Aspirations of Controlling Consciousness, A New Kind of ‘Thinking Beast,’ & Another School Shooting

In the last post, we talked about the planned evolution of human cognition using curricula for K-12 and higher ed, as well as through learning standards that are consistently misexplained to obscure their actual intended effects. Then we had the tragedy last week at Highland Ranch STEM, which turned out to be about ten miles as the crow flies from the McREL ed lab, which has long hyped cybernetic ‘Second Order’ Change at the level of students’ minds. When I pulled up Highland Ranch in a map location search looking for McREL, in my left hand corner (representing to the west) was the now rebuilt Columbine High School. I am familiar with the interest of what was called the General Evolution Research Group in the 80s in education reforms and their piloting in these school districts of a template called ‘Achieving Excellence’. Excellence had to do with reimagining Consciousness so that what is thought, felt, and desired are united as motivation to act.

Now before I shift to what I found at Highland Ranch where “Our goal is not only to prepare students to thrive in the constant world of re-invention, but to lead it,” while hyperlinking to the UN Sustainable Summit page https://www.un.org/sustainabledevelopment/summit/ as well as the also relevant https://woodrow.org/wp-content/uploads/2019/05/WW-Reimagining-American-History-Education.pdf released last week, I want to go back to a 1968 international conference on the Effects of Conscious Purpose on Human Adaptation. What the STEM ‘About Us’ page says it desires, and what the Remagining History Education declares as its intended effects on how students “make sense of a chaotic present and inchoate future”, fit with:

we ought to look toward our willingness to enter our individual consciousness into the system comprised by this new kind of organism. We have to ask ourselves whether in some way we can understand the world and act on it better, with passion and commitment, through becoming an organ in such an organism…[sensing] the need for a new kind of ‘thinking beast’ in order to cope with the crisis the world is in.

Just after that quote, cyberneticist Gordon Pask, whom we met in the last post as relevant now to all sorts of 21st century plans for us and our children, spoke up about the need to “redefine an individual” as “one named class of programs,” which fits perfectly with what I have been warning about the way learning standards are actually intended to work. He went on in an explanation that makes Whole Language in reading and constructivism in math and science make far more sense, than the repeated bogus explanations that they are simply “another way of teaching.” It’s about controlling and evolving consciousness in predetermined, politically useful ways.

…Because of this interpretation of the individual, one can perceive a separate sort of evolution that I refer to as ‘symbolic evolution,’ which is perhaps exemplified by this conference. To avoid overpopulating the world with general-purpose machines, what we have to do is control the symbolic evolution process. To do so, I believe that the first thing we must do is redefine what we mean by an individual, get away from this idea of individuals as heads.

Before I get back to that conference, let me excerpt from the About Us page found here https://www.stemk12.org/ under the “Never Stop Innovating” link in case accurate perception of the intended changes in consciousness results in a subsequent takedown.

“Welcome to STEM School Highlands Ranch. We are an innovative, free, public, charter learning community that exists to innovate K-12 education in order to prepare every student to lead change, solve problems and succeed in an exponentially changing world.

We are more than a school. We are a think tank, a learning lab and a catalyst for creativity. We are a haven for continual innovation, creative exploration, and rigorous discovery. We defy definition and break with convention. Because that’s what innovators do.

We see school differently.  Although our curriculum has a college preparatory focus with emphasis on developing core liberal arts skills in reading, writing, mathematics and science, we use creativity, problem-solving and innovation to inspire and challenge our students.

We are more than just STEM. We infuse STEM into all classrooms. We challenge students with STEM-based, real-world problem solving fueled by constant exploration, inquiry and discovery.

We foster innovation. We equip every student, every day in every classroom with the knowledge, skills, confidence and character to thrive in a constantly changing world. By using continuous inquiry, constant discovery and trial and error as critical pathways to new discoveries, we create a culture of safe failure and fearless innovation.

We empower students. We put students in the driver’s seat of their learning, engaging and empowering them to push their own unique boundaries of innovative learning, thinking and doing.

We see teachers as catalysts. Here, teachers are role models and innovation coaches who provide the framework for learning. Our teachers are experts in teaching appropriate use of technology, collaboration, and teamwork that sparks interest in STEM and learning at an early age.

