Classrooms and Congregations: the Bullseye Once Culture Becomes Seen as History’s Driver

When I came up with the title “Everybody In!” I had hoped to cover more of the groups who had come up with a similar vision, but time grew short and the last post grew long. With Irma gone, power back on, and the Internet back working, let’s get back to the story that helps explain why faith-based institutions appear to be an integral part of where education wants to go. Last week the Convergence Center’s Pioneering publication mentioned a  book called Healing the Heart of Democracy: The Courage to Create a Politics Worthy of the Human Spirit by Parker J Palmer. That same issue had stressed that Alamo Heights ISD in Texas was engaged in an education vision called “Transformation of the Heart” that complained that:

“As a nation, we are addicted to high-stakes testing, grade point averages, and class rank. This makes it easy to forget our real purpose: to help young people grow and develop into honest, kind, and compassionate citizens…Resting on the laurels of our district’s academic accomplishments was no longer enough…the Strategic Plan called for us to aggressively confront the social and emotional issues of our community.”

When I ordered the Palmer book I thought I would find another political transformation vision tied to an education vision. It was that, but the book also laid out why “Classrooms and Congregations Converge” if a Transformation grounded in new morals and values is desired. They converge because in “both settings, there is power to form us inwardly in ways that can undermine or enhance our capacity to play a creative role in a democratic society.” Palmer used the term “democratic society” as a euphemism for what I shorthand as the MH Society. The Marxist Humanist Society, where all human needs are to be met out of the collective wealth of society empowered by technology, simply takes too long to write. So the MH Society, in order to finally arrive as a historical reality, needs to alter and guide each person’s so-called “inner search.”

It needs a view where “Educational institutions have at least as much impact [as religion], and arguably more on our basic assumptions about what is real, possible, and meaningful.” Any group with aspirations of going from “Inner Liberation to Outer Transformation,” as Palmer called it, needs some kind of “community of congruence” that will provide the “dispositions, knowledge, and skills that will allow them to enter the political fray and make their voices heard. So communities of congruence [schools, workplaces, or churches as examples] help people develop the habits of the heart that agents of social change and all engaged citizens must possess. They help people master the information, theories, and strategies that will allow them to advance their cause. And they offer people small-scale opportunities to become the kind of leaders that a large-scale movement demands.”

In my last post, I mentioned that Davidson College had issued an MH-oriented vision that they attributed to the ‘Reformed Tradition’. I related my experience that a comparable vision had been justified under many other names and faiths. Months ago I also noticed the Pioneer Institute’s recommending that the new Catholic Curriculum Frameworks would also work in Jewish schools. Since I found that compatibility to be rather curious, this footnote in Palmer’s introduction was rather telling:

“‘Congregations and the Human Heart’ [explores] what congregations can do to help create ‘a politics of the human spirit’. For an example of how an interfaith group of congregations  has put those ideas into action, see our ‘Season of Civility’ project…this 2013 project [in Wisconsin] trained more than four hundred people of faith across the state to facilitate civil discourse in their communities. Leaders of six traditions–Baha’i, Buddhist, Christian, Islamic, Jewish, and Unitarian Universalist–translated the five habits of the heart …into their own theological language, supported by texts from their traditions, creating study guides for their members.”

Fascinating admission, isn’t it? It shows how an overarching political and social transformation vision can be translated into an article of faith and what it means to adhere to a particular tradition. Both universal and personalized. It gets at that level of inner transformation that could become an invisible serf’s collar. Now let’s shift to an even more revealing book from 2000 called The Ambiguous Embrace that is dedicated to “those in faith-based schools, social agencies, and other organizations who provide loving care with high expectations, in the name of a loving and righteous God.” The book was financed by the same Bradley Foundation that financed so much of the faith-based agenda in the 90s, the New Citizenship Project, the Council on Civil Society,  Hardwired to Connect and so much else we have covered in 2017. Bradley is also the chief funder of the School Choice agenda and, in my personal experience, invariably tied to people misleading the public about the Common Core, social and emotional learning, and competency-based education.

