Reliable Compass: Wiring a Neural Noetic Keel without Popular Outrage or Scrutiny

How often do we see education changes pushed in the name of being ‘internationally competitive’? Let’s take a look at something Andreas Schleicher of the OECD said just a few months ago: “In the past, education was about teaching people something. Now, it’s about making sure that students develop a reliable compass and the navigation skills to find their own way through an increasingly uncertain, volatile, and ambiguous world.” Disagree with that new vision of education? Well, realistically most of us do not get a chance to because that wholesale shift in direction is hidden behind a phrase we simply assume we understand.

Let’s try another one, should the primary purpose of education in the 21st Century be “the intentional attempt in schools to foster the development of students’ psychological characteristics that motivate and enable them to act in ethical, democratic, and socially effective ways”? Again, that’s a shift that parents or taxpayers may never see as it hides behind phrases like Whole Child, Classical or Character Education, or College and Career Ready. In other words, if the typical child is being supplied with the Ideas and Concepts to guide their thinking in predictable ways, we adults are likewise being supplied with poorly grasped new definitions and false narratives about the Common Core or competency-based education that are also intended to guide our thinking and areas of concern.

While my tendons were healing I noticed a sudden push from a variety of education sites for a Parent Toolkit for Student Privacy that I decided to take a look at. I read it and recognized that it wasn’t going to solve the real problems and its release would simply obscure parents ever truly grasping the nature of these education ‘reforms’ and the purpose of standards and data gathering. To use Schleicher’s term, the internalized compass at the level of our children’s minds and personalities would still be wired up at school and parents would remain unaware. Meanwhile they would believe they had ‘protected their child.’ Since parents would remain unaware of the presence of the compass they could not discern the vision it was invisibly steering their child to adopt and support in daily behaviors.

When I started looking more into that Toolkit I saw admitted Progs and purported conservative think tanks and education blogs all writing about this supposed new panacea. After years of doing Due Diligence on desired acquisitions, my gut instinct is always to first look for the funding. In this case, it was not one of the usual suspects like Hewlett, Gates, or Carnegie. Instead, a Rose Foundation was credited. It turned out to be a social justice advocacy based in Oakland, California that functions as a philanthropy pass through so maybe a better-known or infamous charitable name did fund that toolkit after all. https://rosefdn.org/wp-content/uploads/2014/07/theorychange.pdf lays out the Rose vision for how to achieve Community Change

Sponsoring a Privacy Toolkit that essentially misdirects the attention of concerned and attentive parents  makes perfect sense for an advocacy seeking community change if the building block for the desired change is creating that desired ‘reliable compass’ within each student during their years of schooling. People cannot rally against initiatives they are unaware of because of a coordinated effort to deceive them. It just cannot be coincidental that so many pushed the same largely irrelevant to the actual problem panacea at the same time. We are apparently supposed to believe that there is a database of PII-Personally Identifiable Information–that will be used to track our child and control their future opportunities for work. We are also being misled that nothing imposed at the state or local level can be dangerous. Sure it can, especially when we are being lied to so we are all unawares.

Last week, the “Engaging the Private Sector and Developing Partnerships to Advance Health and the Sustainable Development Goals” report was released after 2016 workshops took place in NYC and London. Another lost invite. It was all about the need for transforming partnerships at the local level that include business and bind to a different vision of the economy and the purpose of business.” Still think the local is a way out and it is the feds in DC who are the primary promoters of evil? This SDG vision and expansive view of health needs a vision of education that “can facilitate changes in values, worldviews, and behaviour at the level of the individual, community and society as a whole. This works particularly well when agreement exists on common values and the best and most desirable behaviours.”

Agreement exists all right, but it is not on hardly any parents’ radars because of all this organized deceit. A philanthropy interested in social justice and community change would have every reason under this vision of how to achieve the SDGs to push a Privacy Toolkit that makes the desired changes at the level of the individual easier because it is the classic “Look Squirrel!” misdirection. How do we get the desired “empowered, critical, mindful, and competent citizens”? Remember the Positive Education report I covered in the March 6 “Radio Silence” post or the “Inside Out” aims from the last post? Does anyone doubt that the Reliable Compass will also serve as the desired internalized component of Amitai Etzioni’s New Golden Rule I covered on April 4 in “Embody or Perish”?

The June 2017 IPEN Newsletter hyped a new Framework for Character Education in Schools from the same Jubilee Centre we met in this post from last spring on the supposed Science of Virtues. http://www.invisibleserfscollar.com/locating-the-internalized-information-guiding-human-behavior-so-it-can-be-controlled-and-transformed/ Notice that same aim as well as the word redefinition technique we are still dealing with now. In that case it was what the word ‘Liberty’ is now to mean behind our back. See if this does not sound like the same aims we encountered above repeatedly.

“Schools should consider questions about the kinds of persons their students will become, how the development of good character contributes to a flourishing life, and how to balance various virtues and values…Schools should and do aid students in learning to know the good, love the good, and do the good…Human flourishing is the widely accepted goal of life. To flourish is not only to be happy, but to fulfill one’s potential. Flourishing is the ultimate aim of character education. Human flourishing requires the acquisition and development of intellectual, moral, and civic virtues, excellence specific to diverse domains of practice or human endeavour, and generic virtues of self-management (known as enabling or performance virtues).”

Let’s take a break from that quote to catch our breath and mull over just how manipulative and hidden those aims are. After all, those very same ‘enabling or performance virtues’ are outlined in standards for social and emotional learning. The Faux Narrative though has parents convinced we are back to a concerning database of PII and their poor tracked child. Do you remember my warning about the Marxian Human Development Society and the new kind of citizen with different internalized personal traits, values, and beliefs it would need? Doesn’t this all just fit perfectly? No wonder our attention keeps being directed in unison elsewhere.

“Character education teaches the acquisition and strengthening of virtues: the traits that sustain a well-rounded life and a thriving society…Students also need to grow in their understanding of what is good or valuable and their ability to protect and advance what is good. They need to develop a commitment to serving others, which is an essential manifestation of good character in action.”

If that sounds rather collectivist, it’s because that is precisely the intent we were never supposed to grasp. If fundamental to transforming “social and institutional conditions within all human beings can flourish” is instilling an internalized “ethos of cooperation and mutual goodwill,” what better tool could there be than using education to make that the nature of the “reliable compass”?

Inside-Out: Redefining Student Readiness to be Internal, Neural, and Psychological

Hello again. When your livelihood is figuring things out and then explaining them and a doctor tells you to quit typing so that an injury can heal, it can feel a bit like being a Mute. I noticed though that False Narratives in print and video proceeded in earnest while I was forced to be silent. I got to recognize precisely where the attempts to lead parents and the public astray were so let’s get started back with some Fake News busting. Since I get no money from any think tank or foundation, I get to tell people what is really going on. Because I may at this point have the largest library tracking what is and has been going on in the name of education of any private citizen in the world, I have the ability to accurately tell, with backup documentation, whatever story I aim to lay out.

Given the nature of the discussions on this blog and my book Credentialed to Destroy, we all have plenty of reason to wish that I am wrong. But I’m not and if I don’t keep plugging at these stories as all the plans are increasingly put in place, it appears no one else either can or will. I will keep things shorter though as none of us wants a relapse. If I told you I can trace the hype over Classical Education and School Choice as well as many of the published False Narratives about the Common Core and Competency-Based education to this just released graphic http://www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/character-education/ModelOfMoralDevelopment_JubileeCentre.pdf it would certainly make the rationale for the deceit much clearer, wouldn’t it?

We can also tie that graphic and those aims to control the internalized bases of future behavior to what is being called 21st Century Conservatism and the organized desire to mislead from 2011 called Closing the Door on Innovation. Should local governments and principals have the ability to create an educational environment and learning experiences that have a primary purpose of creating the kind of adult each student will be hardwired to become? Do officials get to lie to parents with impunity that that is precisely what they plan to do? Do we really want education to be about how “to cultivate the kind of kids you want to live next door to”? That last quote was from Henry County, Georgia and was touted recently as a national model by the Education Reimagined Initiative of the Convergence Center.

In mid-June the ultra well-connected entity Knowledge Works published “The Future of Learning: Redefining Readiness from the Inside Out”. Now each state in the US has to file a plan showing that it has goals for education that will create students who have certain characteristics of how they think and what they can do. That’s what Success means and such a student will be described as on track to be College, Career, and Citizenship Ready as an Adult. If that Readiness requirement though is actually about using education and required learning experiences to reshape each student’s “inner human core” then all the false narratives about supposed databases of Personally Identifiable Information or whether coursework is really getting students ready for textbook Algebra again make far more sense. Parents are worried about the wrong things and unaware of the true aims.

