ACES: Individual Psychological Change as an Effective but Hidden Route to Ameliorate the Whole Society

Anyone wondering if we are about to play an exciting game of cards here at ISC? ACES is an acronym I just created because the phrase Anticipatory Cognitive Embodied Systems is simply too long to keep typing over and over again. Now every time we see the phrases ‘learner-centric education,’ ‘competency-based,’ ‘personalized learning to meet needs and achieve success and full potential,’ or ‘continuous improvement’ as the world’s largest education accreditor used recently http://www.advanc-ed.org/sites/default/files/ESSA%20Call%20to%20Action%20Whitepaper.pdf , we can accurately recognize that political power–local, state governors and legislatures, Congress and the White Houses led by both parties, and international groups–has decreed that students are simply systems to be measured, monitored and manipulated.

ACES is a defined-term globally and I hope you have as much fun seeing what it pulls up as I did when I first came across it and recognized the implications. I cannot summarize all those papers on this blog although reading many of them did cause me to put this blog into hiatus as I dealt with the implications. Then I pulled a book I have discussing what were known as the Macy Cybernetic Conferences or Feedback Mechanisms and Circular Causal Systems in Biology and the Social Sciences back in the 1940s into the early 50s. That is when what is now known as brain-based learning was first discussed. Here’s a quote for an aim that gets obscured now under all these euphemisms and more:

“Granted that personality and culture could be viewed as a cybernetic system with purposes, feedbacks, and communication links, which if analyzed [think of all that glorious data now being gathered under various mandates] might lend credence to the notion that individual psychological change could be an effective route toward ameliorating the whole society…By individuals changing their ways, the culture is changed.”

This is supposedly the ‘gentle’ approach to social change. Use education as a means to alter “styles of personal relations [Positive School Climate], child rearing [mandatory parent involvement at school], family and sexual patterns [transgender bathroom edicts], and promoting mental health [now usually called student wellbeing]. However gentle, it contained a strong element of the managerial, the manipulative, and the controlling.” Those aims still do and they are now everywhere in 21st century schooling. These aims now go back to a view that “human nature is not fixed but adaptable and changeable. Human nature, i.e., personality structure, is contingent on social patterns prevailing in a culture…and can be altered by changing these cultural patterns.”

When that AdvancED White Paper above writes about “a personalized journey of continuous improvement” where the student can be improved by schools “using evidence to pinpoint what must happen in the areas of need identified through the continuous improvement process,” we are back using education and the social sciences to achieve the aims laid out so long ago at those Macy conferences. When the paper talks about social and emotional factors and the “type of additional measures it will use” so that a “school or district must support the development of its students in ways not identified in test scores, but that directly impact student learning and development,” we are actually back to the goals for the future a Macy participant, Larry Frank, laid out in 1951.

In his book Nature and Human Nature, Frank wrote that that cybernetic notions could create a revolution where:

“Today we can assert with full conviction that culture is a human creation, man’s attempt to order and pattern his personal life and to provide for orderly group or social living…This indicates that culture is not a superhuman system, final and unchanging, beyond man’s reach and control; also it shows that we can and do change culture by modifying what we think and do and feel and what we teach and how we rear our children. Again, this new viewpoint, when once grasped, brings an immense relief and a feeling of freedom we have never had before under the older beliefs in a supernaturally imposed culture, sanctioned by immemorial tradition.”

Now, if we parents and taxpayers were presented with that graphic intention for today’s ‘education reforms’ we could accurately perceive what is intended for us and appropriately rebel in time. So we get all these euphemisms instead that still utterly reek of a cybernetic viewpoint for controlling individuals and planning a society once we recognize the terminology. Here’s AdvancED again on when ‘a system is considered effective’:

* Various processes and components of the system are connected and aligned so that they work together as part of a complex whole in support of a common purpose.

* System improvements are driven by a process of continuous measurement and feedback with a focus on collecting and sharing data that informs and transforms.”

I am going to interrupt my quoting of AdvancED talking about both students and schools in such cybernetic language using systems metaphors to point out what is wrong with so much of the Faux Narrative and outrage over Student Privacy that wants to make the conversation about Personally Identifiable Information. That is a static database emphasis regarding student data that has been openly declared to be interested in constantly changing students from the inside-out to the specifications sought by political power as if they were just a ‘system.’ And the point of concern is only PII and whether it is the feds imposing it as opposed to what is really going on here? Back to quoting again:

“* System actors understand and engage each other and the system successfully.

