Sometimes people feel deeply shaken by the things I write about. Me too, except there is no ambiguity in what is being sought by the time I am willing to discuss it in public. If the declarations appear to be Tragic or even just a horrifically wasteful idea, someone needs to be bringing these intentions into the sunlight of public scrutiny in time. So after an admittedly needed rest to watch the sand and surf and mull over the enormity of the materials I have, here we go again.
I must say though I was relieved to learn as I pondered the implications of today’s disclosures that the late UK economist, Kenneth Minogue, had also been distressed by what was being intentionally done to the minds and personalities of people in order to force the acceptance of the welfare state and equality for all. His 2010 book The Servile Mind noted that in the 21st century “large areas of what were previously of private concern have become subject to political regulation.” Amen to that from this side of the Atlantic pond. He pointed out that “new pieties have arisen according to which individuals are able to demonstrate their decency by the political attitudes they adopt.”
Having just finished reading http://www.competencyworks.org/wp-content/uploads/2014/10/CW-An-International-Study-in-Competency-Education-Postcards-from-Abroad-October-2014.pdf released two days ago, I would word that much more strongly than Minogue did. Globally those desired attitudes are simply being declared a necessary Competency or disposition. Then learning experiences are created to make sure the desired changes in personal outlooks occur. Minogue noted a “coercive centralism of attitude and policy.” I agree, but how few recognize that has become the new purpose of K-12 curriculum and what is actually being assessed? Minogue reminded us that historically in the US and the elsewhere in the West individuals “constructed their own identity in terms of personally chosen commitments.”
Not in the Competency vision. It is purely grounded in a belief that in the 21st Century, all over the world, government officials at all levels get to pick out the desired “sentiment and belief [that] can be adequately entrenched in the human mind” in order to “determine conduct” in the manner desired for the new vision of society and the economy laid out. Political power is now mandating in advance what is to be acceptable individual behavior, beliefs, and values. Since that sounds unabashedly authoritarian to anyone with a modicum of history knowledge, the same goals get hidden under an invisibility cloak with terms like standards, learning, or Competency.
Or ‘entrepreneurship’ in UNESCO’s recent report called Toward an Entrepreneurial Culture for the Twenty-First Century. Backward Mapping is a term used to describe the desired quality, attribute, sentiment, or behavior to be instilled through school experiences in a student. It sounds much better than political engineering of a person’s personality and behavior, but those are the true aims if we can just be blunt and honest. Saves time and wasteful use of taxpayer dollars. Here’s a sample of what I mean from that UNESCO report:
“Across nations, what is needed [in K-12 and all approaches to economic and social development] are programmes that show young people how they can directly contribute to raising levels of well-being and prosperity in their communities. Preparation starts in the classroom where students, future workers, business owners and community members must learn how to be responsible citizens.”
That’s the vision that K-12 education must now engineer, which would certainly explain the need for a student-centered behavioral approach instead of the traditional subject-matter emphasis. It also explains why we just keep running into a required communitarian orientation that students are to demonstrate daily. Again UNESCO reminds us that “education is not only acquiring academic knowledge but the way to prepare young people for work and living in the society.” Of course that would be the new view of society so we are Backward Mapping twice. Desired Society needs a certain kind of citizen with a stipulated Outlook on what is desirable for the future. That type of citizen then gets sculpted via K-12 Whole Child focused education. No intention though to confess all this to the parents or taxpayers.
What’s important is the Goal of Equity and “a decent quality of growth for all.” Now I think all this is delusional, but this is in fact what Competency globally is tied to as well as those Common Core standards when rightfully understood in the supporters’ own words. If this social and economic vision is deranged, then we are implementing a tragic form of behavioral engineering for ridiculous ends in our schools, and nobody is supposed to have a veto power to stop the shift in time. Please read the End Game while mentally humming “To Dream the Impossible Dream” to add to the context. To give our mayors, city councils, and community organizers, not to mention district School Supers, ever more power over people and places, this is all to occur at the level of “local governments.”
“…rests on finding a balance between economic, social and environmental goals. This requires dialogue and partnerships through which different stakeholders work together for their broad range of concerns. [Won’t the new real world problem-based focus for high school come in handy?] And while this may not always be as effective as desired [that’s OK because taxpayer dollars can always be levied again since they come from a magic tree surrounded by unicorns], there are at least greater civil society inputs into strategies to maintain social cohesion to protect cultural identity and to promote environmentally friendly behaviours in local communities. Putting the future of the community in the hands of its own members reduces dependency on outside forces and rejuvenates the economic and social fabric.”