Let’s keep remedying that. Knowledge Works has a perfectly explicit graphic called “Shifting Principles in Education” that states that the previous emphasis (as CtD readers know) on Mastering Content is over. In its place the current emphasis is on “Thinking and Doing”. The desired new emphasis, however, of education is to be on “Feeling and Relating”. So your hypothetical new next door neighbor will not know much, but he will feel deeply, show empathy, and be compassionate towards others. There’s no mention as to whether they will hum Kumbayah when going down the driveway to get the mail. Keep the following passage in mind when you notice your state ESSA Plan to be filed with Betsy DeVos in DC keeps hyping the Whole Child or a desired Learner or Graduate Profile of desired internalized characteristics. No wonder Every Student can Succeed.

“Leveraging the emotion system to interface with the world and to connect deeply with other people represents the uniquely human capacity that people bring to work…Establishing a new focus on feeling and relating will help education institutions and systems align with a future of readiness in which the core social-emotional skills and foundational cognitive and metacognitive practices that we have described in this paper will be more important and enduring than specific content or job-and task-related skills.”

Children are now just another system to be rewired from the Inside-Out based on assumptions that the 21st Century globally needs a new kind of person with a different kind of mind and supposedly Virtuous Characteristics of what they believe and value and how they are to act towards total strangers. Since that kind of neural manipulation might not be popular if known, we get it lurking in misunderstood definitions like Readiness. How many people will look at the Further Reading bibliography and recognize that this new definition of Readiness and purpose of education is tied to this aim:

“rather than restructuring capitalism yet again, it is time to transcend it…[as part of] a broad-based shift to ecosocialism…Moving beyond the nightmare of barbarization and the limitations of the reformist path requires a redistribution of power downward and transformation towards a system in which social, economic, and rational planning trump private profit and the anarchy of market forces.”

Remember what I said about a big library of read resources? Knowledge Works called that desired planning “Coordinated Social Innovation” and describes a world of coordinating “organizations” like “partnerships across employers, communities, and state and federal agencies [that] use predictive analytics to project workforce needs and to provide timely skill development through adaptive career pathways. This coordinated approach helps individuals develop mosaic careers and find their niche in a constantly changing labor market.”

See now how WIOA fits in and needed to precede the new federal ed law? For this desired coordination of all of our lives and future livelihoods to succeed without effective protest in time, deceit is needed, neural rewiring is necessary, and the emotional part of the brain is to be trained to be the driver of future behavior. When we can see through the deceit though and recognize that Readiness does not mean what we assume we find the quote I will end on. We all have this kind of common core too.

“The core of the new foundation for readiness lies in developing a strong inner self that is resilient, reflective, and able to develop positive connections and relationships. Our emotion system is an important mechanism for sensing, interpreting, and communicating information about the world and other people. It affects our executive function–our decision-making, focus, and attention–as well as our memory, our relationships, our physical and mental health, and our learning. If we cannot manage them, our emotions can sabotage our goals and relationships.”

Kind, sweet, government and politicians of both parties, just wanting to control what guides our “decision-making, focus, and attention”. Lying to us about that aim and then pushing for neural rewiring to create Habits of Mind so the effects need not be immediately obvious. No wonder another book cited is on the history of artificial intelligence.

No computer has ever been programmed any more efficiently than what this definition of Readiness aims to do to our children.

Inside-Out should be Out of Bounds in a Free Society.

 

 

Embody or Perish: Unmasking the Communitarian Motto Behind Student-Centered Learning

If this blog provided sound effects, I could blow the whistle now and holler that we have reached our destination. This is the 6th post in a series that began on February 27. I used the unexpected DeVos declaration of our ‘moral obligations’ and the IPEN paper on global education as recent examples of what the UN had enacted in the late 90s as the Universal Ethics Framework. I found that because well-known communitarian advocate Amitai Etzioni cited it as he laid out his vision for The New Golden Rule: Community and Morality in a Democratic Society that seemed to accurately reflect the actual classroom and school implementation of Radical Ed Reform going back to the mid-80s. It also seemed to track all the organized deceit I had found about SEL Standards, the Common Core, and other matters which are too consistent in what is being suppressed to be coincidental.

Let’s dive right in because as I have warned, a communitarian mandate pops up on a regular basis and it is always mired in deceit. Now I know why. To prevent resistance to what is being sold as an italicized regeneration of American Society that seeks to penetrate ALL schools and ALL colleges and universities. Here’s the quote that also fits with what was laid out in A Call to Civil Society and Hardwired to Connect from the last post. It explains the neural emphasis we just keep coming across now:

“The communitarian analysis, at least as practiced here, involves a keen awareness that values need to be embodied; that is, for values to guide behavior, a society needs to evolve social and personal formations that undergird the society’s values…Embody or perish is the communitarian motto behind much of what follows.

Embodiment refers to the need for shared values to be internalized by the members and for these values to be integrated into the societal formations [like schools and churches] that help shape behavior.”

Won’t federally required ‘performance standards’ be so useful in making this needed internalization and embodiment an invisible component of how every student will succeed? If such sarcasm seems unbecoming, we need more quoting, especially on how a communitarian society differs from an authoritarian one. My succinct explanation is the coercion is imposed neurobiologically via education to become a Habit of Mind so the coercion is mostly invisible. At least it was until I wrote Credentialed to Destroy and then this presciently named blog. Communitarian societies are steered in “a new shared normative direction. Communitarian societies differ from authoritarian societies in that they require a smaller core of shared values (although significantly more than the societies individualists envision).”

That antipathy toward “individualists” sounds straight out of the new Classical Learning Test hype, doesn’t it? That’s not coincidental, as I will show later. Etzioni stated that:

“the new golden rule requires that the tension between one’s preferences and one’s social commitments be reduced by increasing the realm of duties one affirms as moral responsibilities–not the realm of duties that are forcibly imposed but the realm of responsibilities one believes one should discharge and that one believes one is fairly called on to assume.”

Education, of course, is first on the list of the ‘normative means’ used to create the desired moral commitments which enough people have internalized as the basis for their likely future behavior to change the direction of the society. In case anyone thinks this is just the admitted Left pushing this, remember that Hardwired to Connect from the last post with its ties to the supposedly conservative think tanks pushing School Choice vocally also stated explicitly:

“… an ‘us’ strategy is quite different. It is much broader and more radical. Its focus is cultural, not merely political or programmatic. It aims less at a specific intervention than a fundamental social shift–a change that involves the society as a whole. A ‘them’ strategy is about getting specific things done, but it is more fundamentally about guiding an entire society in a certain direction.”

My book’s pivotal observation that the actual Common Core implementation targeted student’s ‘values, attitudes, and beliefs’ makes so much more sense once we become aware of the widespread desire for Social Reconstruction that is no longer just a project of the admitted Left. Did you know that Chester Finn of Fordham, who we have tracked back to the mid-80s duplicitous Project Education Reform and forward to his work with Diane Ravitch and now Fordham’s co-sponsorship of the PEPG forum at the Kennedy School of Government, is listed as a signatory to Etzioni’s Responsive Communitarian Manifesto? So are several other people tied to those IAV papers in the last post. This truly is where the Right and Left Pincers want to take education. They want the coercion to be invisible and binding.

As I told my kids when they were growing up, wanting something doesn’t mean you are entitled to get it. To avoid the invisible coercion we have to know this vision “requires that most members of the society most of the time, share a commitment to a set of core values, and that most members, most of the time, will abide by the behavioral implications of these values because they believe in them rather than being forced to comply with them.”

The role of all these think tanks makes much more sense to this vision if we know that “a core of shared values also enhances the ability of a society to formulate specific public policies.” Try not to be too shocked that elsewhere those policies must include society and its individual members meeting all needs to provide for ‘individual well-being’. The Communitarian agenda says that is the 21st Century purpose of government. Nothing like 21st Century euphemisms redeeming Uncle Karl’s real vision of human development.

Lamar Alexander doing a presentation at AEI last week pretending ESSA supposedly gets the feds out of education makes perfect sense if ESSA laid out a mandate for the needed framework to force internalization within each student. Remember the requisite Internalization must occur without effective opposition from parents and taxpayers. Also, the local hype fits with the statement that “reconnecting the political decision-making bodies to community dialogues is one of the most important items of the communitarian public policy agenda.” Fits right into what AEI’s President Arthur Brooks called the true tenets of Conservatism. It requires a  Revolution of the Heart too.

