Banishing Any Distinction Between Academic, Technical, and Life/Employability Skills: Active Deceit Everywhere

Think of me today as holding a microphone breathlessly informing everyone that I am reporting live from investigating a pot of water that is already at a simmer and it’s big enough to hold each of us. The pot has been designed to slowly come to a full rolling boil gradually so we will not notice what is happening in time. More likely, we will notice what is happening and misattribute what is causing it. Calling for more of the poison that is actually already destroying us from within while advocates holler “it’s political fragmentation and income inequality. More planning. More government programs. Integrate them all now” just as this April 4, 2012 letter from HHS, Education, and the federal Department of Labor called for.

But  we are neither frogs nor lobsters and we get to use our still existing Axemaker Minds to cut through the stories we have been deceitfully, or erroneously, fed and get out of that pot. I thought I knew so much about where Common Core was really going because of accurately discerning the essence of how performance standards [they are behavioral criteria] really worked and that Career Pathways would require a politically directed economy. I was right, but Georgia was piloting something else that is central to this story of our intended future. Then in 2006, the National Governors Association formally climbed aboard as well. It’s why it needed a vehicle like the Common Core to remake academic standards and why high school had to be reformed.

“Workforce intermediaries” (grounded in a 2003 conference in NYC funded by the Casey, Rockefeller, and Ford Foundations) and “sector strategies” are the search terms you will need to pull up the plans for your own state or locality. I have downloaded many of them in the last several days. Enough to recognize what terrible jeopardy we were all in even before the WIOA, the Workforce Innovation and Opportunity Act, locked this all thoroughly into place about a month ago. There are lots of NGA documents on this, but is the most helpful since it shows high schools on the cover as an integral part of this redo.

Sector strategies involve politicians, public employees, community organizing groups in many cases allied formally with Saul Alinsky’s IAF, colleges and universities, working with established businesses and hopefully getting all involved in comparable areas (like restaurants or construction) to work together to create pathways to good jobs for low income, formerly in prison, non-English speakers, etc. Everyone is bound in other words, but some of us merely finance, while K-12 extinguishes our children’s actual knowledge. Others are the intended beneficiaries of a track to a ‘good job.’ As this recent ACT report on building a National Workforce Skills Credentialing system put it , most private businesses, even small ones, will become subject to even more regulation as this belief that the private sector exists primarily to provide good jobs and training and tax revenue becomes pervasive.

The recent Aspen Institute book Connecting People to Work highlights SkillWorks as the long time Boston workforce intermediary. What that book did not point out, but I am, is that the Massachusetts DoED in 2013 redefined College and Career Readiness to get Massachusetts school districts on board with this Sector Strategies economic development planning that is now geared around Workplace Readiness. The BESA wanted to make sure the Connecting Activities would be used in the state’s academic and comprehensive high schools although parents probably will not get an accurate description for the shift. Academic proficiency is officially no longer enough in Massachusetts. is the official powerpoint.

The ultimate goal in each domain is ‘competency attainment,’ that would be in the Flyv social science sense of intuitive, non-analytical behavior we have been tracking for several posts. As we can see, personal/social development is as important as academic and academic is no longer about book knowledge. Now I am going to pivot to the other huge watershed event we are being lied to about that affects how the Common Core should be seen.  I happen to know that Massachusetts, Colorado, Kansas, Minnesota, and Oregon were picked by the feds to pilot the integration of CTE-Career and Technical Education into State and Local Career Pathways systems. Needless to say, this will blend nicely with Sector Strategies for economic development. No one seems to be dwelling on what will happen when the federal spigot of grants runs out and everyone has become a dependent and hardly anyone knows anything accurate or marketable, but here we are. By the way, CCSSO, the other formal sponsor of the Common Core is also involved with this integration.