Now would be a good time to transition to the song “Sunshine, Lollipops, and Rainbows” because, as I said, that’s a ridiculous vision. A rational mind filled with facts and attuned to making its own decisions and setting its own goals would grasp that easily, which is precisely why such minds are being disallowed all over the globe. They are in the way of the desired all-encompassing exercise of political power in the 21st Century. That reality again would never be something most people would voluntarily acquiesce to so we get namby-pamby visions for 21st century education like this from the same document:
“We learn from a young age that the development of positive, engaging and equitable relationships is critical to our success as human beings. Basic social skills enable us to interact in the community, as well as to understand the meaning of citizenship. Sound social skills allow us to understand both social rights and claims, as well as obligations and responsibilities. But imagination and emotional engagement are as important as social skills. More than ever, there is a need to engage young people in finding creative solutions to improving the welfare of their communities, while contributing to collective prosperity in ways that do not damage natural resources. Intelligence should include the ability to envisage alternative futures, to resolve open-ended problems with more than one way of doing things.”
That’s the vision of society and the economy and our new future that all the education reforms going on globally in both public and private schools are driving towards. There is absolutely no ambiguity whatsoever in what is being sought and why. The only fluctuation seems to be where in the progression a given school, district, or country is.
I am going to close this post with the open declaration of one of the insiders who brags about her access and tutoring of Fortune 100 CEOs and Pentagon officials and her desire to use education to gain new kinds of nonlinear minds to get a new kind of society. In her 2010 book Rebecca Costa wrote that “we have to challenge [the human brain] in very specific ways. And we are getting very close to understanding exactly what those ways are. Word by word, we are now constructing a user’s manual to the human brain–ground zero for everything we do, know, think, and feel–and the sustainability of human progress.”
Told you there was no ambiguity and no, we are apparently not supposed to get a copy of that user’s manual. Fortunately for all of us, I found it anyway and laid it out in my book originally. I continue to explore it on this blog.
We can only stop what we know exists. The creators of that user’s manual and these visions of the future never wanted us to link K-12 reforms to what was really the End Game in time.
Tough luck I say.
So true. And remember the definition of “assessment” is “to assign a value for tax purposes” to determine how your child will contribute to the social and economic product. Lewis Perelman’s “School’s Out” describes a Super Voucher process that enables the delivery of the dream.
Please, God, no.
CPW-this essay explaining what was being asserted at the recent economics conference in Chicago http://mises.org/daily/6922/An-Austrian-Economist-Reports-From-a-Mainstream-Economics-Conference is yet another reminder of the fallacies that go along with this entire vision that we can now plan and control people, economies, and societies using education, Big Data, and misunderstood or unknown regulation. People and property will be manipulated and bound alright, but the sunshine of prosperity will cease to be available to the typical person.
I don’t think people are comprehending what the Age of the Citizen instead of the Consumer actually means to these Statists or being a Member of Society or the Workforce.
When we see an adorable infant, who in their right mind would accept this vision of the future knowingly. The CDC is showing us what experimentation in real time on actual people looks like.
“Intelligence should include the ability to envisage alternative futures, to resolve open-ended problems with more than one way of doing things.”
Yes our dwarf hamster is doing exactly that for hours on his wheel.
Look i have envisioned a new way to take out my garbage: instead of the old way right out the back door to the can, i can fed ex it to my cousin in ontario and he can make curtains out of it for the future. Because he is very creative.
New ways of doing things.
Madmommy-the tragedy is that this is what the insistence of higher order thinking and rigor and transfer to untaught or ambiguous situations is all looking for as well. Let’s scramble the brains for political purposes.
Please read that Competency report. You can see how little they are interested in people now knowing all over the globe so I decided to help some more with the why.
Notice that it is sponsored in part by the National Governors Association, one of the two formal sponsors of the Common Core. The CCSSO, remember, has specifically talked about desired dispositions for citizenship. Michael Fullan and his New Pedagogies added citizenship and character to the original 4Cs of 21st century learning for 6 Cs. It sounds sarcastic to say this is a vision that wants to uninvent the printing press but that is the desired effect.
You can see why I could not resist the sarcasm of the magic tree that grows taxpayer money. We’ll just try theories and see what happens and adjust is only something to be contemplated with OPM. The Other Peoples Money has run out, which is why governments are in so much debt.
While reading your opening paragraphs, I couldn’t help but think of one of my favorite C.S. Lewis quotes: “She’s the sort of woman who lives for others – you can tell the others by their hunted expression.”