The calls of SEL Standards for self-discipline or self-regulation, or what the Faux Narrative refers to as ‘self-government,’  ( https://www.jamesgmartin.center/2017/03/common-core-damages-students-college-readiness/ )  which is also straight out of the Manifesto mentioned above,  call for a longer quote from Etzioni that explains all:

“From a communitarian viewpoint, to draw on public schools as developers of character (for a stronger, higher self) it is most important that they focus on development of personality capabilities that enable people to act civilly and morally. [Soft Skills for All!] First among these capabilities is the ability to control one’s impulses [Is that what the above link calls the ‘right and responsibility of self-rule’?]…Second, a well-formed person must have what Adam Smith called ‘sympathy’: roughly, the ability to put oneself in the other person’s shoes, what we would refer to as empathy. Without this quality, there is little likelihood that children will develop charity, fairness, respect for other people, or the other virtues. When a person possesses these twin capacities, the psychological foundations for abiding by internalized values are in place.

Once schools are restructured in ways that enhance personality development, the question of which specific values are to be taught recedes in importance but still needs answering.”

The requisite ‘non-cognitive factors’ that must be a component of the State Plans under ESSA all go to that personality development prerequisite in one way or another. It’s not a database, but a starting point to get the needed internalized change to support this communitarian vision of a new moral order. It’s not coincidental that the definition of the law taught in elite law schools has now been altered quietly as the “enterprise of subjecting human conduct to the governance of rules.”

I personally reject the distinction that something is not coercive as long as people and governments can successfully misrepresent what they are up to via education and the law. It is also greatly troubling I keep coming across references to collecting data on where students are in each of the 24 listed characteristics of the VAI-Values in Action–Character Survey.

I need one more quote from Etzioni that goes a long way towards explaining what makes education through provided conceptual lenses and themes about what is important, cross-cutting, or Good, True, and Beautiful so necessary to a transformationalist. We will need it in the next post as I continue to prove this IS the vision ALL of education is being organized around. Long time readers will recognize this is the theory with the nerdy name of Ascending from the Abstract to the Concrete created in the USSR in 1962.

“Such statements about moral causes that present themselves to us as compelling are similar to what religious authorities speak of as revelation. This does not mean we cannot reason about these matters. The fact that some cause initially appears to one as powerful does not obviate the need to examine it closely. However, here reason follows and buttresses revelation, and not the other way around…It should be noted that reason plays a rather different role here.”

I’ll say. I wanted to shout “Transfer” as Lauren Resnick has been pushing for in education reforms for decades. She must be so pleased that her integral Higher Order Thinking Skills that embodies this very concept of Revelation first, and then Apply the provided concepts to real world, concrete situations, is a required ESSA component. Measuring every student for compliance at least annually.

That will be so useful for imposing this requisite Internalization.

Next time we will find this same goal being stated in terms of the US Founding Fathers and the purported requirements of “constitutional government.” We will see more clearly then why facts get in the way of simply accepting the provided concepts as Revelations that are to be accepted, internalized, and never disputed.

I feel like such a naughty Individualist sometimes for recognizing when we are being lied to and when something else has the same function.

Revolution of the Heart–Right Actions, Good Thoughts, and Correct Intentions

I wish I could tell you I made up that title because it sounded alarming and I wanted attention. No such luck, unfortunately. I followed the trail of deceit surrounding the Common Core, competency-based education, and School Choice to a 1990 book by Neil Flinders called Teach the Children: An Agency Approach and started quoting. I remain a curious and pondering Individual even if that concept is now to be openly ridiculed and rejected. Notice that it will not be that much discredited Individual (which the Orwellian term ‘School Choice’ wishes to reengineer noetically) that gets to decide what is Right, Good, or Correct. No, we are in the era now of Brain-based learning and as the Institute for American Values’ Hardwired to Connect: The New Scientific Case for Authoritative Communities put it, we need a new kind of education and a new model of human development to fit with the italicized fact that “Social context can alter genetic expression and impact neurocircuitry itself.”

Nothing like neural rewiring to implement a desired new “bio-psycho-social-cultural model of child development” grounded on the fundamental premise that morality is about “love of neighbor.” The sought “authoritative community” trumps the historical set of values that built up the West’s prosperity and advanced levels of technology known as “individualism.” Community will now define “what’s virtuous” which is probably why I can track that IAV document to the NIH funded Science of Virtues guiding K-12 education and a new communitarian definition of Liberty that I covered last March in this post. http://www.invisibleserfscollar.com/locating-the-internalized-information-guiding-human-behavior-so-it-can-be-controlled-and-transformed/

Little did I know that just barely a year later, we would link that to a declaration that “an authoritative community stands for certain principles [ideas, concepts, Enduring Understandings!] and, in its treatment of children, seeks to shape and launch a certain kind of person. Put a bit more formally, an authoritative community clearly embodies a substantive conception of the good and includes effective communal support for ethical behavior.” We will get back to that confessional report and its IAV 1997 predecessor A Call to Civil Society in a minute after we cover the how. Through euphemisms like Growth, Student Achievement, Social and Emotional Learning, or federally required Higher Order Thinking Skills  that mask an Education that puts the heart in charge of how the brain thinks.

Agency education then (which based on what I know from writing Credentialed to Destroy acts like what that book laid out as Tranzi OBE and competency-based education) states that “what people think, how they feel, and the way they act in relationship to themselves and others is more central to education than what methods, techniques, or organizational strategies are supplied.” Under any of these names, I can recognize its tenets and it is tied to this call for radical “Authoritative Communities”. It is, according to that book’s dedication, the kind of education needed for “those individuals who will occupy the twenty-first century.

Flinders stated that his book was for those seeking to use education “for establishing moral and intellectual rather than economic order.” Much like these other two reports though, Flinders did tie his education vision to the “unequal distribution of wealth” and that “current economic orders are driven by greed, power, and pride” with “some people…sensitive to the divine alternative to these faulty economic orders.” It’s not that I see Uncle Karl behind every tree or new vision of education. I simply recognize both his handiwork and the updated Marxist Humanism vision launched on the rich and technologically advanced West in the early 60s when I run across it. It is everywhere present in the language of these reports and books, even though there is no alarming use of the M word.

Just its themes so let’s get back to quoting so we can also see that this Third Way to be grounded in community, new values, neurocircuitry, and false narratives like the 2011 Closing the Door on Innovation is tied to what I usually simply shorthand as the MH vision, instead of always writing out Marxist Humanism. It does explain that new definition of Liberty noted above as well as why the Hoover Institution seemed to like A Call to Civil Society when it came out. http://www.hoover.org/research/civic-renewal-vs-moral-renewal In case anyone is hoping I am being overly alarmed when told that “we Americans understand freedom, our primary civic end, as an ethical condition–not simply as immunity from restraint,” I personally want a buzzer I can sound every time we track new visions of education or “civic obligations” to such redefinitions of historical terms.

If I am told that “our core imperative is democratic renewal through civic engagement” and that “effective civic engagement…depends on a larger set of shared ideas about human virtue and the common good,” do we as parents and taxpayers have a right to a head’s up to such a fundamental shift before this new vision is simply instilled as Habits of Mind in student-centered, personalized education? Where’s the actual Choice in School Choice if all the available educational choices are quietly committed, under a myriad of differing terms, to neurally instilling these selected virtues and ideas that will guide Right Actions, Good Thoughts, and Correct Intentions grounded in a New Golden Rule as Hardwired to Connect put it.

Flinders is not the only one tying this vision of education to concern over economic inequality. Also remember that the same Bradley Foundation that supports Harvard’s PEPG and its Education Next visions proudly funds the IAV behind both reports I am quoting from. In 2016, my research showed that the same Hewlett Foundation behind Deeper Learning and the Rockefeller Brothers Fund were too. Those philanthropries make strange bedfellows unless I am right that the Right and Left Pincers behind School Choice are headed in the same direction and that direction is the stealth enactment of the MH vision. Education and the law, two of my personal specialties, are primary tools. Here is A Call to Civil Society again:

“The economy exists to support human flourishing. It is not an end in itself…the weakening of civil society, including its moral foundations, is closely connected to the persistence and spread of economic inequality.” Does anyone doubt that IAV would be quoting Thomas Picketty if this report were reissued now? At least Picketty is honest about his agenda. What happens to us all when students are simply taught to feel and act on “our belief that we are one people, with obligations to one another”? If you are lucky enough to have escaped reading reading Uncle Karl and the MH template expressed without any mention of him, here is the IAV 1998 expression of it:

“…the basic subject of society is the human person, and the basic purpose of government–and all other institutions–is to help foster the conditions for human flourishing. In turn, the essential conditions for human flourishing are the elements of what we are calling democratic civil society, anchored in moral truth.” That moral truth is apparently that we have obligations to all others to meet their needs and that it is only in community “can we approach authentic self-realization.”