* System outputs are of the desired quality and produced within the desired time frame.”

The system is the student in many cases and what is being tracked and manipulated is the internalized Simplex I covered in the April 4 post. http://www.inacol.org/wp-content/uploads/2016/03/CW_ChugachSchoolDistrict_APersonalizedPerformanceBasedSystem.pdf is another recently released paper from another group driving what must go on in the classrooms under the synonym of competency-based education. It is also targeting students as if they were simply ACES–Anticipatory Cognitive Embodied Systems–rearrangeable in a “Continuous Improvement (TQM) Process” just as the Macy Conference social engineers always wanted. This is how we measure, monitor, and manipulate the ACES providing whatever learning experiences data shows to be needed until political power and its Business Cronies have the malleable adult they want “upon exiting the education system in 2025.”

I have more recent declarations by connected groups with the power to mandate what must occur in classrooms that fits with what was laid out by those Macy Conferences, but I want us to go back to a 1988 conference that supplements what is laid out in my book Credentialed to Destroy and that fits with both the Macy Conferences and what we are seeing now. Locating it tumbled out of my research on ACES as I played Tiptoe Through the Footnotes once again. In May 1987 Ohio State hosted a conference called “the Educated Citizen and the University of the Future.” It led to the 1989 publication of a book I found on ERIC (indicating current fedED interest) called “Rethinking Patterns of Knowledge,” edited by Richard Bjornson and Marilyn Waldman. Its Introduction complained first about the following:

“The dominant patterns of knowledge in the present educational and social climate are based on linear thinking, rationalistic analysis, and the quest for generalizable simplicity. Under such circumstances, individual success generally results from the competency with which these patterns of knowledge are mastered and then utilized to bring about expected or predictable outcomes.”

Now not only is such individual success not Equitable, but that individual will be using what I am going to call his or her Do-It-Yourself internalized Simplex to decide what to do and how to do it. To perceive what it notices and what guides and motivates its actions and that is thoroughly unacceptable. Saying that forthrightly in the way that Larry Frank did above so long ago might doom all these plans to finally succeed at using education for brain-based social engineering so we get the euphemisms AdvancED and iNacol used or this from 1989 that resonates today in the required ‘systems thinking’ in the Common Core C3 Social Studies Standards, Next Generation Science Standards, and the WIOA economic planning legislation I have covered.

“Alternative views of reality, whether they originate in our culture or outside of it, tend to be resisted or rejected out of hand. Each contributor to the volume challenges the unquestioning acceptance of these patterns and suggests that our creativity, our capacity to understand complex phenomena, and even the future wellbeing of our society depend on our willingness to embrace new patterns of knowledge and not allow ourselves to be defined solely in terms of what has been taught in the past.”

A few pages later and consistent with my insistence that it is that internalized Simplex and a desire for individual psychological change to quietly engineer a planned Upravleniye (March 22 post) society that is and has been for decades the real driver of all these reforms, the editors complain that we need to Rethink Patterns of Knowledge in preschool and K-12 because most college students “have already internalized their guiding beliefs and assumptions by the time they enter college.” Try not to faint in horror out there upon reading that statement.

So if the purpose of education is now to create minds amenable to political coercion without complaint or even noticing and to lock that in invisibly at a neural level, is there a level of government in a free society where such aims can be regarded as lawful and permissible?

Should the accreditors be able to require it working with school boards and their lawyers? Legislatures? Trade groups like the Chamber of Commerce? Is this violation really abhorrent if imposed by the feds but A-OK at a local or state level?

See why it is absolutely necessary to confront what is really being targeted for change and why?

 

 

47 thoughts on “ACES: Individual Psychological Change as an Effective but Hidden Route to Ameliorate the Whole Society

  1. Speechless.

    Robin, in a cursory search of ACES lots of robotic modeling comes up on google related to MindRACES. Can you explain how robotics has been sold to schools as part of STEM learning when clearly robotic research has been heavily used to explore cognitive behavioral studies ?

    It seems to be smoke and mirrors to redirect thinking people’s attention from what the real purpose of robotic research is all about.

    • That is part of what the sequel to CDT is about, but it also comes up in connection with what is really going on with IMS Global and those Gates-funded Achievement Standards. I was not being flippant about looking up this term.