I’m looking forward to seeing you next Tuesday, October 21, in Yorba Linda. Safe travels to you!
Thanks Susan. I look forward to being out there. Hope my family does not try to quarantine me when I get back.
Any California readers I am part of a Common Core Pro and Con Panel being held by the Orange County Board of Education on October 20. The next day I am doing a book signing, answering questions, and speaking with Gary Thompson about data gathering and the psychological nature of all these assessments.
I am also supposed to be on KFI radio tomorrow at 11:05 CA time.
And yes I do have a southern drawl. I can turn y’all into 3 syllables and honestly do think “fixin’ to’ is a valid expression.
Check out these creepers and their creepy nightmare lullaby soundtrack… ( i am on a ccss/AP math rant, but its all over the place)
The slogan ” mile wide, inch deep ” as unappealing and unsuccessful for American standards screech
for ” deep learning” so we are going to let go of silly things like writing, and measurements… Oh coin counting… Who needs them!! And replace them with a year of understanding the number 5, really understanding it.
We are going deep. Deep engagement wirh the UNESCO utopian dreams!
The UNESCO four P’s
Don’t forget Fullan or was it Hargreaves, or accused pedo ben Levin,’s 4 I’s
Because teachers need these helpful tools to remember how to be.
Do they get hypnotised in these training sessions? Wouldn’t they smell the BS eventually? There has to be some mind control!
Anon-you are on a rant. You forgot those tax free salaries all these UN entities and the OECD and I guess the World Bank as well all get. All formal sponsors of 21st century learning via ATC21S.
On the mind control, a veteran of the ed wars and I were discussing the noticeable personality changes we had seen in school board members after mandatory training and board ‘retreats’. I get the impression the members have no idea how much their attitudes have been shifted. In one of my more biting remarks I noted it’s a shame to go from joking about ‘Koolaid Drinkers’ to becoming a Koolaid Keg King or Queen.
Students are not the only ones to be led to the desired beliefs. Of course trying to lead me is part of what originally piqued my curiosity years ago. I remember wondering if the Principal knew they were lying or if they just repeated what they were told.
Don’t know if you caught this on the news, but latest attempt to assist girls with math skills: Math Dancing!
Person behind it is MIT grad.
Here’s main site link: http://www.shineforgirls.org/about.html
I kept wondering how Math Dancing would work during tests.
It could indeed help kinesthetic learners to learn, particularly, geometry. The subject those girls are learning there.
It’s a sort of different issue, but a lot of boys are kinesthetic learners too. Think of all those autistic kids, most of whom are boys. Why is this class for girls only? Would a male MIT graduate get positive press for having a class, about anything but dealing with anger, for boys only? Why does it seem people (at least those spending money around these issues) care less about the success of boys? Is the goal to improve math education generally? Or to improve girls relative to boys (equivalently, to make boys worse off relative to girls)?
End Game Revealed — Education’s Role
As people keep speaking in parables it becomes ever more maddening.
One can be as “thick as a brick” as the cliché goes; yet one can still feel the shifting ground. The language in the education field gets more and more mystifying and ominous at the same time. Just what is this that’s being “embedded” in our education policies — world-wide? Just what is this big “shift”?
So, whether you’ve been involved in long-term observation and reform in education or just a newcomer, I will try to bring forth, from my own faltering understandings, what I have discerned.
Firstly, the effort to promote this “shift” is camouflaged, both in coded language and stealthy manner. Nonetheless, the shift is being “normed” in various ways.
View this video of how the Common Core is being advanced in the US to quickly get up to date. https://www.youtube.com/watch?v=5w4xD7nzLD8&feature=youtu.be
My opinion is that by understanding this one-hour video (Oct 03, ‘14) it would bring you forward to the point that dozens of books and other materials have done so far. Methods for pushing the shift are shown.
The “shift”, by the way, is the effort to depart from “traditional” emphasis on the basics, content, the 3Rs and measurable goals toward competencies which have various names such as inquiry-based learning, personalization, or all these Cs — collaboration, community, creativity, critical thinking, character, citizenship.
Secondly, we need to know that there are “leaders” or gurus in this deliberate man-made mind shift. One such change agent is Jal Mehta, and a description of his new book lays it out.