No wonder I kept stumbling over mandated communitarian concepts and practices as I tracked the actual requisite Common Core implementation in schools and classrooms. If think tanks and universities are going to push a vision of education that deliberately overrides the beliefs common to “most Americans today–[that] we humans, at least in the US, are autonomous units of desires, rights, and legitimate values of our own choosings. We are self-originating sources of valid claims, essentially unencumbered, self-owning, and auto-telological” they need to be open about it. Otherwise we have deceit to parents about what the Common Core is really about and how the various remedies they are being sold actually tie directly to this agenda I am describing in this post.

We are due more than a dismissal like “we view this understanding of the human person as fundamentally flawed” in a document most of us have never heard of. If this masked vision of education  reforms and its true purpose is tied to adopting “a new ‘civil society model’ for evaluating public policies and solving social problems,” aren’t we entitled to be told of the linkage? If we are told that the “new model is essentially ecological. It strives to view social environments the way ecologists view natural environments,” shouldn’t we know that so we can recognize the implications of adopting what Urie Bronfenbrenner called his Ecological Systems Theory? That his colleague, Soviet psychologist Leontiev said would be the Great Experiment on the West?

I guess we cannot react to what we are unaware of and thus spoil this great Third Way experiment http://www.invisibleserfscollar.com/imitating-the-ussr-in-striving-to-discover-how-the-child-can-become-what-he-not-yet-is/ . I wish these ideas and practices had no ancestry, much less one I stumbled across years ago. The old model of civil society in the US was supposedly “a stool with two legs: government and economics. The new model adds the missing third leg: social institutions and values.” Schools being the most useful and common of those needed new social institutions, which will come in handy since the “new model seeks directly to protect and nourish social capital.” Our kids, their ‘social capital’ in other words, since in the “new model society consists of individual members who are encultured by institutions and obligated to the common good.”

Now that quote seems like a good stopping point before we discuss the implications of binding us all to a New Golden Rule we are largely unaware of.

If our children are taught, at an emotional level, to be a good 21st Century Comrade and act accordingly, do we parents and taxpayers have a right to know? Are we simply left to follow the tales grounded in deceit until we notice all the open and connected coordination as this post just begins to lay out?

I really wish this post came with a big sheet of paper and magic markers so we could simply draw all those connections. Some things really are more easily explained visually than in print. Nevertheless, all these quotes are quite clear on the essence of the desired shifts.

More next time.

Neural Enslavement to Instill Desired Virtues for Social Change: Deceitpalooza

Silly me. I got the bright idea of distracting myself and decided to just read some history. I picked Ian Mortimer’s millennium, which turned out to have been published on November 8, 2016. It hoped that a woman would be the most significant agent of change in the 21st Century. Not yet, but after making my way through the centuries, I get to the conclusion only to discover I was not getting a break from the familiar refrain after all. Mortimer wanted to “focus our attention on the forces that are likely to act upon our nature in the future.” The fantastic wealth and levels of technology the world now enjoys were accomplished via the “breaking of boundaries…Many of these boundary crossings can be characterized in terms of the “go West, young man’ paradigm…This paradigm underpinned scientific discoveries, world exploration and economic growth. But with the recognition of the approaching exhaustion of our fossil resources on Earth, this boundary-breaking mentality is out of date.”

Long time readers will recognize this hostility to what I nicknamed the Axemaker Mind and the hope of ecologist Paul Ehrlich for Newmindedness. Part of what we will do in this post is tie this hostility and desire for a new kind of mind to what is being pushed as Classical Education as in this piece touted last week. http://www.theimaginativeconservative.org/2016/11/individualism-root-error-modernity-george-stanciu.html  It is also tied to much of the organized deceit surrounding the Common Core as so many think tank employees and their mysteriously connected colleagues “against the Common Core” turn out to be tied to instilling a common core of moral virtue using education to create a neurally-grounded, ‘well-ordered soul.’

That well-ordered soul instilled within the student in turn is designed to know and choose based on instilled habits that are consistent with the UNESCO Ethics Framework from the last post, the Positive Education template, DeVos’ moral mandate, Amitai Etzioni’s Communitarian New Golden Rule, and finally Karl Marx’s vision for his Human Development Society. Since Mortimer put it, like Uncle Karl, in terms of the existing base of wealth and technology that had been reached, let’s go back to the quote above to see why “Hey, Hey, Ho. Ho. The Existing Mentality just has to Go.” Bad pun I know.

“The challenge now is not one of expansion but self-containment: a series of problems with which the all-conquering male is ill-equipped to deal. We, Homo sapiens, have never before had to face the problem of our own instincts threatening our continued existence; they have always been for our benefit, the survival of our genes. The frontiers we face now lie not on the horizon–or even in space–but inside our own minds.”

Now let’s jump to how the 1995 book Seedbed of Virtues defined the “Classical Conception of Virtue.” Please pay attention because this definition and book are closely related to both the new Catholic Curriculum Framework, School Choice, and why the American Principles Project/Pioneer report from last fall that laid the narrative for those frameworks (by misrepresenting the nature of Competency-based Education and Transformational Outcomes Based Education) may have done that. This is a little long, but absent the references to Aristotle and substituting Character or Whole Child for Virtue, think of it as what all 21st century education must be doing.  I will boldface the why so we can tie it to Mortimer and Uncle Karl and snark in brackets for current relevance.

“The classical conception of the relation between virtue and politics was spelled out by Aristotle. Individual virtue (or excellence–the Greek arete will bear both meanings) is knowable through everyday experience [Project-based or service learning?], definable through philosophic inquiry [Higher Order Thinking Skills?], and is always and everywhere the same [Truth. Beauty. Good?]. For Aristotle, the virtues are not just Greek, but rather human, virtues. Political life must be seen as in large measure a means to the attainment of virtue, understood as an end in itself. Once the threshold conditions of physical and material security are met, the political community should structure its institutions and policies to promote virtue in its citizens [remember the NIH and Templeton-funded Science of Virtues at U-Chicago?), and its worth as a community depends on the extent to which it achieves that goal.”

To make a long story short, that book was cited in connection with UNESCO’s Ethical Framework and I recognized the name Mary Ann Glendon (Harvard law prof) from both the Catholic Frameworks that wanted to specify Knowledge, Skills, and Dispositions that students are to have internalized, as well as being a communitarian associate of Amitai Etzioni. If the book sought to elevate the “collectivity over the individual” and duties over individual rights, it would explain so much of what I have found over the years being imposed though education via an affirmative view of the law. As I am prone to do when I find a vision that is both alarming and clearly connected to what we are seeing imposed on classrooms, I looked up the book’s publisher,  the Institute for American Values (IAV).

Remember how the Ethical Framework recognized the need to control and create new values and categories and principles to guide thought if the sought social and economic changes to meet all human needs via Universal Ethics were to be imposed? IAV turned out to have a Sean Fieler as its Chairman. I recognized that name as he is also the Chair of the American  Principles Project. What are the odds? Then I discovered the ubiquitous Bradley Foundation, THE major funder of School Choice and so much else, delightedly recognizing its support of IAV. I have written about what School Choice actually does and it fits with how Tranzi OBE and Competency-based education actually work. Here’s the stated aim from Seedbed of Virtues that would certainly explain both the support of School Choice and all this documentable deceit.

“need to reshape institutions [like schools, universities, and churches] for the sake of revitalizing civil society…the path to better rather than worse judgments–must ultimately be sought, not in the seedbed, but in the seed: the human person…to control his knowing and his choosing.”

Isn’t that what Ian Mortimer called for in that recently published, much hyped book? Interestingly, last week, many of the think tanks pushing either School Choice or Classical Education or both, touted the release of the Classical Learning Test, to be a successor to the ACT or SAT. Its release celebrated that “instead of individualism, we stress community…rather than merely becoming a number, we want to see students use standardized tests as yet another opportunity to mature in wisdom, virtue, and academic competency.” Boy, that aim certainly sounds like the goal is to instill the internalized rudder of desired personality traits and supplied Knowledge to be acted on as a matter of habit.

An article accompanying the release of the CLT–“Happiness and the Moral Dimension of Education” leaves no doubt that the CLT seeks to evaluate the extent to which a student’s “body, emotions, desires, will, and a mind…are in harmony, working together for the true good of the whole person and his community.”

