Hijacking Concepts to Control a Student’s Framing, Sense-Making, and Thus Their Minds

This post arose from my watching two different videos in the last month that left me deeply disturbed at the implications. The first was Learn Liberty’s “Marxism Explained in 2 Minutes” by Deirdre McCloskey where she said “Ideas themselves create consciousness. It’s not an outgrowth of the world’s material condition and the class struggle as Marx believed.” All of my extensive collection of books on what I shorthand as the MH philosophy–Marxist Humanism–regard Marx as believing that Ideas matter very much because they guide and motivate action in the present to change the nature of the future by transforming the nature of society. After I finished researching this post, we had the 200th anniversary this past weekend of Uncle Karl’s birth. This generated yet more pushes like this https://www.americanthinker.com/articles/2018/05/karl_marx_at_200_his_lethal_legacy_lingers.html pushing the idea that Marxism=Stalinism in Russia and that Marx did not believe Ideas mattered.

If Ideas do matter in the MH vision and especially if the needed ideas can be sales pitched as ‘conservative,’ ‘grounded in the principles of America’s founding,’ or ‘necessary for self-governance’, then the MH vision comes roaring into everyday perception and actions via a new kind of education that gets at the neural structure of the mind and sells it as ‘learning to think critically’. That last quote was from a recent Freedom Center video touting the need for a Code of Ethics in K-12 and rightly complaining of Indoctrination. My problem though is that if the admitted Left wants a child to perceive and act through White Privilege or Racism as the motivating Category of Thought and the so-called Right hyping for School Choice wants the Child to think using “Do the Good. Seek the Truth. Create Beauty,” they are both providing Categories of Thought. All these concepts are designed to change behavior in the present in order to transform existing society by altering prevailing consciousness.

See the problem? We have “conceptually synonymous lexical” phrases with the same function. If the MH vision is all about transforming ourselves and the world, we are headed down a troubling pathway with nary a head’s up as to what is really going on. I said there were two troubling videos. The other was a speech David Horowitz of the Freedom Center gave to a Young America’s Foundation luncheon on March 16 at the Reagan Ranch that was touted as “Unveiling the Left’s Agenda of Destruction”. Horowitz used language about America’s inspirational vision that “all people are equal in the eyes of God and therefore must be equal in the eyes of government and that they are endowed by their Creator with the right to Liberty” that reminded me a great deal of the humanistic slogans used in the MH vision.

That created my working hypothesis that if the Left and Right can create shared understandings and motivating ideals in a substantial group of people under a variety of names and rationales, then the MH vision, especially in its cybernetic form, can come waltzing into the America that we love, or other free societies, without people being aware. Saying Marx didn’t care about Ideas makes that easier to do. Taking noted MH philosophers who fled to the West and taught, like Leszak Kolakowski, and then misrepresenting their criticism of what they called they called wrongheaded fallacy of Institutional Marxism of Stalinism as being what Totalitarianism is all about as this paper did https://www.newcriterion.com/issues/2005/6/leszek-kolakowski-the-anatomy-of-totalitarianism or giving essentially the same speech at a Hillsdale College forum in October 2017 on Soviet Communism and never mentioning all of Kolakowski’s MH work means that not only do Ideas matter, but few people even trying to listen in the 21st Century are likely to hear an honest representation of the continuing collective goals that must be accomplished via the mind.

Unlike Kimball, I did not study under LK at Yale in the early 70s, but I do happen to have his translated into English book from 1968 called Toward a Marxist Humanism so we do have some ability to still eavesdrop on what must have been said. Contrary to what McCloskey stated above the MH philosophy is very much desirous of “replacing economic laws” with the “influence of ideology”. We should be very afraid in 2018 with all the talk all over the world of evidence-based policymaking that LK wrote that “theoretical knowledge of society continues to be a condition for the successful struggle of the communist movement.” Remember how I keep warning about a little c vision that we keep encountering as a communitarian ethos hiding behind supposedly conservative terms like Liberty and Freedom?

LK wrote a great deal about the need to gain control over “man’s conceptual apparatus” so that what was True would not be about whether a theory accurately described existing circumstances. It would be measured by whether a Theory was useful in motivating action to Change Circumstances. “Is the model useful?” would become a new criteria of truth. That might explain all the false narratives we have encountered surrounding education reforms that seem to be financed by the same think tanks or philanthropies now driving a misperception of Marxism as a historic philosophy of how to change the future via Ideas that are believed and that drive changes in behavior. LK knew the necessity of getting at people’s “intellectual organization of material” that were “an integral part of the most elementary activities of the human mind.”

Imagine the transformative power of first prescribing, and then being aware of, what a student was internalizing as a Habit of Mind that would then guide his seeing “the world in such terms and from such points of view as are necessary for him to adapt to it and transform it usefully.” And predictably too in known ways if you happen to be the prescriber aware of what the Categories of Thought are that are being inculcated into a student’s “conceptual apparatus.” What makes something totalitarian is actually not the existence of a gulag, but rather prescribing the categories that “constitute the total apparatus of concepts permitted in use and [that] are imposed as the sole and obligatory system of organizing one’s thinking.” Anyone not recognizing that concern of LK’s having been made operational in the new federal law that applies to the next school year’s requirement that all students must be assessed at least Higher Order Thinking Skills and whether they guide behavior?

When Horowitz said in that same video mentioned above that the new Code of Ethics was needed because “You can’t indoctrinate young people. You have to let them make up their own minds,” I couldn’t understand how that rhetoric could be squared with how Learning Standards actually work or his call to Teach the students to Think Critically. Critical Thought requires the use of prescribed abstract categories. How is that actually making up your own mind? It seems more like the semblance of autonomy where the actual coercion gets internalized and becomes the driver of our decision-making but out of OUR sight (but not the prescribers in education, philanthropy, or the think tanks).

Here’s another quote from 1964 discussing the role of cybernetics in the USSR after Stalin’s death unlocked the Role of Ideas again. These same ideas were coming to the US, which is why Notre Dame’s Press published the book The Social Impact of Cybernetics and we should all be aware that “the abstract ideology or the utopia expressed in concrete terms plays a critical role in defining social purpose and hence in conditioning social decisions.” Acting on goals is one of the hallmarks of competency-based education all over the world so its ties to cybernetics and the real MH aims become clear when we read that “action upon the environment is regulated by a continuing process of perception in which the perceived external reality is compared with the end state to be achieved.”

Is Project-Based Learning then about academics to be learned or simply a means to change the child at the level of their mind and personality? If you think changing the child neurally will always come with rhetoric about social justice, any category of thought that seeks to impose a “viable system of value and perceptual relevance (ideologies)” will actually do. Notice the same language from Classical Education and the Barney Charter School Initiative being used back in 1965 from “The Development of Cybernetics” in The American Behavioral Scientist: “Hence in dealing with social systems in which men form the ultimate self-regulating components, we must deal with the problem of the adequacy of perception and of value to effective action within a natural and human environment. The analysis of men and societies as self-regulating systems brings us back to the perennial philosophic problems of the Good and the True.

We need to consider now whether all the deceit about the Common Core and now Marxism may well be hidden in language about ‘conservative thought’ or ‘principles of self-governance’ as used in this press release. http://www.bradleyfdn.org/Portals/1/PDF%20Files/GEORGE%20WILL_Press%20Release-23Apr2018.pdf .After all, one of the other historic terms for the MH vision that I did not have a chance to cover yet is the “socialism of self-management”.

What if self-governance, self-regulation, self-discipline, and self-management are all conceptual synonyms describing a person with the desired internalized systems of thought and value that can act as a steerable rudder for anyone with power who knows they exist? That would be the MH vision of Freedom and Liberty and that really should give us pause.

We are all in agreement though that Ideas do Matter. It’s why they need to be known and discussed accurately and not just in terms of their Usefulness for Social Planning Purposes.

True Norths, Steerable Rudders, Heuristics Control, and Circumscribed Minds

Now that we have finished that Trilogy, let’s put the parts together since I happen to have https://democracylab.de/wp-content/uploads/2018/03/Democracy-Lab_Anthology-on-Democratic-Innovation_final-1.pdf explaining that this vision of ‘education and action learning’ can generate ‘shared understandings’ that will become the “building blocks for a new DNA of thriving democracy” and the “conscious evolution of our social systems.” That’s why Learn Liberty from the last post and its “Heuristics” video call for “Intellectual Humility” euphemized the same type of sought change. Instead, we are instructed to  begin “recognizing the flawed nature of [our] thinking [as] a bold first step to challenging it” and “be humble about our views.” Yet those of us paying attention will recognize this aim as functioning just like Carol Dweck’s Growth Mindset as something all 21st century students globally should now have.

The part the admitted transformationalists via ed, and the purported “How to Think” School Choice ‘conservatives’, leave out is that they are both interested in creating what that Democratic Innovation blueprint called “Inner Work, self and meta-reflection as core competencies for a new OS.” If OS is not yet a recognized acronym in your busy life, it stands for Operating System just like your computer. That’s right. In the name of social and political change, your child’s very hardware and operating software, also known as their mind and personality, along with the biological brain and the central nervous system that embody both, are being targeted. Why? Because “we need to grow as human beings” and “develop a vision and an understanding of who we are and how we can internally host the rapid changes and become self-aware participants in the current transformation process.”