It turns out you see, that apart from the Common Core we keep hearing about, there is another ‘state-led initiative created with business and industry representatives’ effort on a similar time frame to create a Common Career Technical Core that will govern ALL programs of secondary study. ALL means all and this parallel effort involves far  more than we might suspect. You know how we keep hearing mentions of ‘rigorous’ academics, well it is what is left after CCTC governs all programs of study under its Ten Components. This is why states formally rejecting CCSS nevertheless retain performance standards to keep the money from Perkins in DoED and the Department of Labor. shows the framework from Wisconsin, a state with a long history with Industry Partnerships and Sector Strategies.

So the feds, whatever state legislative committees may decide by majority vote or consensus to the contrary, have decreed that states are to have Career Pathways and combine “both academic/basic education content and CTE/skills training.” The combo of CCSS and CCTC makes this marriage easier to accomplish and easier to hide. In May 2014 the federal DoED rolled out its Employability Skills Framework that puts personal qualities, once again, front and center of future education in communities [hence all the hyping of local] and the states. All of the related ingredients I have been describing will of course be omitted lest we climb out of the simmering pot in time.

We are nowhere close to covering all I have read on these topics in the last week. I am merely building an outline to allow each of us to know what is intended and how the so-called Common Core fits into the deceit. It explains why the Chambers of Commerce, radical groups intent on political and social transformation, and legislators and governors of both parties are so tied to these ideas of national standards whatever the uproar. When I wrote my book, I explained that Competency never goes away because it fits the polytech vision of John Dewey. Now we know it fits with the new Workforce Readiness for all purpose of all K-12 education.

Another aspect that never goes away in the actual implementation materials is 21st Century Skills. I explained that with illustrations that remain 100% right on the money of intentions because they fit with the CTE focus on experiential and real world applications. It’s why those phrases keep recurring now through the relevance command. There are two P21 papers I did not have when I wrote the book that really lock in this marriage of CTE for All Students and how it comes full force to the unsuspecting suburbs. The first is from 2006 and has the long revealing title: ” Are They Really Ready to Work?   Employers Perspectives on the Basic Knowledge and Applied Skills of the New Entrants to the 21st Century Workforce.”

That well-connected report tells us that “the education and business communities must agree that applied skills integrated with core academic subjects are the ‘design specs’ for creating an education system that will prepare our high school and college graduates to succeed in the modern workplace and community life.” P21 did leave out the part about that workplace being reimagined via Sector Strategies and the community life being grounded in required consensus and shared understandings, but that would be how all these actual pieces fit together. “Business leaders must take an active role in outlining the kinds of skills we need from our employees” and the “business community must speak with one voice.” Lots of authoritarianism as we can see sprinkled consistently through this vision of our future.

What is hugely important about that report beyond the tells of attitude for anyone not with the collectivist program is the cite of New Tech High School in California and its project-based learning as an example of the kind of skills incorporated into academics desired. New Tech is now a network of high schools operating in many states and its flagship, High Tech High, is the poster child of both the federally-sponsored League of Innovative Schools and the Hewlett Foundation-sponsored Deeper Learning frameworks. Project-based learning and problem-based learning is how the CTE model comes quietly into the suburbs.

The second report from P21 is the 2010 “Up to the Challenge: The Role of Career and Technical Education and 21st Century Skills in College and Career Readiness.” It does not just call for breaking “down silos among academic, CTE and 21st century initiatives, programs, and teachers” as we now know the feds are pursuing in earnest. The creator of P21, Ken Kay, has since moved on to form EdLeader 21 (has its own tag as I have followed for a while) . EdLeader 21 is a consortium of large suburban school districts in or around metro areas, especially in the South. All of the district supers I have ever looked into involved with this group are what I classify as Gypsy Supers. Each school district they get an administrative job in transitions to ever more radicalized versions of John Dewey’s vision for education.

That’s how CTE comes to Atlanta, Charlotte, Greenville, Raleigh, the DC area, and other districts who have joined. Since no one employed by state or federal agencies or advising school districts shows any inclination of explaining all these vital, demonstrable facts to any of us in time to escape from the pot,

I just have.

**As usual, where I have given dates and titles of reports here and other specific references but no links, I am trying to ensure that particularly dramatic revelations do not get taken down before most of you get a chance to read this post. There is sufficient info provided to make searching easy for anyone who just loves to doublecheck me.

