Making Man Moral through Integrative, Holistic Education Focused on Purpose

Sometimes these days I feel like I am a part of that old musical comedy “A Funny Thing Happened on the Way to the Forum,” not because all these machinations via education and deceit are funny, but because suddenly between posts something happens that proves just how correct I am on how this fits together. Last week, the blog Cafe Hayek run by George Mason economic profs mentioned a January 24 piece by “my colleague Peter Boettke on the late economist Kenneth Boulding.” Now that may seem innocuous and even dry, but there cannot be a more seminal person other than John Dewey to the sought transformation of education. Boulding laid out its purpose and how it could be used to control other social systems. Is this further evidence of a Convergence of the Right and Left Pincers we can see so much evidence of? Confessions, after all, are so much nicer.

http://www.coordinationproblem.org/2017/01/kenneth-boulding-on-the-task-of-interpretation.html is the post and it tied in my mind to why everyone suddenly wants education to be about moral values, guiding principles, Disciplinary Core Ideas, Classical Concepts, and other ideas first that can then guide a child’s perception. How they interpret their daily experiences and what they never even notice. This is the end of the Trilogy so let’s pull all this together so we can appreciate How to Invisibly Control Future Personal Decision-making with No Need to Admit It. Bolding (without the ‘u’) is mine.

“Themes without facts may be barren, but facts without theories are meaningless. It is only ‘theory’–i.e., a body of principles–which enables us to approach the bewildering complexity and chaos of fact, select the facts significant for our purposes and interpret the significance.

Indeed, it is hardly too much to claim that without a theory to interpret it there is no such thing as a ‘fact’ at all…what, then, is the ‘fact’ about the wart? [Boulding’s example that should be read in full while thinking about the meaning of Disciplinary Core Ideas or Enduring Understandings] It may be any or all of the above, depending on the particular scheme of interpretation into which it is placed.”

When I was a student, part of what made for A+ work was the ability to develop an appropriate scheme of interpretation by myself, in the privacy of my mind, using what I saw as the pertinent facts. Something that made the prof go “That’s it! Wish I had expressed it that way.” This is something else. These are essentially presupplied ‘constructs’ designed to guide perception and future action in a way that makes a person likely to desire and instigate transformational change in the circumstances we all live under. If they cannot do it, they can organize together so politicians will implement the changes. That’s why I created the term Politicalism. What Boulding was known for was “incorporating the ideas, concepts and tools from the natural sciences into social scientific analysis.” Why?

His good friend Bela Banathy, who also has a tag and was involved in the creation of the concept of charter schools and what now goes by School Choice, told this story that his close friend Boulding shared with him in 1983. In 1954, at Stanford’s Center for Advanced Studies in Behavioral Sciences (CASBS) where so much else was hatched:

“four Center fellows–Bertalanffy (biology), Boulding (economics), Gerard (psychology), and Rappoport (mathematics)–had a discussion  in a meeting room. Another Center Fellow walked in and asked: ‘What’s going on here?’ Ken answered: ‘We were angered about the state of the human condition’ and ask: ‘What can we–what can science–do about improving the human condition‘ Oh!’ their visitor said: ‘This is not my field.’ At that meeting the four scientists felt that in the statement of their visitor they heard the statement of the fragmented disciplines that have little concern for doing anything practical about the fate of humanity. So they asked themselves, ‘What would happen if science would be redefined by crossing disciplinary boundaries and forge a general theory that would bring us together in the service of humanity?'”

That overdone analogy to the ‘outmoded factory model of education’ is actually a cloaking metaphor to mask this complete change in the purpose of education that drove the education reforms in the 60s, 80s, and now covered in my book Credentialed to Destroy. It’s also why Tranzi OBE and Competency needed to be deliberately misdefined as we saw in the last post. Why do we keep coming across an emphasis on Character or Moral Dispositions and Attributes? Because social and political scientists like Boulding came to recognize “that the universe of ethical values is a driving force in human life” and can be altered to drive a transformation in what is acceptable in the future.

If you want to drive cultural change, alter human consciousness by instilling new ‘active principles’ that people must now use to organize their lives and institutions. Then have them practice it in the classroom or workplace or even their church until relying on these principles becomes a Habit of Mind. In his 1969 AEA Presidential Address, Boulding informed those economics professionals that “any system contains the seeds of its own transformation or future genesis, and that this works through a learning process.” See why education had to change away from an emphasis on facts? Economics was just one of the human social systems that interested Boulding and he knew change had to start with the very mental models each person internalized:

“All these social systems are linked together dynamically through the process of human learning which is the main dynamic factor in all social systems.”

That’s such a useful quote for anyone who wonders why I cannot stick to just writing about education. Because it’s a tool to a transformation for a different purpose and a new, unlikely to succeed well for most of us, vision of the future. When should we talk about it? After the carnage is more advanced and even more resources depleted in the name of education? I am going to shift away from Boulding for a moment, but his vision was covered in the Trilogy begun here with his book The Meaning of the 20th Century and its effect on the Commission on the Year 2000 covered in the post that followed. Rereading those yesterday almost took my breath away because it fits so closely with what was in the Roadmap for the Next Administration and the Architecture of Innovation on what data can be made to now do.

http://invisibleserfscollar.com/reimaging-the-nature-of-the-world-in-the-minds-of-students-alters-future-behavior-and-social-events/

This post’s title comes from a book Robert George–Princeton professor, Bradley Foundation board member, well-known spokesperson for Catholicism, and founder of the same American Principles Project that did not want to define certain terms accurately in the last post, wrote in 1993. If ‘common guiding principles’ and shared meanings are in fact what makes people and organizations act as ‘systems’ as Boulding and systems science generally believed, it makes perfect sense not to concede that is what ALL Competency-based education reforms, and what I nicknamed Tranzi OBE, are about. The aims are no different then from the Catholic Curriculum Framework although some of the offered concepts, principles, and the justifications for the changes may differ.

Like Boulding in the quote Boettke chose or in my quotes from his 1969 AEA address, George in his making men moral: Civil Liberties and Public Morality wanted education to provide “first principles of practical reason…to guide choice and action.” Fascinating, huh? Everybody seems to want to carve that rudder that will guide future decision-making without being forthright on the connection. All we get are School Choice!, Federal Misedukation, and Autonomy to the Locals and parents. Some autonomy as both education and “laws have a legitimate subsidiary role to play in helping people to make themselves moral.” Then sell it to parents that way and admit Classical Education IS designed to create a steerable rudder both parents and students are not being told about.

Character is a wonderful thing, but not when it operates at an unconscious level as a Habit of Mind and parents are not told that their children are being steered in the name of Goodness. Truth. and Beauty or Equity and Justice or Sustainability or other Guiding Principles to guide practical reason and likely future action. The same Spiritual and Moral Framework that can be used by New Agers like the Ross School from the last post or Social Justice Warriors grounded in Paulo Freire Pedagogy for the Oppressed aligns with the aim of instilled Knowledge, Skills, and Dispositions from the Catholic Curriculum Frameworks. They ALL want to provide the ideas, emotional motivations, and values students internalize as their guide to future decision-making. School now wants to provide their purpose for living and the vision of what the future might be.

To truly get the dangers of this personalized, student-centered, transformative vision of education perhaps it will help if we follow those Moral and Spiritual Frameworks (as well as the cited Ron Miller’s “What are Schools For?”) right straight to a School of Education and Psychology in Isfahan, Iran. If “Holistic Education: An Approach for 21st Century” from 2011 is okay with the mullahs and their tyrannical vision of people, we really need to quit using the word ‘autonomy’ to describe the student when this vision of education is through with them. Yes, they have a purpose, but is it really theirs? I will quote from the Abstract because it fits with the vision I have described in this Trilogy. Think of the implications of that.

“Holistic education encompasses a wide range of philosophical orientations and pedagogical practices. Its focus is on wholeness, and it attempts to avoid excluding any significant aspects of the human experience. It is an eclectic and inclusive movement whose main characteristic is that educational experiences foster a less materialistic and more spiritual worldview along with more dynamic and holistic views of reality.

It also proposes that educational experience promote a more balanced development of–and cultivate the relationship among–the different aspects of the individual (intellectual, physical, spiritual, emotional, social and Aesthetic), as well as the relationships between the individual and other people, the individual and natural environment, the inner-self of students and external world, emotion and reason, different disciplines of knowledge and forms of knowing, holistic education is concerned with life experience, not with narrowly defined ‘basic skills.'”

Doesn’t that life experience/basic skills distinction sound just like the erroneous definition of Competency from the last post? Isn’t the US goal of College and Career Ready just another euphemism for this holistic life experience vision that seeks to control what gets internalized to guide the adults our children will become?

How is it not authoritarian for any government at any level to make education holistic or integrative using those aims?

How on Earth can this really be “education for humanity” when the type of human we become is subject to undisclosed political control?

Butterflies of the Soul: Using Education Reforms as the Chrysalis for Social Reengineering

I have to admit that the first part of that title is not my metaphor. It does, however, perfectly capture the true story behind of where education reforms, learning standards like the Common Core, SEL competencies, or School Choice, actually lead. The true story is found via a converging mixture of open declarations by insiders, coupled to deceitful narratives by people also tied to ‘public policy’. The False Narratives always seem to be trying to obscure the same actual goals as what someone else openly declares. Either that obstruction, as in “Don’t Look Here!”, or we get a deliberate misrepresentation of what something means or how it works (based on Robin’s handy Education Glossary of terms).

In other words, both shrouding something I know is there or misrepresenting a definition are telling facts of what the deception is about. Using my own metaphor now, if the Open Admitters of education as a transformational tool are Hansel, and the Deceiving Craftsmen (and women) are Gretel, the crumbs Hansel is leaving, and the areas of the pathway that Gretel’s crumbs never touch, are headed in the same direction. Let’s look there!

One of the documentable facts I have uncovered in the last few months of footnote tiptoeing and then reading is that in 2003 the International Mind, Brain, and Education Society was launched at a conference at the Vatican. At an opening session workshop, the Senior Scientist of One Laptop Per Child, Antonio Battro, presented a video called Mysterious Butterflies of the Soul, which was a metaphor for the neurons in the student’s physiological brain. The idea was how to transform education to target the ‘living brain’ so its structures reliably guide future actions and behaviors. This future activity is to be grounded in the supposed “spiritual roots of humanity.” That true neurobiological focus then gets obscured by frequently substituting the terms cognition or mind.