Hard not to visualize some of those marching Parkland or other high school students reading that passage, isn’t it? That blueprint included a quote from a name, Roberto Unger, who I recognized as a Harvard law prof [see tag] and it turned out he had written his vision of education in a book called The Religion of the Future. I think he is interested in a new Operating System as well, see what you think:

“In a free society, the individual has the educational equipment, as well as the economic and political occasion, to cross the frontier between the activities that take the framework for granted and those that bring it into question. He has been educated in a way that enables the mind as imagination to become ascendent over the mind as machine. He has learned to philosophize by acting [Parkland again and ‘action learning’ generally], in the sense that he recognizes in every project the seed of some great or small reformation. The practices of society and of culture multiply opportunities for the affirmation of this preeminence of the mind as imagination over the mind as a formulaic device.”

The “mind as imagination” is likely humble in its views and that ‘formulaic device’ slur sounds much like the Fixed Mindset insult or the supposedly discredited Axemaker Mind, doesn’t it? There turns out to be quite the consistence between the admitted Left and the supposed Right in the new kind of thinking and internalized OS each is pushing in the name of K-12 education. The better to get to a dialectical Convergence apparently. It all aligns with the Idea-centric vision we saw with History Matters, Thinking Like a Historian, and the News Literacy Project. All these curricula create internalized “shared understandings” that can be used to “design impactful projects and policies” so that “the political system can be transformed in such a way that we can adequately deal with our current environmental, social and ethical challenges and create the kind of world we want to live in.”

That willingness to transform needs new values and Ideas. Unger called it–“our vision of who we are and what we can hope for.” It also requires a willingness to be malleable in our dealings with other people–Intellectual Humility. All of these can be accomplished stealthily by what gets euphemistically hyped as “personalized learning,” or High Quality Project-Based Learning, to use just two current examples of what gets billed as “educational innovation”. Underneath though is what Unger confessed was a needed “reorientation of personal experience…and reconstruction of institutional arrangements, as well as with the radical changes of conception, attitude, and practice that such a combination requires.”

Values, attitudes, beliefs, and behaviors need to be targeted for change to create the sought new OS for each individual, not because they are the basis for an existing OS’s database of PII. Ideas are a useful vehicle to be the new definition of 21st century knowledge because, as Unger admitted, what is really being sought is a “revolution in human affairs”. That, in turn, requires “both change in consciousness and change in institutions…[where] no simple division exists between the religious and the political spheres of life.”

That quote certainly explains why every type of K-12 education now pushes a Tranzi OBE vision, doesn’t it? At stake are “attempts to influence our ideas about the possible and desirable forms of human association in each domain of social life.” Action learning instead of lectures makes sense for a change in classroom practice in this transformative vision when it is “the ideas we act out in our relations to one another [that] must, more than the ones we profess, be the object of concern.” Weigel was calling for much the same change when he emphasized that religion and education should create a properly cathected individual obedient to instilled values and Ideals. We have also seen this same aim pitched by creativity advocate John Raven as creating a ‘steerable rudder’ at the level of the mind and heart.

Without using the “M” word as I did in the last post, when Unger wrote of the need to “rely on institutional arrangements, established in law [good thing he is at Harvard Law, huh?], that restrain governmental or private oppression even as they secure a universal minimum of endowments to everyone,” it is still Uncle Karl’s ultimate vision he is describing. In the 21st century, preschool to higher ed are all being restructured to target the values and Ideas that guide an individual’s decisions and motivate his actions. This is all hidden for the most part and lied about by so many in the employ of think tanks and the media on all sides because we are no longer free NOT to “change our enacted beliefs about the possible and desirable forms of human association.” Education targets that internalized OS, as a government mandate from all levels enacted as a matter of law, precisely because this “effort to envisage and to establish a greater life for the common man” requires a new purpose for education.

That purpose necessitates new Ideas, practices, and arrangements that will, at a neural level, “bridge the gap between the personal and the political.” Hard to see though under euphemisms like Intellectual Humility, Excellence, or Quality Learning. All of these ultimately target what Unger said would be needed to get what he called Deep Freedom, a much more alluring phrase than that M word.

Having a Growth Mindset or Intellectual Humility as a prescribed goal makes sense if a vision of the future needs “many minds and many wills.” A focus on Ideas and Reading and Thinking like a Historian make sense if a desired transformation “evolves in historical, not in biographical, time.” Criticizing the “imperious, autonomous self” or insisting that students become “Hardwired to Connect” makes sense if one has a vision that “it is not within the purview of the individual, no matter how powerful, to direct.” Making the internalized changes to the student the goal of K-12 education makes sense, as so many of the Portrait of a Graduate or Positive School Climate visions now do, if the political and religious vision of the future relies on:

“a change in the conduct of life: a change of heart, a change of consciousness, a change in the orientation of existence.”

In other words, a new internalized OS. a/k/a student-centered learning.

 

Stripping Away the Veneer of the Imperious Autonomous Self to Create Cathected Identities Instead

Years ago, back when I was a college student, I spent a summer studying at Oxford University in England. I got to pull books and work in the reading room of the Radcliffe Camera and cut through worn stone paths in medieval colleges. For me, historical people and ideas are not something anyone supplied as a useful perspective on how to see the world. These are frequently people I almost feel like I could carry on a conversation with. I certainly have been known to carry on conversations about them. I suppose that is what makes it far easier for me to see when Ideas or people are being misportrayed. If someone has transformational plans for society, our economy, and our political systems and does not want opposition, what better tool than K-12 education? And if you want history to be at the core of a drastically revised curriculum so that “we can leave it to our students to apply their knowledge, values, and experiences to the world they must create,” what better reason can there be to manipulate those values and experiences and the Ideas that are now to substitute for knowledge?

The latter quote was taken from the 1987 “Education for Democracy: A Statement of Principles: Guidelines for Strengthening the Teaching of American Values” that those new Massachusetts standards we met in the last post said was the impetus for all the standards-based education pushes since, including the Common Core. The Ideas come from domain-specific literacy, which Reading Like a Historian said in italics just like that had been created by the National Governors Association’s Center for Best Practices. As I discovered yesterday when I was at an Emory Law program that sought to interpret the Parkland mass murders through the ‘lenses’ of Domestic Violence and the Legacy of the Lost Cause, the offered Ideas and concepts to guide perception and the interpretation of people and events may have little connection to actual facts on the ground.

Likewise, at a legal program last fall that turned out to be very Idea-centric in what I was supposed to accept with ‘facts’ used merely to illustrate the point, it was very clear to me that the presenter hoped that his audience knew nothing about Henry VIII other than his much-hyped six wives. Likewise, when I read Larry Arnn’s book The Founders’ Key because of Hillsdale’s heavy involvement now in K-12 reform I discovered erroneous examples to illustrate his Ideas from first, Thomas More, and then poor Queen Anne, the last of the Stuart monarchs. My point is that in all these instances it was extensive, preexisting knowledge of the type that is now disallowed unless someone is a voracious, independent reader that led me to recognize that the offered Ideas or illustrating points were inapt.

The Ideas are generally offered up to appeal to emotions and to create motivation to push for transformative change. If, like me, cathected is a new word for you, I found it in the vision of this author  https://nationalaffairs.com/publications/detail/democracy-and-its-discontents which had common financing via the Bradley Foundation with the same new history standards called for in 1987 and the communitarian-oriented Council on Civil Society funded in the late 90s and then the 2003 Hardwired to Connect. Weigel’s call for ‘cathected individuals’ who would reject the ‘imperious autonomous Self’ reminded me a great deal of the Tranzi OBE remake of the students pushed in the 90s until it became notorious after Columbine and the Portraits of a Graduate or Learner profiles we are seeing now. It was all originally called for back in 1987 with clear ties to the Rockefeller Foundation, the NEH, and even Martin Luther King’s actual vision via his close friend, Bayard Rustin, who signed.

My dictionary defined cathexis as the “concentration of emotional energy on an object or idea,” which certainly sounds like this new Idea/Conceptual Framework: “we aim at nothing less than helping the student to comprehend what is important, not merely to memorize fact and formula.” “Notions and sentiments” was how the 1987 Education for Democracy also put it. At its core is always the Marxist Humanist vision where “we recommend that a central theme in the study of history be the dramatic struggles of people around the globe and across the centuries to win, preserve, and extend their freedom.” Cathected also fits with this MLK vision released just before his murder, which was cited this week because of its 50th anniversary. https://poorpeoplescampaign.org/index.php/poor-peoples-campaign-1968/  laid out the Bayard Rustin-inspired shift from civil rights to ‘human rights’ with its essential ingredient of economic justice for all. Dr King:

“knew that for the load of poverty to be lifted, the thinking and behavior of a critical mass of the American people would have to be changed.To accomplish this change of consciousness…the poor would have to organize to take action together around our immediate and basic needs. In doing, we could become a powerful social and political force capable of changing the terms of how poverty is understood and dispelling the myths and stereotypes that uphold the mass complacency and leave the root causes of poverty intact.”

That was MLK and ultimately number 1 of those Fundamental Principles is that “We are rooted in a moral analysis based on our deepest religious and constitutional values that demand justice for all. Moral revival is necessary to save the heart and soul of our democracy.” Those new Ideas and values need to be embedded neurally as practiced Habits of Mind. It may only be Catholic educators referring to the ‘cathected’ student, but the concept of cathexis, even if stated through euphemisms, is at the core of all these curriculum reforms throughout every type of education alternative I have reviewed. Having poked around on the Left and recognizing names like Diana Ravitch, Chester Finn, and Bill Bennett on the 1987 document lets look likewise to the supposed Right and what the Charles Koch Institute and other members of the State Policy Network are pushing that gets to the same place.