      Mindraces is an EU funded project so this has very powerful, deep pocket backers and as that search shows is a global effort by political power. I think that is the most accurate and astute way to look at this. You can also see why recognizing this made me susceptible to any bug that came my way. There is a paper out there by Warren Mansell of the School of Psychological Sciences at U-Manchester called “Control of Perception Should be Operationalized as a Fundamental Property of the Nervous System” that you should take a look at.

      In addition, Pezzulo who is involved with MindRaces has a Royal Society paper from 2014 called “The principles of goal-directed decision-making: from neural mechanisms to computation and robotics” that is quite graphic. It also defines the term autonomous that is so much a part of personalized learning as in this recent paper http://www.personalizelearning.com/2016/04/continuum-of-ownership-developing.html as meaning as “setting goals rather than reacting to stimuli.” In acting on the Simplex that is no longer to be DIY but prescribed by power and then instilled by educators over time using SEL and the categories, concepts, themes, beliefs, and values prescribed (remember Science of Virtues?) the student and then adult views themselves as autonomous when both their conscious and unconscious choices have all been quite circumscribed.

      I also read David J Staley’s earlier book before History and Future last week. It is entitled Computers, Visualization, and History: How New Technology will Transform Our Understanding of the Past.” It’s stunningly graphic too and will figure into the next post. I am not interpolating anything here. I just wanted to make sure I fully grasped all the implications of ACES before writing again. You can see why everything has been set up to insist we all must differ to the magic ed degree. With that deferral, there is no obstacle to utter psychological manipulation that is easily not on the radar of those being deferred to.

        • Thanks Anon. Thanks for linking to that Marzano story as it ties directly to the Chugach performance-based system iNacol is pushing. That is RISC’s template.

          Marzano was at McREL–the Mid-Continental Ed Lab when it came up with the Achieving Excellence template that would become infamous at the time of Columbine. Here is an old post on that http://www.invisibleserfscollar.com/using-education-to/ with an abbreviated link I noticed too late.

          It also talks about Bela Banathy who has a tag. This is especially pertinent as I encountered Bela being cited all over the world in the ACES articles.

          • Brings to mind marzano mentor from McRel Shirley McCune speaker at 1989 Nat Gov Assoc conference where Sen Lamar Alexander ( of ESSA fame) professed his new age education goals as the ssme as ARNE Duncan’s and poof here we are in 2016 with new age Androgeny Arcturean space queen and super creeper bob marzano running Catholic school teachers and public schools too… Ascended masters and common core connected.

      • Okay a quick glance and I read the following from the abstract
        :
        “Perceptual Control Theory proposes that loops are organized into a dissociable hierarchical network. In this way, behavior is dynamically adaptive to environmental disturbances, rather than being formed by, or superimposed upon, learned associations between stimulus and response.”

        Come again? He and fellow travelers are advocating and advancing theories that rely upon disrupting and compartmentalizing abilities and memories essentially? A la methods and established practices for Mind Control/Programming as has been revealed via the Church Committee ?

        Certainly makes Project Based Learning and Activity Theory take on a whole new sinister meaning.

        • Rightfully so given the sources I have including plenty that are translations from Russian. Here is the ending to that Mansell article: “It is the view of control theorists that perceptual feedback is fundamental, behavior only the means to achieve desired feedback. Perceptual Control Theory provides a shift in perspective, and an operational model of control, that may transform the progressive ideas about cognitive control into working models for the future.”

          Those working models get mandated in the language of a charter or what a public or private school volunteers to implement and the the data on the changes created in the students becomes education research. Theory in action.

          Don’t you love your children being classified as a ‘purposeful, goal-directed system’ with those goals being created by others because they control the Simplex by the end of K-12 and thus what creates the goals in the first place.

          • Speaking of children as systems….

            I was looking into The S.E.E.D program that my kids school ( read, Head of School ) has adopted and begun to implement quietly under the radar of most parents and even board members. The founder of S.E.E.D Peggy McIntosh can be credited with taking what was known as white-skin privilege during the civil rights era and recreating it as White Privilege circa 1988. McIntosh’s WP is a catch all for white MALE privilege as well as heterosexual privilege to boot.