The Ambiguous Embrace provided insights into why all those potential tools in education for inner transformation work more effectively if no one much accurately understands their true function. The Foreword laid out that “throughout the Western world it has become clear that the modern welfare state…must be modified if it is to continue being affordable. A very plausible formula for such a modification has suggested that functions of the welfare state (including education) should be devolved onto institutions of civil society.” When I read this morning in a weekly newsletter from a state public policy think tank that more than 80% of the relief aid that had already reached hurricane victims was delivered via faith-based organizations that is cheerleading for this vision. After this past week I am all for that aid. Here’s the part that gets left out and may be the reason for all the deceit.

Apparently in November 1996 an international conference was held at Boston University that “explored the possibility of a ‘remoralizing’ of society through institutions with the authority and integrity to overcome excessive individualism and inadequate socialization.” The interest was in creating institutions, especially schools, that would “nourish opportunities for children–and adults as well–to develop the sense of moral obligation and the settled disposition to act virtuously.” The vision is to have “publicly guaranteed benefits” so that all human needs are to be met, but to use non-governmental entities like faith-based organizations to “deliver education and social services because they are better than government at generating the sense of moral obligation that is essential to both.”

Hopefully the vision being instilled will be a good driver of future behavior because Habits of Mind and complained about personality manipulation can barely hold a candle to an expressed aim that “intends to inform and form the very being of their students, to mold their identity and agency–who they are and how they live.” That passage was talking about a Catholic high school, but the goals of education are not really different than what public schools are doing now in the name of personalized or competency learning according to this recent post That book passage also wanted to make students into “responsible decision-makers” so maybe the point is that all types of education these days are devoted to the formation of students, not just faith-based schools wanting access to taxpayer money.

Maybe it’s the breadth of the vision of what now constitutes “religious understandings” per The Ambiguous Embrace–” a set of beliefs, values, and sentiments that order social life and create purpose for human activity.” Sounds like an internalized common core, doesn’t it, of the type I found and covered in Chapter 7 of my book Credentialed to Destroy. Sounds just like what the MH vision needs to target for transformation and the area where the Battle for Human Nature is being waged. It’s the area that will be targeted now with required Charlottesville Conversations. “Civil society institutions are able to have a more powerful effect in changing character and giving direction to lives than can institutions that must comply with bureaucratic rationality”

It turns out then that the phrase ‘limited government’ is government being the planner, financer, and steerer of people, society, and economies to see to the “human care of human beings…with government playing a watchdog role on behalf of the vulnerable.” There apparently will be no discussion that we must transition to the MH vision as a matter of indisputable public policy. Transformational education and a new vision of the role of faith is to get at the desired inner transformation without hardly anyone apparently being the wiser.

I will close with a quote from yet another book tied to a faith-based vision and transformation via education. It is called Building a Healthy Culture: Strategies for an American Renaissance and came out in 2001. Edited by Don Eberly, who joined Bush 43’s faith-based agenda, it opened with the Moral and Intellectual Framework that hopes for educational programming of “hopeful images of a society filled with meaning and opportunity, where everyone was committed to service to humanity.” No wonder Marx himself described the MH vision as little ‘c’ communism. Think maybe I am quoting out of context? Well, our title came partly from this book because its “thesis…that it is increasingly the culture that is the preeminent force of history, helping to shape the attitudes and the choices of the young, the overall ethical tone of society, and even America’s role in the world.”

The book went on to state that “the debate now is about what kind of society we intend to build as we move into the future, and we believe that this should be one which embraces important principles from the past, but which is nevertheless geared towards advancing individual and collective health in the context of today’s economically dynamic and technologically advanced world.”

The latter context just happens to be the preconditions for the MH vision. Its 21st century open advocates are all dedicated to what can drive historical change. But we cannot have that debate as we ought to be entitled to as long as everyone pretends that this new vision of education in the 21st Century is about math or how to best teach reading.

Let’s debate away now that we have collected a few more pertinent confessions of intent.