Back in March I saw an article from the Independence Institute with a title “How to Restore the Founder’s Vision of Liberty for America?”, which sounded rather Idea-centric and contrary to where my personal store of facts would take me. I did notice though that the broad Ideas would fit with the Marxist Humanist vision I keep encountering in my education research (without looking). At its core, it is where both that 1968 MLK position and the 1987 Education for Democracy, and thus the 2018 Massachusetts standards, all intend to go. The article was by a William Watkins so I looked up his background and saw he had been a fellow at the Center for Humane Studies at George Mason. That got my attention with their push of History Matters (covered in last post) and ties to Neuroeconomics. Looking into IHS further pulled up more ties to the insights and individuals we have covered at ISC and in my book Credentialed to Destroy.

Too extensive to lay out here, but every reason to look at their Learn Liberty initiative launched in 2011 to “Explore the ideas of a free society.” Me, I just want to go back to Oxford and get away from that now ubiquitous ‘I’ word, but my knee is still not ready for that much walking. So I settled in with a cup of Lapsang Souchong tea to watch the videos where “we tackle big questions about what makes society free or prosperous and how we can improve the world we live in.” http://www.learnliberty.org/blog/learn-liberty-turns-7/ gets you to what I watched. In case the word ‘Heuristics’ is missing from your vocabulary as it once was in mine, you can substitute other words–Ideas, Concepts, Lenses, or Guiding Principles. If there is a desire to get a ‘change in consciousness’ and a broad segment of the public is to have ‘shared meanings’, few things work better than common learning standards that get at How to Think and Ideas we should use in our decision-making.

I took notes on all three provided videos there and then saw one by economist Deirdre McCloskey (whose book Bourgeois Equality we quoted in the last post) offering up “Marxism in Two Minutes”. She omitted the part about Marx’s Idea of the Human Development Society where a remake of prevailing Ideas and values would be so crucial and just covered that Marx was wrong about the class struggle creating the desired consciousness. McCloskey believes Ideas create consciousness and I think her book title, like the euphemistic Learn Liberty phrase, is really an excellent way to hide the Marxist Humanist template. But like one of those old-fashioned holiday commercials from Ronco I can say “Wait! There’s more!”

Learn Liberty posted a January 8, 2018 video from a professor Howard Baetjer called “What is Communism?” that appears designed to mislead away from the Marxist Humanist visions that are so in play in 2018. The vision MLK wanted, what Education for Democracy sought to create, and what learning standards and competency frameworks also impose, no matter what level of government is pushing them. For anyone without Wolfgang Leonhard’s Three Faces of Marxism: The Political Concepts of Soviet Ideology, Maoism, and Humanist Marxism or Leszek Kolakowski’s Main Currents of Marxism: The Breakdown not just on hand, but read and marked up, I am not calling names or making allegations here. There is a template for little ‘c’ communism and when everyone is using euphemisms and Idea-centric K-12 education to impose that vision without scrutiny, we have every right to notice if we still can.

I think all these videos, but especially that Baetjer one want us to see communism only as “common ownership of the means of production” and never “private ownership”. Meanwhile, the K-12 programs being offered online, in public schools, in parochial schools, in independent schools, and frequently now what gets pushed on homeschoolers via what is eligible for Educational Savings Account reimbursement are ALL Idea-centric and value-oriented.

Have you noticed that all these pushes about Ideas do not seem to want us to strip away from the Idea As Supplied that veneer that it still means what we all traditionally associate with any of these terms? I thought we better start talking about all this while the Internet still remains somewhat free.

I really don’t want my generation to be among the last to have had the liberty to have a genuinely free mind.

Intertwining Architects & Advocates Makes Planned Mind Manipulation Both Tight and Nearly Invisible

Why someone might ask does it really matter that the architects of the News Literacy Project are also the creators of the curriculum for History and Social Studies? Does it really matter that Google is spending $300 million to create a Disinfo Lab to combat Fake News and that $3 million of that will go to creating school curriculum that just happens to also be with the group creating all the above learning standards? All of these actions have an effect of controlling the prevailing Ideas that most students will likely have access to. If you aspire to social or political change, controlling prevailing Ideas is the most effective way in. As economist Deirdre McCloskey put it in her 2016 book “Nothing happens voluntarily in an economy, or a society, unless someone changes her mind. Behavior can be changed by compulsion, but minds cannot.”

That’s not, strictly speaking, true, but the point remains on why changing minds has to be covert. A misunderstanding of education reforms, especially if deliberately created, such as the nature of competency frameworks, social and emotional learning, Classical Education charters, or the Catholic Curriculum Frameworks, just to use a few examples, means that the mind, right down to its very neurons, can be compelled to a desired consciousness. Misled parents and young manipulated students have no True North (to use the last post’s metaphor) to be a tip off to the presence or level of coercion. We cannot resist what we are unaware of, can we? McCloskey also quoted how the “great Marxian historian Gordon Childe declared in 1943 “that “In practice ideas form as effective an element in the environment of any human society as do mountains, trees, animals, the weather and the rest of external nature. Societies, that is, behave as if they were reacting to a spiritual environment as well as a material environment.”

If learning standards and curriculum are being created to control that “spiritual environment” so that the Ideas change the student who then acts differently in, and on, their daily physical environment and that changed environment in turn changes the student further at the very level of the consciousness and physiological brain,  we have an excellent reason for all the deceit. Likewise, we can appreciate why the UN and other international organizations have stated repeatedly that changes in education alone can force the implementation of the Equity for All Agenda globally by 2030. No need for any gulags, in other words, to be a visual tip-off of coercion when Ideas and school curriculum become the tools of choice.

https://ec.europa.eu/digital-single-market/en/news/final-report-high-level-expert-group-fake-news-and-online-disinformation came out in March and lays out the New Media Ecosystem and its ability to control prevailing information that both Facebook and Google and other social media companies will be involved in. That “multi-dimensional approach to disinformation” also lays out the Media and Information Literacy efforts to be introduced in the schools and international assessments like PISA to ensure a “reassessment and adjustment of educational policies.” The compulsion suddenly that can both drive and control prevailing ideas that students use to think about their experiences and the world around them is largely hidden from sight at the very time it is asserted as the very remedy for the supposed ubiquity of Fake News and Disinformation.

That does sound so much better than Invisible Censorship before the Fact, doesn’t it? In case, no one reading this has a handy copy of the 1991  MindScience: An East-West Dialogue with the Dalai Lama to use the Inner Sciences perfected by Buddhism over the centuries to create a new vision for education and thus society, let me quote from mine. Thanks to the reader who suggested this after discovering the Mindfulness push in charter schools from the last post. The Ideas that get pushed into classrooms as “the foundation of the Common Core” in the Stanford SHEG-created Reading like a Historian tied to the News Literacy Project or the even more forthcoming Thinking Like a Historian fit with what Harvard Ed Prof Howard Gardner called the “representational level.” Since he was nice enough to “try to simplify,” let’s quote his explanation down to his italics:

“Between the neuronal level–the wetwear that you can touch or at least look at under microscopes–and the cultural level–the notion that there are different cultures with histories and practices and so on–there is a third level of analysis. We call this intermediate level the representational level. This level cannot be touched or seen but it is believed to exist in the head. It entails the notion that we have and use schemata, scripts, ideas, symbol systems and other cognate kinds of mental entities.”

Coerce that representational level then and you control the drivers of perception and future behavior with hardly anyone being much the wiser. How do we know, for sure, that is the area being manipulated if you don’t have a handy copy of the two books I just referred to? Take a look then at http://www.doe.mass.edu/bese/docs/FY2018/2018-01/item2-public-comment-draft.pdf and its vision on page 10 that the purpose of the History and Social Studies Curriculum is “All students in the Commonwealth of Massachusetts must be educated to evaluate competing ideas, to understand the past, and to promote the ideals of equality, justice, liberty, and the common good for all peoples in the world.” Methinks, the Dalai Lama would approve.

That link, from January 2018, also links to Recommended History and Social Science Websites that includes News and Media Literacy, the SHEG Reading like a Historian, the UCLA Center for History in the Schools, UNESCO, the World Bank, the OECD, and that National Constitution Center with its communitarian definitions of Freedom and Liberty (the advantages of their being Ideas and not facts is no one is likely to notice the crucial shift).  Other listed websites though tie directly to the deceit around learning standards and also the push for charter schools and school choice via other experimental economic theories like vouchers or Education Savings Accounts. It turns out that a partner of SHEG in transforming “best practices in history teaching and learning” is George Mason University with its History Matters, World History Matters, and Center for History and New Media.

Controlling Ideas is so useful, isn’t it? We can appreciate that factual knowledge really gets in the way of a deliberately controlled narrative when I noticed that the National Endowment for the Humanities (NEH) created the original endowment for the New Media History Center. Before Bill Bennett was Education Secretary he headed NEH so that was his background when he and NGA head Lamar Alexander launched the state/federal learning standards movement via “Project Education Reform: Time for Results” in the mid-1980s. No wonder that push wanted to emphasize Higher Order Thinking Skills (supplied Ideas that act at a representational level) as a key reform. The Rockefeller Foundation had likewise begun funding such disciplinary curriculum reforms in the humanities back in 1980.