            In my research I came across a statement she made in a New Yorker interview, May 2014, regarding someone’s anger at having been told to “Check Their Privilege”. PM argued that the individual in this instance was refusing to see themselves systemically. Dastardly Refusnik. The Nerve.

            Imagine that! An individual resenting being defined by the group and not for his or her own abilities, traits, or behaviors . Imagine, any human feeling anger that they should be made to believe that they are interchangeable with other members of their defined group?

            Clever of the planners to have renamed Collectivism with the ever so scientific sounding Systems Thinking.

            All Hail Experimental Scientism!

          • I mentioned Albert Bandura because not only is he the most widely cited psychologist in the world now because of the use of his theories by schools of education, but his theories came to my attention because they had been drafted into the obligation’s of the local school district’s charter. The one Ed Week wrote a story raving about.

            Let me quote from the 2001 Annual Review of Psychology and what he means by biosocial coevolution, which is precisely what most parents do not understand can be embedded in that unappreciated language of a charter or in the case of private schools in a mission statement’s language. My bolding.

            “Social cognitive theory extends the conception of human agency to collective agency. People’s shared belief in their collective power to produce desired results is a key ingredient of collective agency. Group attainments are the product not only of the shared intentions, knowledge, and skills of its members, but also of the interactive, coordinated, and synergistic dynamics of their transactions. Because the collective performance of a social system involves transactional dynamics, perceived collective efficacy is an emergent group-level property, not simply the sum of the efficacy beliefs of individual members. However, there is no emergent entity that operates independently of the beliefs and actions of the individuals who make up a social system. It is people acting conjointly on a shared belief, not a disembodied group mind that is doing the cognizing, aspiring, motivating, and regulating.”

            See why collaboration is one of the 4 Cs of 21st century learning and why group projects and coming to a common meaning within the classroom are such an integral part of the real common core implementation I covered in my book? There’s also an excellent chance the lawyers writing or recycling the form language in the charters have no idea what the ancestry of the phrase “life skills” is, but its ties to Bandura and social cognitive theory and systems thinking are also not disputable. Here’s more quoting a few paragraphs later. Again I found this paper as I followed up on ACES links.

            “Theorizing about human agency and collectivities is replete with contentious dualisms that social cognitive theory rejects. These dualities include personal agency versus social structure, self-centered-agency versus communality, and individualism verses [sic] collectivism.”

            That’s a lot of real-world consequential matters that get rejected by the education theories being quietly mandated for our children and thus us.

          • Take a look at this. http://www.psicopolis.com/Psipol/arch/follet.pdf since I know what you think of Design.

            Now I am truly comprehending why educators are given doctorates simply because they are willing to push practices and psych and sociological theories they do not nor are they asked to understand. Also why the definition of education law is not to understand education theories being converted into binding language that compels certain kinds of behavior that is the neurobiologically locked in. Education law’s purpose is simply to enact education theories that turn out to have been developed in actuality to force implementation of notorious collectivist political theories.

            It’s not that the mind actually is just embodied, but if educational practices force that the student’s very values, attitudes, beliefs, perceptions can be altered and then biologically locked in. No need to get consent or win at the ballot box.

          • Ohhh. Emmm. Geee.
            My head is going to explode.
            ” Human Activity Systems …”
            ” participatory design of social systems ”

            I used to credit the people who wrote these papers with more intelligence than I now think they actually possess . I’m not saying they are dumb and they do seem to think they are smarter than the average bear but Im betting that a large majority of these characters that regurgitate this garbage do not really have any idea about what they are dithering on about.

            Of course to your point Robin their foolishness does not make the theory in practice that they are hustling any less effective in its aims.

            Poisonous Prattle .

          • Mandated prattle. The essence of what the degrees force and the lawyers’ language requires.

          • “transform the practice of neuroscience”–will be much easier with the data flowing out of ESSA and adaptive learning. This was last week’s Dear Colleague letter that is part of that BRAIN Initiative that GSV San Diego just said had ratcheted up to $500 million per year. http://www.nsf.gov/pubs/2016/nsf16076/nsf16076.jsp

            When we map the Human Genome or the universe, looking has no impact on what we find. The essence of Dynamic Systems Theory and the Primer Project of ISSS that link came from is that the brain and education are in a dialectical relationship. The whole purpose of standards-based reforms it turns out as well as LDH’s ‘meaningful learning’ when properly understood is to create the knowledge that will allow neurobiological alteration for psychosocial purposes.

