Destination Identity: Scaffolding the Collective Images of the Desired Futures to Habituate Needed Action

Let’s go back in time to the 1960s for social plans before comparing them to plans from last month in the UK clearly following the same long desired blueprint. The back cover of The Art of Conjecture book from the last post mentioned a related book called Social Technology that helpfully explains to us that:

the gap between the social and the physical sciences will not persist…[as long as people come to recognize that] the comparison with the social with the physical sciences is a spurious one, based on an epistemological misconception regarding the nature and purpose of scientific activity…this is the crucial point–there is every reason to believe that, by effecting specific changes in attitudes and procedures, we can substantially narrow the gap between physical technology and sociopolitical progress…The time has come to emulate, not physical science, but physical technology.

Translating that into more graspable English, it is the role of the physical sciences to describe what is or, at least, what seems to exist. The role of physical technology is to be put into operation in the existing world to see what gets changed as a result. For this vision of Social Technology to work, it needs means for “devising appropriate educational innovations” that can “construct a common frame of reference in order to promote a unified collaborative effort.” We might call such an aspiration as the creation of an internalized common core of prevailing attitudes, beliefs, conceptual Ideas, values, and motivations to act. It was all laid out many years before what we today would call THE Common Core or Competency-Based Education. Think though of the potential of learning standards globally tied to UNESCO criteria if the sought sociopolitical transformations need a specified contextual map grounded at the physical, neural level, establishing:

a common vocabulary, an agreed-upon ideology, a set of reasonable goals, a common context for symbols, and ways of translating ideas into actions… [These would lead] above all, to acquiring an integrated overview of the problem area…forcing the analyst to make specific which elements of a situation he is taking into consideration and in imposing on him the discipline of clarifying the concepts he is using. The model thus serves the important purpose of establishing unambiguous intersubjective communication about the subject at hand. Whatever intrinsic uncertainties may becloud the area of investigation, they are thus less likely to be further compounded by uncertainties owing to disparate subjective interpretations.

Put the Reading Wars in a whole new light. doesn’t it? It also explains why phonetic reading and how to teach it had to be constrained until after learning standards could be mandated that would specify the desired conceptual frameworks that would provide the required new categories of thought. Let’s go back to The Art of Conjecture one more time since it accurately recognized that “Our perception of the facts depends on our ideas: it is through our ideas that we know reality.” Therefore through education that uses learning standards and required annual assessments of Higher-Order Thinking Skills to monitor and control which Ideas a Mind uses to guide perception and the interpretation of experiences, political authority and its think tank allies across the political spectrum have stealthily managed to control what every censor and authoritarian government in history craved control over: “our awareness of reality and our expression of this reality.”

That is because as a practical matter “our mind ‘sees’ by means of ideas” and education and the media have formally joined hands to control those ideas. The role of prescribed lenses, frames, narratives, or scenarios to imagine what might be different has the effect of prescribing the ideas we use in reading the facts. Now, the author of the Social Technology book, Olaf Helmer, was a co-founder of the Institute for the Future in 1968 to bring about the vision from both his book as well as The Art of Conjecture to create an institution to create a “constructive approach which will ensure to us some measure of control over the future of our society.”

IftF works closely today with Knowledge Works to create Forecasts involving to future of K-12 education and push Competency-Based Education. Its employees are also closely involved with pushing the potential of digital technology to reimagine what the world could become and why it is needed. is from 2013. IftF also repeatedly shows up working with the GEFF 2030 visions surrounding the SDGs and all of the OECD’s work called Education 2030. Now let’s come back to last month’s on how mass involvement in shaping the future can solve complex problems. It is where the term ‘Destination Identity’ and the aspiration for “scaffolding public imagination” come from.

Crucially,  before the social planners writing that paper get to specifying the desired changes at the levels of the community and institutions, they first target a desire to control each individual’s ‘Mapping horizons,’ ‘Creating purpose’ for individuals, ‘Charting pathways’ for each individual, specifying the criteria to habituate ‘Acting together’, and, tied to the discussion from the beginning of this post, framing ‘Testing ideas’. The Framework for Evaluating Participatory Futures, in other words, just happens to coincide with what 21st century skills hypes, as well as Project-Based Frameworks to implement Competency-based Education. It gets at what learning standards specify and it says the real reason all this must be standardized through a reenvisioning of education globally is to

build collective intelligence about the future by helping people to diagnose change over the long-term, draw out knowledge and ideas about how the future could be, and develop collective mental images of the futures people want.