34 thoughts on “Classrooms and Congregations: the Bullseye Once Culture Becomes Seen as History’s Driver

  1. I can’t help but be reminded of “Walden II” as I read this blogpost. May have to go dig out my copy, ’cause so help me, some of these quotes sound they were lifted right out of Skinner’s novel.

    • Think of it as Skinner’s aims, but not his methods. Cybernetics/systems thinking/behavioral science is a much more effective form of operant conditioning and it very much cares about what is in the so-called black box of the mind.

      This is Palmer again–“Classrooms and congregations have the potential to make major contributions to the cause of democracy” because of the “importance of democratic associations in forming democratic habits of the heart.” He bemoans how the “fear of violating the rightful separation of church and state [led to] unnecessary limits on our schools when it comes to helping students deal with nondoctrinal inner issues–such as the nature of a ‘good life’ and what it requires of us–that can make or break a democracy.”

      If that reminds you too of Classical Education and its Good, True, and Beautiful hype, that was repeated endlessly in the Healthy Culture book. Amitai Etzioni wrote an essay–Mr Communitarianism and New Golden Rule–and Mary Ann Glendon who we saw involved in pitching the Catholic Curriculum Frameworks. It is all about the “virtue-instilling institutions” and the need for “democratic societies to inculcate values conducive to individual self-governance.”

      So what the Aspen National Commission on Social, Emotional, and Academic Development hypes as “self-regulation” and member Angela Duckworth of Grit, Perseverence fame has hyped as “self-discipline”, the FBOs and Civil Society vision pitches as self-governance. The individual believes he is making his own choices, but his choices are constrained by the instilled values, images, concepts, and Habits of Mind practiced at school and also frequently in worship. This is also why the Tarbiyah Project to me looked exactly like what Tranzi OBE forces. At the time, if you remember, I recognized the template, but not yet the why.

  2. “Transformational education and a new vision of the role of faith is to get at the desired inner transformation without hardly anyone apparently being the wiser.”

    This is not new but was the intent of Dewey, et al, from the foundation. I have been trying to tell you something for several years now and “yes, it is definitely
    about religion” is only half of it. I am waiting for you to look at Freemasonry so I can tell you the rest, otherwise you wont believe me. You didn’t believe me about the “religion” issue. All these “award winning”, “highly acclaimed”, “Academia”, and main stream sources are compromised. They are written for “social engineering” and tag-team purposes, at all levels. I learned this topic from multiple sources but Zygmund Dobbs’ research neatly, in one place, verifies what I have learned elsewhere and exposes a whole lot of the “social engineering” tag-team network in his books, “The Great Deceit” and “Keyenes At Harvard”, which are posted online in full.

    • It’s not that I don’t believe anyone, but remember my three knock rule. I have to get broadsided by a tangent at least 3 times without looking to decide I am simply going to have to investigate. Then it cannot be a tangent. I simply do not yet know why it’s recurring. Now I know why on the FBOs. Remember I had no idea Palmer’s book covered this.

      The omnipresence of DCIs and Enduring Understandings and CCCs makes far more sense when we read “I explored the way we develop habits of the heart in spaces such as classrooms. houses of worship, and the many venues of public life. But the spaces in which our hearts are formed are not always made of bricks and mortar–they are also created by images, ideas, and ideals. They are not places with street addresses but invisible conceptual or notional spaces that we can take with us wherever we go.”

      No wonder they get so excited with on-line learning and virtual reality.

      Here’s another doozy from Palmer: “If we aim to be ‘one nation, indivisible,’ the capacity to imagine ourselves as members of one another, despite all that separates us, is essential…That is why I now turn to classrooms and congregations, settings in which many of us develop the lenses of imagination through which we receive and interpret our world.”

      Palmer is really into that “lens of compassionate imagination”. I guess it helps get the “community of congruence.”