Linking up with the last post’s observation that all these aims, when uncovered or deciphered, turn out to be about the student’s decision-making capacities, Antonio Damasio, from the same conference (USC prof involved with BRAIN Initiative and author of Descartes’ Error) told us why SEL Standards are really so important. Hint: it has nothing to do with any government database of PII.

“We use emotions and the devices that underpin them every day of our lives, frequently as a helping hand in the conscious decision-making process and just as often to orient our behaviors and enrich our humanity. Creativity [one of the 4 Cs of 21st Century Learning] is not conceivable without emotion. Neither is moral behavior. As for education, it is difficult to imagine how to proceed without two of the leading consequences of emotion: engagement and attention. The brain uses emotional processes to identify salient features of the environment that are especially relevant to the management of life.”

When the think tanks, American Principles Project and the Pioneer Institute, decided to pilfer from the footnotes of my book Credentialed to Destroy, with neither proper attribution nor permission, to misrepresent the true focus of both Competency-based Education and Transformational Outcomes Based Education, the misleading pathway constructed led away from that very same Life Roles focus as what Damasio and IMBES were getting at. “After the Fall: Catholic Education Beyond the Common Core” made public education supposedly all about preparation for the workforce. It also alleged the Common Core was “devoid of any attention to ‘the true, the good, the beautiful,” and catered to “man with the soul amputated.” Well, that butterfly metaphor makes a mockery of that statement.

Plus, on the next page Professor Damasio told us that “the importance of emotion in education  is not confined to its role in engagement and attention. The role that emotions play in the construction of moral behavior and, by extension, building a citizen is just as important.” I bolded those phrases because when the Atlanta Classical Academy, which is part of both the Atlanta Public Schools and where the head of Hillsdale’s Barney Charter School Initiative, Terrence Moore, is the principal,  ran an ad in the local paper recently it touted its curriculum as building the basis for Virtuous Living and Good Citizenship. Sounds like synonyms for Damasio’s vision for MBE education to me.

Moreover, in following our trails of crumbs and no crumbs, an October 13, 2016 story in The Federalist entitled “Meet the Americans Revitalizing Freedom, One Child at a Home” on Classical Education and the charter schools opened under the Barney Initiative cited how Moore had spoken at “a summer institute dedicated to introducing new volunteers to the ideas behind the Barney initiative.” We can all decide if this seems to be a fact-based curriculum to us.

“Moore playacted the part of the Federalists and Anti-Federalists of the American Revolution, illustrating ways to engage children in Western civilization’s great ideas. The seminar’s whiteboards proclaimed: ‘I will learn the true. I will do the good. I will love the beautiful.‘”

I bolded that because we are going back to what Antonio Battro of the Mysterious Butterflies of the Soul metaphor wrote just before he described the IMBES launch from the Vatican. In his section called “Truth, Goodness, and Beauty,” he latinized these tenets everyone seems to be using to make education about transforming the emotional bases, values, and beliefs that guide future behavior. Just like what the Barney Charter initiative says it wishes to do and which is also supposedly the purpose of the new Catholic Curriculum Framework. What are the odds of such consistent similarities if not outright congruence?–Quoting Battro: “In the words of the old scholastic dictum, Verum, bonum et pulchrum convertuntur (Truth, goodness, and beauty are interchangeable.)”

At this rate so are the visions of the schools being created by School Choice advocates and public education generally. The pro-Common Core and Anti-Common Core organized forces are also headed in a common direction when we delve far enough. Interchangeable is truly the perfect word if we pay attention to function and not slight differences in phrasing or supposed purposes. I am also sure it is totally coincidental that the same day the Catholic Curriculum Frameworks rolled out with its admitted aims that somehow tie to the same behavioral science template as what Tranzi OBE and Competency-Based Ed really mean, the Center for Assessment in Dover, New Hampshire rolled out its Framework for what would constitute innovative, student-centered quality assessments under federal law.

Headed to the same place with measurable results of what is being internalized, in other words. Apparently no one is ever supposed to recognize all this commonality as long as different talking points are used in the official descriptions we are just to accept demurely.

One more example of all that can be learned about the real agenda from affiliated think tanks and the desire that we all accept analogical thinking using the presupplied metaphors that take us in a non-factual direction. This one seemed to be about once again wanting us to misunderstand the Common Core and ‘standards’ generally. We are also supposed to move on. First, the Bradley Foundation-financed, Harvard PEPG publication, Education Next, went with the story “Lessons on the Common Core” by Robert Pondiscio on January 5, 2017. The next week the PEPG partner and Education Excellence Network absorber, Fordham Institute, republished the same article. Later, that week, my local School Choice pusher think tank led its Friday Facts newsletter with this quote:

“to be upset by academic standards is to invest them with a power they neither have nor deserve. In my five years of teaching fifth graders, I never–not even once–reached for English language arts standards when deciding what to teach. I would wager that when I.M. Pei was commissioned to design the Louvre Pyramid, his first move was not to reach for a copy of the Paris building codes for inspiration.” A clever, but totally inapt metaphor, for the purpose of ‘standards’. They are not ‘academic standards’ in the historical sense of that term as transmitting a fact-based curriculum. A better metaphor would have Pei mulling over the laws of physics governing the desired design. True ‘learning standards.’ like the Common Core or Competency-Based Education, are always so interested in neurons and biology after all.

And why are everyone’s learning standards so focused on transmitting knowledge in terms of concepts, instead of building up from known facts and cause-effect relationships? Our IMBES template again had Vartan Gregorian, the President of the hugely influential Carnegie Corporation, telling us that “concepts are far more important than facts and the ability to analyze and synthesize has much greater value than the ability to memorize. In short, school may be multiple choice but real life is all essay.” All this interest in pushing concepts, categories, themes, topics, and ideas as the essence of Knowledge makes more sense if, like Gregorian said, there is now to be “no boundaries between learning and life.” Just like in Tranzi OBE, Competency-Based Ed, and apparently Classical Education too, once properly understood without deceit.

An admitted Marxist poli sci prof, back in 1996, laid out his vision of the future and what needed to be altered in italicized, reconstructive terms, in a way that someone writing about just education reform for an audience of parents, politicians, and taxpayers is typically unwilling to do. That does not change the fact that the desired poli sci or economic transformations can only occur with a certain type of change in the nature of education. Education reforms, to be deemed effective or what is now called ‘evidence-based’ should be gathering student data studying “mass dispositions and capabilities and associated discourses of democracy. Reconstructive science is concerned with the social competences of individuals and the corresponding grammars of human interaction. Its categories are sought in how its subjects apprehend the world.”

Everyone cited in this post, whether being honest or providing a metaphor or narrative to mislead, appears to be interested in providing the basis for how we ‘subjects’ in this 21st Century Age of undisclosed collectivist Politicalism–‘apprehend the world’.

In the next post we will cover how someone with ties to virtually everyone cited in this post wants education to be about practicing the desired “internal acts of reason and will.” A vision incorporating “the moral norms available to guide choice and action.”

I guess we will call the next post the End of the Trilogy laying out the Deceit surrounding Manipulating Each Student’s Personal Decision-Making Capacity, with neither notice nor consent.

Can anyone tell I do not like any vision of education that regards us as anyone’s ‘subjects’?

Controlling Consciousness and Planning Society Via Politicalism-a New Helpful Description is Born

Before I turn the term-Politicalism-into the most apt metaphor since Axemakers Mind for describing the true intent behind K-12 education reforms, let me offer up some timely quotes on controlling consciousness. The first is from a December 20, 2016 report called “Behavioural Insights at the United Nations–Achieving Agenda 2030.” I will be bolding or italicizing the passages or phrases I most want everyone to remember.

“Agenda 2030 can only be achieved if we critically examine the behavioural factors that lead people to utilize programs effectively and efficiently. Research in behavioural science–regarding how people make decisions and act on them, how they think about, influence, and relate to one another, and how they develop beliefs and attitudes–can inform optimum programme design. Behavioral science research reveals that even small, subtle, and sometimes counter-intuitive changes to the way a message or choice is framed or how a process is structured, can have an outsized impact on the decisions we make and the actions we take.”

So the areas aimed at by what is now called competency-based education and that used to be called Transformational Outcomes-Based Education (both covered in depth in my book Credentialed to Destroy) are the areas the UN believes are crucial to achieving its agenda of Equity for All globally by 2030. Let’s use a shorter quote from another paper released by UNESCO yesterday from the WEF in Davos, Switzerland. The report on the vision for education needed to achieve that 2030 Agenda was called “Partnering for Prosperity: Education for Green and Inclusive Growth” and its section on the Social Determinants of Health and Inequity led with this quote from Professor Bell Hooks:

“There must exist a paradigm, a practical model for social change that includes an understanding of ways to transform consciousness that are linked to efforts to transform structures.”

If that seems vague please search out the papers on Equity and Empowerment Lenses from Multnomah County, Oregon that public health policymakers are now quietly nationalizing. Many of the links are in the most recent comments to the previous post. Finally, we have a quote from a 2013 edition of the book Violence and Social Orders: A Conceptual Framework for Interpreting Recorded Human History. Before I get to that, I want to reiterate how I research at this point in my work.

I am literally working off of footnotes where people with money and political power are confessing what they intend to do with the models and theories they are creating. One of these books cited a Professor Douglass North and that he had been a Marxist and then laid out a quote from that book that struck me as still thoroughly Marxian in its view of the mind and molding consciousness. That’s not an insult, but a shorthand phrase for a particular view of history and how it can be used to mold consciousness deliberately. When a used copy of the book arrived, the authors thanked the Hoover Institution profusely as well as the Bradley Foundation for its financing of the project of a “new framework for the social sciences.”

So the Hoover Institution behind the Koret Task Force and what I regard as an attempt to create a deceptive narrative around the Common Core in the 2011 paper Closing the Door on Innovation, which is also one of the named partners in the PEPG–Program on Education Policy and Governance at the Kennedy School of Government we have covered, wanted this new framework. And the Bradley Foundation behind that concept-based approach to History from the 80s that also finances PEPG’s publication Education Next and many of the think tanks and other entities pushing School Choice and that owns the book publisher, Encounter Books, financed the framework. Let’s take a look at what it aims at.

In the chapter entitled “A New Research Agenda for the Social Sciences,” we find an explanation for what I keep finding when I dig behind the facade of the ‘School Choice’ slogan.