In 1998, IAV released “A Call to Civil Society: Why Democracy Needs Moral Truths” that saw the historic Western civilization “understanding of the human person as fundamentally flawed…Our capacity for reasonable choosing and loving is what allows us to participate in a shared moral life, an order common to us all..”

In the next post we will look at that document and its implications, including where School Choice and all education reforms are really taking us. We will also cover IAV’s 2003 publication Hardwired to Connect: The New Scientific Case for Authoritative Communities since it gives plenty of reasons for the deceit surrounding the Common Core and education reforms generally.

Hard to force what Uncle Karl called communism and others have called Marxist Humanism or Systems Thinking once enough people grasp the presence of its clear tenets. Much better to do what IAV did in that 1998 report, call for a ‘new society model’, where “society consists of individual members who are encultured by institutions and obligated to the common good.”

Gramsci was not the only Transformational Collectivist seeking to March through the Institutions. He was simply more upfront about it.

 

Anchored to the Human Psyche to Engineer the Invisible Coup: the Narratives Converge

The previous two posts illustrated real-time proclamations from just the last few weeks that fit with what we are going to cover today–the quietly imposed Common Framework for the Ethics of the 21st Century issued by UNESCO in September 1999. It grew out of Universal Ethics Project begun in 1997, imposed invisibly by education, P-12 and higher ed, under obscuring terms like learning, outcomes, standards, and competencies. The Framework was referenced in a footnote I came across while trying to chase down the common education agenda being pushed by the admitted Left Pincers (in this case communitarian prof Amitai Etzioni) and American Principles Project founder, Robert George, as a representative of the School Choice pushing, but headed in the same actual direction, Right Pincers.

Before I could write up the implications of that Framework, we suddenly had Ms DeVos’ statement about the moral obligations none of us may abdicate and the Positive Education practices mandate coming from the World Government Summit. Since they each seemed to assume the shift into the obligations of a Framework few of us are even aware of, I went with the “this is coming now” approach in the previous two posts. Now that the Imminence is crystal clear and not speculative, let’s take a look at what is being concealed from us. Because this is a blog, not a book, this post will be followed next by how I know for sure that this is where all the deceit surrounding the Common Core and School Choice really leads.

Those who have read Credentialed to Destroy are aware of just some of the evidence I cite on why I believe the ending of the Cold War was somewhat stage-managed to let education quietly assume the transformational reins. Let’s add to that body a Gorbachev book, The Search for a New Beginning, I did not have then telling us what Perestroika was really about. Gorbachev wanted to “join politics with morality” and create a Framework for new forms of required interaction and new forms of thinking. Instead of “artificially constructed utopian schemes” that “are not workable anywhere,” he called for:

“The recognition of the world as an integral whole [which] calls for a change in our value system, or to put it more precisely, for actualizing the initial values that are inherent in the nature of the human being as a social and spiritual entity. In one form or another, and in varying degrees, those values are reflected in the world religions and in the great humanistic doctrines.”

In a preview of what will be coming in the next post, substitute the word ‘Virtues’ for ‘values’ in that quote above and we quickly get to precisely where Classical Education is taking Privates and Charter Schools. First though let’s get back to Gorbachev’s bluntness because it explains so well the language we will cover on the need to shift away from traditional views of Individualism and rationality. (the italics are in the original text)

“The future of human society will not be defined in terms of capitalism versus socialism. It was that dichotomy that caused the division of the world community into two blocs and brought about so many catastrophic consequences. We need a paradigm that will integrate all the achievements of the human mind and human action, irrespective of which ideology or political movement can be credited with them. This paradigm can only be based on the common values that humankind has developed over the centuries.”

We will leave Gorby now and shift back to the supposed new values, ideas, and principles that people need to internalize from an early age (enter education tied to behavior and the Whole Child which is precisely what performance standards mandate) so that everyone can “flourish” in the 21st Century. Sure enough, that particular uncommon verb is ubiquitous now throughout the UNESCO Ethics Framework, the Positive Education Practices we encountered in the previous post, as well as the NIH-funded and Templeton Foundation sponsored Science of Virtues going on now at U-Chicago. What are the odds of such common, uncommon, terminology?

The cool thing about the Ethics Framework is that there is no overt, publicized command that makes people feel coerced. The Russians and Chinese noticed those edicts from on high simply did not work as well as using a reenvisioned type of education that affected “the will of individuals in every and all situations in which he or she acts.” Once that Learning becomes a Habit of Mind we have installed an invisible internalized neural rudder that allows society and an economy to be steered and guided without anyone needing to be the wiser. Students will have Moral Dialogues grounded in “philosophical value knowledge” (just like the School Choice-advocating Manhattan Institute laid out recently in an odd “Republic in the Atlantic” piece in City Journal).

The goal of education then, whether marketed as “knowledge, skills, and dispositions” in K-12 or Essential Learning Outcomes in higher ed, is actually aimed at using reading, classroom conversations, group projects, and virtual reality adaptive learning aimed at:

“developing the capacity of individuals to make right evaluations of others’ actions, of events, situations etc., and to find out, in the light of philosophical value knowledge the implications of such a will: what they should, or can, do, so that human dignity can be protected or be as little damaged as possible in the given unique situation, in which they have to act, as a whole.”

If that aim is not graphic enough that what the Universal Ethics Framework, instilled via education, seeks is a “paradigm shift in consciousness” so that we can all “apply our minds collectively and …work towards a new intellectual and spiritual renaissance,” let me use another. This quote from Paris, March 27, 1997, bemoaned that:

“whereas humanity is transiting to the global society, our minds are still mired in pre-global concepts. And it is this difference, it is this gap between the emergence of the global society and the non-emergence of a global consciousness, that is at the root of many of the problems that we see in the world today.”

If the means of closing that gap and creating the desired new thinking and ethics is new ideas and values, is it coincidental that suddenly the relief offered from the horrors of the Common Core is framed in terms of Character Education, Positive Psychology, Conceptual Understandings and Core Disciplinary Ideas as the ‘content knowledge’, and Virtues?

Does anyone else feel like the remedy offered is actually grounded in this little discussed Ethics Framework? Because apparently reenvisioning the human future is “affected and even determined by the behavior of humans acting on the basis of normative ideas and principles.” If education in the 21st Century is actually premised on the italicized “question: what values and principles may be mobilized in order to steer the forces of technological and economic change for the purposes of human survival and flourishing?”, aren’t we even entitled to know that is the foundational question behind all these imposed changes?

There’s that ubiquitous aspirational verb again. Anyone else wondering who will really flourish in this vision?

Radio Silence and the Dog that did not Bark: Positioning Positive Education Globally

Sometimes the most telling fact for figuring out connections is the non-existence of something we would normally expect to see. For the intrepid detective Sherlock Holmes, it was the failure of anyone to mention hearing a barking dog on the night of a murder. The watchdog, then, must have known the attacker and let him by without alarm. It has been three weeks since the World Government Summit 2017 was held in Dubai. There were two substantial papers released at that summit. One, on desired Innovations in Government, has been written about. The other called “The State of Positive Education” has not. Radio Silence about a desired global paradigm shift so that “schools all around the world should place well-being at the heart of education” means that those of us who are paying attention do not get a chance to bark in alarm.

Why would we be so alarmed you may wonder? The Summit had two Americans as the keynoters on this topic. A U-Penn prof, Martin Seligman, with his own tag who we have previously tied to the UN’s World Happiness Reports and Mihaly Csiksentmihalyi, who is tied quite simply to virtually everything. For starters, it is Csik’s definition of Excellence as bringing together what we want, feel, and think into a single act that is in play every time we hear a desire for Excellence in Education. Think also of the federal civil rights laws and the repeated command for Equity and Excellence.

How does this tie to Mrs DeVos’ statement from the last post and the repeated push to federalize an obligation that every school have a Positive School Climate? Surely I don’t want schools to have a negative culture, belittling the less capable, or strange, student until they can barely look up from their pain. Of course not, but making how students treat each other,  whether they cooperate in joint projects, and whether they show ‘prosocial attitudes’ and reach ‘shared meanings’ of what abstract ideas must mean the new purpose of schools is too transformational to be something imposed under the radar in silence.