  3. There will never be “one nation, idivisible”. People will never all be on the same page. There will only be “transvaluation of virtue”; what was evil is now good and what was good is now evil. This “transvaluation of virtue” was the social engineering task of Freud and the pseudoscience of “Psychology”; the study of the soul. I thought Materialistic Humanism says there is no soul; oopsie. It’s all “Art of War” deception.

      • I decided to see what John Haldane was doing as I was thinking about his being at Baylor now, hosting that conference last fall where the Catholic Curriculum frameworks were touted, and writing that book with Robert George for Witherspoon on Human Flourishing.

        Turns out he too is pushing on how we ought to live as human beings and the battle for human nature. Turns out he is also an advisor to the Vatican where the IMBES was created. He is reviewing Alasdair MacIntyre’s new book, which is fascinating since as I covered it was MacIntyre that the Jubilee Centre’s Moral Development Framework for K-12 cited and he was also cited in that 2016 Special Rome Edition to the World Happiness Report pushed by the UN apparatus.

        • Look what popped up. says Haldane is a Jubilee Centre scholar . That would also link him to U-Chicago’s Science of Virtues Project that the NIH is funding. I suppose in the name of citizen well-being.

          If he is a Jubilee Centre scholar and a Witherspoon Institute scholar, doesn’t that tie them together and the link to Robert George and APP and again provide the link to the False Narrative and also all the deceit surrounding School Choice. I keep thinking about Witherspoon’s role in pushing the deceptive Closing the Door on Innovation in 2011 trying to mislead on the nature of the Common Core. No one in 2011 except my family and friends knew I was writing a book and I had never even heard of that 2011 paper until I was following up on the deceit surrounding the SEL Standards and that letter to Congress in the summer of 2016 or 2015.

    • I think you will appreciate this article on what George Orwell went through writing 1984 while dying of TB. I did not know this story.

      Hillary’s grotesque belief that we should defer to our “public policy leaders” who are somehow “experts” is fascinating given her historic ties to Mark Tucker and the mischief making crew at the NCEE. That was exactly how the New Standards Project was supposed to work in the 90s and competency-based ed now. She just reflexively uses the assumptions of constructivism as she seeks to be the political monarch she assumes the US Presidency is about.

      I noticed Daniel Greenfield is as fond of referring to her as a harridan as I am. I like his addition though of ‘–in-chief’. Harridan-in-chief.

    • OMG. Professor Narvaez at Notre Dame has been on my radar since her work came up as I tracked the insertion of Character into what was called a Theory of Planned Behavior. Now it turns out Narvaez is also a Jubilee Fellow.

      Her book is called Neurobiology and the development of human morality: Evolution, Culture and Wisdom . It’s not a pretty picture, but the pieces of the jigsaw make the picture quite clear.

      I also wonder if Oklahomans are aware of this Templeton Foundation-funded Institute for the Study of Human Flourishing. It turns out to be tied to the Jubilee Centre and to the U-Chicago work as laid out here.

      “Aretai – Center on Virtues is an interdisciplinary research center that gathers scholars from several Italian universities and establishes research collaborations and partnerships with international research centers or institutes, such as the Institute for the Study of Human Flourishing (ISHE) at University of Oklahoma (link), the Jubilee Center for Character and Virtues at University of Birmingham, and the Virtue, Happiness, & the Meaning of Life Project at University of Chicago.

      The broad goal of Aretai, the first center on virtues in continental Europe, is that of developing philosophical research on what it means to flourish and be fulfilled as human beings. The center aims also to provide insights into how to foster virtue in education as well as to promote empirical studies on virtues. Therefore, philosophers, psychologists, and linguists who have joined the center work together at Aretai’s projects. The center promotes academic research as well as public events related to education, organizes seminars and conferences, funds research scholarships, etc. ”

      This explains the link.

      “The concept of flourishing can be approached through the discipline of philosophy, which helps us define, understand, and evaluate what it means to flourish.

      It can be approached through the discipline of psychology, which enables us to measure the traits that underlie the ideal of flourishing and to understand the nature of human well-being.