Amazon.com on his book — The Allure of Order: High Hopes, Dashed Expectations, and the Troubled Quest to Remake American Schooling :
*** “The larger problem, Mehta argues, is that reformers have it backwards . . . Our current pattern is to draw less than our most talented people into teaching, equip them with little relevant knowledge, train them minimally, put them in a weak welfare state, and then hold them accountable when they predictably do not achieve what we seek. What we want, Mehta argues, is the opposite approach which characterizes top-performing educational nations: attract strong candidates into teaching, develop relevant and usable knowledge, train teachers extensively in that knowledge, and support these efforts through a strong welfare state.”
The current high welfare states (Scandinavia, etc.) don’t like the terms nanny state, welfare state, etc. but are calling themselves Human Development Societies. So you see, that is becoming the interpretation of what should be the proper role of government — deliberately to shape humans in their image through “education”.
Thirdly, it has been stated in Black and White the cradle to grave intent of the huge “data mining” that is to accompany these shifts to competencies. Which, by the way, will not be measurable by objective yardsticks, but via checklists — subjectively from teachers and other government workers. This from that video linked above:
*** “The new DOE [Dept of Ed] will follow individual student’s progress from Pre-K to the workforce. The system will help direct students to the type of college or career ready jobs and into a field which will allow them a successful outcome for both the student and the state.”
Assignment by the state!
Tunya-hope you read all the references to British Columbia in that Competency paper I linked to. As you noted, the New Pedagogies direction fits with this as well.
Today the template for a new accountability system in education is being released and Mehta is involved with that as well. http://us2.campaign-archive1.com/?u=38f4a02548d39cd320bacb86f&id=a22fd170e4&e#briefing
There’s the CCSSO and Linda Darling-Hammond as well. Good thing my eye has always been on the actual implementation.
You can always find a supporter somewhere for any idea, no matter how wacky. The NY organization cited in this link is “New York’s Performance Standards Consortium” which includes 28 schools. Yes 28 schools in total in all of NY state. It appears to be mainly in NY city, supported by majority-minority high schools.
Recall that NY has for more than 100 years had statewide assessments, called Regents’ Exams. But those are the sort of “high-stakes tests” that the Performance Standards Consortium abhors.
Wanted to make sure you appreciated Canada is pushing this Open Government 2.0 vision as well http://data.gc.ca/eng/canadas-draft-action-plan-open-government-20 that ultimately ties into this Competency ed vision.
Mondays school board meeting had a large presentation from the technology department. The district was very proud to introduce Chrome Books to each classroom, starting with 3rd grade. The new ELA curriculum is internet based and the computers will assist in learning with the new program and testing. The board was beyond excited, and interested in when they can totally replace text books with open source and digital content. I think I was the only person in the room with alarm bells going off. You know how you mention that some administrators get euphoric look talking about SEL, or certain professional development topics, well this made me think of that. These Chrome books are going to assist in the critical thinking skills of our children who need to be able to function in the 21st century economy. Out the window goes content knowledge, and in comes vocational school, not to mention the data gathering in the form of big data from the gaming that will happen on these computers.
LL-it’s more than that. All the discussion in my book about why phonetic reading had to be phased out because of how it bolsters the brain is applicable to the switch to the experiential as well. That’s what the digital is. It throws off highly personal data that the student may be unaware of. It substitutes the visual for the mental. And the software can be manipulated so the virtual reality created reenforces the desired perceptions of how the world might work if only things were transformed. Jane McGonnigal, remember, was very graphic about that in her book. So is the post I wrote on cyberlearning using the NSF’s on papers.
I am married to a techie and when the kids were young and anyone would trumpet computers for kids he would tell them “it’s a tool” books are better. But then he started writing software as a teen after someone contacted the calc teacher at his high school to inquire if he had any students who would be able to write code.
I listened to your women the wall interview two nights ago, a close friend from TX emailed it to me. How you described the digital learning and the information gathered on the ipads in that conversation was very helpful. Great interview. To think about all that data gathered from the ipads, and the information gathered from the new testing, formative assessments, like you said in that interview, they know us better than we know ourselves. Very disturbing.
So is this LL from your area. http://www.oregonlive.com/portland/index.ssf/2014/10/in_mindful_studies_class_wilso.html
By the way marketers and political campaigns are quite aware that what elementary kids or preschoolers know, value, and believe reflects their parents insights. As long as it’s not personally identifiable, that info thrown out by the computer is lucrative, valuable info that can then be used to direct campaigns to particular neighborhoods. Very similar to what the Catalist program was and is designed to do now to drive Democratic turnout starting with the 2012 election. All those “what would you do” questions are a behavioral bonanza.