“A full account of human behavior would begin by asking how the mind deals with the process of change. A necessary preliminary is to understand how the brain interprets signals received by the senses and how the mind structures the results into coherent beliefs. ..How do we think about social processes when individuals, at best, have a limited understanding of what is happening to them as they continue to confront new experiences and novel situations that require an awareness of the dynamic nature of the process of change in which they are participants? How do we deal with the novel problems that emerge as humans reshape the human environment in ways that have no historical precedent?”

So we know that both Hoover and the Bradley Foundation are quite interested in consciousness, how it works, and its use for examining and driving cultural change. Before I get to one more quote, let me go ahead and define Politicalism. Politicalism is how politicians at all levels of government, public policy think tanks across the spectrum, academics, and others believe they can use the law and education to force the transformation by 2030 to what Marx called his Human Development Society where human needs are supposedly met. Politicalism feels empowered to ignore the prohibitions of the First Amendment where governments are rarely allowed to restrict speech and go straight ahead to restricting thought by using education reforms to control consciousness. That’s why the phrase ‘decisionmaking’ just keeps coming up.

Politicians and public policy think tanks have a political, social, and economic vision for the future that requires the monitoring and control over the internalized basis of individual action in order to work effectively. If that aim does not justify a special Proper Noun descriptive term like Politicalism then what will? Not wanting to get called out in advance and have this behavioral science technique prohibited, we get all sorts of euphemisms like competency-based ed, Tranzi OBE, Higher Order Thinking Skills, or School Choice to name a few. The Hoover Framework, with Bradley financing, actively seeks to alter social science research by targeting institutions, which it italicized and defined as follows:

“…the rules of the game, the patterns of interaction that govern and constrain the relationships of individuals. Institutions include formal rules, written laws, formal social conventions, and informal norms of behavior.”

In other words, institutions are not necessarily physical things, but also the values, attitudes, beliefs, ethics, ideas and concepts, and desired behavioral norms we have come now to associate with social emotional learning or Positive School Climate, for example. Anyone sensing why a Bradley Foundation funded think tank would want to misrepresent targeting these areas that govern future action and decisionmaking and pretend it’s about Personally Identifiable Information or a Student Unit Record controversy? Before we leave that book, there was a statement that “we do not have a general theory of belief formation and human cognition,” which strikes me as absolutely not true. If it is technically true, go have lunch with your colleagues at CASBS in Palo Alto or the MBE professors at the ed school at Harvard or the constructionists in the AI work or Media Lab at MIT. They certainly do.

The rest of the statement though suggests our authors do know what their colleagues would pass on. “…we have tried to come to grips with two aspects of beliefs. First, beliefs about causal relationships ultimately affect people’s decisions. Second, the cultural environment–the political, economic, social context–fundamentally influences beliefs.”

That would explain why so much of the actual research at Stanford, MIT, Harvard, and other places goes to using education to influence both those aspects of beliefs. The new federal education legislation, ESSA, even calls for assessing for this at least annually. Note that changing these beliefs or any of the other internalized bases for decisionmaking is what is now called Learning. The reason Learning must be standardized, monitored, and regulated by governments is to get to a broader vision of how society and its people and their relationships are to be structured (both the regulation of Learning and the restructuring and planning are covered by the term-Politicalism).

There was one last recent report we need to cover, released yesterday, called “Communities in Action: Pathways to Health Equity.” It is intended to bind the federal agencies and governments at all levels to the UN’s 2030 Agenda and what is also called Marxist Humanism, whatever President-Elect Trump’s wishes. Apparently, his confirmed political appointees were never to even know. In this vision, ‘quality education’ is simply one of the Social Determinants of Health and public policy and regulation needs to be used to restructure “the conditions in the environments in which people live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks. For the purposes of this report, the social determinants of health are: education; employment; health systems and services; housing; income and wealth; the physical environment; public safety; the social environment; and transportation.”

So first we had to wade through all the false narratives surrounding education reform and then accept that ‘quality education’ is a defined term tied to an all-encompassing plan of transformation. A plan that we are neither supposed to recognize in time nor object to. See why everyone involved wants to target consciousness? Now the reason I think it is not only us normal taxpayers and parents being snookered is that late in that report, we get the revelation that about one week after the Presidential election shocker, President Obama signed an Executive Order establishing a Community Solutions Council on the importance of equity and the determinants of health and well-being to foster “collaboration across [federal] agencies…to coordinate actions, identify working solutions to share broadly, and develop and implement policy recommendations that put the community-driven, locally led vision at the center of policymaking.”

As far as I can tell then all these changes started by President Obama that Hillary Clinton would have continued are still to roll along under President Trump unless he and all his appointees know of their existence and how they work. They simply cannot rely on anyone in Congress to tell them because they benefit from all this intended geographic redistribution and mayors, governors, or school boards will not tell either. The think tanks all seem to think pushing this while misrepresenting it to their readers and petty amount donors is why they exist.

It is up to each of us to appreciate that Politicalism targets all these different levels and sectors of society, down to the neural networks and emotions internalized in our students. Anything that an individual uses, consciously or unconsciously for decisionmaking, is regarded under Politicalism as fair game for manipulation and monitoring. Because the vision of Equity and Empowerment for ALL apparently justifies even the most Preemptive Authoritarianism.

Let me end with a tip to Ms DeVos after yesterday’s testimony. Please read up on Teaching for Competence and Teaching for Growth. When you said you were not familiar with either, you were saying you are unaware of the very tools being used to control and monitor what students internalize as the basis for decisionmaking. If everyone involved in education policymaking wants to target consciousness, best to know now the how and why.

Also, please be careful about throwing out Local Control as the panacea. That would be the Briar Patch in our Glocal, Community Solutions Council world, under Politicalism.

 

Preemptive Authoritarianism: Governed by Our Monitored and Redesigned Brains

I almost added “21st Century” to Brains in the title, but it made it too long. Please do me a favor though. Every time a politician or anyone else mentions the need to transform K-12 education because the current vision is based on an outdated factory model, or any other justifying statement, to mask what is in fact a desire to control how our minds work for political purposes, remember this post. If anyone was worried I was missing in action or had finally decided to simply shut up about the real intentions behind education reforms, no such luck. Some posts though have no business being written during the traditional period of joyful merrymaking and family gathering. With the confirmation hearings for the proposed new Education Secretary, Betsy DeVos, being in two days and her repeated statements and connections tying her vision to what I am about to lay out, it is time to get going again.

Back in the late 1980s the ASCD (tied to NEA) created a framework for what would become better known as Outcomes Based Education, “standards-based reforms,” or “brain-based learning.” Turns out these terms have always been interchangeable if we cut through the deceit and go back to the creators of these theories for educational change. The intent was to link education to what was known about human neurobiology. The framework would have ‘bottom-line integrity”, which today we euphemistically call evidence-based policymaking in education, effective schools, or just research on best practices. To qualify the education practices mandated “must integrate human behavior and perception, emotions and physiology.”

Remember astronomer Carl Sagan? The ASCD quoted him to provide the reasons they wanted to “significantly reprogram and redirect old brain propensities…the potential of the neocortex is that it can find new ways to survive because it is capable of profound learning. And that, we will see, requires us to use our brains in ways that they have never been used before on a large scale.” See what I mean about waiting to write this post out of fear some of us would be tempted to try to drink the entire punch bowl of spiked eggnog? Sagan’s 1977 book The Dragons of Eden is then quoted at length. No solar systems or stars are involved here:

“As a consequence of the enormous social and technological changes of the last few centuries, the world is not working well. We do not live in traditional and static societies. But our governments, in resisting change, act as if we did. Unless we destroy ourselves utterly, the future belongs to those societies that, while not ignoring the reptialian and mammalian parts of our being, enable the characteristically human components of our nature to flourish: to those societies that encourage diversity rather than conformity; to those societies willing to invest resources in a variety of social, political, economic and cultural experiments, and prepared to sacrifice short-term advantage for long-term benefit [whose?]; to those societies that treat new ideas as delicate, fragile and immensely valuable pathways to the future.”

It’s about redesigning existing institutions and systems via changes in how the student’s mind works and what motivates him or her to act. No wonder there has been so much deceit around education reform and a desire to pilfer from my book Credentialed to Destroy, while also repressing its central insights. Let’s go over the Atlantic to see what the UK meant by “high standards” and “raising standards” in the early 90s. Instead of using the graphic term “brain-based” changes to the neocortex, we get regular references to altering how the “central cognitive processor”  or the “central processing mechanism of the mind” works. No mention that this physical target belongs to someone’s children.

“We would rather aim for an even higher road, the unconscious development of a central cognitive processor that would produce far-transfer effects by a mechanism invisible to the learner (perhaps we should say ‘developer’) and thus far more powerful and generalisable than anything restricted to conscious processing.” Monitoring and manipulating the operation of the human mind via K-12 education at a level invisible to the learner sounds rather authoritarian to me, but we cannot rebel against what we are unaware of, can we? In November 2016, the publication Neuron published the article “Neuroethics in the Age of Brain Projects” that was, unfortunately, quite upfront that the BRAIN Initiative (now funded for ten more years by legislation passed by Congress in December supposedly about opioid addiction) and learning standards generally “have the potential to affect the essence of who we are as humans.”

Apparently though we no longer have a say in that fundamental arena of what it means to be human. That article mentioned that one of the funded research grants had gone to a Professor Nikolas Rose. A little research uncovered a 2013 book of his published by Princeton called Neuro: The New Brain Sciences and the Management of the Mind. My copy showed up just in time to be read while I ate my good luck black-eyed peas, which I knew would be especially needed this year with the book’s ubiquitous references to “governing through the brain.” The planned and taxpayer-financed “conversations between the social sciences [like education] and the neurosciences may, in short, enable us to begin to construct a very different idea of the human person, human societies, and human freedom” ought to be something discussed openly with taxpayers and parents.

I am not sure who ‘us’ is, but giving Congress, a state legislature, or even a school principal such transformative power to transform the human mind and how it works on a biological basis is not a hallmark of a genuinely free society. Especially when the vision is brought to us by professors who are looking for “the basis of a radical, and perhaps even progressive, way of moving beyond illusory notions of human beings as individualized, discrete, autonomous, coherent subjects who are, or should be, ‘free to choose.'”

“Acting on our brains,” “this new topography of the human being,” and the touted “passage of neuroscience from the seclusion of the laboratory to the unruly everyday world, and the new styles of thought concerning the intelligible, visible, mutable, and tractable brain that characterize the new brain sciences are beginning to reshape the ways in which human beings, at least in advanced liberal societies, are governed by others” should all be front and center for discussion in a free society. Instead, we get the deceit surrounding the real purpose of School Choice and misrepresentations on what competency-based education is really intended to modify and change.