      It can also be approached through the field of education, which teaches us how to cultivate the virtues in our students and in ourselves. Clearly, the greatest opportunity to study flourishing lies at the intersection of philosophy, psychology, and education.”

  4. I know that I may seem a bore by harking to matters outside of education, but much education occurs outside of school as well. It is to allow the previous generation to catch up or understand the what the young have been taught. No doubt so they can support the work and be with the majority. One thing has puzzled me over the years as I have explored a lot of the issues that Robin has, but from the outside leading into education, while she has looked from within education looking out.

    Please bear with me as I set out my arguments. In Australia, we are having a postal vote (‘Yes’ or ‘No’) about whether the parliament should support a bill for same-sex marriage. During the process, I was bamboozled as to why the national broadcaster on all its channels would make me cringe with the never-ending string of text, radio and television segments where they acted in a completely biased manner for the Yes’vote. Their emotive segments went as far as to say that there are scientific studies showing that negative talk on the issue put homosexual and trans-gender people at higher risk of suicide. At the same time, you have many business, sporting, public sector, labor and religious organizations coming out with their support for the ‘Yes’ as well.

    Several weeks ago, I mentioned the UN Sustainable Development Goals (SDG’s) and the World Economic Forum (WEF) agendas. And they have now been ringing in my ears again, with this issue. It nagged me why everyone was singing the same tune. Word for word! It now seems deceptively simple, but hard to accept.

    Diversity, inclusiveness, equality, wellness, the fight against racism, the fight against hate speech, the fight against domestic violence and rape culture, the smearing and contamination of the established history, culture and people. These things have now been written into the policy suites of every public sector organization, major private businesses, NGO’s, media, educational, labor
    and sporting organizations. These policies are not meaningless mission statements. They form part of KPI’s, performance reviews, managers and executives make it their priority. People are now hired or not based on these concepts. They are painted as despicable people in the media. These concepts are by their nature negative. They create a sense of unease, anxiety because they carry huge consequences. People are being sensitized to recoil at the possibility of being called a misogynist, hater, racist, potential rapist, ‘white’, an oppressor, colonialist, Nazi, anti-Semite, even a person who ‘holds his pants up with string’ etc.

    Hence, not only the young, but now the old in all sectors of society, despite their reservations, are mouthing somewhat forced words of conformity. It is why the hosts of radio programs for our national broadcaster are relentless in their support of the ‘Yes’ proposition. They cannot do anything else. Their policy statements are clear that they must encourage diversity and inclusion in who they hire and how they report. They are biased. So would most private companies be as well. The children are being taught these things and they are being emotionally sensitized (Social Emotional Learning, Emotional Intelligence, role play/empathy) and traumatized to accept the issues and to ‘act upon them’. To act upon them. They are the zombies. The rest have families and mortgages and must mouth the rubbish or find themselves pariahs and out of work. In Australia, when applying for jobs, most applications make sure you are aware of their policies as regards all of the buzzwords mentioned in the previous paragraph before you press the submit button.

    The SDG’s and the agendas of the WEF. They have now been normalized into all our cultures and the stick – internalized or not is there to coerce everyone into conformity. It will take not only knowledge, but courage and organization to resist. Resist we must or pay the price.

    • Well said. What you see is the desire to control the way issues are framed so that the discourse used and the very categories of thought themselves get specified in advance. Students exposed to Disciplinary Core Ideas, Cross-Cutting Concepts and Themes, Enduring Understandings, etc then expect the media to follow suit. After all both the UN and WEF explicitly consider Media and Education as the two legs of the broader Communications arm they want to control.

      Part of the dialogue too is this new data report that I happen to know aligns with the WEF agenda as well as what the UN calls Global Pulse.