Last fall the State of Rhode Island created a Statewide Personalized LearningTemplate for its schools. A little discussed essential component of this student-centered transformation was a requirement for “school culture shifts” of the precise kind laid out by Positive Education. It is also a fundamental component of a Colorado district piloting ‘performance-based education’. Australia, relying on Professor Seligman’s work has crafted a Positive Educational Practices (PEPs) Framework published in 2008 by the British Psychological Society’s Journal. It stated that the “major focus of the positive psychology movement is how to facilitate flourishing lives that promote individual and organisational wellbeing.” Happiness, flourishing, mental health, and ‘what makes life most worth living’ sound like such tremendous goals. Wouldn’t it take someone with the heart of the Grinch, before his Christmas epiphany, to oppose such a focus?

Readers in the United States still unsure about how widespread this focus is and just how much has been put in place under conditions of silence should know that the National Institutes of Health and fed ED have already been funding Positive Education to create “classroom interventions.” It satisfies the criteria for ‘evidence-based’ under federal law and ‘scientifically-based practices’ in legislation passed by states. Last July, the author of that summit paper, the International Positive Education Network, IPEN, held its first ever Festival. 850 delegates from 30 countries came to Dallas, Texas for the event. Apparently those Essential Knowledge and Skills Frameworks Texas has in place marry well with Positive Education.

One more example, this one cited in that Summit Report IPEN created: fed Ed recently announced its “new ‘Skills for Success’ grant competition, aimed at improving students’ mindsets and learning skills. The awarded projects will involve more than 10,000 students in various school districts in the US.” Those districts may brag about the money as demonstrating they are on the Right Track locally. Bet the grants will not be touted as being a Positive Psychology experiment. There are five listed foundations in this approach to education: Social and emotional competency, positive emotions, positive relationships with peers and teachers, engagement through cognitive and character strengths so these can be developed at school, and students having opportunities at school and in the community to develop a sense of meaning and purpose. No need for Personally Identifiable Information at all.

Would anyone like to guess how often anti-bullying is cited as a reason to shift to Positive Education? I bolded the word ‘strengths’ in the last paragraph because the provided definition reminded me so much of how Excellence is also defined. “A ‘strength’ can be defined as a natural capacity for behaving, thinking and feeling in a way that promotes successful goal achievement.” With all the mentions of prosocial actions and instilled values, it is not too clear exactly who will be setting the goals that each student is to achieve. Do remember Mrs DeVos said we all have moral obligations we may not abdicate. I suspect she will just love Professor Seligman’s definition of a ‘meaningful life,’ at least she will if anyone at DoED describes it to her.

“a meaningful life is one that joins with something larger than we are–and the larger that something is, the more meaning our lives have. [Seligman] states that life is given meaning when we use our signature strengths every day in the main realms of living ‘to forward knowledge, power or goodness.'” This really is NOT education in the traditional sense and reads like training for collectivism so that students will not question an obligation to act from each according to his abilities, to each according to his needs. We will cover more proof in the next post that whatever the personal intentions of Mrs DeVos or Professor Seligman or others pushing this template, it truly is creating the desired consciousness and personality traits and habits needed for a shift away from the individual’s right to decide their own pathway in life.

Actually I will close with a statement Seligman made in June 2009 for the Oxford Review of Education when he answered the question of “Why Positive Education now?” with “What is all our wealth for, anyway?” I am tempted to pretend to be Tonto when the Indians are attacking him and the Lone Ranger and ask “who is we?” but then no one thinks wealth is easier to come by apparently than politicians and tenured profs. Here is Seligman and the reason for the Radio Silence:

“General well-being–how much positive emotion, how much engagement at work, how much meaning in life our citizens have–is now quantifiable and it complements, and makes sense of, GDP. Public policy can be aimed at increasing general well-being and the successes or failures of policy can be measured quantitatively against the standard.

Prosperity-as-usual has been equated with wealth. The time has come for a new prosperity, a prosperity that combines well-being with wealth. Learning to value and attain this new prosperity must start early–in the formative years of schooling–and it is this new prosperity, kindled by Positive Education, that the world can now choose.”

I bolded that word ‘kindle’ so we can have a chance to make this choice ourselves rather than have it imposed at summits we were not invited to or educators hoping for federal grant money. Because what Positive Education seeks to kindle at the level of each child’s mind, habits, and personality is intended to turn into an invisible bonfire motivating his or her future behaviors.

It really gives new meaning to imposing a cultural revolution from the bottom-up and the inside-out.

 

Subservient and Malleable Students: DeVos Federalizes Our Moral Obligations

With former President Obama his means were sometimes shadowy, but his goals and views were quite forthcoming. Remember the openly announced “fundamental transformation” before his first election or the “you didn’t build that”? Neither was a mistake in his mind. In his early days in politics he openly expressed his annoyance that courts interpreted the US Constitution as imposing ‘negative liberties’ of what government could not do. Instead, he hoped for a more ‘positive liberties’ vision laying out what governments must do to meet the needs of all citizens.

The Transgender Ruling that the Trump Administration overruled last week involved a federal agency deciding to read statutory language prohibiting discrimination based as ‘sex’ as also prohibiting discrimination based on a student’s perception of their gender. I keep warning that internalized perception is the new favorite bullseye in education, K-12 and after, because it can invisibly alter likely behavior going forward. No need to give the manipulated student a head’s up as to what is actually going on. Let them simply wonder later why no one is ready to hire them simply because they have a college degree.

The Obama Administration simply said that the student’s perception of who they are is more important than the physical reality of penises in girl’s bathrooms and group showers. It’s who people are on the inside that matters legally. What got put in place solely by broad, creative interpretation though can disappear the same way, which is what happened last week. Maybe like me, you heard on the TV or radio that “all President Trump and Betsy DeVos did was leave this delicate matter in the hands of the states or localities.” That may be what President Trump and his Attorney-General meant to do, but Mrs DeVos issued a separate statement laying out the “moral obligation no individual can abdicate.”

That’s quite broad, isn’t it? What does the Education Secretary acting apparently in her imagined benevolent despot role impose as our new federalized moral obligations to each other? To return to that gossipy phrase from our childhood, “Do Tell.” Here goes:

“We have a responsibility to protect every student in America and ensure that they have the freedom to learn and thrive in a safe and trusted environment. This is not merely a federal mandate, but a moral obligation no individual, school, district or state can abdicate…We owe students a commitment to ensure they have access to a learning environment that is free of discrimination, bullying and harassment.”

Now that broad assertion of such a mandate is about so much more that “New Title IX Guidance.” It was controversial when President Obama began to sneak in such a mandate to model desired behaviors and control interactions among students to create a so-called Positive School Climate.  http://invisibleserfscollar.com/how-social-and-emotional-learning-as-the-primary-focus-is-coming-in-all-the-windows/  If the verb ‘sneak’ sounds too strong, this is a controversial area and it was pushed via regulation with little public discussion. Mrs. DeVos and fed ED are quietly continuing this very alarming declared right. The affirmative, ‘evidence-based’ remedy is to control each student’s internalized values, personal attributes, and emotional dispositions all in the name of a declared moral right “to learn and thrive in a safe environment.”

In the name of that goal, we get a new global emphasis called Positive Education that is supposedly “based on the science of well-being and happiness.” Each student has personality traits that are malleable to changes in instruction and classroom experiences. Do parents get a heads up as to the change in emphasis? Not really when it gets embedded in subject areas and class discussions that are really about moral dilemmas.

Your child is Succeeding. Your child shows Growth. Your child has met the school’s Learning Objectives. All of our students are showing Improvements in Achievement.

What parent will recognize the shift in what is actually being measured or what these terms now mean? How many parents will ever see https://www.ed.gov/news/press-releases/us-secretary-education-betsy-devos-issues-statement-new-title-ix-guidance the actual statement instead of some commentator’s false statement of what it did? Will students as adults recognize that education was used to manipulate, under force of law, the essence of who they are and how they view the world?

Next we will explore the nature of this new mandate. If there is to be an unknown “major paradigm shift in education,” the only way to avoid being its victim is to know it exists.

Does Mrs DeVos even know what she has declared and the history and purpose of these controversial ideas? I do and I am really hoping she simply put her name to a Statement someone else drafted because she thought it sounded nice and noble. The ramifications and likely remedies of her declared federal legal mandate to control the very bases of behavior simply never occurring to her.

Careful. Careful. Every progressive and tyrant in history sought to control this same internalized focus now declared a “federal mandate” in a release with an erroneous title that few are likely to read.

This is no way to get the feds out of the local classroom.