Back in December, Jeb Bush had the Director of the Mind, Brain, and Education (MBE) Program at Harvard as one of the keynote speakers at his annual summit, sponsored by his foundation (that Mrs DeVos was on the Board of prior to her nomination). I happen to have a copy of an MBE philosophical paper downloaded from Harvard’s website on the morality of the MBE methods and theories. It calls for public debates on the “ethical limits that should be placed on use of biological and psychological technologies in education” and the “kinds of communities and individuals that ought to be fostered.” That Bush foundation states that competency-based education, School Choice, and educational technology are its priorities. Which of these does MBE relate to then or is it all of them is a fair question to ask a Board member at the time the invitation to speak went out.

That cannot happen though because of all the organized misrepresentations that have surrounded learning standards like the Common Core, what its true purposes and history are, or what practices get hidden behind titles like School Choice, high-quality assessments, charters, or classical education. We went back in time and overseas precisely because I wanted to show that this shrouded neurobiological bullseye that the law and ‘public policy’ seeks to invisibly impose is both global and longstanding.

Everything is now in place, except a genuine public recognition of just how much we have all been lied to about what is really intended for our children in the name of education. In the Foreword to the GEM 2016 Report released in early September, the head of UNESCO, Irina Bokova, stated:

“Lastly, we must fundamentally change the way we think about education and its role in human wellbeing and global development. Now, more than ever, education has a responsibility to foster the right type of skills, attitudes and behavior that will lead to sustainable and inclusive growth.” That openly declared repurposing of education cannot be discussed when a false narrative pretends that School Choice and competency-based education does not have the precise same aim. Did you know that the term Neuroethics does not necessarily mean the ethics of using a transformational vision of education to redesign how the mind work and then lock it in biologically? It actually also means how to use Neuroscience and brain-based to impose an internalized ethical vision that puts the so-called common good and responsibility for others above individual choices.

Isn’t that something that should at least be discussed if we are still in fact a free society? Is the vision of the future that Marx called the Human Development Society really something that deceitfully imposed educational changes and legislation and regulation can impose as long as the enacters are “duly elected” or appointed?

Is my term “Preemptive Authoritarianism” just a pithy way of getting attention or the biggest understatement so far in 2017?

Linking School Choice and Third Party Government: Escaping Requires We Recognize the Incarceration

This marks the end of the Trilogy about declarations (insufficiently recognized) to use the powers of governments at every level to close the gap “between the current state of the world and what would be ideal…perfectionism ought instead to inspire a constant striving to make things better. Democracy, in other words, should be viewed as a work in progress.” That vision of making human wellbeing the new purpose of governments needs a particular type of citizen who is a useful mixture of malleable, aspirational, and reliable in their likely future behaviors. That of course is what all these education reforms have really been about and why there has been so much deceit. That quote is from the upcoming inaugural issue of U-Penn’s Journal of Law and Public Affairs on using law and regulation to force societies to provide for the general welfare.

Rule of Law, in other words, needs to join the terms ‘public policy’ and ‘standards-based education’ as transformative tools that few seem to sufficiently appreciate. Let me quote from a second paper that is also cited in books and papers citing the 1990 Politics, Markets, and America’s Schools where we began this Trilogy. It is by two poli sci profs, Jack Knight and James Johnson, but it said not to cite without permission. We will simply discuss it then as it pointed out in 2005 that the ‘problem solving approach to ideas and institutions’ holds that “our ideas, principles, practices and institutions and so forth simply are tools for navigating a social and political world that is shot through with indeterminacy…a pragmatist stance encourages us to place pressure on our cherished beliefs, institutions and so forth. It encourages a broadly experimental approach both to inquiry and, more importantly for present purposes, to politics.”

Now, most of us with experience in adult life and a solid grasp of history, who are not on the Gravy Train to get revenue from being a provider of stipulated services, can recognize that such aspirations will not end well. Maybe that’s why we are not supposed to know what K-12 education reforms have always really been about. After all if someone has an actual aspiration that “political debate must impose restrictions on the structure of individual preferences,” that mischievous, authoritarian goal is best achieved in secret and masked with duplicity if anyone does notice something is up. Tiptoeing through the footnotes of all these papers, pulled up repeated references to a John Hopkins prof, Lester Salaman, and a textbook called The Tools of Government: A Guide to the New Governance .

I guess the students who went through this kind of unappreciated inquiry-oriented assault on their values and conceptions of knowledge when they were younger want to study the theories used on them once they get to university. No wonder they have been so childlike in their responses to the recent US Presidential election. Many have been taught that the “role of government in the twenty-first century” is “more important than ever. The growing complexity and integration of social, economic, and political life virtually guarantees this, as does the need for a keeper of the rules of engagement among various institutions and sectors.” That was me boldfacing that integration since it has been way too unpublicized as well.

Before I explain what Third Party Government is, since the textbook says it is quite advanced in the United States, and that the “last fifty years have witnessed a remarkable revolution in the basic technology of public action in the tools or instruments used to address public problems,” let’s remember that K-12 ‘education reform’ and School Choice are merely tools to effect the desired transformations without any need to get our consent. No need to risk our saying “No Thanks” either. If we wonder why so many supposedly ‘conservative’ and pro-market think tanks have been created at great expense, the language about “bring a wide assortment of social actors into the business of responding to public needs” is a most helpful clue.

Education reforms are definitely needed if the view of government and “the role of public management is not to deliver services but to promote community, to help citizens articulate shared interests, to bring the proper players to the table and broker agreements among them, and to function as ‘proxy citizens.'” Just this past week Greg Forster of EdChoice put out a vision of Accountability that stated what he called the “real goal of education.” It sounded remarkably similar to what is supposedly needed under the requirements of the New Governance and Third Party Government:

“nurturing individuals who achieve and appreciate things that are true, good, and beautiful as faithful citizens of a free and diverse community committed to living in harmony.” The typical family couldn’t even pull that off over an extended Thanksgiving meal and that’s to be the real goal of education that students must “genuinely internalize?” Faithful to whom we could ask? Let’s go back then to the textbook that is being so forthcoming.

“the breadth of the problems government has been called on to address coupled with prevailing antibureaucracy sentiments make this [governments as the dominant supplier of public services] practically, as well as politically, impossible. Government needs its third-party partners both to legitimize and to execute the responsibilities it has taken on. [Note that this is NOT Free Enterprise whatever the Heritage Foundations writes].

On the other hand, however…government simply lacks the authority and independence to enforce its will on other actors the way this concept [monopoly on the legitimate use of force] implies.”

Now I will stop the quote to point out again that this is precisely what learning standards like the Common Core and those previously tied to Time for Results or outcomes-based education sought to do. It is what competency-based education, properly explained, now does–enforce its will for this lucrative conception of Third Party Government on its citizens. Secretly and nonconsensually and hiding behind phrases like School Choice or Internationally Competitive. Under the New Governance tenets and its need for what EdChoice called ‘faithful citizens’:

“What, then, is the role that government should play in the new governance? And how important is it? The answer is that government must serve as the ‘balance wheel’ of the new systems of collaborative problem solving that will increasingly exist. Its function, as we have suggested, is to activate the needed partnerships and to make sure that public values [common good], broadly conceived, are effectively represented in the collaborative systems that result.” Let’s shift away from quoting the aspirations to how it invisibly comes into effect. Following up on all the False Narratives involving the Common Core and who was pushing them I came across numerous references to a 2011 paper I had not previously heard of called Closing the Door on Innovation that was supposedly a response to a March 2011 Manifesto from the Shanker Institute. http://educationnext.org/closing-the-door-on-innovation/ 

Education reformer Jay Greene wrote the story on Education Next and then the same Greg Forster noted above wrote a piece as well for the Public Discourse from the Witherspoon Institute that is tied to the American Principles Project that has written so many papers and offered up testimony on the nature of the Common Core.  https://app.box.com/s/s1q0hmgauyo1t9fafrbh is a capture of what the document looked like as it is now hard to find. To make a long process of discovery short, the Shanker Manifesto struck me as how both sides intended for education reform to work at the local, school level. That Innovation report seemed staged to me to create a narrative about what the Common Core was intended to do that would probably have worked better if I had not been writing Credentialed to Destroy back in 2011 and tracking the actual implementation.

What really caught my eye though was the PEPG-Harvard’s Program on Educational Policy and Governance that was behind the Closing the Door on Innovation. PEPG has sponsors from what were supposed to be two differing sides of the Common Core debate. It clearly built on the work of that 1990 Brookings book on School Choice and had all sorts of players like Greene back when he was a poli sci prof at U-Texas (Austin) and AEI’s Rick Hess back when he was a Poli Sci prof at UVa. Seriously, if education is really the best way to achieve political and social transformation, PEPG’s work and the School Choice meme generally all make so much more sense. We have former Governor Jeb Bush as the Chair of the PEPG Advisory Committee and the Gates, Bradley, Koch, and Friedman Foundations all working together. http://www.ksg.harvard.edu/pepg/sponsors_affiliates.htm

To use one of my favorite metaphors, Harvard is clearly where the Right and Left Pincers surrounding the Common Core/education reform narrative come to play and plan transformations around poli sci and sociology theories. Its first conference was in September 1996 about the same time as Fordham took over the Educational Excellence Network functions, as we saw in the last post. Ed reform can feel like a track relay race with all the exchanges of batons, but PEPG is formally a program sponsored by Fordham, Harvard, and the Hoover Institution at Stanford. If anyone thinks I am stretching, pull up the original Fall 1997 Annual Report and look at the presentation by John Brandl and his desire to “change the way we govern our schools” to “inspire other-regarding behavior in our students.” The omnipresence of communitarianism we keep running into behind the real implementation makes much more sense once we read that ‘communities is a promising policy instrument.’

Here’s the full quote and a good place to end as we mull over what is really being done to us all in the name of education reforms.

“Consequently, using communities is a promising policy instrument to attain social objectives when neither bureaus nor markets can be counted on to do so. Besides producing services, communities nurture and protect us all, cut costs, create social capital, obviate the need for government services and engender civic virtue. We need a constitutional moment, a time when those holding public office reconstruct government to align the motivations of individuals with public purposes. If they do not do so, the grand responsibilities of government, starting with education, will not be met.”