31 thoughts on “Banishing Any Distinction Between Academic, Technical, and Life/Employability Skills: Active Deceit Everywhere

  1. The key with silo breaking is so kids learn nothing but atitude and worldview. No facts just fuzzy fuzzy and misinfo. So they cannot dispute the state view. The badmouthing of knowledge and creation of doubt by ” critical thinking” a la critical pedagogy and theory. David coleman’s mother in her TED tLk is ominous in Her rapture with the soviets and her egomaniacal discust with ed silos.
    Oh yes no experts in Anything, what a perfectly sane idea. The only reason for it is obvious to your readers.
    So the key is to have enough human capital willing to groom more
    Students as ” leaders” and followers and workers as teachers and admin. Enough beleivers to keep the system of American betrayal going.
    Use sex ed and death ed and SEL to break them down , group therapy, peer learning, carl rogers ( see william coulson) .. . Break them to rebuild them. It will only work if all schools and teachers are on board hense the carrot and stick, stealth and deception.

  2. Last week I began reading on the implementation of OBE here. One paper stated that a previous Portland Mayor Vera Katz was on the NCEE board with Tucker and Hillary. They arranged a pilot, said to be the first one, in Cottage Grove OR. High success network held trainings in OBE and Resnick was involved in assessments. Later it was set in stone with the Katz Bill also known as Oregon Education Act for the 21st Century.
    I don’t think we ever left it, just shifting project names. Now you have shown the polytechnic side still there and back in full force.

    This workforce improvement conference has a speaker from the OR education investment board. Members are appointed by our Governor, most are there because of a position that benefits business, Nike, Intel, Jeld-Wen, and presidents of both teachers unions. Not one classroom level teacher. Nancy Golden our chief is on the board, she also sits on the board at David Conley’s firm EPIC. Our Governor appointed himself State School Superintendent and chairs the board. Nancy Golden is pals with two of our infamous politicians, Merkley and Defazio, known for their ties with extreme leftist groups, John Reed Club, and progressive caucus. Democratic socialist of America once endorsed both. Both are involved with Coalition for a Livable World, Coalition for a livable future, green jobs, and all are involved in k-12 or universities.

    I suspect our Governor is aware of this vision and forced it by promoting himself to state school super. If he is reelected and allowed to continue this path I see no way out for Oregon. The work is protected, no accountability.

    One coincidental thing I thought of, Conley was funded by the Gates foundation to develop that College and Career readiness definition. Nancy G. is on his board. Vicki Phillips left Oregon DoE to work for Gates CCR programs. What a web!

    • Let me introduce you to the concept of planning without facts.

      Isn’t this what students are being primed for while pretending they are learning to learn ready for real world problems?

      I found that NWIA presentation with educators from all over the country as speakers to show just how far this has advanced behind our backs and against most parents’ wishes.

      Did Vicki also have a position with the state? I rememeber she was the Super for the City of Portland. She also worked at the National Center for Education and the Economy. Before she was Lancaster Super or the Pa State Super for a year. Pennsylvania is always described as an early implementer of industry partnerships on a statewide basis under the Workforce Investment Act. Apparently Rendell loved it, but it was his Republican predecessor who set them up.

      Bipartisan corporatism. Plus some of the businesses involved do see a skills gap and have no idea the schools are deliberately breaking themselves to create a rationale for this long sought change.

      Anthony Carnevale at Georgetown now was also on the Board of NCEE in the 80s just after the Carnegie agreements were signed with the USSR. What would become this push for Workplace Readiness that is really grounded in John Dewey’s vision began in 1986. The manuals were all published in 1990. Those were part of last week’s reading and will come up in the next post.

  3. It does not look like Vicki had a position with the state. However being super of PPS system would allow her in on elite reformer meetings and the Confederation of Oregon School administrators that push all this junk as well.

    Came across this interesting paper last night. It would appear that this would fit with the Great Transition you have told us about, and the Belmont Challenge. Both of these topics have tags to read Robin’s past posts on each.