Remember the Turchenko discussion from the book? How’s this for the update to right now intentions? http://www.thersa.org/__data/assets/pdf_file/0012/1547778/UniverCities-City-Growth-Commission-October-2014.pdf
Then marry in Metropolitanism and our new Workforce Innovation and Opportunity Act and the determination to remake high school around the needs of area employers and we can truly see the vision. Nothing is independent of the public sector and the local emphasis plays into the new Dialogue and Deliberation of all Stakeholders model for governance.
Notice Cleveland and Finland as models.
As you know I am one of those parents who would and did ‘bristle’ over mindfulness in the classroom. This particular article brings in journaling. As a lifetime Army brat, I am familiar with ptsd treatments. Recently some of the mindfulness practice come near to EMDR therapy, less the eye movements. This one with the reflection on a traumatic event in the school comes close.
Does it remind you some of the magic circle from the 90’s?
I have a question, hope it makes sense. With the PA, EQA. After testing different instruction was delivered to the school. How is this done now? With open source learning? The learning registry? I assume it has to be done digitally.
I have researched the Learning Registry and how it is to work. My take is that it is designed to provide curriculum needed to create desired changes in values, attitudes, beliefs, or behaviors–aka the Orwellian ‘Learning’–for students deemed to be at a certain undesired place who have common personal characteristics with other students that curriculum was effective on.
So good to know it is federally sponsored, huh? Does that answer your question?
LL-take a look at this, especially page 10 out of 56. Certainly explains all the mindfulness emphasis. http://edu2030.org/files/summary.pdf Global integration of education certainly explains what we are seeing. Notice how all this consistently tracks back to countries that do not even pretend to be free.
Also notice the mention of flow state on page 11. That’s Mihaly Csiksentmihalyi’s term too and what Excellence actually means. This is what we are adopting without even knowing it because the policies and practices we are requiring in US classrooms link to this.
Robin, that edu2030 document is fascinating reading. One idea that intrigues and horrifies me is on p. 6 in the introduction, point 4:
“education is now quite literally seen as an intangible investment asset, to which
all criteria of investment markets should be applied. the way this asset is created
and capitalized should become transparent and easily manageable (incl. the partial
‘detachment’ of talent benefits from talent owners, as in stock and credit markets).”
So like the separation of investment and financing decisions that one learns in business school finance courses, the benefits of the education a person received is to be detached from him. In this case it allows us to say “from each according to his ability, to each according to his need”!
David-when I read that I thought indentured servitude was a better deal.
So much in that document is stunningly graphic. But then that is the level of the onion we have made our way to.
Also on p.8 one of the yellow blocks on the left next to “Pragmatic” is in Russian. Someone forgot to translate it!
Nothing special, it’s about early development, family, kindergarten.
Nice catch David!
Wow, they left no room for speculation of intentions. The cover picture is creepy. P.8- “We believe that in the future the domain of education will expand to match the evolving domain of learning – it will encompass nurture, personal development and even psycho-therapy”
In the graphic, in the personalised section, “help solve family problems” Good golly, they do not understand the phrase “butt out”, as we know they do not and will not. Once again someone stating that education should be redesigned because of new technologies. Did you notice the continuous assessment in mmog? “The assessment of achievements gradually evolves into a competencies profle”!! aaaaakkk. Robin, this one is scary. “Personal competence can be a much more reliable source of information regarding the borrower than credit history” Uh…I am not a person with a foul vocabulary but.. right now some choice expletives come to mind.
Competency profiles, if not kept on a school database, where are these being kept? A cloud? Federal database? That however, is illegal. What is the process for that? Big data of course, but gathered individually and kept. If it is not considered PII, then from a legal standpoint is that allowed?
Oh my goodness. I feel a bit like the kid on Home Alone, who throws his hands in the air and runs around screaming! <— attempting some humor.
It is scary, but I was darn proud of how much of this I had pieced together. I talk about uninventing the printing press and it says that the Gutenberg Era is dead. Notice at the back that Intel and Cisco are involved so it is linked to ATC21S. It’s also tied to MIT per the site. Tom VanderArk was the one trumpeting the vision as he just returned from the forum in Moscow so there’s our link to Gates and MS. Plus VanderArk works closely with Jeb Bush so it also fits with the Aspen Institute agenda.