I did warn everyone that the phrase Local Control was essentially like being thrown into the Briar Patch if one has revolutionary social and political intentions.

Uncloaking Mandarins, Oxymorons, and the Leap Frog Straight to Wave 4 Education Reforms

Let’s go back in time again to pertinent facts that prominent people do not bother to mention in describing whether they are “pro-Common Core” or “anti-Common Core”. In the 80s, it turns out, most everyone that matters now had a common vision for the “reinvention” of public education and where and how it should be carried out that still controls the actual implementation today. Now it is firmly mandated by federal law that is far better understood with some of these old quotes taken from the the Educational Excellence Network created by the well-known Diana Ravitch and Chester Finn back in 1981.

I thought I had used juicy quotes in my book Credentialed to Destroy explaining the links between the Common Core and competency-based ed now and what were called the Reading and Math Wars in the 90s. Maybe that legacy is why people pretend to be for (or against) something that functions precisely as what they once funded or advocated for. Never pointing out those relevant links. I do think everything gets put into the accurate frame though when someone in charge acknowledges that ‘Curriculum Frameworks’ (someone should have told the Catholic Schools that that term actually was in use long before ‘standards’) are always about “fundamentally new notions of school curriculum” and that the implementation therefore:

“will be complex. They require paradigm shifts in understanding math and science, shifts that basically require a brand-new view of mathematics and science. The good news is that teachers and local educators are responsive to these new views. But full, deep, and complete implementation of them is likely to take at least several years of concerted effort.”

Public controversy over what was usually just thought to be Outcomes-Based Education threw off the full implementation in most places and the real purpose of the Common Core was to get everyone in K-12 education anywhere in the United States (actually the world, but this is a post not another book) on the same page as what was laid out first in the 80s. It appears to me that much of the anti-Common Core organized effort has been coordinated and financed by groups with ties to both the pro-Common Core effort as well as that Educational Excellence Network (EEN) and its vision.  The Internet and the computer servers it accesses can be purged, but not all the old books that were written crowing about that new vision. Once the details are laid out, it has not been hard to get copies of enough verifying sources to prove the consistency of the vision to what federal law now requires and what is being pushed as School Choice on President-Elect Trump.

Old books then are almost as good as HG Wells’ Time Machine so let’s consult them in earnest. California was the first state to roll out Curriculum Frameworks and it started with math and science with language arts (what we know as the infamous Whole Language) and history in the following year. Diana Ravitch was co-author of that California History-Social Science Framework while she also served as Director of EEN. Chester Finn left to be an Under Secretary of Ed under Bill Bennett between 1985-1988 (during Project Education Reform: Time for Results) . Here’s a short overview of the shift away from facts and towards what we now call in statutes “higher order thinking skills” and “challenging academic standards” in ESSA that must be assessed annually for ALL students.

“Subsequently, concern about the technical core shifted toward a curriculum that emphasized concepts rather than isolated facts, thinking and the creation of meaning rather than passive knowing, and problem-solving and expression so that knowledge could be used to address meaningful problems. There has been a corresponding shift in instructional strategies away from just direct instruction on a narrow view of issues to a complex set of instructional strategies that promotes inquiry, active learning, group cooperation and social cohesion in a heterogenous classroom.”

That’s the real reason academic tracking had to go away. The Wave Theory has nothing to do with the beach unfortunately and was a means to lay out the phases of state education reforms since 1983. The 1987 California PACE Study found that the needed change in teacher practices and support for the kind of “demanding curriculum” laid out above (Wave 3) needed a new conception of schools and how they would work (Wave 4).  Wave 4 then is what now goes by the euphemism School Choice and it presupposes and is designed to accomplish that kind of wholesale transformation of school content and what is to now constitute knowledge.

Here’s the money quote–“Wave IV involves a restructuring of school organization  and resources to support fundamental changes in curriculum and instruction. The restructuring typically involves shared decision-making, site-based management, major curriculum reform and a renewed sense of teacher professionalism. But rather than seeing these reforms in isolation, Wave IV involves linking these reforms to changes in the schooling experience for students.” Being an Education Advocate, Insider, or a nominee for the Department of Education who claims to be “Anti-Common Core” and “Pro-School Choice” is to either be deliberately disingenuous or to fail to understand the factual history of these education reforms.

That is not a tear at Ms DeVos and other discussed nominees are even more tainted by these ties to EEN. The same Bradley Foundation that helped finance the book in the last post also financed EEN as well as the 1987 Bradley Commission on History in Schools. Let’s quote from a 1989 book published by EEN as it sounds remarkably similar to the California vision and Wave  3. “To develop judgment and perspective, historical study must often focus upon broad, significant themes and questions, rather than the short-lived memorization of facts without context. In doing so, historical study should provide context for facts and training in critical judgment based upon evidence, including original sources, and should cultivate the perspective arising from a chronological view of the past down to the present day.”

A less convoluted way to say that would be to cultivate a Worldview to guide each student’s future perception and their interpretation of daily experiences. That is what curriculum reforms and learning standards now like the Common Core have in common with what California and the EEN pushed in the 80s with common financing of both EEN and School Choice, then and now. In his 1991 book We Must Take Charge, Chester Finn thanks both the Olin and Bradley Foundations for their support of EEN as well as special shout-outs to both Lamar Alexander and Bill Bennett. Since both of these men would also serve on the Education Policy Committee of EEN in the early 90s with so many others who are well-known School Choice advocates, before EEN closed up shop formally and rolled into the Fordham Institute in 1996, let’s look at that book. I will note first though EEN’s path. Columbia U, then Vanderbilt where Finn was an ed prof, then the Hudson Institute, and now Fordham.

“Conservative’ is another adjective that is an oxymoron when applied to public policy think tanks engaged in advocacy for this transformational view of education. Let’s think of how useful it has been in obscuring this actual agenda to pretend it is conservative or locally-based. In a 1986 paper, “American Schools and the Future of Local Control,” that points out that School Choice will allow per student spending to no longer be tied to property taxes which vary community to community, Finn and his co-author Denis Doyle from yet another think tank, AEI, that likes to cloak its advocacy behind that ‘conservative’ oxymoron, admitted that School Choice was actually ‘radical’ and that local control was an “antiquated doctrine.” Not in today’s rhetoric when the School Choice lobby wants taxpayer money.

In the “New Constitution for American Education” chapter, Finn said in italics that “in the United States in the 1990s the outcome we must concentrate on and gauge our success by is cognitive learning.” In other words, governments at all levels, cloaked by declaring their intentions to be a matter of public policy pursued by think tanks, decided that the internalized functioning of each student’s mind was theirs to dictate, control, and assess. Since that reality would never be sanctioned by informed parents and taxpayers, this actual vision and intention gets obscured by rhetoric about standards, Excellence, School Choice, and a ‘thinking curriculum’. It’s not just the mind being targeted either. Finn reiterated that: “let me say it again, if we are serious about guiding the moral, spiritual, and emotional development of all our children, we cannot limit ourselves to government.”

All institutions and people connected to education must subscribe to the same vision that seeks to build a desired Worldview into Habits of Mind. In reality that is what School Choice has always been about. It’s why homeschoolers will need to take ‘high-quality assessments’ to check for the presence of the desired Worldview and motivating values as a condition of accessing Education Savings Accounts. It is how this contagion that wants to design, monitor, and control human thought itself gets put invisibly in place. Supposedly as an aid to better decision-making. Finn stated that America needed a “universal mastery of a common core is what will hold us together as Americans, equalize our opportunities for happiness and prosperity, and revitalize the nation’s civic, economic, and cultural life.”

In reality, it puts governments at every level in charge of all these areas, using education as a transformation process, for what each student must internalize as the basis and motivation for future action. It turns out that my old books made it crystal clear that ‘public policy’ is just a euphemism for governments assuming control instead of individuals themselves. Market-based public policy then is just another oxymoron cloaking who is now to be in charge and what they intend to do. I wrote Credentialed to Destroy and then started this blog with its prescient title because I wanted to try to make the hidden, but provable, transformation visions visible in time. Transformation is just another euphemism for a revolution. This one is quite nonconsensual and intended to be invisible and permanent at a neurobiological level.

I will close with another Finn/EEN quote that also explains why controlling Worldview is so important. Think of the anti-Common Core/School Choice coordinated manipulation as being about cloaking the reality below the treeline.

“In any real revolution, only the treetops are visible. The roots, trunks, and branches that support them are concealed in the minds and hearts of the populace. This is why revolutions only succeed when a revolutionary spirit invades people’s attitudes and actions…”

That would also explain the Deceit and False Narratives surrounding Social and Emotional Learning Standards, wouldn’t it?

 

Whispering in the Ears of Princes and Parents: False Flag Education Narratives

For anyone counting, that would be two different metaphors in a single title, but since they each illustrate our unfortunate facts so well I have pulled them together to make a point. In the last post, before Mother Nature threw me for a loop, we had stumbled across proof that what is now called economic theory was merging with psychology and learning theories.  If you were like me, that came as a rather rude, but revealing, surprise. Anyway, while the body was weak, this mind just kept on delving into the implications of the last post as well as articles and reports coming out where I immediately recognize a false narrative at play. We talked about Professor Daniel Kahnemann’s work in the last post, but he did not win that ‘Economics’ Nobel alone.

The other recipient, Professor Vernon Smith, usually has his theories touted as ‘market-based solutions’ when some think tank is hyping them as a less than disinterested remedy. A little research though uncovered the fact that Dr Smith refers to his theories as ‘experimental economics’ and has confirmed, in a 2012 conference in Arizona, that the School Choice theories in general and the current darling being hyped as the be-all remedy, Education Savings Accounts, are products of experimental economic theories. Have any of the think tanks testifying these past several weeks to either house of the Texas legislature been forthcoming about that?

Back in 1985, at an Econometric World Congress we probably would have been bored at even if we had got an invite, experimental economics (EE) was discussed. These EE theories can be classified by what motivates the need to create them and to whom they are intended to be persuasive. Now that struck me as terribly useful as I sorted through all the false narratives flying around in education about the Common Core’s actual purpose, how School Choice really works, the actual purpose of SEL Standards, or the most recent false narrative around Evidence-Based Policymaking. That list is not exhaustive and it is always important to contemplate Cui Bono? Who benefits from the deceit and do they have financial ties to the pushers of the False Narrative?