          • I did not see this, but between Ed Week’s story on her last week and the NYT yesterday there is sudden;y a big push behind Immordino-Yang’s perspective. http://well.blogs.nytimes.com/2016/05/04/to-help-students-learn-engage-the-emotions/?utm_medium=email&utm_source=flipboard&_r=1

            This was the Education Dive push. http://www.educationdive.com/news/dr-immordino-yang-social-emotional-learning-key-to-student-engagement/418632/

            She is Damasio’s partner in that Brain and Creativity research that ties to meaningful learning when we put all the pieces together. The fact that she is also the editor of the Mind, Body and Education journal gets left out even though it is quite pertinent to what is really going on. Since I have now finished Damasio’s book, the bibliography cited to Robert Ornstein, who co-authored New World, New Mind with Paul Ehrlich back in 1989.

            The post where I laid that out remains the all-time most read ISC post. http://www.invisibleserfscollar.com/blending-sustainability-and-education-to-gain-arational-nonlinear-minds-and-new-behaviors/

            Never knew that term Arational would become a big part of the story.

          • See what I mean about the unappreciated actual agenda being pushed by the ‘conservative’ media and their affiliated think tanks? It is simply a different approach to socially engineering people.

            Yesterday I spilled something on my keyboard and fried it. Hence the links with no accompanying verbiage.

          • “When people make it gets them back to who they are as humans.” Wow. https://www.edsurge.com/news/2016-05-02-albemarle-county-schools-journey-from-a-makerspace-to-a-maker-district?mc_uid=39a5c80c742a579521a161935ff95190

            Sad, but it does promote equity. Notice also the reference to getting kids to a higher-level of Bloom’s taxonomy.

            I really hate when I read neurobiology profs whose work gets mandated as an education theory like the Maker Movement and so I do a search based on my knowledge of what other related people were pushing and up comes this. http://www.isss.org/primer/seminzh.html

    • ETS created a template for authentic assessments back in the 90s that ties into what is now euphemized as evidence-based policy that fits entirely with this link I did not get to with its Knowledge, Skills, and Dispositions (instead of the ETS term Attributes). I have all that and it will be in the next book. It is part of why I recognize the implications of ACES though and I have some of Rumelhart’s work.

      http://education-reimagined.org/wp-content/uploads/2015/10/A-Transformational-Vision-for-Education-in-the-US-2015-09.pdf has all the think tanks (Stuart Butler started it as a Heritage fellow and then switched to Brookings), the NEA, Michael Hinojosa now back at Dallas ISD but a super Mark Elgart (the author of the AdvancED paper linked) arranged to have come to Cobb because both he and the super brought to the adjacent Fulton where I live had a background in the Measures of Effective Teaching Project that also pushed the same KSA cybernetic template when we drill down to its core. The lawyers for both school districts also serve as the headhunters recruiting just the right kind of transformative candidate who will further grease the wheels enabling this psychological emphasis.

      At the time of recruitment I was on an advisory panel at the state level with school board members from both Cobb and Fulton and I know what those members were being falsely led to believe by their lawyers and Supers because they would parrot what they had been told. And I would think “Really?” That was when I originally looked into Continuous Improvement and realized it was not about academics as that school board member led me to believe. Another told me Hinojosa would have to be an exceptionally able liar for what I was stating to be true. At the time he was on this Convergence Project without telling anyone as far as I ever heard.

      Same nexus of recruitment brings us the exemplar from Beaverton, Oregon who I suppose is counting on renewal of the E-SPLOST so no one has to rein in the free-spending ways. Several years ago I read a letter Elgart has sent to the Wake County School Board insisting the accreditors got to control who could be the lawyers to a school board. Meantime I get language in drafted charters that I can ultimately track to people like professor Albert Bandura of Stanford who openly insist the required Social Cognitive Theory is a means to obtain the desired psychological shift to collectivism and away from individualism.

      That also came out of my ACES search. Of course the names and theories at this point mean more to me than they would to most EduDoctors or their AdvancED approved legal counsel. I didn’t draft the language, but I sure do recognize it unfortunately.