Well, at least the futures people will want when digital simulations, required learning experiences, formative assessments for HOTS, and High Quality Project-Based Learning get done with their ‘imaginations’. After all, that report disdains “only engaging people to think about the future in an analytical and rational way.” Mustn’t greet the future, in other words, with an Axemaker Mind full of actual factual information and your own developed categories of thought. Might lead to disparate subjective interpretations of what is important or even a wise idea to be transforming at all. Instead, we get the admission:

Art, embodied and experiential processes have a much greater influence on citizens, their sense of meaning, motivation and subsequent actions.

Can you repeat after me: “Inside Out and Just as Specified for Habitualizing Future Actions”? Nothing sounds more effective for creating a desired Social Technology than helping participants, whether they be K-12 or higher ed students or adults on a Learning Together retreat, “feel the future” so they will come to believe “how malleable these futures are.” Activities and learning experiences can be used to “scaffold public imagination; drawing out knowledge and ideas about how the future could be, and developing collective mental images of the futures people want.” Then those deliberately instilled common collective images of the future can be used to create “new collective actions and behavior in the present”.

Remember how Catalyzing Change from the last post hyped student agency and critiquing the present as the excuse for reimagining high school math? It turns out to be essential for a requisite “need to help people and communities deal with uncertainty, build resilience to change and act collectively.” Now, math, science, or history learning experiences become a means for “helping people to feel a sense of agency over their own futures is critical for maintaining social cohesion and preventing a fracturing along ethnic, racial, cultural, historical or other identity lines. Participatory futures can also facilitate collective action that is necessary to tackle systemic challenges like climate change.”

The Social Technology book set out a vision for dynamic social planning that works a great deal like what NESTA is now laying out and it also relies greatly on the control of ideas. So much more effective at evading any perception of censorship or control and less rigid than any Five Year Plan. Think of required Literacy Activities through the following aspiration from the NESTA report:

Collective images of the future help orient and organize in times of disruption. Throughout history, humans, organisations and societies have used mental images in the forms of myths, legends and religion to organise themselves. Images of the future play a particularly significant role in our lives, since our ability to make plans, decisions or set goals rests on them. Brain research shows that collective images offer orientation in times of uncertainty or when the necessity of reshaping our living environments becomes apparent. Participatory futures approaches use and create shared public images of the future that can provide a ‘destination identity’–acting as a motivating force to turn the ‘imagined’ into the real…positive images help pull us toward the future helping to catalyze social change and overcome cultural obstacles to it.

I think that is enough to take in right now as we contemplate the use of the ubiquitous Greta Thunberg or why common weather events now have to be the lead story on the national news. If you desired that social science, including its education and pedagogy components, have a role to play in shifting from what is to what could be, social planners know they need to create a “shared diagnosis of the key facts, trends, and problems,” even if that shared diagnosis is factually untrue in the world that currently exists.

The whole point is the effect of the shared mental images on actions that can remake what currently exists. I wonder if anyone else will grasp all these aspirations as Uncle Karl’s Man as a Maker of History, usefully brought into place at a neural level by achievement standards that hype student ‘performance’ and actions.

It turns out to be a plan for social reengineering with a long pedigree if we know where to look.



85 thoughts on “Destination Identity: Scaffolding the Collective Images of the Desired Futures to Habituate Needed Action

  1. Long pedigree indeed. It goes all the way back to where the members of the Royal Society took off their wizard robes, donned white lab coats and struck out to use PR to change their reputation. It’s the still the same bunch today with the same goals, and the useful idiots at the class room level have no idea what they are being asked to do.

    In the book about, insider and Oxford Don, CS Lewis’s writing, “The Magician’s Twin”, some of the tactics of this bunch becomes glaringly visible.

    One important note is the understanding of Hebrew puts one on alert that the difference between the Biblical terms “demon”, “devil”, and “nephilim” are not the same as many suppose but are three different and distinct things. If something is messing specifically with “identity”, that is the fruit of a “devil”.

  2. Agree that the pedigree has a long history and that it continues to change its outer layer to confuse the new generations who encounter it. Thanks, Robin, as usual, for shining the light in the dark corners. This digital era’s flashing lights are so distracting that they disguise the fact that the stage is constantly changing and there is nowhere to hide or time to plot a defense. I despair for my grandchildren.

  3. Preface to most statements that come out of the mouths of the U.S. university-educated:

    “They say….”

    “They say we are all individuals now and must find our own path in the world of work…”
    “They say the U.S. Constitution belongs to another time and must be amended…”
    “They say that we must express our feelings regularly…”

    All-day long it is “they say”…

    • “They” are also the ones who brand the dissenters who have picked up on the thread of what is really go on as “conspiracy theorists”. Truth is there is a network of “conspiracy” and it is no “theory”. By their fruits you can see them perfectly. Anyone claiming there is no “proof” is just providing cover; ask them if they can prove they got out of bed this morning… They can’t. I found a document of how “conspiracy theory” is a weaponized word to silence the opposition. Keep tugging on the thread and the whole sweater will come unraveled.