The three categories of uses for these theories are “Are they Speaking to Fellow Theorists?” like academics where handing out an Education Doctorate or Sociology degree on the basis of someone’s willingness to act on a theory is grounds alone for creating it. Remember our Guiding Fiction discussion? If it changes how we behave and act in everyday life or what we force on others, that’s an effective theory even if it’s not true. A learning theory, for example, can be factually not true, but have the promise of neurologically restructuring students’ brains if implemented in the classroom. A theory that works, if implemented, is an example of the category two use of experimental behavioral science theories: “Does the theory allow us to Search for Facts?” Social or biological change is darn factual when it occurs.

Category Number 3 of the use of these theories is “Whispering in the Ears of Princes.” Having chased the false information in Donald Trump Jr’s heartfelt convention speech on school choice to FH Buckley’s book The Way Back, this category seemed an apt description why a false narrative can be needed. The personal intentions of any Prince with Power do not control the effect of a theory in EE once implemented. That’s a well-known fact of Implementation Science no one is likely to pass on to either the princes or the parents. Let’s face it, all the current hype about a database of Personally Identifiable Information (PII) on Students is another false narrative. It’s useful because it enrages parents and they look for solutions, like charters, privates, or ESAs. Omitted is the relevant fact that these institutions must themselves still assess the student’s internal states and values, attitudes, and beliefs for change. Otherwise, no more funding!!

That’s one of the dirty little secrets I suppose no one is supposed to recognize in time. What gets a charter renewed for a subsequent term or entitles a Charter Management Company to get federal money under ESSA to expand into other states is effectiveness at learning. If you can change values, attitudes, beliefs, or behaviors, you are an effective school. Learning occurred in the student changed. Parents though are unlikely to be too excited this is the actual purpose now of a charter or private school. So they need to be lied to about what all these terms mean. That seems to have been the reason for the sudden pivot in the May 2012 Pioneer Institute/ American Principles Project paper “Controlling Education from the Top” where a quote of what characteristics of a student the Common Core would be “assessing for” became PII in the next paragraph without warning or support.

It’s also a good reason for the same paper to consistently follow all references to “assessment” with the same parenthetical “(standardized tests)”. I finished my book Credentialed to Destroy (the same book the pushers of the false narratives feel the need to suppress) and it chronicles what the term ‘assessment’ was known to mean by spring 2012 and how it was to work under both Common Core and its successor, competency-based education. Both of these appear to be false narratives so that parents will never know that the supposed remedies in education they are being led to advocate for are actually also target their child’s internal states for change. Honestly, given the extent of my documentation now from this blog and researching two different books as well, I could turn this blog going forward into Nail Down that Deceit.

Instead, I am just giving Princes and parents both a warning and illustrating with just some of what I have documented. Speaking of Whispering to Princes, I noted in a previous post that FH Buckley’s explanation of the need for School Choice was both quite obnoxious to my mind and grounded in what seemed to be Marxian rhetoric. So Buckley is at George Mason (GMU) as was Professor EE, Nobel-Prize winner Vernon Smith. Supposedly the Mercatus Center there is Ground Zero for all the Atlas Network think tanks. Sounded like a convergence worth investigating to me. Imagine my Absolute Shock at discovering that in May 2007 the Krasnow Institute at GMU launched the Decade of the Mind global initiative. Did you gulp just now?

Just wait, before that in 2004, the Center for the Study of Neuroeconomics started, as a joint venture of GMU’s School of Law (naming it for the late Antonin Scalia makes a good shrouding cover), the Department of Economics, the Krasnow Institute, and the Mercatus Center. Ding. Ding. The Center is a place that studies “how our brains interact through our institutions to produce social, political, and economic order.” The Center also works closely with IFREE–the International Foundation for Research in EE founded by Vernon Smith in 1997 and based in Tucson. Tucson is where the now yearly conferences known as “Towards a Science of Consciousness” began in 1994 and it is now tied to a Center at the University of Arizona there. For those who are unaware, Arizona is also the state that has most fully embraced School Choice and ESAs.

So many facts, so little time is how I feel about what could come next in this post just to illustrate this problem. Let me pivot first though to the second metaphor. A false flag operation comes from the days of wooden ships. One ship would hang the flag of an enemy ship before attacking an ally in its own navy. Because the attack gets attributed to the country behind the flag instead of the country engaged in the attack, this actual practice became known as a False Flag Operation. I am borrowing the metaphor because it explains much of the deceit surrounding education reform over the decades and especially now. The same donors and think tanks who wish to financially benefit from an ability to use education practices to create a reliable, steerable keel within student’s brains and personalities do not want that reality recognized.

Who can blame them? But what is really being targeted and why and all the ties among the targeting entities is not really in dispute. Like so much of what I laid out in Credentialed to Destroy, it is simply not well known. So we seem to have a race between all these entities and me. They are tied to people wanting to profit from the deceit. I, personally, cannot bear knowing what I can prove without at least trying to alert as many parents and taxpayers as possible. Again, this is not personal, but factual. It looks like I only have time for one more example so it needs to hit as many points as possible. In November 2016 GMU and others are hosting a Congress in honor of the 20th Anniversary of an EE classic- Growing Artificial Societies.

I located a copy and it told me that it is knowing and manipulating the “agent’s internal state” that is the focus of experimental economics. That’s a good reason then for how Charters, ESAs, SEL Standards, and Competency-Based Education really work. Lots of reason for deceit then and there has been for a very long time. But I found the actual cited paper and discovered it was from the Santa Fe Institute (co-sponsor of November Congress) and was funded by the MacArthur Foundation (before they moved on to the Real Utopias project and Connected Learning). It explained the need to alter the nature of education so that the coursework all focused on altering the student’s internalized ‘classifier system’ that guides perception and how daily experiences get interpreted.

If that’s not startling enough (not to me but this is very useful language for illustrating the rationale for the PII deceit especially), we learn what fits with all of the proposed education reforms out there. Also remember the local level has always been the focus for education change. In the old “rationalistic view, the world is composed of definite objects, properties and relations, and ‘learning’ is the process whereby an agent forms a mental model of the world that correctly describes these features.”

My guess is that the typical parent being sold on Classical Education or what private schools offer still believes that quote describes the nature of education still available there. The reality though is we have shifted to the EE form of education where the student is being trained in “learning how to act in the world, rather than how to describe it.”

My goodness, just the realities we have discussed today give a myriad of reasons for all these false narratives that surround education. Best from now on to judge all education narratives not by the flag being flown or the rhetoric being used, but by the nature of the vessel and the financial interests that stand to benefit from the deceit.

Chocolate Cities Strangled by White Nooses: Hacking Out the Rights of the Citizen

Isn’t that the most graphic metaphor you have ever read? I would say it has nothing to do with last night’s riots in Charlotte, but since I am quoting from a 2007 biography of Martin Luther King on his sentiments about urban areas and the suburbs, I am not sure that is true. What I do know is that the post title was already written up before last night’s events because I was struck by the anger in the statement. The sentiment there reveals a huge disconnect between what most Whites have been told about what King stood for and what Blacks and other minorities believe they are entitled to and have waited for too long. The book is From Civil Rights to Human Rights and it was cited in a footnote recently as I continue to piece together precisely what the synthesis is that public policy think tanks across the spectrum are coordinating around.

If the synthesis is actually what King called a Third Way where governments at all levels “would sponsor poor people’s activism for social and economic rights guaranteed by government,” everything that is going on now begins to fall into its true role. Interesting isn’t it that it was MLK who wanted “metropolitan wide-planning in housing and economic development [that] would break down city-suburb divisions of power and privilege.” In other words what is going on now under the Obama Administration is less his overreach in many people’s minds than finally fulfilling “King’s decision to build a nationwide coalition capable of empowering all poor people and moving the nation toward democratic socialism” as the book’s author, history professor Thomas F. Jackson put it.

Fascinating biography, but the point of this post is how much of a difference powerful images created by words can make in guiding perception about a person or an issue. That’s probably why that quote is not better known. It would have upset the narrative. Here’s another quote from someone at that Oxford Conference we covered in the last post, Eldar Shafir, writing to support a new book by Cass Sunstein called The Ethics of Influence: Government in the Age of Behavioral Science.

“We typically consider ourselves rational actors, whose dignity derives from our autonomy. In fact, our behavior is easily shaped by other actors and by external factors, often outside our awareness and control. When government intervenes to influence our behaviors, often to improve our lives, we recoil. But if government remains uninvolved while other interests are free to shape our world, how autonomous are we then? Sunstein confronts our naivete with a penetrating discussion about how to balance government influence against personal dignity, manipulation against autonomy, and behavioral facts against political ideals. The book is an engrossing read.”

I’ll bet it is, but like our lost invite to Oxford in May, how many of us know this book exists or that Ivy league professors are busy creating degree holders in public policy and other areas ready to impose these visions into what now constitutes education in the 21st century or the ‘rights’ written into laws and agency edicts? Beyond being a prof at Princeton and Harvard, Shafir has been tapped to serve as the first director of the Daniel Kahneman and Anne Treisman Center for Behavioral Science and Public Policy at Princeton. It was created with an anonymous $10 million gift in 2015 by someone who particularly admired Anne Treisman’s work in psychology. I found a bio on her at The History of Neuroscience site so let’s look at a shift she noted that is very important to governments wanting to control each student’s internalized capacities.

“Ulric Neisser’s book Cognitive Psychology was about to be published in 1967, definitively marking the end of behaviorism and its taboo on concepts such as imagery, mental representations, and cognitive models. Contrary to the behaviorist idea that stimuli activate responses to produce behavior, the cognitive revolution saw stimuli as conveying information-reducing the uncertainty about possible states of the world by modifying mental representations–a major conceptual change. Attention [think of the ubiquity now of the word engagement] was central to cognitive psychology from the beginning, in part because it involved a purely mental event that changed what people perceived.” Daniel Kahneman is Ms Treisman’s husband and the winner of the 2002 Nobel Prize for Economics.

http://www.gametheory.net/news/Items/088.html   is a good link explaining why the Economics Committee decided psychology had become an important element of the discipline. Kahneman was and is a psychologist known for creating a means for calculating the way in which “irrational actions can be predicted and quantified.” Very useful, in other words, for governments wanting to control and predict just that. Predicting and quantifying that, it turns out, makes it important to know what Values people have and what Concepts and Principles frame their perception. If that sounds vaguely familiar now it’s probably because it is another way of restating what the new federal education legislation–the Every Student Succeeds Act–requires every school in every state to assess regularly using the euphemism Higher Order Thinking Skills and Understandings.