      • I’m ready for book number 2! What I found interesting as well as infuriating was that Robert Glushko from COGSCI is also on the board of the Open Data Society, promoting the importance of open and sharing metadata. Isn’t it so convenient then that the potus opened the can of worms for him? Sure does make Ets look guilty and PII look less important. Remember that paper we read on gaming and how every click, choice, etc was an assessment.
        All of this makes the narrative formers look very inept or just good liars as you said.

        • To me I keep looking at the ETS materials, that I located just before leaving for LA, in light of a video I saw of David Coleman speaking at the 2014 (I think) New Venture School Fund annual meeting out in California. John King, now the ed Ed Sec, was another participant on the Panel, and Coleman kept talking about the meaning of the College Board being backed by “all the resources that ETS brings to the table”.

          Now that I have all these declarations of what could be achieved with authentic assessments including the cited exemplar papers it all makes perfect, if extraordinarily troubling, sense. Also do not forget that ETS created the Gordon Commission and the definitive report on its work was presented at an AERA meeting out in San Fran or LA I believe. It’s in my notes somewhere but I watched the video a few years ago.

          I have written about MIT Prof Alex “Sandy” Pentland and his book Social Physics. He is on the UN’s Data privacy committee http://www.unglobalpulse.org/data-privacy-advisory-group and I have always wondered if Joy Pullmann, Jane Robbins, and Emmett McGroarity knew that the Data Privacy report they did for the Pioneer Institute called for precisely the same remedy that Pentland wants. The Faux Narrative does have a purpose and whatever their knowledge, I’ll bet someone at Pioneer knows and it is not accidental it aligns with the MIT agenda and active partnership with the UN.

          The author of the Macy Conference book mentioned the Harvard and the Making of the Unabomber book, which meant I had heard my third tap on that book. It talks about the alliance of the Ivies and the CIA and how by 1959 Harvard was making more from research than tuition and much of it involved psychology. Also mentions that the Rockefeller Foundation was financing research pushing for the use of psychology in public policy. It’s rather fascinating to encounter these same ideas and departments in a slightly different context. Anyway the author writes about the fronts used so that profs were Unknowing Agents of CIA research.

          Reminded me of the Inadvertent Change Agent concept I created for the first book to explain that the effects of practices and techniques follow the required use of them even if no one in the chain anymore knows of the actual intent of whoever created those theories or practices. There is a lot of that here except no one, in my mind, who is at a high level like the Gordon Commission.

        • Take a look at this explanation of why this catholic school wants to control the internalized simplex. http://www.rosarian.org/uploaded/About_Us/News_Releases_Media_Advisories/2015-2016/Neuroscientist_comes_to_RA_release.pdf

          To put this into the context of ACES and also Mind, Body, Education a la IMBES that we covered note that this prof is the Editor in Chief of their national journal. I also just located a speech by her frequent collaborator and neuroscience prof Antonio Damasio to unesco where he talks about the role of emotion in creating the desired traits of citizenship in their terms.

          Damasio is an adjunct prof at the Salk Institute and Jonas Salk was one of the contributors to the Rethink Patterns of Knowledge book I mentioned in this post. I am reading Damasio’s Descartes’ Error: Emotion, reason, and the Human Brain and I noticed he is using reason in the way that makes it less about an Axemaker Mind and more about evaluating what goals to achieve and how to best get there. It’s about everyday situations which was also the domain of interest in that 1988 paper. If you remember from my book that is also where John Goodlad always wanted to make the focus of K-12 education.

          Descartes is not talking about education but I could see how it would apply so I checked to see if he also did work with the Rossier School of Ed at USC. Out popped this http://www.learninglandscapes.ca/images/documents/ll-no9/mhiyang.pdf from 2011.

          Clearer and clearer even if we would all like to wear welding goggles because it feels like we are looking at a supernova in terms of the actual implications for social engineering via education.

  2. Rather Kafkaesque, This Metamorphosis Talk, Eh?

    Robin’s link in her post today (4May, 7:43 am) http://www.isss.org/primer/seminzh.html brought forth some 20-years-ago writing on “systems thinking” to help “Government Policy and Decision Making.” It’s predicted that some “deep collective existential metamorphosis” could happen to convert our industrial society to a more holistic approach.

    For thoughtful skeptical people it’s logical to get impatient with neurobiological theories that are too quickly translated to “movements” such as “grit”, “resilience”, “thrive”, “maker”, etc. Without grounding from controlled piloting and field-testing so many of these education experiments eventually end up as just the latest theory and fad. The fads in this “profession” are numerous — far outweighing anything in any other profession!