 

 

Covert Coercion via Controlling Categories of Consciousness

There is far more than alliteration involved in today’s catchy title and its purpose, like all my writing, is to inform, not to scare. I am not Alfred Hitchcock and this blog is not The Twilight Zone. None of the aspirations laid out here at ISC or in my timelier than ever book, Credentialed to Destroy, are fictional. All of our lives would be easier if they were. Education reform is all about invisibly changing human behavior to bring about a new, collectivist, radical vision of what the future of the 21st century might be. I believe knowing the intended mechanisms for tyranny is the first step in escaping their grasp and then removing them altogether.

When Jean-Francois Revel wrote his 1983 French classic that translated as How Democracies Perish, he wanted to give a heads-up to prevent the demise. That’s why I write about education as well. In a chapter called “Attack. Always Attack” he gave information on Communist tactics that is also applicable to education reforms and the ensuing outcries over decades.

“A standard Communist tactic is to mount a propaganda operation to accompany a practical operation. If the latter hits a snag, the former will leave traces in people’s minds that will help condition them to give future actions a kinder reception.”

Think of my work as first defusing the practical operation of covertly controlling students’ minds and thus their likely future behavior. Meanwhile I call attention to the organized deceit so we can begin to remove those traces from both our adult minds as well as our poor, manipulated children. Since my last post EdSurge on February 10 admitted that the purpose of that Early STEM Learning paper I cited was to provide categories to guide thinking in an article that also redefined the acronym STEM–“Setting, Tension, Explanation, Metaphor: A Storytelling Approach for Early STEM Learning.” Too bad no one gives bonus points for prescience in education writing. The oligarchs met in Dubai last week and launched Positive Psychology as the global classroom education template, expressly showcasing Mihaly Csiksentmihalyi (whose work gets pulled in via civil rights interpretations on Excellence and Equity) and Martin Seligman of PBIS and the World Happiness Report.

Yesterday the US NIH admitted that “Current and future BRAIN Initiative research studies aim to elucidate, and potentially influence, the mechanisms that give rise to consciousness, our innermost thoughts, and our behaviors, thereby prompting novel social and ethical questions.” There’s a reason Congress prefunded years of that intrusive research back In December while Obama remained in office. After all, politicians at all levels want to rule under a new definition of Governance that’s not being discussed enough openly. The just out World Development Report 2017–Governance and the Law-explains that Governance is about delivering on normative goals of Security, Prosperity, and Equity for All achieved through the political process. It has nothing to do with elections and everything to do with the ability to shape internalized personal preferences, values, and beliefs.

Sounds like Chapter 7 from Credentialed to Destroy doesn’t it? Here’s the pithy why for that aim: “the ability to shape other people’s beliefs is a means of eliciting an action from another person–an action the person would not otherwise take. The ability to make others act in one actor’s interest or to bring about a specific outcome–the definition of power in this Report–is thus closely related to the notion of ideas as beliefs.

The dichotomy between ideas (ideology and culture) and power as a primary determinant of social dynamics is thus a false one. The idea of power cannot be understood without taking seriously the power of ideas.”

Using education reforms labelled as competencies or the Common Core to provide conceptual frameworks, lenses, Enduring Understandings, Cross-Cutting Concepts and Themes, and Disciplinary Core Ideas is a crucial aspect of Controlling Consciousness. There’s a reason for so much coordinated deceit surrounding it and why I seem to be the only person writing about it. Control the prevailing ideas used to direct attention and perception and the interpretation of daily experiences and you have covert control over likely future behavior. UNESCO knows that. So do the World Bank, OECD, the behavioral scientist community, and the public policy think tanks across the purported spectrum. It’s us, the parents and taxpayers, who are unaware of just how crucial standardizing the prevailing ideas is to plans for a fundamental transformation.

As Bela Banathy put it from our last post on seeing the student and education (see bolding from me) as a system: “Our main tool in working with human systems is subjectivity: reflection on the sources of knowledge, social practice, community and interest in and commitment to ideas, especially the moral idea, affectivity, and faith.” So how do I know this aim is across the political spectrum? I learn a great deal from reading old books and Professor Amitai Etzioni, Mr Communitarianism with his own tag, is an admitted Man of the Left. Professor Robert George, founder of American Principles Project, Bradley Foundation Board member (thus tied to PEPG), recent AEI award winner, and too many other connections to name, is a designated representative of what purports to be Conservatism. I call it the Right Pincer for a reason.

Given all the deceit I can track and shenanigans involving pilfering material from my book without attribution or compensation, I wanted to read a 2001 book called The Monochrome Society because it contained a Chapter called “Virtue and the State: A Dialogue between a Communitarian and a Social Conservative.” That would be Etzioni and George, respectively. When the book came several months ago, it turned out to be part of a series edited by Professor George with “a special focus on the juncture of culture, law, and politics. New Forum Books is guided by the conviction that law and politics not only reflect culture but help to shape it.”

That aim doesn’t sound particularly conservative to me and is a long time aim of all progressives–cultural evolution. If that is also the aim of so-called conservative and libertarian think tanks it would explain all the deceit, concern over what my book laid out with extensive documentation, and my current observations of where School Choice actually leads. For some reason though, I was too busy initially to read anything other than that particular chapter. After I read that World Development Report though and its laid out aspirations to use the law and the mere global existence of less advantaged people and poverty to force what Marx called his Human Development Society, I went back to reread the rest of the book. Turns out Etzioni laid out the template that the World Bank and others intend to use to alter what a student internalizes so that it alters their preferences.

Clearly when he wrote the Chapter on “Social Norms: The Rubicon of Social Science” and Professor George edited it, no one thought someone would ever track it down after already mastering what Tranzi OBE, the Common Core, and Competency-Based Education really aim at. Turns out the Right and Left Pincers ARE acutely aware of a bullseye where education practices and the curriculum used and the ideas pushed “play a key role in ensuring that certain preferences will never be formed in the first place, while others will be strongly held…a major goal of education (as distinct from teaching) is to foster internalization of social norms by children and thus to affect their preferences.”

Since the local Classical School associated with Hillsdale’s Barney Charter Initiative touts instilling ‘virtuous living’ in its students, let’s tie that to what Etzioni wrote. Turns out that students acting at an advanced stage in Lawrence Kohlberg’s Stages of Moral Development (that public and private school teachers are now regularly taught is to be part of their new classroom practices) involves “individuals reason in terms of abstract notions” (or ideas or supplied concepts, categories, or ideas) on how, when, and why they should act. Etzioni then quoted Kohlberg that “it is possible to ‘reason in terms of such [high level] principles and not live up to them.'” Etzioni then laid out the essence of what everyone now wants from the classroom and education reforms and too few admit openly so let me quote directly:

“Unfortunately, to know the good cannot be equated with doing the good…To put it in the terminology followed here, [and at the always prescient ISC I must add immodestly], knowledge affects behavior by affecting considerations of costs and benefits but, as a rule, does not shape preferences. Internalization clearly does.”

So the SDG agenda pushed globally by institutions like the UN, OECD, and the World Bank can only change those preferences, as they have declared they aim to do, by education that is about getting at what a student internalizes as their values, attitudes, and guiding beliefs. Precisely what I warned about in my book that the False Narrative pretends is about some database of intrusive personal information. The need for Deceit is caused by others wishing to also use this tool of subjectivity and internalization, while being covert about it as well.

Once accurately perceived, this aim does not just seem tyrannical. It is unabashedly so. Etzioni sees it as a matter of the community having the right to establish the values that all citizens are to internalize. The World Bank does too since that is part of what Governance is to mean. I have pointed out already that this is the essence of what ED Choice laid out as the new definition of Accountability that is pertinent then to School Choice advocacy.

If our individual internalized preferences can now be changed by education reforms that no one is being honest with us about, are we free? Etzioni said no that “if the preferences themselves are changeable by social and historical factors and processes [or just federal laws like ESSA or state Student Privacy Statutes like Georgia’s] the actor is neither aware of nor controls, the actor’s behavior may be nonrational and is not free.”

Etzioni, with his long-time plans for fundamental social and economic transformations is OK with ‘the community’ controlling what must be internalized. Are we?

Is this really the kind of education reforms that anyone should blindly accept on the basis of catchy phrases or an appeal citing some famous person from history?

 

Metamorphizing the Function of the Human Mind Invisibly through Catchy Slogans and Phrases

The original version of this post used the term School Choice instead of Catchy Slogans and Phrases, but that seemed to imply I was picking on the Dearest Policy Desires of our new federal Secretary of Ed. So I broadened the title to make the same point. I may be able to read the School Choice layout and her AFC reports and see the plans of both Uncle Karl and what is called the systems view of education at play, but hopefully she does not. Like many people Mrs DeVos may falsely believe that her personal intentions and understandings of terms guide what they really mean and how they work in practice. That’s a dangerous belief that those surrounding her will likely encourage so let me explain why I recognize this as the Systems View of Education.