That would also probably be why Getting Smart’s Tom VanderArk on May 27, 2015 reviewed Kahneman’s book Thinking Fast and Slow: How We Process and Respond to the World. When we find a report “Words that Change Minds” on what phrases, concepts, and framing should be used to push public policy issues http://www.frameworksinstitute.org/assets/files/PDF/chroniclephilanthropy_wordsthatchangeminds_2016.pdf   that is using Kahneman’s insights. When the Common Core Social Studies C3 Framework wants students to practice with the provided ‘lenses’ in role playing classroom exercises, that’s again Kahneman’s work. When we are curious about precisely what lawyers are being trained to do in seminars that blend Law and Economics, it is important to know that the Nobel Committee thought it important to recognize psychology work that gives insights into decision-making in ambiguous situations where there is no single correct answer.

If that also sounds familiar it is what P-12 education now calls rigorous coursework and assessments. Interestingly Dr Kahneman thanked DARPA for helping fund his work and the Center for Advanced Studies in the Behavioral Sciences, where he and Professor Treisman were fellows in 1976-77, for its role in these theories. Yes, that’s the same CASBS where all these other still guiding us templates were developed, including charters, General Systems Theory, Amitai Etzioni’s Active Society, and School Choice just to name a very few. I sometimes wonder if anyone has started selling “Behavioral Science Can Rule the World!” t-shirts yet. After all, this new Princeton Center expects “that the research conducted at the center will directly influence local, national and global public policy, identifying new approaches to address social problems and improve lives.”

Now, knowing what is really going on in K-12 education with personalized learning, virtual reality, HOTS mandates, social emotional learning standards, and authentic assessments embedded in real-world problems, let’s read about the behavioral “approach pioneered at Princeton, [where] policies are developed with a focus on what really drives people in decision making–the idiosyncratic and sometimes surprising ways in which they view their choices, perceive the social, economic and political world around them, and decide whether or not, and how, to act.” In other words, the behavioral approach the Center intends to build its public policy insights on and then recommend using the law as the means to force implementation in real world settings is precisely the same psychological arena, perception, that ESSA in the US and student-centered learning generally and globally has decided is the focus of 21st Century education.

What are the odds? Notice just how much more clearly we could recognize the aims of Martin Luther King once biographers quit filtering his quotes to prevent us from recognizing precisely where he wanted to take the US to achieve his vision of economic justice.

Time to truly appreciate the power of frames and conceptual lenses to guide future behavior and make it very predictable.

Just like no one is inviting us to these conferences where these plans are hatched, no one is asking our input into the frames to be fostered in our children as internalized mental models and cultivated via emotions. I have seen many of the lists though and the real MLK and his vision of democratic socialism would approve.

Did I mention that his biographer noted that the vision looked precisely like Marxist humanism? See that phrase is a real aspiration and not just some fetish I keep wanting to bring up. I see it because it fits even though now it has new names like Opportunity Society or Innovations in Poverty Alleviation.

Maybe the t-shirts should read “Framing: What Works to Create Sturdy Houses and Manipulable Minds.”

Rulers, Regimes, Managed, Governed: Public Policy Demands Democratic Equality and Mind Arson

Those descriptions are just a few I pulled from the 2015 book of the Roadmap co-creator  called Smart Citizens, Smarter State. Its view of the role of governments, at all levels, is that they are in charge of planning and managing social systems, like cities, people, and the economy. Citizens have a right to participate and be consulted, but as individuals they are bound nonetheless. Honestly, this vision made me wonder precisely what classes the author took at Harvard undergrad and then Yale Law, but somewhere she learned to have a very lofty view of institutions and their function for the 21st Century. (my bolding).

“differences in economic growth can be traced to one thing…It is not culture or the plague, but institutions: institutions that are inclusive and promote the use of citizens’ talent, ingenuity, ambition and ability. When rulers become extractive, seeking to oppress their people to the end of achieving economic gain, they guarantee decline. But when regimes advance human capacity, they progress.”

I am a little old to have to be exclaiming “you’re not the boss of me” as if we are on a playground arguing over toys, but no, these stakes are so much higher as we saw in the Roadmap from the last post. Where does mind arson come in though? A couple of places actually. Noveck introduces us to a new word–epistocracy. That’s the idea that people who know more will be in charge. She points out that “If some have significantly better epistemic capabilities–relevant knowledge and skills–than others, this creates a tension with democratic equality.” They might also read that Roadmap, authored books, cited documents, and then piece together what is actually being contemplated in an unapproved way. That will not do in a vision where public policy wants to steer society and “Governments aspire to be the brain of their societies” as the report from an annual Oxford conference on policymaking sponsored by the same McKinsey Consulting that helped fund that Roadmap.

Another lost invite in other words, but the authors of the Roadmap touted that conference last week after the previous post and we can take a look too. http://www.bsg.ox.ac.uk/sites/www.bsg.ox.ac.uk/files/documents/BSG-OxfordGovernmentReview.pdf 

Before we discuss that conference that should have a subtitle “there’s nothing governments cannot do once they marry public policy and the behavioral sciences,” I pulled a quote from George Orwell that one of my cybernetics books. It was used to explain that no governmental authority with aspirations of complete power over people and social systems can afford not to manipulate the news and permissible everyday knowledge. Here’s Orwell: “freedom of the intellect means the freedom to report what one has seen, heard, and felt and not be obliged to fabricate imaginary facts and feelings.” So what a wanna-be steering government in the 21st century needs is to control those perceived facts and feelings via the type of education available, without that actual intent being recognized.

My analysis is that this is what School Choice does when its documentable history is followed through and its declared goals are actually tracked. My insistence that there is in fact a Left/Right Pincer action going on has been based on what is actually being said in articles and books too few read. We can thankfully get beyond that now as Ms Noveck tweeted on the blog tied to her book to a September 9 article called “A Revolutionary Toolbox” that a Costa Rican think tank had launched that thanked her for her help as well as a number of listed officials identified as being with the Atlas Network. If, like me, you search out those individual names you will find several are also tied to executive positions at the World Bank. Ding. Ding. Another cited influence is an MIT poli sci prof, Nazli Choucri, who is the Director of the Global System for Sustainable Development.

If you have time, do look up GSSD as well as it provides yet more evidence that steering and Sustainable Development need Mind Arson. The site reads like a blueprint for the specified categories of knowledge that everyone must know and no more. Good way to keep anyone from grasping they are now being fed politically useful facts and guiding fictions with no means of knowing what is imaginary or not. So not only do “governments aspire to be the brains of their societies,” which gets so much easier if you circumscribe available information into a “knowledge system,” but another speaker at that conference, Eldar Shafir, a Princeton prof who also has ties to Harvard, seemed to have an aim that would go a long way toward creating any needed ‘imaginary feelings’ without that aim being accurately perceived.

“Leaders in the 21st century need to understand human psychology rather than make false assumptions about it. [won’t state prescribed social emotional learning standards come in ever so handy then?] Humans are driven by a richer set of motivations than economists used to assume…Better data and analytics can combine with greater empathy and better psychology to shape more powerful and effective public policy.” A different conference attendee, Elizabeth Linos,  gave even more incentive for governments at every level to actually want Mind Arson to fit with their expressed desire to plan, manage, and steer while calling such intentions–governing.

“The past few years have seen an explosion of interest in behavioural science by policymakers at local, national and international levels. The first wave of interest asked: how can we use behavioural science to nudge our citizens to follow the rules?…The second wave considered the relationship between a people and their government.” All of these visions of public policy envision a regulation of the ‘market’ economy at all levels in the name of “many of the most central moral concerns we face as a society: concerns about distribution, welfare, opportunity, and the good life. It is therefore also a central concern for us as citizens in a democratic polity.” That was Noveck and we saw precisely the same concerns in those Habitat III documents and the conferences HUD has quietly hosted. In the comments to the previous post are links to what a Right to the City will factually mean.

When the Roadmap from the last post stated that the purpose of government is now to “improve people’s lives” it means precisely the kind of public policy steering we are covering in this post. A steered citizen cannot be a genuinely well-informed, rational person because it negates the ability to construct the necessary internalized keel to control how ‘facts’ are perceived, which emotions are utilized, and what values motivate actions. After the last post I listened to this interview with Angela Glover Blackwell since I had heard her speak last January so I knew she was touting the same people as I read in the recent book The Way Back tied to the Atlas Network. http://ssir.org/videos/entry/three_questions_with_angela_glover_blackwell

The question was “what role can public policy play in advancing social inclusion?” Her answer was that it “is essential for a fully inclusive society. The society won’t just be inclusive on its own. And public policy has always been the thing that translates the values of the nation into what actually happens in that nation.” So education controls prevailing values and you cannot have a “fully inclusive society” if some people know more or have better skills than others. Remember Ms Noveck called that an epistocracy? So this public policy-centric vision assumes actually that governments at all levels are in fact the bosses of us. To quote Ms Blackwell again “So public policy allows us to be able to spend our resources and make decisions that are fair and work for the broader society as well as work for the individual.”

Honestly when I first created this blog’s metaphor of an invisible serfs collar, I only knew a part of the story. I am not sure I had ever even heard the term cybernetics before. Yikes! In order for all these plans for a fully inclusive, governments at all levels are in charge, steerable economy and society vision to work, governments have to control prevailing consciousness. To avoid opposition, that control cannot be widely perceived in time. Makes the timing of turning over the Internet to an international authority as of October 1 rather timely and propitious, doesn’t it? Unappreciated radically different conception of K-12 education and the loss of control over the Internet certainly seems like an excellent means to have “complete command over the interpretation of political concepts, which is necessary for complete steering of men from the outside” said the cyberneticians I found as I contemplated that Roadmap.

If anyone is still not convinced on the ties among what has been openly proclaimed once we know where to look and an attendant need for Mind Arson, let me close with the opening epigraph from “The Revolutionary Toolbox” link. Citing Ithiel de Sola Pool:

“People who think about social change in traditional political terms cannot begin to imagine the changes that lie ahead. Conventional reformers cast their programs in terms of national policies, or in terms of laws and central planning. But in the end, what will shape the future is a creative potential that inheres in the new technologies of electronic communication and machine intelligence.”

That vision is what governments at all levels want and they blithely use the term public policy to obscure the manipulative intentions they talk about elsewhere at conferences we are not invited to and in books and reports we are not really supposed to read. That Roadmap for the Next Administration is not for us and it’s really not for a President Clinton or Trump either. It is for the people either would appoint to a federal agency or the judiciary and the professors of the elite universities that credential them.