Fascinating, since GMU’s History Matters shows it was originally created through funding by NEH and the Rockefeller and Kellogg Foundations. Remember too that the official manual of what constitutes “evidence-based policymaking” in education or any other social sciences was created with Kellogg funding. Suddenly, history thinking and reading becomes a means “for making sense of the present…It allows us to undertake sensible inquiry into the political, social, or moral issues that trouble us…[and] achieve the informed, discriminating citizenship essential to democratic government.” https://www.macmillanlearning.com/Catalog/uploadedFiles/Content/BSM/Discipline/History/Preview_LearntoThinkReadLikeHistorian.pdf is the source of that quote.

Lest there be any question that students are being trained to be historical change makers in just the very way that Marxist Humanism envisioned when it rolled out officially and globally back in 1962, let’s use a further quote from above. “As the past creates the present, it also shapes everything that is still to come. By teaching us that societies and institutions can change, that people have not always been as they are now, and that long-standing conflicts can sometimes be resolved, history can provide guidance for the future. Historical inquiry and understanding cannot tell us precisely what we should do to make constructive change in the world…” Only that students must act to make such change. The curriculum provides the Ideas that it calls historical categories of inquiry. These supplied categories are supposed to “create the mental framework to hang the details that follow” in the form of classroom activities, projects, and online work via those websites cited above.

These categories of thought are supposed to be about history or “the past”, but in reality they become Habits of Mind used daily to confront whatever experiences come a student’s way. If you want to invisibly instill those prevailing Ideas, just embed them in these learning experiences.” I am going to close then with a quote where the … is where I took out the phrase “about the past”. These Ideas or categories of thought then actually manipulate the mind at a level that can only be detected if someone like me writes about it and somebody like you reads this post or my book. Lots of reason then to control the Internet, what will be regarded as valid sources of information, and the learning standards that control what the growing, malleable mind internalizes at a neural level.

“Continuous use of these categories… builds a common language that students can use to direct their curiosity and exploration of any topic…As students learn to think…according to these disciplinary patterns they are freed from notions of history as a collection of facts. History becomes a way of thinking…, rather than details to be recalled as history teachers and tests demand.”

 

Lucrative Deceit: Managing Consciousness By Conjoining Social Media & Charter Schools

This post was outlined before the outcry over Facebook’s gathering of data, but the outside in power of all that data on so much of the population should be kept in mind as we look at the Chan Zuckerburg interest in transformative charter schools. It also fits with the interest we have seen since my March 8 post on Parkland and the meaning of that motto of the PROMISE Program in Broward County. I have repeatedly read since then numerous articles from supposedly conservative sources misportraying the clear developmental focus of the required practices. It gets pitched as simply a matter of federal overreach and coercion via funding. Yesterday, the charter-supporting Heritage Foundation https://www.heritage.org/firearms/report/focusing-school-safety-after-parkland joined what looks like a well-coordinated campaign to make Paul Sperry’s derivative and whitewashed description of the Program the official narrative. Mustn’t accurately explain what one intends to use so let’s just mine ISC for information and skip over Robin’s inconvenient interpretations that shine an accurate light on these practices.

After all, we know charters have a likely chance to be deemed effective and gain a right to more federal funding if they have a Whole Child focus that Infuses Developmental Neuroscience into the curriculum and required practices as this link lays out. http://www.jahonline.org/article/S1054-139X(12)00192-9/pdf Likewise, notice how often a private or charter school has language in its mission statement about its purpose “to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens” https://www.ncbi.nlm.nih.gov/pubmed/12971193 or hyping their “strengths-based approaches to child and adolescent development…and emphasis on students’ resilience in the school and community” (quoting the National Association of School Psychologists), or Promoting Youth Development (PYD). http://blogs.edweek.org/edweek/rulesforengagement/Taylor%20et%20al%20-%20FINAL%20document%206%2017%202017.pdf

All of the linked SEL research matters because they are tied to the PROMISE Program when accurately interpreted using its cited foundational research and not whitewashed for political purposes. The whtewashing is no surprise though as the charter schools use the same developmental template as Broward’s PROMISE program when the latter is properly understood. Let’s switch to something else charters use to ensure their efficacy and are not upfront about. I am quoting from a 2011 book by Duke prof Cathy N Davidson called Now You See It: How Technology and Brain Science Will Transform Schools and Business for the 21st Century where Davidson profiled the innovative new forms of learning being implemented by a number of cited charter schools. When we talk about the use of categories, concepts, or guiding principles, recall how useful it will be to have the News Literacy Project we encountered in the last post working hand in hand with the categories of thought pushed as Reading and Thinking Like A Historian or Higher Order Thinking Skills.

This post begins a trilogy and that will be the in-depth topic of the next post. In the mean time let’s appreciate what charter operators all know. “How we use our brain (what we pay attention to) changes our brain. Those things that capture our attention–our learning and our work, our passions and our activities–change our actual brain biology.” That’s a direct confession, isn’t it? Plenty of reason for deceit there. The emphasis on Disciplinary Core Ideas to use just one of the euphemisms or Enduring Understandings makes sense when we all become aware that “once everything is located in a proper category, the category itself (for better or worse) answers a host of unaskable questions. A category is a shorthand.” And whoever controls those required categories of thought can insist all day long that “they are teaching students how to think, not telling them what to think” but that repeated assertion doesn’t make it true. Whoever controls the prescribed categories of thought, controls thought. Period. Especially once it becomes a Habit of Mind.

Quoting Davidson again: “distinctions are normative, sensory, behavioral, social, cognitive, and affective all at once. Learning happens in categories, with values clumped together in our words, concepts, and actions. And this is where attention and its concomitant attention blindness come from.” All the emphasis now on Engagement, activity, and relevance really make sense when we appreciate that a classroom emphasis on these has become required because they “transform not merely our behavior but the underlying neural networks that make attention possible. Every manifestation of attention in the real world begins in the brain” and every successful charter school operator knows that as well as so should we. Davidson went on to call out Canadian Donald O. Hebb by name as the “father of neuropsychology” because:

“he was the first person to observe that learning occurs when neurons streamline into pathways and then streamline into other pathways, into efficient clusters that act in concert with one another. This is now called the Hebbian principle: Neurons that fire together, wire together. This means the more we repeat certain patterns of behavior (that’s the firing together), the more those behaviors become rapid, then reflexive, then automatic (that’s the wiring). They become patterns, habits, groupings, categories, or concepts, all efficiencies that ‘wire together’ sets of individual reflexes or responses.”

Now if your child’s school of any type or online curriculum is grounded in creating such a Hebbian neural web that will ultimately guide their future behavior at an unconscious, but predictable, level, don’t you want to know that? Isn’t all the organized deceit making more sense now? I feel though like those old Ronco holiday commercials when many of us were kids advertising for some useful gadget that we supposedly cannot live without in every house. “But wait! There’s more!” As part of the case after the Parkland shooting for why more social and emotional learning and an antibullying emphasis were needed came this story https://www.educationdive.com/news/creating-schools-that-fit-our-kids/518917/ hyping a report from the Aspen Institute and its panel of educators.

Now I first wrote about that panel back in September here http://invisibleserfscollar.com/capturing-every-thought-captive-and-sculpting-students-as-systems-driver-of-perfidy/ and in several of the following posts. That report and Consensus Statement were always going to come out, but the Parkland mass murder gives gave a chance to pitch the change in emphasis as urgent so that “social, emotional, and academic development” can be integrated. That also fits with the links above that are the basis for how charters really work and what the PROMISE Program was actually designed to change. Now I have written about one panel member before, Linda Lantieri, and how she trains classroom teachers in techniques that are billed as New Age on some days depending on her audience and on others as Positive Psychology. I recognized other names too, but the Council of Distinguished Educators member that really caught my eye was from a chain of charter schools called Valor Collegiate Academies.

That’s where our conjoining reference comes from as we have funding coming from the Left Pincer in the form of the Chan Zuckerburg Initiative and from the Right Pincer that seemingly does not want the PROMISE program accurately understood in the form of the Charter Schools Growth Fund. Now Valor openly trumpets in its materials that it uses required regular group Valor Circle practices that are “grounded in the field of Interpersonal Neurobiology which posits that relationships ‘inspire us to rewire our brains toward integration.'” Well, that’s certainly one way to create change in the student effectively and thus ensure additional funding and opportunities for expansion. Valor has graphics about targeting the students’ “drives for agency and communion, or self-determination and connection… and helping scholars (and adults) create their own ‘inner compass'”.

Now, I am not disagreeing that people need an inner compass, but if a school is deliberately rewiring childrens’ brain in a Hebbian manner, parents should be told that forthrightly before they act like programmed automatons. How many parents appreciate that neural rewiring emphasis when they read language (bolding in original) about “All Members of the Valor Community aspire to balance their Sharp Mind and Big Heart and to live their Noble Purpose through Aligned Actions, all the while accessing their True North” to make meaningful choices in their everyday life. ” That True North: Habits of Center is grounded in Mindfulness research, which is certainly an interesting remedy for preventing another Parkland type shooting.

It’s not just that I recognize what is cited as Mindfulness, but here’s a quote from a draft I downloaded of what was to be implemented in the 2017-2018 school year per “True North ‘standards’ or intended learnings.

“True North practices range in duration and focus. Many of the True North practices at Valor are informed by curricula such as Mindful Schools and Applied Mindfulness: Inner Life Skills for Youth and are attention training activities [remember the Cathy Davidson quotes above on the effect on the brain] to help scholars increase concentration and well-being while reducing stress levels. Practices range in focus from one’s basic goodness to posting attention and from compassion meditations to mindful movement.”