      • The data privacy issue is, as you say Robin, a dead-end. They are selling you a product you never had and painting themselves as the ‘good guys’. Society has always had a veto vote over our whole lives. They can always claim ‘the national interest’. They accumulate it all and have a series of fictions and myths to cajole us. The way I see it now is that our data has the capacity to become our chains. Data reflects what you do, think and feel. In the past, you did something, failed, got up and no one was the wiser. You can shrug it off as a misadventure and create something good for yourself and society. Now, you make a mistake and it can be stored and used against you. Data can be misinterpreted, it can be used to manipulate your behavior and very thoughts. They are to my mind ‘insert expletive here’. They are setting up our prison and they want students to go into STEMM, become problem solvers and critical thinkers and innovate. Just knuckle down and build the prison (don’t think about why you are building a prison).

        Critical thinking and problem solving and STEMM aim to create a huge population of narrow thinkers. ‘Evidence-based’ this or that is essential, but still narrow thinking. These things can be narrow because your mind is focused within a system. You can also be an innovator within a narrow system. The key is, will people be able to think other things, other ways of being, will they be able to consider metaphysics, will they be able to contemplate their own systems? Or will you live within the narrow confines of their given system(s)? I think the latter.

        The point also of my previous comment was to say that critical thinking is a weapon to prize open a settled pillar of thought, belief or practice. It is used to destroy it and insert a new one (Kurt Lewin). Critical thinking was used on the so-called established pillars of society. Remember the admonition to not talk about politics and religion in polite company. Now, the ‘one worlders’ have engineered their systems, they now have to cement them and defend them from those who would try and take them back. Hence the armory of legal, psychological and cultural weapons they use. We are now the ‘radicals’.

        Critical thinking is still important to destroy the last remnants of independent thinking. And emotional sensitization is used to mobilize the shock troops (the young). They characterize anyone hostile to the new world as a destroyer, a criminal, a hater, an ‘unperson’ and go to meet them in ‘battle’. What will hurt the most will be the looks and the ridicule from family, friends and workmates as you mention things that are now ‘radical’.

        • We have different views of STEM. My experience is that I have STEM degrees but none in liberal arts, for what it’s worth.

          I think STEM in university is a haven from thought control. When you’re studying engineering, discussion of societal effect is an add-on at most. You might have an ethics unit here or there, so I’ve heard. We never did, although I had a CS prof who was giving the same sort of warnings we’re starting to hear about AI — but this was in the 70’s.

          But I read horror stories of conservative students very uncomfortable in liberal classrooms. Taking a liberal arts major, one could learn to conform or get in trouble with your grade at risk. Your thinking would be narrowed.

          Maybe you think that by avoiding liberal arts, one misses the opportunities to read the classics of western civilization. But that’s being limited anyway in many or most universities, and it’s being replaced by something that’s a lot worse than STEM.

          Ideally a STEM education is a real liberal arts education. At least you learn to reason from evidence and think logically, in a setting where you can’t “follow the crowd”, you are intellectually on your own. The axemaker mind, strong and confident. This ability can then be applied to any other field.

    • When you hear obviously bad ideas being supported from multiple directions, those aren’t individual thinkers. That is coven activity and their goal is “chaos”. Look at the “teachers” and professors who are antifa leaders coming out of the closet. It was started by taking over unguarded posts in the unions, then unguarded individual minds; intellectually defenseless children and mentally lazy teachers. It is now a giant coven tag-team. The only resistance of this stronghold is knowledge of God and scripture; that or nothing; because they bring the “chaos” through “inverted scripture”. They have people who comb the scriptures to find stuff to turn upside down; that is how it’s done. Think about it; has there been any meaningful resistance to this bunch? The covens are well organized; the resistance is not. Every individual complainer is easily silenced by the “delphi technique”.

  5. A bit off topic but important to those of us with college age kids:

    This new guidance does several things to nullify Obama’s disastrous campus policy on sexual assault (i.e. the Star Chamber):

    (1) effectively forces the proof standard back to “clear and convincing” because it now must be the same standard used in all other disciplinary judgments

    (2) forbids sexual stereotyping. “Women are to be believed” doesn’t fly any more. Explicitly forbidden in clear language repeated several places in the document. The bureaucracy cannot be pro-woman any more. It has to be sex-neutral.