While I am at it, let me lay out a few more Catchy and Melodious slogans that are widely repeated AND headed in a different direction with a specific aim whatever the personal intentions of the advocates–Personalized Learning, Excellence, Reaching a Child’s Full Potential, and Quality Learning are a start. One more clarification as well on what I mean when I write about targeting a person’s decision-making capacity.  Another transformationalist put the importance of understanding subjective experience quite well in his book Global Mind Change. Willis Harman wrote that education and “science should now accommodate consciousness as a causal reality.” So crucial a point to target that Harman even italicized it just like that.

Boulding considered “the primacy of inner conscious awareness as a causal reality” to be so crucial if Man was to Become a Maker of History and a Driver of the Future that he gave this internalized realm of core values, concepts, and guiding perspectives the nerdiest phrase ever–noogenetics. The odd name though should not distract us from the role Boulding gave this realm in his 1978 book Ecodynamics: A New Theory of Societal Evolution. Boulding wanted to create common “mental structures and images” that would be transmitted as “learned behavior coded in nervous systems.” That’s what noogenetics and full potential means because the “biogenetic structure contributes only potential.” He told us why targeting what is internalized within a student’s mind and personality was so crucial so let’s listen:

“It may well be that biological evolution is approaching its end and that it will be succeeded by an evolutionary process wholly dominated by noogenetic processes directed by human values.”

See how Making Man Moral and Accountability fit right in with these transformational plans unless that aim for education is well disclosed and not shrouded in catchy phrases about Classical Learning, Character, or Virtuous Living? If anyone is tired of me bringing up Uncle Karl like this was a pinball game and I get 50 points for each mention, let’s listen again to what Boulding said was the purpose of what he and all the others I have now tagged to this post called General Systems Theory.

“The evolutionary vision, however, must be seen quite clearly as an alternative to Marxism as a general theory. The general idea of an overall theory of social and historical dynamic processes owes a great deal to Marx, but his particular theories are quite inadequate to describe the complexities of reality and must be relegated to the position of a rather unusual special case.”

I think that statement should have the Slogan “New and Improved” attached to Systems Science covers the relationships among all these education phrases we believe have just an innocuous, common-sense meaning. Following up on the implications of my last post’s citing of both the Right and Left public policy think tanks and academics embracing  Boulding pulled up a relevant paper written by Bela Banathy from the early 90s called “Systems Inquiry and its Application to Education.” The paper was “dedicated to the memory of my dear friend and colleague, Kenneth Boulding, one of the founders of the systems movement and the first president of the Society for General Systems Research.” As an aside, SGSR (created at Stanford) merged into ISSS–International Systems Science Society, so all this ties now too to the Laszlos, GELP, the MIT/Skolkovo 2030/2035 Project, and so much more.

In other words, this is not a history lesson and the goals Banathy laid out are still pertinent. Best then to examine the Systems View of Education since we and our children have been Ground Zero of the systems to be transformed. One more point gets clarified for those of us wondering why Mind Arson has become so common and why relatively few concepts and principles are now to serve as Knowledge, instead of a body of facts. Boulding believed systems science needed people to “develop ‘generalized ears'” that could make for common connections of understanding that would “overcome the ‘specialized deafness’ of the specific disciplines.”

I have encountered this before where what we call reason and logic or the Axemaker Mind is regarded as in the way of revolutionary social change. John Dryzek called for something very similar–communicative rationality–to accommodate the defeat of ‘capitalism’ in favor of a more economically just society he called democracy back in 1996. Last week, the Cooney Center (funded by Sesame Street revenue), the Frameworks Institute, and the New America Foundation released “STEM Starts early” that called for much the same if we read the small print, or in this case, Appendix B. It called for a “two-science approach” because “policies are the product of politics, and politics is the product of culture.” I could add that culture is an aggregate of what gets shifted when education becomes about targeting individual consciousness and what guides it, but let’s get back to quoting.

“Determining the narrative needed to engage the public…requires research. A coherent narrative can only be developed by mapping the cognitive terrain so that communicators know which ‘pictures in people’s heads’ they wish to evoke and which to bypass.”

That intrusive analysis, whether obtained by survey or student assessments looking for Higher Order Thinking Skills, is in either case carried out so that politicians, academics, think tanks (the paper keeps quoting the head of Heritage, Jim DeMint), and others “to predict what policy prescriptions are likely to ‘fit’ people’s operative cultural models.” So education operates to manipulate those internalized cultural models and also pushes Generalized Ears and communicative rationality so that “policy science can be coupled with communications science.” Well, that “two-science approach” or “systems science” is indeed a new, not appreciated enough in the least, form of self-governance. Each approach:

“emphasizes using social science to understand where ordinary Americans part way with experts, what this means for public support of [desired] policies, and what kinds of narratives help people engage, reconsider, and endorse meaningful policies.”

It is tempting to add ‘meaningful’ to whom and to wonder how we can get a job as one of those ‘experts’. Let’s get back though to Banathy’s confessions. After all, if my analysis that School Choice, as pushed by all the think tanks we have tied to PEPG and the Atlas Network, is actually a shroud covering what Banathy called GSTE–Guidance System for the Transformation of Education–we need to know its aims and elements. Banathy told us that “working with human systems, we are confronted with problem situations that comprise a system of problems rather than a collection of problems. Problems are embedded in uncertainty and require subjective interpretation…Our main tool in working with human systems is subjectivity: reflection on the sources of knowledge, social practice, community, and interest in and commitment to ideas, especially the moral idea, affectivity, and faith.”

Readers of my book Credentialed to Destroy should recognize that I have boldfaced words that fit with what the phrase Rigor actually means now and also much of what is assessed for in its name. Can we repeat Not. A. Coincidence. before moving on. Banathy did not just want to redesign and transform education, he wanted to redesign all social systems to fit the “new realities of the current era.” People, and especially children, were merely a start and the way to effect the desired change without popular outcry. Anyone implementing the systems view of education template unwittingly because they fail to understand what these catchy phrases really mean is still engaged in:

“systems design in the context of human activity systems is a future-creating disciplined inquiry. People engage in design in order to devise and implement a new system based on their vision of what that system should be.”

With only Generalized Ears and carefully instilled guiding Core Values, Ideas, and Perspectives we can all grasp that few students will be in a position to appreciate what actually cannot be as we are all encouraged to help design better tomorrows. When I was so concerned about that Roadmap for the Next Administration I uncovered before the election, this is precisely the assumption built into that Roadmap. Bela must be so pleased his and Boulding’s work endures so, even if it is dangerously wrong to be pushing via education.

“Social systems are created for attaining purposes that are shared by those in the system [see values, ideas, and perspectives above]. Activities in which people in the system are engaged are guided by those purposes. There are times when there is a discrepancy between what our system actually attains and what we designated as the desired outcome of the system. [Data, especially with respect to what counts as Learning]. Once we sense such discrepancy, we realize that something has gone wrong, and we need to make some changes in the activities or in the way we carry out activities. The focus is changes within the system.  Changes within the system are accomplished by adjustment, modification, or improvement.”

Now Banathy was talking about more than a student and education in that quote on redesigning systems, but both are included in the systems to be purposefully redesigned at the level of what creates purpose, motivates action, and guides perception. That’s what the systems view of education does under whatever catchy slogan it uses in any generation to stay under the radar of public scrutiny. It has been known as Tranzi OBE (covered in my book) and is now more commonly called Competency-Based Education. It is enshrined into the federal Every Student Succeeds Act and how states and localities must redesign education to get its funding. Both Mrs DeVos and President Trump need to accept that reality and decide what kind of a country and polity we will have with this vision of education and the “two-science” approach to managing the public that was funded by American taxpayers via the National Science Foundation.

That’s the beauty of systems science under whatever its current name acting as a cloaking device. Personal intentions can only become the point again when the elements that make education a ‘system’ designed to control what each student has internalized at a neurobiological level are grasped. Remember noogenetics? We have to understand that control over the decision-making capacity of a student so that their future behavior is now predictable and plannable is what gets touted as Evidence-Based Education grounded in science. That aim is what makes a student assessment “high-quality”. Controlling Learning at this level is what gets a charter renewed and access to federal money to expand into new states.

Where’s the Actual choice in any of these visions with this common aim?

Systems Science is really ceasing to be a catchy slogan. Best to grasp its essence before it gets yet another new name.