    • Vicki was at that 2012 GELP conference in Helsinki too. The Gates Foundation underwrote that too along with Cisco.

      You know I like being right, but I really liked it better when I hoped Georgia was more unique in pushing these bad ideas. Now we know they are going national and the hope from your link is international.

      The Great Transition, which I am glad you mentioned, has a Swedish type relationship between businesses and an economy supposedly centered on government planning around human needs as one of their 3 possible scenarios of the 21st century. You know the Swedes and the other Scandinavian countries (of which Finland is one) no longer use the term welfare state. It was Paul Ehrlich himself who mentioned in a presentation involving the so-called Foresignt Society that the Human Development Model was the new preferred term. Unfortunately for us, Professor Robert Tucker told us back in 63 that was Uncle Karl’s term for his end stage “From each according to his abilities, to each according to his needs” capitalism has now produced all the technology we really need society.

      Gorbachev calls it Marxist Humanism and Tucker called it the real communism because it had been built on the required technology base, not grafted onto an agricultural base as Russia and China did. I call it little c communism so we can talk about it factually without any one screaming McCarthy witch hunt. We are not the ones raising the term Marxism. We simply recognized the tenets when they were raised as the justification for this new direction in education.

      Wish I was wrong about that one too. No one should end up having to become an expert on Marxist theory in their 50s just because it kept coming up as the basis for what was being proposed for education going forward.

      I did discover that in the mid 60s unesco was pushing this Manpower aspects of educational planning as the key to linking education to national development and economic needs. Phillip Coombs also mentioned it was very strong in the USSR and European countries with ties to it. I do believe that is the desired link NCEE has always been pushing. Use education to force a planned economy to create the problem of the educated unemployed, who would then begin to question the supposed basis of the socioeconomic system. More interventionism becomes the offered solution for the previous effects of interventionism.

      Zwangswirtschafft is the German word for this vision. The French call it dirigisme. I call it an uninformed waste of taxpayer money that will inevitably reward cronies and keep the parasitic public sector growing.


      I have to admit I was always one of those kids who got As on academics, but rarely behavior, but at least that was genuine misbehavior even if it was from boredom.

      This is much more of a monitoring of the behavioral programming progression in the desired directions. I keep thinking of that 2013 report you shared offline. It is as if the bidding for the car companies from Japan created these dirigiste economies in the Asian tradition. There’s a Korean word for it too. The endemic corruption is what caused Japan’s lost decades of economic growth and it is what commentators are saying impedes China’s continued growth.

      Ok, after the report you sent me that entity dissolved after 40 years.

      This new site has replaced it, but it is still coordinating sector strategies and is off most people’s radars. Very excited about WIOA.

      • You know that old saying ” if you do not have anything nice to say, say nothing at all” I am going to use it as my response to that article. It will prevent me from being nasty. By now you know how I feel about them dictating behaviors or what parents should do at home.

        FYI, interesting quote from Vicki Phillips Linkedin profile. “I am a former teacher, superintendent, secretary of education, and now Director of Education, College Ready at the Bill & Melinda Gates Foundation. Unwilling to accept the inequities in today’s public education system, I lead the foundation’s efforts to do all we can to make sure that every child in America gets the opportunity to graduate from high school ready to succeed in college, career, and community.” Sounds like she knows exactly what she is doing.
        I did encounter a few broken links, and read a little on the Southern site.
        Last night had the return of school board meetings. Interesting to see who has actually done homework over the summer and who continues to simply want to squelch the questions.

        • LL-did you notice the cites to Harry Boyte’s Everyday Democracy at the end of the paper or the Arkansas Study Circles just like the Swedes used to get everyone believing the same with a ‘common understanding’?

          Then there is the mention of the National Issues Forum just like the Deliberative Democracy Handbook wanted. Astounding overlap here with what we have been encountering and exploring essentially since the NEA Care Guide Handbook post back in May. My insight that the 4Cs matched up with the mindset and personal qualities sought for the participatory democracy vision just keeps getting validated. Unfortunately I might add.