    (3) allows the students to reach an agreement between themselves and the school is then permitted to drop the case.
    \Schools used to continue these cases and expel the boy even when the girl was telling them not to, so I suspect the guidance said before that they were not supposed to drop the case if they found factual basis (by preponderance standard) for the allegations.

    • We received a similar “violence victimization guidelines” document before our oldest was to attend middle school. That is when we walked away from the public school system and never looked backed. Had I been drinking milk…. My response was, “I don’t think so” and we were out. Same idea with college age; why subject one’s offspring to this garbage. Do they really need servile approval from that coterie? Are we a nation of sycophants? Is there really no other way to survive adulthood? I see more psychopathy (seared conscience), than intelligence as the fruit springing from these “bastions of learning”. Why spend the money when one could invest those funds with more promising returns and dispense with allowing this bunch to use our kids to wreck the country?

    • I have been at continuing legal ed programs for higher ed where both admins and the general counsels all spoke about the heavy burdens the title IX reading placed on them. For one thing they had to prove that all students had attended mandatory counseling on their “rights’. Generally the technique being used was not to allow registration for spring or sophomore classes without proof of attendance.

      Do you see the USC case about the Rose Bowl kicker and his tennis star girlfriend where the university refused to take her word that nothing happened? The lawyers I know of all lectured their sons on the risks of even consensual or drunken sex given the existing parameters. What a fun conversation that is and far worse for social relations than Davidson hall counselors telling freshman year boys that the typical freshman girl (the Trustees went coed at a 2.3 male to female ratio with 300 students in a class) had 100 points higher on the old 1600 scale.

      No wonder many preferred to do socials with the area womens’ colleges.

      • In fairness, most of the boys had to go elsewhere with a 2.3 : 1 ratio. I know you’d like them all to hang around, but they wouldn’t.

        Now for another reason it’s better to have relations off campus. If the relation is between two colleges, I think it doesn’t go to the star chamber proceedings, but just to the police if warranted. But maybe that’s becoming less important!

  6. I know this is premature, but I think I have a preliminary hypothesis that at least outwardly explains the majority of the social memes and happenings at the moment. In a previous comment, I set out how I believed that such things as diversity, inclusiveness, racism etc were to become the means by which social change and control would be effected. Exactly how these are to create
    the conditions for change and to what ends were not set out.

    These issues and others will be used to create the conditions whereby people of the mainly western world would be persuaded to accept climate change, sustainable development, global management, participatory democracy, global taxes, global needs – not selfish individual, familial or national ones. In fact, the nations are on the way out and nationalism or populism according to the WEF are ‘poison’.

    The following two podcasts provided me with a smoking gun as to why all these issues, and things like the massive migrations are becoming a constant refrain. The first is called Racial Bias and the Brain (ABC RN, All in the Mind program, 3 September 2017: The second is First Impressions—the face bias(ABC RN, All in the Mind program, 23 September


    In these two podcasts, research is used to explain that our normal group instinct and traits were useful in prehistoric times as a mechanism for survival, but in
    non-homogeneous societies, especially with many members, having these results in prejudice, racism, misogyny, fear of the other, discrimination and lack of social cohesion. These lead to separation of groups and wars. These are seen as unacceptable and should be changed (this has been going on since the end of WWII, with the publication of the Authoritarian Personality rubbish). So, if you wish to develop a population of people who will be sympathetic to a world without borders (one world), where the needs of all the world must be met, a world they claim was exploited by western countries, then what would make those populations susceptible to guilt, shame, remorse and make them keen to make amends?

    Simply telling these countries this would not fly if they were a homogeneous society with few minorities and the few minorities were not too different from themselves. From these podcasts, there seems to be a rationalization and a method by which to destroy peoples’ evolved group instincts by changing demographics. Bring in people who are different from us. The type of people
    from countries that we know very little of, see very little of their people and customs and thus represent mostly out-groups. These societies, by the way, are very different from western peoples and often the less developed. This is the key and the smoking gun. How are we to be made more sympathetic to these populations if we know nothing about them, how can we visualize, empathies and be moved to act?