Is that what anyone was expecting to be touted “at a time when the nation is looking for solutions to violent tragedies like the Feb. 14 shooting” at Parkland? Is this why we cannot get accurate reporting except at ISC or in my book Credentialed to Destroy of what competency-based education and frameworks actually aim to change or what the Broward PROMISE Program and Restorative Justice programs really hope to alter? Are charter schools, online providers, and private and parochial schools all afraid they will not get access to public funds if parents recognize that they too are aimed at neural rewiring “to produce knowledgeable and competent adults able to participate as informed citizens in the democratic process”?

We will discuss the source of that last quote and its ties to the School Choice funding campaign in the next post–Part 2 of this Trilogy of Lucrative Deceit.

Outside In: Conjoining Education & Media to Consciously Create Consensus

Do you regard the phrases “public transformation” and “societal transformation” as synonymous? The first, as we saw in the last post, seems interested in transforming who we are at the level of our beliefs and values–our very consciousness. The other wants to transform existing institutions and organizations–the external reality. The coverage of the Parkland mass school shooting and the student activists it has launched makes considerable more sense if we know that Global Education Futures (GEFF) released a report last fall called “Educational Ecosystems for Societal Transformation” that is referenced in other internal reports with a different title about “Education Ecosystems for Public Transformation.” Either title reflects a desire that the “level of challenges faced by humanity today calls us to find answers through a consciously created consensus.”

One side of the media, especially the legacy media, wants us to see the tragedy as a reason for gun control. The other seems to see Parkland as a convenient tool to hype School Choice, on-line learning, and supposed ‘local’ solutions to federal government tyranny. No one seems to want to eliminate the media’s ability to frame how we see Parkland and what we believe the solutions to be. Since the transformation vision relies heavily on misunderstanding the nature of learning standards like the Common Core or Competencies (Inside-Out) and also not reporting the long planned convergence of the media and education to create the narrative driving a perceived need for change, let’s tear away the shroud obscuring this cooperation.

Russian Pavel Luksha, who is a leader in GEFF as we covered here in 2015, also turns out to be involved with Chris Whittle’s new venture called the Whittle School, a global education venture. Back in 2005, Whittle wrote a book called Crash Course hyping the ability to use School Choice globally and private providers of education to drive innovation and a new vision of learning. He created a hypothetical “worldwide leader in K-12 curricula” that had previously been “the first of the world’s major communications and publishing companies to grasp fully that the world of schooling was an extension of the core competencies found in many communications entities.” We need to recognize that now too as that outside-in tool was a huge part of why previous UNESCO head Irina Bokova simply shorthanded the conjunction and its global transformative potential as “media education.”

Likewise, when that GEFF report headlines its “New Horizon” chapter with this Margaret Wheatley quote, think not just of the roles of the media and a new type of learning, but also all the high school students we are now seeing who simply assume a right to redesign the world and existing systems.

“We have only just begun the process of discovering and inventing the new organizational forms that will inhabit the 21st century. We need the courage to let go of the old world, to relinquish most of what we have cherished, to abandon our interpretations about what does and doesn’t work.”

That shift is much easier if, unbeknownst to most parents, the schools have long since shifted from a subject-centered curriculum to an ‘experience-centered curriculum’. Suddenly, topics, themes, concepts, and principles come first to provide students with a means to “intellectualize his experience.” To mine my personal library using a post WW2 book called Reorganizing the High-School Curriculum from 1947 to move away from the school as “merely an instrument for perpetuating the status quo” to one where “our democratic society is to be refined and re-created,” would require a new type of education grounded in a new theory of learning.

“Learning in its best sense involves the ‘continuous reconstruction of experience.’ Learning products are identified as changes in attitudes upon the basis of new or deeper understandings, and the acquisition of general and special abilities, habits, and skills. The learning experiences which the school provides [now online learning can also do this] for students are directed towards changes in behavior in line with democratic ideals and values. [Remember the PROMISE motto from the last post and the role of Restorative Justice programs] The school provides work experience for the student, not primarily to get the work done, but because such experience enhances growth in line with democratic values.”

That’s what student-centered learning is really about and everyone involved with education reforms, except students and parents, is either openly or covertly pushing this same vision. If we miss the planned role of all media in this, we are fighting a battle with blinders on. That was sixty years ago, but only the names and tools change, not the transformative aims. https://ssir.org/articles/entry/using_story_to_change_systems has a similar aim and came out about a week ago. Also recently the Data & Society Research Institute issued a report called “Dead Reckoning: Navigating Content Moderation After ‘Fake News'” that caught my eye. One thing about tearing a tendon in your leg, I have been rather stuck watching bad TV like it or not. A publication like that wanting to define what is Fake News not by veracity of the information but rather or not the source is preapproved by the powers that be simply emboldens the lies I have been forced to watch recently on the evening network news.

The difference though was I was in a position to find out more of what looked like immunity to lie to advocate for the repeatedly announced “public” or “societal transformation” as I was signed up to attend a February 23, 2018 Georgia Bar Media & Judiciary Conference sponsored by CNN among others. The speakers, who included a Morehouse journalism prof, a New York Times reporter, a former CBS reporter, and the managing director of CNN International, kept hyping the role of the “Legacy Media’ to be ‘gatekeepers’, which to me rather smacked of censorship before the fact by approved sources. The CBS reporter,  hyped “the crucial role of the press in shaping American history” and asserted that Facebook and Google’s recent policy changes to prefer the Legacy Media in search results were a good start but were “not enough”.

I thought about how Walter Cronkite had so hyped the Tet Offensive that a generation of Americans thought we lost military ground then. They did not recognize a deliberate use of the news and what gets covered, to steer popular and prevailing consciousness on an issue. When the audience was asked for questions, I raised my hand and asked if their position was that the term “Fake News” was about the source of the information or the quality of the information? That’s when things got really interesting since no one knew education was my area of expertise. The response by several of the panel members was to agree it was about the source and the standards of truth used by the ‘legacy media’ and then begin to talk about the need for new curriculum in the schools to create deference to the Legacy Media.

Another member then mentioned that the real solution to Fake News allegations was “further down the food chain in the schools” and called attention to a News Literacy Project that had been created to do just that. It would aid students to differentiate between Fake News and to know “what to believe.” That continued targeting of the internalized belief system that has always been a hall mark of Tranzi OBE under its various names (see last post and comments) got my attention.

So I came home and looked up the Project and discovered it had been started in Spring 2008 by veteran reporters from the LA Times. The family that had owned the Wall Street Journal before Rupert Murdoch was also involved and Steve Schmidt who had worked in the White House under Bush 43 and who managed John McCain’s Presidential run. Mollie Hemingway, now a Federalist editor and contributor to Fox News is on the Board. Since she is married to a writer at the Weekly Standard I think we can conclude that the Legacy Media as well as the so-called non-establishment media that is supposedly conservative all want to create school curriculum on how the media is regarded.

The really fascinating member of the Board in my mind who thoroughly conjoins media and education, learning standards and media literacy projects, and inside-out vs outside-in filtering to Consciously Create Consensus was Sam Wineburg. Wineburg is an education prof at Stanford who has been active in creating standards for “Civic Online Reasoning”. The Stanford History Education Group or SHEG is where everything comes together as they have created the Reading Like a Historian curriculum that can be used to create and measure the existence of the ‘desired understandings’ that students are to internalize as their required Higher Order Thinking Skills under federal ESSA law.

Doesn’t that sound like an excellent way to Consciously Create Consensus, especially if the curriculum gets used to create formative assessments that few parents will understand if they have not read Credentialed to Destroy? The News Literacy Project presented at both the 2016 and 2017 National Council for the Social Studies annual conference so we know these curricula will be used to create the C3 Framework ‘lenses’ to evaluate how students view the world around them. Turns out the nonsensical slogan that “we are teaching students how to think, not what to think” is actually not true at all.

Suddenly media literacy, new forms of learning, competencies, and the need to control the internalized belief system and values via prescribed standards and Habits of Mind takes us to a view of History that Karl Marx would have recognized. We need to as well to cut through the False Narratives ALL the media now seemed to find so useful:

“History is the ‘precondition of political intelligence’…It allows us to undertake sensible inquiry into the political, social, or moral issues that trouble us…[and] achieve the informed, discriminating citizenship essential to democratic government.”

The Parkland and other high school students then are simply fulfilling the roles SHEG and other experiential curriculum have trained them for. The way out of students who see themselves as Makers of History is to recognize that school has neurally and deliberately rewired them to do, think, want, and act in preapproved ways.

We are, after all, the Public whose consciousness the media, educators, and virtually every think tank I have looked at wants to control. We need to recognize the how and why and that it is not just students being targeted.

Orthopraxy as Evidence-Based: Data Just Shows the Efficacy of the Sought Theory of Change

The reaction to the last post was certainly fascinating for those of you who do not read the comments or are not on Anita Hoge’s mailing list. I have to confess I already knew precisely what the citeable definition of “evidence-based” was when I wrote that post. I wanted to find out if there was any interest in the truth or whether the organized narrative and misdirection was the real point. Since we now have our answer and I said it was citeable, evidence-based under the School Improvement Grants during the Obama Administration referred to “activities, practices, or interventions” that had either been shown to be effective in creating the desired outcomes in the student  or had a “research-based rationale describing why it is likely to improve student outcomes or other relevant outcomes. The recommended format for demonstrating and communicating this rationale is through a logic model.” [frequently italicized for emphasis as logic model and so integral to organizing a society a la Upravleniye that it can be found translated into other languages and alphabets all over the globe].