      • I have been investigating what I thought were ‘cultic’ organizations that were active in my field. Anyone, who looks for five minutes at one of these structures, e.g. at a Church of Scientology recognizes they are fraught with both fraud and “conspiratorial” behavior. When one, however, shines a light on this behavior, and interprets as fraud, and involving forms of collusion, one is called a “conspiracy theorist”. So, there are many layers to the sweater, and many threads to pull.

    • I have watched that video and it is a very good introduction to the to topic. Knowing that “Tavistock” and “The Frankfurt School” exists, and what they do, is foundational to understanding what we are dealing with.

      • Agree! I have had my own very compelling experience of the embedding of Frankfurt School content in higher education programs. As an undergrad, I had accepted a full scholarship from a California private liberal arts university, with the understanding I would enter its ‘Classics’ Department. Although that department had been the crown jewel of the university, it was liquidated as I entered my junior year, and replaced by a Frankfurt School-styled curriculum. No explanation. A couple of decades later, I elected to do a master’s program, which had “‘Organisation Management” in its title, and purported to focus on the people dimension absent in MBA programs. Again, it was the Frankfurt School. Later, I explored several doctoral programs, which allegedly focused on HR systems development; same drill in both U.S. and EU institutions. Currently, I pole student interns attached to my organization, and they describe F.S. agendas embedded in computer science programs, MKT programs, courses in Urban Planning. Franfurt School ideology is hidden in plain sight in both soft and hard science disciplines. It has been ‘normalized’.

        • Do you have some favorite resources to share to introduce people to this issue? I would put the Dykes on my list. Dean Gotcher of has really good info too detailing Marxist subversion of various institutions; schools, churches, police departments, HR depts, etc.. Antony Sutton’s work is excellent. Zygmund Dobb’s, “The Great Deceit” and “Keynes At Harvard” exposes the most foundational techniques I have seen; the “tree top” level propaganda aimed at leadership and authority figures, as opposed to “grass roots” propaganda aimed at students and the masses.

          • Coming back on this…and my resources always feel quite slim given my location, I guess John Coleman’s “The Committee of 300” is a classic, though I think he has been dubbed a “conspiracy theorist”. I have been working through Colin Ross’s book, and articles related to CIA docs and their various sub-projects. (Note, based on what have seen in my field, HR consulting, I would say these projects are on-going.) Although many regard Lyndon LaRouche as a crackpot, his research team (Chaitkin, Steinberg, Tarpley) did a lot of interesting, maybe sometimes credible work related to subversion of government agencies and various academic disciplines.

            Currently, I am VERY interested in understanding ‘who’ sponsored and supervised research on human subjects in CA State prisons; at the Esalen Institute, and on unwitting citizens…circa the ’60s, ’70s, and beyond.

            What I see are un-credentialed, or oddly-credentialed parties being given carte blanche access to vulnerable populations, with no apparent chain of accountability. I am very interested to understand how foundations and certain facilities were used to circumvent IRB. I think this is on-going.

        • Speaking of the Frankfurt School and using an Equity mandate to attack culture we have this just out:

          In an equitable world, the success and well-being of children from cradle to career would not be determined by where they live or how they are racialized. It is this vision for a better future together that drives our work with a national network of communities.We know that achieving racial equity is essential to helping every child succeed in school and in life. In January 2019, we asked members of StriveTogether’s Cradle to Career Network to help us strengthen our commitment to racial equity during a six-month planning process. Equity is one of the most critical components of our five-year strategic plan, and I am incredibly grateful to the network members who embarked on this journey with us.At StriveTogether, we see racial equity as both a value we must deeply live and as an outcome we must achieve to realize our vision. Our organization is dedicated to operationalizing the racial and ethnic equity and inclusion that we seek to advance in nearly 70 communities across the country. Meaningful equity work requires not just change but transformation —a thorough shift in organizational practices, norms, culture and composition, from hiring and recruitment to daily management and more.