    All this reminds me of the observation of 35 years back by Marilyn Ferguson in the “Aquarian Conspiracy”: “Discoveries about the nature of the mind, unfortunately, have been like the slow-spreading news of armistice. Many die needlessly on the battlefield, long after the war is over. Young minds are dampened and diminished every day in numbers too great to bear thinking about, forced through a system that stunts the capacity for a lifetime of growth. In contrast to insects, as someone said, human beings start out as butterflies and end up in cocoons.”

    While that quote might, indeed, relate to either fads or proven practice, it’s worth noting that often considerable lags in application do occur when something in education does irrefutably get proven effective.

    “Cognitive science” itself is in a highly volatile state at the moment but, in my opinion, some rather convincing information IS coming through. For example, that direct instruction, guided by trained teachers, yields better academic results than “discovery” and student inquiry approaches. Now, isn’t that what most parents (and taxpayers) would like to see happen? Yet, “the system” continues to inject social emotional agendas without consent or proper evidence. And, sabotages proven methods, which in other fields are “standard operating procedures”.

    You know, public education is not really a responsible “profession”, is it? It’s unaccountable, fad-ridden, resistant to evidence-based practices, and with poor overall results. Perhaps it should be declassified to some lower level of human enterprise?

    • I read this today and thought of you since your next door province Alberta is serving as an exemplar in addition to those California CORE districts. https://learningpolicyinstitute.org/wp-content/uploads/2016/04/Pathways_New-Accountability_Through_Every_Student_Succeeds_Act_04202016.pdf

      ‘Meaningful learning’ was the wrong euphemism for LDH to use and I appreciate her tying this to the Innovation Lab Network that we have previously tied to GELP–the Global Education Leaders Programme.

      About two days ago, coincidentally, I did some global trekking that makes it perfectly clear that all of this is just various names for the cybernetic model. All secured with graphics of how it should work.

      THen today I finished neurobiologist Damasio’s book and noticed one of his cites was to Alexander Luria. It truly has all come together. So much ties down directly to what was laid out in Credentialed to Destroy as the real implementation, including the Learning Progressions I wrote about. Nice to have LDH explain the importance of those now in the Performance Assessment Resource Bank touted in that link.

    • I will trade as I am now back from my child’s college graduation. What an emotional experience but it was a lovely day and I helped host a grad party Friday night.

      Just as we had feared the White House has just released a report on how Big Data can be used to detect Civil Rights deficiencies. https://www.whitehouse.gov/sites/default/files/microsites/ostp/2016_0504_data_discrimination.pdf

      I feel like the Emperor in Star Wars where he says “Just as I had foreseen…”

      Tomorrow there is an NAS webinar on using Science, Policy, and Practice to Prevent Bullying. http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_172200.pdf More excuses for the psychosocial emphasis sought for decades. I had some more revealing books from the past arrive while I was out of town.

      • I just want to say congratulations to you and your hubs and your daughter. The graduation is wonderful in itself, but to know she has done it while knowing the underlying motives in much of her education. You guys have overcome in a meaningful way. I hope she becomes half the warrior for right that her mom is, in whatever field she chooses. I’m sure she’ll amaze you Robin, I know she already has. As I am sure her mom has amazed her. Your children are blessed, as are their parents. Again, congratulations!

      • Looks like a model for a Company Town on steroids.

        Full employment ( or Else. ) Life Long Learning for Compliancy ( or Else ) Personally Conditioned and Trained Students/Workers/Citizens ( or Else )

        Not much Else left for the individual to imagine is there?
        Wonder where Else the $$$ will come from to fund our fully educated citizenry? ( kidding…)

        • Take a look at this that came out Friday that Ed Week was promoting. http://oceansofdata.org/sites/oceansofdata.org/files/ODI.DataLiteracy.Workshop.Report_0.pdf

          I could read it and tell how it fits in with this people as goal seeking system and a template Joe Novak developed originally created for science understanding but applicable to manipulating the simplex in all fields. I was reading a Novak book before I left because I saw Staley cite to him and remembered writing about him and that Center for Human and Machine Cognition in Florida and its ties to Chamber of Commerce/we love cronyism and Upravleniye businesses.