Back to quoting from a recent Rand report having to do with funding streams under ESSA for “evidence-based” curricula and interventions. “The Education Department General Administration Regulations (EDGAR) defines a logic model as:

a well-specified conceptual framework that identifies key components of the proposed process, product, strategy, or practice (i.e., the active ‘ingredients’ that are hypothesized to be critical to achieving the relevant outcomes) and describes the relationships among the key components and outcomes, theoretically and operationally. (Code of Federal Regulations, Title 34, Sec. 77.1, 2015)

An effective logic model should draw on past research to detail the components of the intervention and provide empirical justification for the hypothesized ways these components affect the targeted outcomes. That is, logic models are effective tools for visually communicating to stakeholders what an intervention entails and why it should work.”

That sounds technical so let me quote from another part of the report since I have been screaming from the rooftops for years on this blog and detailed in Credentialed to Destroy that social and emotional learning should not be viewed as about a database of PII. Here’s the quote: “Among educators and researchers, there is a growing acknowledgment that student success depends not only on achievement in core academic subjects but also on learning a broader range of intrapersonal and interpersonal competencies. Efforts to develop these competencies are often described using the phrase social and emotional learning (SEL).”

Well, that’s not how the False Narrative alarming parents of a surveillance state of PII instead of factually telling them school intends to rewire their children’s brains via prescribed experiences explains SEL. Why is that and why does it matter so much? Am I simply playing the annoying Classroom Rocket-arm who always shouted out “I know. I know” as they raised their hand? Here’s an example of why it matters so much  https://www.edsurge.com/news/2017-11-22-how-to-measure-success-without-academic-achievement Notice how the author declares the desired outcomes of getting to heaven or being “a good person” as interchangeable goals in terms of the desired internalized changes and personal characteristics sought and how to bring those about via classroom experiences.

How intrusive is that? That’s evidence-based policymaking in education. An IB Learner graphic or Portrait of a Graduate set out in state ESSA plans are logic models. Some of the most notorious curricula we have covered on this blog like Responsive Classroom, Tools of the Mind, the Good Behavior Game, mindfulness activities, and PATHS–Promoting Alternative Thinking Strategies were all deemed by Rand to not just be evidence-based and qualified for federal funding, but already having proven efficacy at creating the desired intrapersonal and interpersonal characteristics in the student. See why I think it is such a mistake to make the tool of data the focus instead of the desired sought changes to the student? See how much it matters what the logic model or blueprint shows are the desired changes that classrooms then backward map curricula to create in the student?

Another evidence-based model of education, this time pushed by the Millennium School, tells us that the “highest function of education is to bring about an integrated individual who is capable of dealing with life as a whole.” An adult whose neural hardware and the operating software installed via classroom experiences over years of “continuous improvement” along a desired learning progression doesn’t need to be constantly monitored by a “surveillance state”. His motivations, perceptions, emotions, interpretive tools, and the very means of grasping reality itself have all been programmed already. Those sought changes need to be the focus. The future behavior is quite predictable because K-12 education under names like “science-based” or “evidence-based” shifted from its historical focus on a body of knowledge to orthopraxy–school as practice for a desired future way of life.

A reader brought Brian D McLaren’s book The Great Spiritual Migration to my attention and his desired orthopraxy vision for a new kind of Christianity reminded me a great deal of how learning standards like the Common Core or a competency framework really work when properly understood in a way the False Narrative somehow seeks to prevent. In a world where heaven and being a good citizen require comparable classroom interventions and activities, I guess that makes sense. Instead of knowledge, it appears to me that we are to have a new model of education globally that fits with what McLaren called faith.

“faith is conviction, the deep and motivating sense that a course of action is right and worth doing. This conviction is lived out in the context of uncertainty. It involves a risk, an unknown. It proceeds not by certainty, but through confidence, the deep and motivating sense that a risk is worthwhile. This conviction (faith) and confidence (hope) are then expressed through love. Seen in this light, you can have a lot of beliefs with very little faith, and you can have a lot of faith with very little in the way of beliefs.”

Now if the actual purpose of this new vision of education is creating a good person or Godly citizen ready to act as a Maker of History to push a new vision of “living systems” and how they will interact in the 21st century, all the deceit really does start to make sense doesn’t it? It explains why I keep finding professors and graduate students in social and public policy being taught that social systems can be redesigned to fit new intentions. It just takes new goals, government edicts, and plenty of data that need not be personally identifiable at all to work just fine.

Since I am still in a wrist brace and this is already longer than I intended to type, let me close with another link that the Rand report cited called “Making Evidence Locally: Rethinking Education Research under the Every Student Succeeds Act” by Thomas J. Kane. Kane has also written about how states can create ‘efficacy networks’ to test strategies for school improvement back in April 2017 in an interview on a site devoted to government innovation. The first was published in the Spring here http://educationnext.org/files/ednext_xvii_2_kane.pdf in a Harvard publication supported financially by the Bradley Foundation. Now that philanthropy is free to support financially whomever it wishes, just as we are free to notice that article places it supporting two sides of the ‘evidence-based” narrative.

If you are an education insider you get the accurate story of what the model means and how so much of the sought implementation and testing for efficacy is planned for the local level. If you are a parent though wondering what is happening to your child and are looking for answers, you are liable to be led to books published by Bradley’s publishing subsidiary, Encounter Books, that push the useful False Narrative. You may hear the hype about School Choice or databases or Student Unit Records and end up listening to someone employed by a think tank funded by Bradley’s deep coffers. I just find the involvement on both sides to be fascinating and I am very grateful to that Rand report footnote.

I am also grateful we have an ability to move beyond where the Right and Left Pincers want to take this discussion of what is really going on in K-12 education. They keep hyping research-based education. I guess I am glad we are still able to have research-based writing on the topic, even if the False Narrative does try to prevent widespread circulation or appreciation for its accuracy.

 

Lemming Alert! Fomenting Hysteria to Hide Ubiquitous Targeting of the Internalized Subjective

Ubiquitous is another one of my favorite words, ever since I took the PSAT in high school and failed to recognize that word as well as ‘usurp’. Looked them up when I got home and have used them ever since. Think of Ubiquitous as a shorthand way to avoid writing the phrase “everywhere we look” and its conciseness is apparent. Now this is a quote from an article called “Neural Plasticity and Human Development”:

“Neural plasticity can best be thought of as the subtle but orchestrated dance that occurs between the brain and the environment; specifically, it is the ability of the brain to be shaped by experience and, in turn, for this newly remolded brain to facilitate the embrace of new experiences, which leads to further neural changes ad infinitum.”

Learning standards such as the Common Core grounded in behavior or Competency Frameworks are simply a means of prescribing the desired ‘orchestrated dance’ of necessary experiences to get the desired neural changes. Preventing parents and taxpayers from grasping that essential fact appears to be at the heart of all the False Narratives. The most recent one hyping a supposed national database of PII pushed here https://truthinamericaneducation.com/privacy-issues-state-longitudinal-data-systems/stop-congressional-assault-student-privacy-parental-rights/ had my inbox busy yesterday and this weekend.

Now given the highly emotional language APP chose to use, parents are apparently to be driven to react from fury instead of to facts and apparently to defer to the fact that there are attorneys involved (as USPIE asserted). Because attorneys never misrepresent anything for the benefit of their paymasters. Someone doesn’t get out much into the real world. Anita Hoge also wrote a related article bemoaning a national data base called “Can the Motherlode of Federal Data Hurt You?”. So much of this psychological manipulation of children could be prevented if we could just eliminate the deliberately false narratives as well as the mistaken ones. When the purpose of education goals is neural rewiring, the national data base hype is a case of misdirection. Don’t look here!

Evidence-Based Policymaking in education is always neural in either its purpose or as a tool. Evidence-Based Policymaking is simply what the Russians called Upravleniye–the steering of people and institutions by government officials at every level according to prescribed goals and models. Governments want to establish the goals and then force all of us into compliance. No need for a national database to do that, education, especially when coupled to a False Narrative of what is really going on, will do fine. http://www.governing.com/col-pay-for-success-savings-trap.html from last month is a much better synopsis of Evidence-Based Policymaking and lets us have an honest conversation as to whether we want to be a society now organized by governments to be malleable and compliant. That’s the real authoritarian purposes.

I am going to go back to The Passion of the Western Mind book, because it appears to me that the much-misrepresented learning standards are an attempt to bypass this ancient debate:

“The true basis of knowledge was the natural world and the information it provided through the human senses. To fill the world with assumed final causes, as did Aristotle, or with intelligible divine essences, as did Plato, was to obscure from man a genuine understanding of nature on its own terms, solidly based on direct experimental contact and inductive reasoning from particulars. No longer should the pursuer of knowledge start from abstract definitions and verbal distinctions and then reason deductively, forcing the phenomena into a prearranged order [Remember Ascending from the Abstract to the Concrete and Thinking like a Scientist, Historian, or Mathematician?] . Instead, he must begin with the unbiased analysis of concrete data and only reason inductively, and cautiously, to reach general, empirically supported conclusions.”