          I think with the widespread adoption of the Common Core and the shift to the real emphasis of Behavioral competency and learning to learn falling into place, this Board became a liability. A conduit that might expose what was really going on so it was disbanded. My discovery of it validated through this paper influenced this post. Your followthrough with this 2013 final paper pulls together so much more and really does dovetail with so much of what we have found in the real implementation. It also fits what I know and can prove, but have not yet written up.

          • I did see that. There is a little bit of everything in that report. I noticed a lot of reference to systems thinking and Riley.

            So, bringing school to work back, is that more about controlling business, or the population? I see where they think we might achieve the equity in jobs, but with workers who do not know very much.

            I keep hoping there will be one group or person or party that I can be frustrated with for creating this mess but sadly it seems to be a large coordinated effort across the board. So many tentacles, if we cut one off another will return.

            I would like to learn who brings this to my state besides Conley. Who influences the legislation. That must be a smaller arm of the effort.

          • Remember ‘systems thinking’ is a required attribute of workforce readiness under WIOA.

            It is both. Businesses believe they must be players or they are on the menu. That’s the problem with a politically-directed economy and why corruption becomes rife a la China. The public official or contract winner only has an upside and has poor information on consequences typically. I think these car companies have this model–the chabol is the term I could not remember from Asia, plus they got in bed with state and local officials when they tried to outbid each other over locations. Rememeber quite a few may be paying no property taxes for years while dictating a new business model of cronyism on those that do foot the bill.

            I am going to deal with the intended effects on the students in the next post. I had it before I wrote this post because it is in the 1990 manuals on what workforce readiness was really intended to shift to. Plus I have been reading unesco work from the 60s on what educational planning really intended to shift to and what is being called education data sciences now. It also lays out why functional MRI and EEGs and Sin tests are needed and digital technology. They all align. Across decades and names and countries.

            Probably tomorrow. My college kid cannot get a new drivers license without a birth certificate and I am too cheap to pay for the expedited online. Off we go to records. Oh boy. Somehow we are out of hers and down to one for her sister. Field trip into the bureaucracy.

          • I just love how following through on my recognition of ideas as I get ready to write again and doublechecking for contemporary use just keeps turning up entities we have already taken a look at tied to the Deliberative Democracy Handbook.

            It’s the National Coalition for Dialogue and Deliberation again. Too bad I am following up on the writings of the advocates of conscious evolution towards an integral society using the same goals of ed laid out in the new workplace manuals back in 1990.

            The Finnish ladder to a common shared outlook we looked at, the Rockefeller CFSC-Communication For Social Change methods, this SDD-variously described as Structured Democratic Dialogue if Christakis is doing the training or Structured Dialogic Design if it’s a former special ed administrator licensing this same software to sell Guided Dialogue as a consulting business, and what was previously infamous as the Delphi Technique are all the same thing and it is everywhere.

            It also gets called an epistemic community. The changes I have noticed in what school board members are being led to believe would fit with the required school board training attempting to create an epistemic community of common shared understandings.

            Influential and wrong. Just like what is intended for the classroom.

          • Apparently in 2012 the National Conference of State Legislatures formed a conference on this workforce readiness and sector strategies. Colorado definitely seems to be dueling with Oregon and maybe Washington State and Georgia for the lead in this planned economy and society vision.

            It may not make it into the next post as this is definitely going to have to be broken up but much of the participatory democracy, deliberate democracy, using the Internet to consult etc is because the radicals claim it would be immoral to redesign all our social systems without consultation with all stakeholders. But they do intend to redesign and those who want more are classified as equal stakeholders to those who will bear the obligations.

            Plus our Colorado readers definitely will not like this.

          • That ncsl link was interesting. That 40/40/20 plan mentioned is what the Gov. Implemented when he usurped the ODoE. Everything, including early learning is run under that goal system. That governing investment board is responsible for the running of it. This week a newspaper article came out that the board is failing and many do not see their purpose. I’m sure you noticed the reference to competencies.
            It all sounds like they are trying to help the little guy get ahead if you did not know the terms.