We innovate and learn together. Here, we leverage the power of collaboration, teamwork and group think to build, design and create solutions to real world problems.

We’re fostering tomorrow’s innovators, creators and change agents. We work tirelessly to nurture and develop integrity, respect, responsibility and honesty within our students and take pride in encouraging well-rounded student development. Link here for some of our notable student accomplishments over the last school year.”

That’s a school grounded in manipulating and practicing with the created neural change in its students. It wants to control their purpose in the same way that the cyberneticists envisioned. So now let’s go back to that conference again and see what they wanted to do to the mind “to act, again to use the Marxist terminology, as midwives to a humanistic change…where we might have to change man radically, give him a new morality or something, otherwise we might fail.” That reference to Uncle Karl was not gratuitous or inflammatory as a personality theory psychologist with a 1949 PhD from Harvard explained to the conference that “the notion of transforming thought, taking actuality and changing it through work, was the crucial concept in Marx.” Euphemizing that same aim as a 2011 chartered STEM School and then hyping yourself as a global template makes it much harder to see for anyone who doesn’t already possess all these detailed plans for change where the mind and its instilled ideas can be a “cause of history” defined as “movement that gets someplace.”

That’s precisely how that link above wants to Reimagine American History, while pretending it is a matter of Equity and Reaching ALL Students. Yes, because of the needed changes to all those conceptual systems to reestablish “the common bonds that all Americans [should] share in a time of deep national political, economic, and social divisions in which Americans’ differences overshadow our commonalities.” Pask would call that a new set of programs because our cyberneticists believe:

that it’s impossible to get at this supposedly real world independent of some sort of conceptual system, so that if the real world in real time is filtered through successive conceptual systems, then the history of these conceptual systems is the ‘history of consciousness,’ I think, [and] highly relevant to anything you’s like to say about the ‘real world.’

The Highland Ranch vision, the new history education vision, and that conference are all about change in the material world of reality created by controlling the conceptual systems of students. For “establishing the engaged and informed citizenry needed to preserve a democratic society” is how the Woodrow Wilson history vision pitches it. The 1968 conference said the purpose was to create people “whose point is not homeostasis, but change.” Today, that gets euphemized as Change Agents, Lifelong Learning, and Growth Mindsets as a STEM vision. All are grounded in treating people, and the mind especially, as not independent in the actual historic sense where the King could not cross the private threshold of a citizen’s home without permission. Now we stealthily get governments, at all levels, using prescribed learning standards to form:

a system which is self-corrective, maintaining constants about relations between the parts and relations to the environment: a steam engine with a governor. Mind is immanent where energy is stored so that the system can be responsive to abstract cues. [Enduring Understandings or Understandings of Consequences?] Mind is related to purpose, especially the kind of goals which Gordon [Pask] called evolutionary goals, and any material system with an evolutionary goal deserves to be called historical in a sense going beyond the simple fact of change.

Do you think it is accidental students are being bombarded with terms like “chaotic present and inchoate future” or have the word ‘innovate’ thrown at them constantly as Highland Ranch does? Even that link to the UN and its Sustainable Development Goals using students and education fits with the idea that creating a “system of ideas and ideals” can allow the systematic control of prevailing consciousness using “internalized, conceptualized goals.” Remember too that the word ‘standards’ is just another word for goals. Let me close this disturbing, but illuminating, post with another quote from “A Human Family on a Ledge” from the last day of our 1968 conference.

We need to become, uniquely in the history of life on our planet, a species that does not compete with every skill and weapon to monopolize resources and guarantee the survival of as many of our immediate offspring as possible. Instead, we must begin not only to include ourselves within our understanding of nature, but include our understanding of nature within our understanding of ourselves, consciously fostering natural balances because we have a vision of the whole, rather than simply moving within it. We need to see ourselves as parts of the system, and we need to develop an internalization of that system, like an actor turned director who must discipline his wish to steal the show.

STEM is no longer actually about Science, Technology, Engineering, and Math as bodies of knowledge and History must be reimagined to create a new kind of conceptualization of what the world ought to become. Consciousness itself has become the point for creating change, while parents and taxpayers get misled to believe that these shifts are about better Engagement and Achievement.

And once again I find school shootings occurring in schools adamantly announcing their innovative changes to the human psyche. At least we no longer need to wonder why no amount of shed blood will cause a deviation from this transformational template with such a troubling history in its documented implementation.