The opposite, in other words, to the Classical Education with its Good, True, and Beautiful being pushed by the same people who misrepresent SEL standards, competency-based education, and now this supposed national database. It’s also the opposite of where Conceptual Frameworks and Enduring Understandings and Disciplinary Core Ideas and Cross-Cutting Concepts and Themes take us globally. It’s not just this ideological training to think deductively from commonly prescribed ideas though. It’s the true reason for the SEL emphasis and once again it’s not about PII. This is from a book by Stanley Greenspan to make sure all reasoning is ultimately grounded in emotion so that the brain can be rewired accordingly. It’s called The Growth of the Mind and told me forthrightly that:

“Our appraisal of reality is in part, therefore, a subjective emotional operation in which we call upon our common biology and set of experiences to elucidate a shared sense of reality. This sense, supported by certain critical experiences, such as being part of various groups, in turn supports our social and political institutions.”

Those would be the very same social and political institutions everyone wants to transform in this Upravleniye, Evidence-Based Policymaking future, where governments and politicians set the goals we are all to adhere to, preferably while remaining blissfully unaware of the neural redesign via education. We really need SEL Standards and new, non-cognitive definitions of success because we must believe, at an emotional level, that “all members of society bear mutual responsibility for the welfare of the weakest among us…innovative action is needed to stem the forces now undermining our society’s ability to foster the qualities we most value.” Not quite sure who that ‘we’ is, but this vision demands “an understanding that emotional life is the foundation of intellect and of the judgment and moral sensibility needed in a democratic society.”

Greenspan’s vision of ‘democratic society’ is, of course, what Uncle Karl called the Human Development Society and also little’c’ communism. It requires “a society truly committed to the centrality of affective interchange in development. The real reform must take place in the values that guide our decisions–that is, in the integration of human nature that we use to frame the discussion. {Remember this was also a critical component of the preplanned Charlottesville Conversations?] The false dichotomy between emotion and intellect, between education and interaction, underlies our neglect to provide social and financial supports for families.”

This new vision of what it will take for humanity to flourish is based on a vision of education where “affective experience constitutes the foundation of the human mind.” If the False Narrative was forthright that it, or its financial supporters, also wants to control the subjective, emotional mind and make it the driver of future behavior, people might have a chance to say no. Hence, all the deceit. Greenspan’s work, by the way, was funded by the National Institutes of Mental Health and, as usual, was linked to as support for a vision of education being quietly mandated and implemented. He was forthright that in his vision of education: “To feel successful, children must have standards to measure themselves against.” He also explained that “to be effective, educational reform must reflect the insights revealed by the new research on how the mind develops…First and foremost is the fact that affect and interaction, rather than the acquisition of specific information and skills, are the foundation of learning of every kind.”

That’s not really true, but if it is believed by teachers and administrators and put into practice in schools, the kind of mind a student has can be neurally rewired. I have noticed that the deceit gets fast and furious, just like the recent hysterics over the weekend, whenever the subject of neural rewiring gets broached. If we are to avoid the mass drowning in governmental controls of the Upravleniye/ systems science blueprint, that can happen to lemmings that react blindly to what they are told and believe, we should understand why the Subjective is under such an organized, but covert, attack. Greenspan once again told us while laying out what he regarded as “Our Human Imperative” in his Conclusion.

“if the split between, on the one hand, subjective, spiritual, and emotional and, on the other, objective, rational, and materialistic conceptions of human nature continues to divide us as it has long done in Western thought, we may well continue on our present course. We may look to mechanistic and materialistic solutions, such as tougher social policies and more prisons, instead of attempting to meet emotional needs in a framework of appropriate structures and discipline.”

Eliminating those dichotomies and putting those structures and disciplines in place is what is really going on with Evidence-Based Policymaking. Unless we want to have our children’s minds and personalities further remolded by this compatible vision of education and the planned public policy steering of our workplaces and cities to proceed, we need to discuss what is really going on in terms of the reality being put in place, not the Guiding Fictions created by False Narratives. The False Narratives simply try to prevent us from the panoptic vision of education and the desired transformations that actually fit into place at every level like finely crafted, meshing gears.

All in one view at every level. We need the panopticon of education reforms that started with Credentialed to Destroy instead of this planned shroud of deceit we were supposed to fall for like lemmings.

 

Cannibals of the Mind: the Emancipatory Epiphanies that Must Not Be

Epiphany has long been one of my favorite words because it captures that moment of mental illumination when everything suddenly clicks into place in terms of connections. The sudden manifestation of the meaning of something though is a private affair and the connections I see, while real, may be inconvenient to those hoping for “shared meaning” as so many classroom mandates now require. It is also inherently “old brain thinking” instead of the desired “new brain thinking” that will be widely shared and politically approved. Even though most people are unaware of how learning standards like the Common Core or a Competency Framework really work, we are going back in time to a world where religious bodies and political authorities literally had an ability to rule “the activities and beliefs of its citizens.” That real effect gets hidden by what K-12 schools pretend they are really pushing. Meanwhile, school administrators, especially district supers, lie to parents and the public about it.

Since “New Brain Thinking ” is the true aim, let’s look into what is being eliminated. “Old brain thinking is characterized by the limited capacity to contemplate only those innovations that might logically evolve out of the current system. The old brain seems incapable of considering a radical change in the system itself–that is, the possibility of operating under a different set of rules.” No one is going to talk that explicitly in public of course. I only found that quote following the thread of Fostering Communities of Learners in schools to its US beginning, a book called The Different Drum: Community Making and Peace. Parents, of course, would become rightfully alarmed if they traced the required obligations of collaboration and shared meaning back to a forthright statement of a required “psychological death” of their child.

See why there is such a fondness for euphemisms? Sometimes when I write I do mull over what would be a catchy metaphor to illustrate my point, but that is not where the phrase Cannibals of the Mind came from. Remember the famous phrase about being able to see the soul of certain people through the anger, joy, or flashes of brilliance firing through their eyes? Last week three different area School District Supers appeared on local TV. The first two, from the City of Atlanta, famous for its cheating scandal, and Fulton County, proud to be a national exemplar of competency-based learning, were in a local court fighting to be able to begin collecting property taxes, however confused or in error, the underlying tax digest was. They were very angry, not about the children, but about the ability to pay their loyal apparatchiks pushing these lied about visions.

If that seems cruel, so is area supers insisting they will use Kurt Lewin (by name)’s famous Freeze, Unfreeze, Refreeze social psych techniques on any teacher wanting to continue to make the transmission of a body of knowledge the point of school. Suddenly seeing the highly emotional anger in those eyes and hearing about their loyalist employees “right to be paid” and knowing what is actually being pushed and what it really intends to do, that phrase “Cannibals of the Mind” just came to me. Boy, does it fit. The other Super on area TV had issued a district ruling that none of the sports coaches in the districts could participate in any player-initiated prayers. I don’t think that is a valid interpretation of what Con Law requires, but what I noticed in this super’s eyes was not anger. Instead, he talked and his eyes simply looked vacant as if there was no synaptic firing.

Given what these Supers and their admins want to be paid and how they typically move from district to district pushing neural rewiring for ever increasing amounts of money (hence my phrase Gypsy Supers) as well as my personal experiences with what drives them, I think we have Greed, Chips on the Shoulder, and Downright Ignorance driving these Cannibals of the Mind. Since they will not truthfully tell us what they are doing, let’s dig into what is really being put in place and why. Otherwise, we are about to get a society inhabited by highly emotional people whose “New Brain Thinking” is not thinking in the traditional sense at all.

Scott Peck admitted in his book calling for “New Brain Thinking” and required practices that now “our individualism must be counterbalanced by commitment”. He was writing in the 80s when nuclear war with the USSR was still a real threat, but his required practices that would be “the only way that human evolution will be able to proceed” survived the USSR and the Fall of the Berlin Wall. Now they are inserted in learning standards or characteristics of each Learner or future Graduate. Peck knew, and now educators globally are using, the fact that “the most salient feature of human nature lies in its capacity to be molded by culture and experience.” This is what the Cannibals of the Mind and their Loyalists rely on to drive another revolution 100 Years after Lenin and the Bolsheviks commenced the last one on November 7, 1917. They are using psychological techniques and learning theories that were initially hatched in the USSR and this time they hope the revolution will take.

This time the revolution is at the neural level of the mind and personality with educators relying on what Peck called the “capacity for transformation. It is the capacity for transformation that is the most essential characteristic of human nature. And again paradoxically, this capacity is both the basic cause of war and the basic cure for war.” As I have noted, this real target and the reason for targeting it and methods used are all the source of a great deal of organized deceit. Teachers aren’t assigned Peck’s book and any references to the Soviet psych origins of classroom mandates are usually in a footnote. Fortunately, I have typically read the books being footnoted and can recognize the same or equivalent theories even when there are no footnotes at all.

In another book, The Personal Intelligences, promoting that teachers use social and emotional learning in their classrooms, we get an open admission in italics that Experiences wire the brain. And those Gypsy Supers and their loyalist employees can be wiring “New Brain Thinking” while parents still erroneously believe their child is learning science, history, or reading Shakespeare. As the book’s author put it in a chapter ironically called “Nurturing Independence” (the illusion of it would be more apt):

“I teach reading. I teach math. But I don’t think of myself as a reading/math teacher. I like the title ‘specialist in developing children.’ I help brains grow. I nurture new dendrite connections in all students.”