        • is the exec of the southern growth policies board, but he is also involved as a contributor to this new schools group that “uses an integrated approach to human development.”

          This really is looking like the template that fits all the required variables we have documented down to the emphasis on Green Energy to justify the dirigisme at the state and local levels.

          A $60 million public private partnership to transform the nature of secondary education in NC.

          The former Asst Sec of Labor is involved too.

          This reminds me of some group just started in NC that brought Dallas Super Mike Miles to come speak in Raleigh that I tracked to this same Corporatist vision in Colorado.

          • Reading while there is still service. Large lightening storms here, rare in the NW that alerts go off and your told to take shelter.

          • was the keynoter in 2012 commemorating the 40th anniversary. Talks about all the work together over the years so here’s the link to the radical overhaul of higher ed envisioned by the Lumina Diploma Qualifications Profile. I have noticed that since I wrote this post DQP is being referred to as an acronym for Degree Qualifications Profile. If that is so it would make Robert Kegan’s interpersonal and intrapersonal work what underlies K-12 (OECD key competencies), RSA’s work in the UK, the college diploma in the US, and apparently all other degree qualifications too. Darn influential not to be better known.

            No wonder Hewlett Foundation hired him and Peter Senge to make sure the Common Core assessments would be measuring the student qualities and habits of minds and strategies it wanted to be the new focus of ed.

            Hint from afar: do not go out in the yard and hold up your husband’s nine-iron right now.

            And there’s more: Next Generation learning again and tied to a car company. Helpfully it announces what I had inferred STEM=CTE.

            Also first transform Teaching and Learning, then the secondary school, then the community. Without asking anyone’s permission and while lying to parents and taxpayers should be the tagline in BRIGHT red letters.

      • From

        “These districts bring together people from different innovative industries for networking and collaboration, and are usually associated with places like Cambridge, San Francisco, Seattle and even Detroit.”

        as if you can create a Cambridge with the people in just any city. Actually not much happens in Cambridge, unless it’s at Harvard or MIT. San Francisco’s productivity is really Silicon Valley in a neighboring county. Their whole premise is out to lunch.

        A lame excuse for cramming people together.

        • Most of the declared premises I encounter for the associated new kind of society and economy all these ed reforms are tied to will not work. That’s one of the reasons I am so worried and determined to point out what all this is a pathway to. Politicians generally have no idea what actually makes an economy work. They do celebrate the institutes being created solely based on federal dollars, even when the grants are designed to force the adoption of Mind Arson math or science.

          We are giving up what does drive prosperity: free individuals with drive and good ideas and incentives to make the efforts involved worthwhile in favor of zero sum bidding among states for the next car company or pharmacy plant or wind farm. The educational planners at IIEP write about an economy being made up of fixed, limited ‘pie’ instead of the standard definition of scarce resources and how to best allocate among competing uses. That mistaken belief matters so much because if you believe the economy is a fixed pie, changing the nature of the slices and who holds the knife does not alter the size of the pie. That’s not how the real world has ever worked. That’s why I cited Deirdre McCloskey and Matt Ridley ‘s work in my book to explain what the Great Fact was, what ignited it, what creates genuine innovation, and then my analysis that all the factors they demonstrated as crucial were being extinguished through these ed reforms.

          All the governors can think about is the WIOA slush fund for them and putting campaign contributors on these boards and hopefully getting one of those federally-funded new manufacturing institutes in their state. How long do you think the Chinese can or will keep funding all the deficit spending creating those federal dollars to bribe the states to this dirigiste vision?

          Might that have something to do with David Coleman’s gushing statements about “we are the moon and they are the sun” in May 2014 as President of the College Board to the Confucius Institutes and their known alliance with the Chinese government? Doesn’t this mind arson in the West fit in perfectly with that 2011 Oceans of Innovation report I wrote about that Michael Barber prepared after the global conference off the coast of Russia?

  4. There’s no one who wishes any harder that you are wrong about this. But I know you are right and share the horrible sensation that there may be no way to stop this. So many people and policies involved on so many levels. We can hope and pray that they will become so entangled and infighting will develop that things will slow down enough for enough people to catch on and start screaming.