    We have waves of migration, and hints that we could have tens of millions of possible future migrants. People from these nations become ubiquitous, and the existing ones are then manipulated by NGO’s to seek political power by being told they are being victimized. If the country has indigenous people, this then is also a means of shaming the country for colonization, slavery, genocide, racism etc.

    Thus we have the conditions set by which diversity, inclusiveness and anti-racism can be used to touch each and every person in the population. These strategies mean more women, indigenous and people from other racial backgrounds are deliberately selected into positions of power and influence. They then create both a network of self-interested and collectively-minded individuals (an in-group, you might say). The majority will then begin to see more people of other races in their workplace, on the media and everyday situations.

    According to the research, the more you see of other groups, see more of them them in positions of not only equal status with your self, but higher (leadership), the less inclined you are to select your own group instinctively. Do this for long enough and these ‘others’ become part of the in-group. We slowly become citizens of the world, we will feel instinctively for our ‘brothers’ in Africa, the Middle East, Asia, and maybe the world. Most will feel this without another thought, while those dissenting will be attacked mercilessly. You dare challenge our right to exist! Sound familiar?

    In the end, after being convinced or shamed into believing we created the problems (patriarchy, wars overseas, globalism, racism) we will be asked to reform ourselves and the world. These global problems of climate change, how to provide for the basic needs of the world (development in other words) need leadership and sacrifice by the West. We must take on the major burden. It is only right. Those in these third world countries will not rock the boat as they will be developed and their smart citizens will become high officials at the UN and NGO’s. Those countries such as China are still communist and so their people will do as they are told. India is on board anyway. Obviously this process hasn’t finished, but it is well on its way.

    • We are going to talk next about the Aspen National Commission on Social, Emotional, and Academic Development as well as how its avowed aims are inconsistent with last week’s launch of the Child Abuse in the Classroom push with its PII Red Herring hype.

      Aspen several years ago set up an initiative that fits with what you are saying called the Racial Equity Theory of Change or RETOC. NCSEAD would put educators in a position to push RETOC on students at an internalized, neural level that then becomes a subconscious or nonconscious habit motivating behavior and how everyday experiences are perceived and interpreted. This is that old post.

      • I’m convinced that the social emotional focus is, as you say, a device to internalize, at an instinctive level, the lessons learned. Emotions at the individual and social level will become the way in which we ‘reason’, ‘react’ and confront issues facing us. Not through rational thought and reason.

        The kicker is the constant need for teamwork, collaboration, group reflection and self-reflection. This process of opening up to yourself and others can be very confronting and create possibilities for the person to be traumatized or fear being traumatized by the judgments of others. Self-reflection, I think, is also a trap if it is overused to consider one’s emotions rather than for reasoned and rational thought and planning. Constantly doubting your self and seeking the validation of others is disabling.

        This is not theorizing, When I was young, I experienced certain traumatic events , such that I can, in certain social situations even decades later, experience them almost like an action replay. Same bodily reaction, same recoil from the situation and almost same responses. They also made me always second guess myself and doubt my own judgment.

  7. I was curious about what “engineering education” vs. “engineering” meant, so I googled it. Turns out its stated purpose is to produced “researchers” into best practices for producing engineers. Caution crossing those bridges and entering those skyscrapers, gang!

    “Purdue established the School of Engineering Education (ENE)—the world’s first such academic unit—in 2004, and along with it, the world’s first engineering education doctoral program, for students who wish to pursue rigorous research in how engineering is best taught, learned, and practiced.
    Distinct from instructor-training programs, Purdue’s PhD in Engineering Education Program and the growing discipline of engineering education are about conducting fundamental research on engineering learning and bridging research and practice—defining effective practices, identifying the reasons why they work, developing curricula, assessing how students learn, and moving those findings into the classrooms of tomorrow’s engineers. A master’s program is in development and a Graduate Certificate in Teaching and Learning Engineering is now available.”

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