These teachers do help brains grow and these learning standards lay out and then use assessments to check for how those brains are growing and which dendrites are developing in what areas of the brain. There is no desire for a logical, fact-filled, independent mind capable of the kind of epiphany described above. Think of it now as prescribed epiphanies delivered via virtual reality and ed tech experiences that can be manipulated as desired to create “New Brain Thinking” and imagining new human systems like cities with new sets of rules. Remember how we keep coming across the phrase “self- regulation” or its cousins self-government or self-discipline instilled in all students? Is it about knowledge of the world as it exists and what got us here and what didn’t work? No, here is an example from that same book. This is what Student Success, Growth, or Achievement now mean:

“She’s thinking about herself rather than simply going through the motions. Self-regulating learners make plans, they watch their progress, ask for help when appropriate, and relate new learning to what they already know. This makes active inner speech.”

It also makes fully controlled inner speech, especially as teachers are advised to help students learn the vocabulary of the desired emotions they are to develop through school. The author wants “self reflection to guide their lives, supporting their growth toward positive goals.” Essentially education decides what goals and characteristics it wants students to internalize and then activities and experiences are developed until these traits become internalized Habits of Mind, neurally instilled. And lied about constantly. Does Cannibals of the Mind still seem harsh?

In thinking about the actual effects on students minds and similar attempts through the centuries to control what the individual mind may know, I pulled a book called The Passion of the Western Mind. It described the four “technical inventions” that played such a vital role in the birth of a respect for Individualism at the time of the Renaissance and the launch of Science as a means for understanding the natural world. It seems to me that learning standards in general and social and emotional learning in particular, under its variety of names, is an attempt to undo the emancipatory effects of these inventions by using a new vision of education as transfomation. Best we know what these inventions were:

“the magnetic compass, which permitted the navigational feats that opened the globe to European exploration; gunpowder, which contributed to the demise of the old feudal order and the ascent of nationalism; the mechanical clock, which brought about a decisive change in the human relationship to time, nature, and work, separating and freeing the structure of human activities from the dominance of nature’s rhythms; and the printing press, which produced a tremendous increase in learning, made available both ancient classics and modern works to an ever-broadening public, and eroded the monopoly on learning long held by the clergy.”

These kind of aspirations should not be implemented in the proverbial dark of night by Cannibals of the Mind overpaid to direct activities to rewire our children’s brains. These go to some of the most fundamental questions any civilization ever addresses.

See how dangerous it is to put school board members through psychological team training of the type Peck advocated so they will come to believe that what the Supers tell them is true? They also seem to be trained to believe that no one without an education degree is allowed to know comment on what educators can do in the classroom.

How convenient for the Cannibals of the Mind and the politicians, institutions, and theories they are installing and reenforcing. No scrutiny, no effective protest. No recognition that this was how dire times began in the past.

Instilling Desired Dreams to Cultivate Personal Identities and Purpose to Achieve New Future Directions

Let’s go back in time again to a 1955 book cited in some footnotes on social and emotional learning. Called Utopia 1976, it alerts us why values, virtues, and imagining a different tomorrow are suddenly the focus of all forms of education. “…we must recognize the most dangerous–those who do not dream at all. Even if the pessimistic dream is defeated, the nondreamers may prevent any Utopia. Dreams are a form of ideas and hence are powerful makers of history. Nineteen seventy-six is of course not ineluctably determined in 1955, but here I write the story as I see it and as it will be–if enough men and women so want it.” From now on, when we hear or read a discussion about learning standards like the Common Core in the US or competency frameworks or learning objectives, I want us to recognize that the actual purpose is to get enough people signed on to a common vision so they are motivated to make it happen.

Math or science class, a book from literature, or a social science project then become vehicles to create a recognition of what the social problems are. They create a means to instill common desired dreams so that people begin to have common mental models of what is wrong and what they must do. Let’s come forward to 2008 to a philosopher and religion professor, John Haldane, I found following up on the False Narrative. The book Seeking Meaning and Making Sense reminds us that “human experience is structured by meanings and values” and whoever controls the prevailing “standards of value and virtue” controls an intermediate layer of our world that most of us rarely pose to think about. That’s the layer that guides our purpose in life and everyday actions and it’s also the bullseye of what many members of that NCSEAD Council of Distinguished Scientists focus on in their remaining academic research. Here’s Haldane again:

“…we are imaginative and creative animals that construct an intermediate surface between ourselves and the purely material world, an intermediate lining on which we draw and colour our compositions.”

Anyone controlling the construction of that intermediate layer, in other words, can drive cultural evolution. Getting at that intermediate layer can be called an SEL focus to prevent bullying and create a Positive School Climate. It can be called creating the attributes or dispositions for good citizenship. It can sold as instilling self-esteem and a sense of agency by creating a Learner Profile of personal characteristics that together amount to a student’s Identity. It’s all the same bullseye, with varying rationales that obscure that reality. One of the members of the NCSEAD Council, David Yeager, turned out to be involved with the New Paths to Purpose Project, funded by the same Templeton Foundation behind so many of the Character-building curricula, the Science of Virtues, the UK Jubilee Center, the US Constitution Center, and the Positive Education push of another member (see tag), Martin Seligman.

Let’s use their definition of purpose and their italicized “central question: How might individuals actively shape–rather than merely inhabit–their environments, and thus become more purposeful, powerful creators of their destiny?” That would actually be ‘our’ destiny given the nature of these plans and the constant use of the community and culture-shaping institutions, so let’s quote that purpose definition–“Purpose is a stable or generalized intention to accomplish something that is meaningful to the self, and often is of consequence to the world beyond the self. Purpose provides a guiding light as we forge a path through the frenzy and chaos of modern life.”

All those constant references in education reform to ‘grit’ and ‘perseverence’ are about practicing to achieve purpose and closing the gap between what is sought and what currently exists. That’s probably why Angela Duckworth was also a member of the NCSEAD Council. That also means we, our children, and our psyches are to be the sources of the experimental research and putting political theories into practice. One more note, Richard Thaler, the U-Chicago prof who won the Nobel Prize in Economics last week, led this NPP Project. Another example of the level of proof and the ubiquity of Templeton funding in this area is the Youth Purpose Project at Stanford with an explicit paper that “Exploring Empathy, Discovering Roles, Shifting Priorities, and Creating Pathways” is the way to shift this guiding light of Purpose.

NPP then turns out to generate the very useful to anyone desiring transformational change-“‘mindsight, dedication, and grit” . Purpose can quietly and invisibly “reflect and propel everyday patterns of human thought and behavior.” Very influential and not what anyone thinks is lurking behind rhetoric about “higher standards and local control” or the constant offering of Classical Education as the panacea to the created controversy over the Common Core and Child Abuse in the Classroom. In case anyone thinks I am picking on Classical Education, remember how its mantra is the True, Good, and Beautiful? This is from the Institute for Cultural Evolution and was a speech given this past July. https://www.culturalevolution.org/political-campaigns/growing-americas-divided-culture/ . It informs us that the “art of intentionally fostering cultural development is still in its infancy.”

The recommended means to foster that development though is by “framing culture in terms of worldviews.” For once that was not my bolding and the definition of worldview fits with what Templeton is funding in the name of Character or Positive Education and how learning standards like Competencies really work as “a worldview is a coherent set of values and ideals that persist across multiple generations. Worldviews are large-scale social agreements about what is good, true, and beautiful [see my concern?]. They give meaning to reality and help us understand the world.” So where Stanford and the Aspen Institute want to lead us in the name of purpose is also where the False Narrative surrounding the Common Core and SEL Standards takes us as well. Let’ s go back to a longer definition again from that same July 2017 paper on cultural evolution.

“In fact, worldviews are arguably the basic units of culture . And while we can certainly identify thousands of different worldviews in American culture, for purposes of understanding cultural development the worldviews that matter most are the historically significant ones that organize society, frame values, provide personal identity, and play a recognizable role in world history.”

In fact, that ubiquitous aim now at controlling internalized worldviews via education and the media is precisely why Larry Arnn’s vision of The Founders’ Key struck me as very similar in effect to where admitted communitarian and transformationalist, Amitai Etzioni, wanted to take us in the name of the New Golden Rule. With Hillsdale’s sponsorship of the Barney Charter School Initiative with its openly-declared Classical Education template we really do have all education leads to Worldview Cultivation in 2017, much as all roads used to lead to Ancient Rome. It’s where the desired action is to get the future influential people hope to achieve. After all, no recognition equals no effective opposition. Other papers in that series on cultural evolution admit that evolving human morality and controlling conceptual cognition are the keys to these plans.

I want to close with a passage from the admittedly progressive and tied to our Search Engine Overlord, New America, called “Building Civic Capacity in an Era of Democratic Crisis” that just came out. It wants to reject what it refers to as ‘exclusionary populism’ by consciously striving to “build constituencies and identities that are more inclusive and accommodating.” So everything laid out in this post, whatever the offered rationale, plays right into using education to do just that. Probably not a coincidence.

Remember how I warned that we cannot fight against what we are unaware of or have been misled about? The transformationalists all want cultural evolution via values and ideas at the level of the mind and personality and they no longer regard democracy as being about elections. No, now “at its core, democracy is fundamentally about a type of relationship between citizen and state–one where constituencies can mobilize and make binding claims on policymaking institutions.”

Those constituencies are built up from students who have Instilled the Desired Dreams and are ready to join together to “play a recognizable role” in history. All that comes quite effectively and invisibly from making education about Worldview cultivation instead of the transmission of knowledge.

All education unless we catch on to the Bait and Switch and how the internalization works.

I am trying my best to warn. Instead of “the British are coming” though, it seems like the 2017 version is that the Deceivers are already Here. They are consciously targeting the ears of any parent or politician worried about these education visions.

Let’s start to pierce these False Narratives so we can really protect our children and this great country.