    • CPW-my friends in finance tell me the OPM-Other Peoples Money-that has breen funding all these deliberately created, lucrative conflicts of interest is running out.

      As many facts as there are in this story is a small % of what I captured on this point before I wrote it. Plus readers have been following the buzz terms and then forwarding amazing materials offline.

      I know you have always had an interest in SCANS. SCANS was the “for public consumption and conversion” document that came out of far more graphic manuals on “Workplace Readiness” and “Best Practices” that are amazingly graphic on intentions. With vivid quotes from Maslow and Carl Rogers to boot. It even lays out how hyping a skills gap is a gimmick.

    • CPW-you really should take a look at this 2013 Reimagining Workforce Development report!userfiles/editor/docs/2013%20Future%20of%20the%20South%20SGPB_FINAL.pdf from the mostly unknown Southern Growth Policies Board. Apparently this is the gubernatorial Dream. It quotes the involvement of former SC Governor Richard Riley so his firm is involved in representing school districts. He is Vice Chair of Carnegie that signed those Soviet agreements in 1985 and then created the National Center on Education and the Economy and now funds the Competency-Based/ Next Generation Learning summits. Its affiliate Education Counsel is described by CCSSO as working with it on Rethinking the nature of accountability and the Consortium of large school districts wanting to change the nature of federal scrutiny and make education more about non-cognitive factors was formed in the DC law firm offices.

      Mercy, that is being involved on the cutting edge of every aspect of these transformations isn’t it? The transformations few seem to know about. Picked up the representation of the Dekalb school district this week according to the local paper.

      Wrote that report and then dissolved. Now we have WIOA. If I had not seen the reference to the Aspen Institute as a supporter of the Employability Skills Framework, thought about the recent Learner at the Center report and the advocacy for RETOC-Racial Equity Theory of Change as well, and then bought that recent book, none of this Sector Strategies would have splashed out. It would have been the guiding overall vision behind what is being required in K-12 education and higher ed, but we would have still considered it cronyism.

      This is the Turchenko vision made real at the state and local levels. No wonder Brookings and Benjamin Barber are hyping the ‘local’ as the innovators and Harry Boyte, with a White House mandate, has turned his focus to the community colleges. is the post where I explain Boyte’s vision now and involvement with the American Commonwealth Partnership. ACP was created at the very same White House summit in 2012 that produced the troubling A Crucible Moment report I describe in the book.

  5. “It requires an interdisciplinary, competency, and problem-based approach that transcends school walls. This begs the question: how does an institution steeply based in traditional instruction adapt to one that develops problem solving, critical thinking, and enhances global awareness?”

    Does that sound to you like they just wiped away all teaching of knowledge, and picked up new habits of mind?

    • I read that when it came out and wanted to high five myself for laying this out almost 3 years ago in the book.

      As this post discusses, the New Tech Network is the polytech vision the book explains coupled to the deeper learning that will be the socio-cybernetic keel of future behavior. Deeper learning is tied to emotion and it fits the Piotr Galperin vision of tied to a visible real world (even if it’s a virtual world) to be the image in the mind that associations and guiding categories like an Enduring Understanding are all linked to.

      Deeper learning is also Ilyenkov’s Ascending from the Abstract to the Concrete that seemed so nerdy when we first encountered it. The concepts that will guide perceptions of daily experience and thus guide future behavior. It is all coming together between the foundation the book provides to the real Common Core implementation, what it is grounded in, and what it intends to change and this blog with me reacting week to week on what is being pushed in real time. Virtually all of this goes back to templates laid out in the 60s. Those laid out in the book and complementary efforts that were even more buried that I have documented.

      In fact the unesco vision for education planning and the need to integrate it completely with economic planning is what I am working on today. It even uses the phrase habits of mind. Of course it also uses Goodlad’s term of the organization society and then talks about the bright elite compelled to bring about change who see to it that conformists are replaced. These elite “play the principal roles on the stage of history and they organize the march of the masses.”