This aim to steer is well and frequently expressed. It is Bicameral and Bipartisan, at all levels of government, and think tanks of every purported ideology. The way out is to remember that cybernetics is all about the need to “organize the flow of information and control in a system.”

Radically reconceptualizing the nature of education with a desire for Mind Arson, putting Public Policy as the supposed driver of society, and giving up control of the Internet each goes to that necessity. Ms Noveck never used the term cybernetics or socio-cybernetics, but she did describe the essence. She also wrote about the various means “for organizing distributed information flows in biological as well as sociological systems.”

That sounds so much better that its essence of organizing what people in a society are to know, believe, perceive, and value so that they can be collectively steered. Sociological systems is just a fancy word for workplaces, schools, cities, economies, and all the other groups of humans who are to no longer be free to not submit to a “fully inclusive”, steered society.

 

 

 

Outlasting Presidential Administrations and Transcending Politics: Data-Driven Social Control

The original title ended with ‘of People and Places’ after I learned that the term ‘governance’ was actually a euphemism for ‘social control.’ That made for too long of a title though. The sudden and steady drumbeat in the last week proclaiming the need to “transform the relationship between State and Citizen,” whomever the next US President may be, quite frankly has scared me. Following up on those sudden articles unleashed a torrent of papers uploaded within the last year on ‘socio-cybernetic steering.’ Gulp. No time to get a book out to spread the alarm before the election and transition. Then yesterday my warnings from the last post about what the Rule of Law has come to quietly mean were reenforced in a very well-connected Regional Housing Forum in Atlanta.

That program involved Affordable Housing, but the assumption was ‘public policy’ controls people and places and elected officials are the designated policymakers. All that is needed to get the “kind of City we wish to have” is an “end goal of legislation and public resources.” As an expert on what is really going on in the so-called silo of education and someone with a fair amount of economics training, these assumptions that prosperity can somehow be decreed and that legislative mandates will not have consequences are wrong. All these clear plans to redistribute the prosperity that more infrastructure will supposedly bring are both maddening and saddening, if the latter is even a word. I felt like  Scrooge at a pep rally for people excited at the prospect that they will be able to fly and suspend gravity by legislative fiat.

When I was organizing my notes recently as I prepare to write the sequel to Credentialed to Destroy, I kept having the recurrent thought that the phrases ‘evidence-based policymaking’ and ‘public policy’ had become the euphemisms for what used to be proclaimed a cybernetic steering of systems and institutions. It’s the same concept I have mentioned that the Soviets called Upravleniye— the scientific steering of society. It needs legislation to put it in place, specified goals to be met, and then data to show whether and to what extent those goals are being met. I heard the assumptions of Upravleniye  yesterday even if none of the politicians, government officials, and presenters there have heard the term. Maybe I was particularly sensitive since in the last week I had seen Governing magazine do a September story called “25 Years Later, What Happened to “Reinventing Government’?” that I knew misrepresented the effect of that seminal book.

After all, the day before I had put my copy of the David Osborne/ Ted Gaebler book in a particular pile so I could explain the constant references to “all levels of government.” Sudden, common False Narratives just before a watershed Presidential election made me notice that the global consulting firm McKinsey had just put out a so-called ‘road map’ for a “societal transformative effort…fueling a movement toward evidence-based policymaking.” Issued in August and hyped last week it is called “Policy in the data age: data enablement for the common good.” That’s two. Then the Fall 2016 issue of Stanford Social Innovation Review arrived with the CEO and Co-Founder of Results For America calling for “Accelerating ‘What Works'” and writing that there “is an urgent need to expand the infrastructure for results-based policymaking at all levels of the US government.”

I know you will be as excited by this incessant drumbeat as I have been, with all these people suddenly “charting a course for improving the way that government invests in social change. Now it’s time to accelerate those efforts.” In case anyone thinks this is just a Left Pincer move to use one of my favorite metaphors for where all this policy making is taking us, http://results4america.org/press-room/works-combat-poverty-lessons-nycs-center-economic-opportunity/    shows Michelle Jolin’s entity is working with Bloomberg Philanthropies and What Works Cities putting on a program with Atlas Network member-AEI. Magically, another Atlas member, the Fordham Institute, yesterday wrote “Can evidence improve America’s schools?”

Funny they should ask that now, especially as Michelle Jolin cited ESSA and the schools as the “underpinning of a commitment to creating a What Works Accelerator is already in place…The next administration will have an opportunity to channel this bipartisan energy into the launch of a new vehicle for results-based policy. A What Works Accelerator will not restore Americans’ confidence in government overnight, but by helping officials to address problems more effectively, it will move public sentiment in the right direction. It also will transform how policymakers at all levels envision their role in driving social change. ” Now I bolded that to make sure we all recognize that clearly, at all levels as the pet phrase keeps reciting, the purpose of governments is being radically and quietly changed from what we learned in civics class, in publications most of us will never read and a forums we are unlikely to attend.

Hold on though please as this gets worse, much worse. Last Friday, GovLab released a paper called “Ready to Govern: Developing a Management Roadmap for the Next Administration” issued by the enormously well-connected (look up those partners) Partnership for Public Service and the IBM Center for the Business of Government. Now I covered IBM and its fondness for a “System of Systems” and seeing education globally as the means in my book, so you can bet I put this paper at the Top of My List of Things to Do. Even so, I was not really braced for what I found as the hurry to shift the US, whoever the next President may be, to a steered, People are systems and so are schools and cities, cybernetic, Upravleniye economy and society. It is everywhere, starting as soon as the election is over with the Transition Team of whoever wins.

I asked myself would a President-elect Trump even have any idea of the true nature or even the existence of this laid-out agenda? Especially if his Transition Team is sprinkled with people with ties to the Atlas Network, since we already have documented the misleading narrative surrounding School Choice. He appears to use the term generically when he speaks, naturally unaware it has a provable, legal definition that ties it to the cybernetic systems vision of Bela Banathy (see tag) and several education profs at Indiana University. I know that, Atlas’ members and their fellows know that, but Mr Trump gives every indication of not knowing the ancestry of the phrase. It matters because as Ms Jolin noted education is front and center to the evidence-based policy making vision. It’s also how the desired Mindset gets invisibly put in place.

As UNESCO’s Irina Bokova put it this week in the GEM 2016 report: “Now, more than ever, education has a responsibility to foster the right type of skills, attitudes and behavior that will lead to sustainable and inclusive growth.” Bela Banathy had precisely the same idea and created what he called a Guidance System to get there that School Choice, properly traced and understood, puts into place as a matter of law. It will be Banathy’s use of the term, and not Mr Trump’s or Ben Carson’s beliefs about what it means, that will take command as the next administration is pushed to embrace evidence-based policy making at all levels of government. It’s unlikely an accident either that one of the listed attendees at the January 2016 Roundtable that led to the Roadmap for the Next Administration is Jim Harper of the Atlas-affiliated Cato Institute. Another listed attendee is Steve Goldsmith, former Mayor of Indianapolis, a Romney/Bush 43 Domestic Advisor and author of numerous books.

See what I mean about those pincers? The paper keeps using the phrase “Enterprise Government,” which works much like what the timely-again book Reinventing Government called ‘catalytic government.’ Enterprise governments supposedly “change how governments work and improve people’s lives…enabling data-driven governance.” The final Management Roadmap is supposed to crank up during the Transition while we are all busy with the holidays and “will help the new administration successfully transition to power and improve the government’s performance throughout the new President’s term.”

It’s not just that I do not believe that governments at any level pursuing such an invasive agenda are likely to improve anyone’s lives unless that someone works for government or gets a taxpayer-funded contract. I am also worried that the nature of this agenda to scientifically manage people, places, and society generally will not even be recognized in time, given all the False Narratives being put forth by politicians and Think Tanks and their employees. Since I cannot cover the entire report let me go to some of most disturbing aspects. Does anyone else think Fascism or Cronyism when they read:

“The impact of open data can be amplified when government works directly with private business on targeted activities. This represents a new form of collaboration, beyond the public-private partnership model, in which participants from different sectors, including private companies, research institutions and government agencies, can exchange data to help solve public problems.”

Now in a steering society, where everything that supposedly affects ‘individual well-being’ gets turned into a ‘public problem,’ this coordination would certainly explain what the various funders of all these think tanks, as well as the Chamber of Commerce, would adore about this model of steering society. Troublingly it also reminds me of what was laid out deceptively as Free Enterprise in the America Next report the Atlas members were pushing that I wrote about here. http://www.invisibleserfscollar.com/knowledge-to-avoid-becoming-roadkill-on-the-bipartisan-global-road-to-dignity-by-2030/  That would also explain why School Choice as pushed by Atlas members in earnest fits with UNESCO’s vision for creating the desired ‘right attitudes’.

My experience yesterday at the Housing Forum can also be explained by what I consider to be the most duplicitous part of the Roadmap. It wants to create a “user-friendly neighborhood data infrastructure…to design better citizen services on a neighborhood-by-neighborhood basis.” Just imagine that dataset in the hands of federal agencies intent on ensuring Equity and Inclusion and legislatively enacting mandatory Inclusionary Zoning and Affirmatively Furthering Fair Housing or Health Equity. Data gets used to try to enact the UN’s SDGs or the Habitat III agenda at the state and local levels.

Most people would be none the wiser as they, their children, and their communities get redesigned and socially engineered to fulfill a vision Uncle Karl theorized might be possible with the right kind of technology. That this is the true goal just jumps out of the bogus explanation for creating that neighborhood-by-neighborhood data base.

“While retail entrepreneurs are experts in their respective trades, they often lack access to high-quality information about economic conditions in the neighborhoods in which they operate or are considering operating…”

That is a nonsensical statement. Entrepreneurs know that. It’s the governments, at all levels, who want that data so they can supposedly use the Rule of Law and public policy to change it via a so-called scientific management of society.

To close with the inspiration for the title, while alerting American voters and hopefully someone in the Trump Campaign to this attempt to sabotage Making America Great Again, we all need to know that this desired steering is currently scheduled for us. To commence in earnest as soon as the election is over. Either Transition Team is supposed to be devoted to “continue developing an evidence-based approach to governance.”

Looking to “create institutions that can outlast administrations and transcend politics? Do we have the right arrangements?”

Right for whom would be the timely question.