeatedly they intend to use K-12 education to take us to.

In order to obstruct the use of K-12 education as a nonconsensual Human Science, we have to wake up to the reality of that very deliberate shift going on all around us.

With the United Nations convening on the Post-2015 plans for us building on all this later this month, there is no time to wait.