      These Southern governors, knowingly or unwittingly via staff members, are involved with strategies that are indisputedly tied to How to Achieve a Bloodless Revolution to Uncle Karl’s updated vision.

    • will send you into a complete frenzy, especially that introductory poem about our children not being our own.

      Worship a God of curiosity. How is THAT anyone’s business, especially in the classroom.

      Notice too it’s not just ed and it’s global. It’s all organizations of every type at any level in every sector of the economy. ALL does in fact mean all.

    • should make the lack of teaching of knowledge undeniable. But heh, they are paving new roads. Sounds like systems transformations to me and the student will never know the value in the old system that everyone is erroneously taking for granted.

      Plus there’s this official White House anti-bullying summit today as the shift to a behavioral and social and emotional learning focus in K-12 gets hidden under legal mandates that sound plausible.

      • I found the Glass to be creepy. How many people want to walk around with Google seeing exactly what you see all day? Who needs to think for themselves when you can scan what you are looking at and have Google tell you.

        • You are not supposed to think for yourself. Didn’t you just know I was going to track the meaning of Workplace Readiness and Learning to Learn back to a irrefutable quote from those 1990 Department of Labor manuals. SCANS–the Secretary’s Commission on Acquiring Necessary Skills is the sanitized, for-public consumption version. That’s no fun. Outlining the particular quotes to use now while interlacing it with statements about cultural evolution that make the Brameld and Huxley quotes from book seem mild. And those date from the 21st century. 2000 Toronto conference and 2004 book that cries for adequate funding. 2005 we have an article talking about Soros, Ted Turner, and Bill Gates as the kind of progressive philanthropy needed.

          Then the project gets quiet, but aligns repeatedly with the real Common Core implementation and the GELP one globally.

          You can see why I have gone back to reread some of my sources now that I have the damning 1990 manual language. From a prof who is quite the recipient of Gates Foundation grants now pushing college for all.

          No one can accuse me of not doing my homework.

          Oh, and the Redneck abridged version of this post is that governments at all levels have decided they want to control people and the private sector without getting caught out until the deed is done. The always necessary step is to exile that logical, fact-filled mind that can alert enough people in time. I am certainly trying my best, but I am beginning to appreciate lots of people who proclaim themselves to be “anti-Common Core” have always really wanted this synthesis where Big Business and governments tell everyone else what they must do and be and become.

  6. Out of curiosity, I am wondering if the opt out of the test movement has gained much traction in your area? Many parents here are exercising their rights to opt out of the testing.

    • People have hyped it but the EOCTs and new Milestones are a % of final grade. Hard to opt out of the intrusive formative assessments as they are ongoing and embedded in coursework. The project or gaming in many instances is the assessment of what changes result from what experiences.

      This is the new high school emphasis New Tech is pushing now.

      It’s called Quest and this is the first school in Missouri, one of the 9 states officially piloting Next Generation Learning and the focus laid out in the Carnegie sponsored Competency-Based Summits in 2011. Notice the reference to working with area employers. Just like the 3 circle from today’s post on the NGL graphic.

      • Gotta love Quest’s claim that “Engagement and a strong bond between students and staff is emphasized in the program. That’s important, in part, because students are given an unprecedented amount of freedom to set the rules and expectations for each class.” If parents only knew that by “unprecedented” freedom they really mean “movement within a closed system”–like fenced cattle “freely” roaming just before slaughter–they’d be pushing back like crazy.

        In terms of the OPT out movement, it may have two positive effects: 1–to slow down the coordination of state and federal data systems i.e, the larger framework. For instance, the 2014 test helped with everything from locating broadband deficiencies to fine tuning robo-graders. 2–if done on a large enough scale, it sends a message to elected officials, who may be compelled to start listening to their constituents. Otherwise unless parents see the end goal embedded in a rather innocuous set of standards, we lose, and not just our schools. We lose our freedom. So the thing I keep trying to figure out is how do I present the complicated albeit verifiable facts to folks who’d simply prefer NOT to imagine the unimaginable? “Ah, Bartleby! Ah, humanity!”

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