5 thoughts on “Aspirations of Controlling Consciousness, A New Kind of ‘Thinking Beast,’ & Another School Shooting

  1. Oh Dear.

    “We foster innovation. We equip every student, every day in every classroom with the knowledge, skills, confidence and character to thrive in a constantly changing world. By using continuous inquiry, =( CREATE CONSTANT ANXIETY AND DOUBT) constant discovery and trial and error =( REMAIN FACT FREE AND REINFORCE THE FALSE IDEA OF THE WORLD AS UNKNOWABLE) as critical pathways to new discoveries, =( OF FALSE REALITIES ) we create a culture of safe failure and fearless innovation.= ( ENTROPY or POSITIVE FEEDBACK in the Cybernetic understanding of the phrase which desires NO CHANGE at all. Innovation from the serfs after all would be no good at all for the policy wonks and their elite handlers.)

    • Don’t miss the link to the SYNK https://www.stemk12.org/apps/pages/index.jsp?uREC_ID=1467086&type=d&pREC_ID=1374965 , which turns out to be an acronym for “a synchronous learning environment”. That, in turn, gets the students attuned to practicing the same kind of common understandings among a group in real time that we saw in the EE post on DJEM.

      Plus it has been recognized as a Global Leading US School by America Achieves http://americaachieves.org/30-high-schools-around-the-world-named-world-leading-learners-and-invited-to-join-global-learning-network/ and the OECD at https://yourhub.denverpost.com/blog/2017/12/stem-school-highlands-ranch-among-30-schools-honored-in-boston-at-international-world-leading-learners-convention/204298/ . The OECD was the cosponsor of the Developing Minds for the Digital Age book from the last post where I found DJEM in the first place. Being world-class now is about controlling consciousness to achieve these OECD/UNESCO/NSF plans.

      Also, the Reimagining American History Education vision is tied to the Stanford History Education Group, which I tied last year to the Media Literacy standards as well. Talk about supplying the ‘abstract cues’. The “educating a generation of Americans who think like historians, who know how to ask questions about the present and the future rooted in the past, and to marshal the data to answer those questions” is such BS. Real historians know facts. It is Flyvberg’s transformational Arationality that hypes Thinking like an Expert without actually being one. Yet these kind of curricula not only shift consciousness, they fit with the Diversity and Equity mandates also being pushed last week commemorating 65 years after Brown and segregation on the rise. https://www.civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/harming-our-common-future-americas-segregated-schools-65-years-after-brown

      If you are too busy to read that whole report, read those conclusions. They are determined to disregard the SCOTUS case that disallowed metro-wide busing.

      • Yes, they left out the Milliken decision. I remember it though. I was going to be bused to downtown Wilmington DE. Then, the Supreme Court did something and I wasn’t going to be bused any more and was able to finish in the high school where I had started.

        Milliken is never mentioned in high school US history classes either. Nor the college level politics course my older son took. It’s like a conspiracy of silence, and it has been for decades. Even if they have to admit that there’s no longer busing across district lines, nobody whispers the word “Milliken”.

        • Actually, now that I read to the end of that study, their proposed solution is to overturn Milliken!

          They don’t mention it up front, but at the end it’s all griping about how frustrated they are about Milliken v Bradley.

    • What Highlands Ranch STEM is doing, as well as the History reimagining, fits with the Generalized Ears push from this old post. http://invisibleserfscollar.com/liberating-the-sought-generalized-ears-primed-in-advance-for-plannified-collectivist-societies/

      Ervin Laszlo discussed in that post was another member of GERG in the 80s. His son, Alexander, was a former president of ISSS–International Society for Systems Science, and involved with Pavel Luksha and the GEFF 2030 Silicon Valley meeting. The author of the book on the 1968 conference that I was quoting from is Mary Catherine Bateson, the daughter of Margaret Mead and Gregory Bateson. Mary Catherine Bateson is also a former President of ISSS. ISSS absorbed the GSRG–the General Systems Research Group in the 80s. One of its creators was Kenneth Boulding who is also responsible for that Generalized Ears quote.

      None of this is coincidental. It’s a single template with lots of euphemisms and a tendecy to use Engrenage to obscure how its parts fit and work together to achieve desired transformational ends.

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