Alexander Laszlo and ISSS-Intl Society of Systems Science are mentioned so there’s the link to Bela Banathy, Kenneth Boulding, and dad Ervin’s Holos Consciousness plus the global reform of business schools Case Western is heading up for PRME. Mentioned Charles Fadel too and his Curriculum Redesign Project. The paper mentions Gregory Bateson’s Ecology of Mind. His daughter was at the 1987 WOMP conference in the USSR and wrote a chapter for the book. That is Mary Catherine, his daughter with Margaret Mead who helped found ISSS too and was also part of that Commission on the Year 2000 I wrote about that dated to 1966.
I had not finished reading when I put it up but I have now. It really does say what I had intuited–that the purpose is to circumscribe human knowledge itself and to let widespread knowledge common now disappear.
I really do deserve the Deerstalker Sherlock Cap Award today, don’t I?
You certainly do deserve an award for SOMETHING, Robin, that’s for sure. Since we’re close to Halloween, maybe a prize for scaring us half to death?
I could have gone my whole life without reading the likes of that report (Future Agendas for Global Education)…and it just gets more alarming the deeper into it you go. Some of the horrors that stood out to me include the section entitled “Macro-Factors Influencing the Transformation of Education” (pg 12), especially the discussion of the expected results of the “shift in patterns of family organization & childhood” (pg 13); the map/graphic that includes a section called “The Cognitive Revolution” (pg 17); and the map of “New Educational Solutions Based On New Technologies” (pg 19).
I especially like how they try to sell us on the idea that, as new technologies emerge, everything will become more “personal” as “complete competence profiles” are developed. These profiles can then be “used across all domains of life, be it education, work, volunteering, play, hobby, networking, or sex.” (pg 24) Who can’t wait for THAT to happen?
If the authors have their way, we’ll be personalized, implanted, monitored, trained, improved, organized, administered, applied, re-applied, objectified, and managed every way to Sunday. We will be implanted, entertained, gamed, Neurowebbed, and interfaced. WE will be the platform for the New Education, and they’ll get rich off us.
Welcome to The Brave New World. I wonder if anyone would believe me/care if I posted about this on Facebook? (That was rhetorical; I already know the answer to that.) Thanks, anyway, for the heart attack. See you Tuesday.
Well, at least if someone turns to you and says, “she can’t possibly be right,” you can honestly say I believe she is actually minimizing what is intended.
Did you notice all the references to Maslow and self-actualization?
The references to the ‘post-scarcity society’ are precisely what I have been warning about. Under Uncle Karl’s theory the stages of development have supposedly occurred that will allow mass redistribution and the shift to a needs society. Mean time so many of the people involved are all pushing their little sliver for great profit and making no attempt to get to the bottom of it.
None of this was news to me, but it is all in one place. It clearly views students and people generally as things. Plus there is that whole description of getting a % of people’s earnings for helping them get their skills. Excuse me? That’s the vision being touted? No wonder these universities feel free to have out of control spending.
I really did just see that this morning, but I did notice that Vander Ark’s book http://gettingsmart.com/publication/smartcities/ states that it was published pursuant to a grant from the Carnegie Corporation. Tied then to the lawyers representing school districts and representing CCSSO in pushing Competency Based Education and the global Next Generation Learning. Plus we are all supposed to adopt the Asian view of purpose and philosophies?
Now you can appreciate it when I say there really is no ambiguity on where this is all going. Sunlight really is what we need because the abhorrence of the vision is self-evident.
I get the sense in that document that they are not saying the new is better or worse than the old, just that it’s the equilibrium outcome. In other words, not much to discuss here, it’s not really a decision, it’s sort of inevitable.
The obvious defense to try against this is to insist on our rights (property, privacy, etc.) and see how that goes, as they try smoothly to gloss over those rights.
How can we level the playing field? We have to dumb down the Chinese and Indians. it seems they are creaming the GMAT scores. How can we force CC on them?
http://online.wsj.com/articles/on-b-school-test-americans-fail-to-measure-up-1415236311?mod=trending_now_3\\On B-School Test, Americans Fail to Measure Up
High GMAT Scores From China, India Spur Separate Rankings for U.S. Students
By LINDSAY GELLMAN
Nov. 5, 2014 8:11 p.m. ET
New waves of Indians and Chinese are taking America’s business-school entrance exam, and that’s causing a big problem for America’s prospective M.B.A.s.
Why? The foreign students are much better at the test.
In the USSR when they went to tecademics in the 70s that is the model for the Common Core now, they created boarding schools to make sure their truly talented would have the abilities in math and science they knew would be needed. Not us. Biggest fallacy out there right now is that there are exclusive private schools that are still pushing traditional academics in the US.
China and India on the other hand probably are protecting their brightest. With only one child, the parents in China certainly are.