          In Novak’s book he cites how his template that I recognize as tying to what is now called Enduring Understandings etc goes back to the new curricula created in the late 50s and early 60s to change to concept oriented science before it became controversial and withered. When I started looking into EDC there was UNESCO and the World Bank as affilaites and all these corporations we know and the usual foundations funding in its history. At its core it then cites Jerome Bruner who helped create the shift from behaviorism to cognitive science and systems thinking in the US.

          Then it says EDC was created back in 1958 to promote the new high school physics curriculum PSSC Physics. No wonder it reminded me of where Novak was going with his mapping of the concepts and categories to be internalized.

          I guess my mind is truly back in gear after a few days of being in mom mode only.

          • Nice personal touch with the signatures at the end of that Oceans of Data piece. Makes all the expectations for human beings to think and function like goal seeking computer systems that much more “engaging.”

          • Nope. Nothing leading and formative about the data collected in science class for our 21C Learners here. Nothing framed and formatted at all in the software regarding how they should perceive the state of nature and what Actions they should take as good citizens to care for Great Mama Gaia.

          • Read this through the vision of ACES. https://www.edsurge.com/news/2016-05-11-diversity-does-not-happen-by-accident-and-other-lessons-about-equity-in-the-maker-movement

            We encountered Nichole Pickard before in the MacArthur Connected Learning work and paper with its openly Marxian language of the hoped for transformation. Hopefully will get something up a bit later. The birthday girl is still asleep and everyone else has left for work and exams. Now if I can just get the cat who wants to sit in my lap since I was away for several days to understand I cannot type like that.

          • Wow.

            ““These activities should be connected to their identity,” said Pinkard, whose Digital Youth Divas programs teaches girls to design and build bracelets and other jewelry items with electronic circuits and fabric. By creating something they will use, the girls got more interested in the activities.”

            Bracelet Making=Identity for girls? For Diverse Populations? That bar gets any lower they will be picking carpet threads from their teeth.

            Just like with Entrepreneurship Curriculum in my kids old school it always comes back to Bracelet Making for the diverse and downtrodden. But they called it ” fair trade, micro-businesses”.

            Nice to know ” Diverse Identity” Moms will feel like the are accomplished when they come to visit the class. This is disgusting, patronizing racism in the extreme. I cannot believe people are writing this pablum and getting away with it.

          • But Ms. Pickard clearly does not see that as she advances her to be fair for the common good marxist cultural historical identity politics that she is keeping the digitally deprived diverse masses firmly ensconced on their virtual plantation does she?

            Wow wow wow wow.

          • Since the league Of Innovative Schools is part of the Digital Promise mandate this ties directly to today’s post. http://ww2.kqed.org/mindshift/2016/05/11/digital-promise-puts-education-research-all-in-one-place/

            I did not get a chance to point out that LIS reports to John Holdren at the White House and Paul Ehrlich mentioned Holdren in his 1989 book New World New Mind with Robert Ornstein. Now Holdren is in a position to use LIS to help create that desired new kind of Arational mind.

    • Remember Flyvbjerg explaining Arationality and it starts with basic skills and then Competency involves setting goals and planning how to achieve them, Proficiency is getting good at that, and then the last stage is Thinking like an Expert? Using the concepts and categories of the expert without their underlying knowledge base. Thinking like a scientist fits with Staley’s thinking like a historian. here are the concepts. Use them to frame your investigation and inquiry and also here’s the data to use. Then continued practice locks in those concepts neurally so they are ready to be pulled up and Transferred to new situations. Fits the Higher Order Thinking Skills and Understanding mandate in ESSA perfectly and it is what that language was intended to force.

      Lauren resnick is not only the architect of the 1987 HOTS report and the co-director of the 90s New Standards Project with Marc Tucker that aligns with this peoples as Anticipatory Cognitive Embodied Systems available for redesign at a neural level. She is also the author of plenty of articles on the glories of Transfer to new situations.

      This is the post where I first explained Novak’s new conception of Understanding that I can see reflected in that Oceans of Data report now. http://www.invisibleserfscollar.com/harnessing-the-meaning-making-capacities-of-the-human-mind-and-then-assessing-for-the-tightness-of-the-fit/

      It also covers the new conception of assessment that we know much of the Opt Out faux narrative is designed to force.

      I am working on the next post in between running around, but since it is my college graduate’s birthday she thinks my attending to her every whim today is my destiny.

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