          From here

          • Thanks, Robin, for the update. Glad to hear the agenda is alive and well. Kyrie…I will come back with resources by separate post. On the topic of T.S., though, my graduate institution must have been a StriveTogether community, which is to say that academic standards were lowered to such a degree that many of us strived alone and according to our standards. In my brief tenure there, I watched the highly qualified instructors who built the program ousted and replaced with the affirmative action students they had allowed to matriculate w/o merit. My original thesis advisor, a Harvard-trained economist was replaced by a person who ticked all the Oppression Olympics boxes but could not communicate in standard English. Although my applied research project focused on the development and advancement of women into senior leadership roles, my ‘oppressed’ advisor took no interest in it because the women in question (Japanese) were, evidently, not sufficiently oppressed to merit her concern. This pattern of disregard was also noted by Asian students who after having accomplished doctoral degrees in a second language, and at great expense in money and time (many, many flights to the U.S.), became non-entities. When I presented a proposal for doctoral research (an extension of my original study), I was passed around the recently acquired faculty, and it was concluded that none had expertise or interest in the ‘culture’ (COLOR) of the proposed research subjects. This perplexed me because I had assumed that the methodology being researched, “coaching,” did not have a color.

            So, yes, I guess ‘equity’ was achieved, while scholarship died.

          • Notice the teaching workforce must also be diversified in this Equity vision.

            Just out. By the way Strive Together is tied to both the largest global accreditor whose Quality Standards were covered in CtD, as well as Knowledge Works that regularly partners with Institute for the Future in its ed forecasts.

            It’s all a process of engrenage with the same vision functioning as if the different parts were actually one.

            I am adding this telling quote from the lead-in

            Advocates for innovation in K-12 education are coming to recognize that, as Einstein said, “we cannot solve our problems with the same thinking we used to create them.” In other words, we need a fundamental reimagination of school to achieve fundamentally different outcomes. The same is true, we believe, in higher education: methods of preparing teachers that fit the demands of the 19th and 20th centuries no longer fit the demands of the 21st century. Dramatic change is needed.

            This is from page 9–

            Organizing learning around three sets of competencies. The program aims to deepen learners’ competencies in three areas: 1) skills and dispositions, 2) teaching and learning competencies, and 3) leadership competencies. These competencies are intentionally bundled and sequenced across three stackable blocks. The first block front-loads skills and dispositions, operating from the belief that competency-based practice cannot be developed without grounding ways of thinking and acting. Specifically, program designers share the vital importance of developing a learning orientation, a belief in engendering agency as core to learning, and a commitment to educational equity.

            I tried bolding that telling comment that is true of all Competency-based education except on the False Narrative blog sites. It’s about grounding ways of thinking and acting True and the grounding is neural.

        • Leslie, I have read several of John Coleman’s books quite a while back and they are very important. Two other writers who research in the same categories as Coleman is Servando Gonzalez, and Daniel Estulin. I have read all their books; they all bring out different aspects that all match up.

          I have watched Colin Ross on video a long time ago.

          Of course “they” are going to call anyone who is on to them a “crackpot”. These researchers talk about things academia, and the media, does not want known. I have come to see “negative labeling” as pointing to something I need to put on my read/watch list; keeping in mind, one can get through a lot of audios and videos if you increase the speed under settings.

          The books “The Great Deceit” and “Keynes At Harvard”, both by Zygmund Dobbs, explain the funny business with “oddly-credentialed parties” and their empowerment into “authority” through “buttressing”. It is more widely spread than one would imagine. One commentor wrote that if Noam Chomsky didn’t exist the CIA would have invented him.

          • I could, I think, develop a list of characters in my field that were artificially created. One thing I have come to look for is the tag, “Father of X”…

            Kurt Lewin, “Father of Social Psychology”
            Edgar Schein, “Father of Organization Development”
            Warren Bennis, “Father of ‘Leadership’ Studies”

            (all of the above have ‘intelligence’ backgrounds)

            There are half a dozen people who use “Father of the Coaching Field”

            Also, some of these people, like Chomsky, are ridiculously prolific…a book a year, or two or three…way too much publication…

          • Notice how much of this Forecast about Learning stems from broader discussions about the overarching ‘systems’. Urie Bronfenbrenner is more in use now than when he was alive.

            By the way, continuing to follow up on Seligman and where PP is taking education took me yesterday to this paper on Third-Order Cybernetics or the Cybernetics of Ethical Systems.

            If the model of the desired system is seen as the Portrait of a Graduate, IB Learner Profile, Arnn’s vision in the Four Pillars link, or even this Minerva vision of undergrad transformation grounded in Character and Capabilities that the think tank AEI is touting in a January 2020 program everything starts making more sense. The learning standards are simply the goals that are the essential component of any cybernetic vision of a social system. Also, remember AEI is a member, like Heritage (Arnn is or was on the Heritage Board), of Harvard’s Kennedy School of Govt’s Program on Educational Policy and Governance I have written about. The one Jeb Bush is involved with.

  4. I’m an absolute believer in all you report, Robin, having experienced my own travails in engaging with ‘higher’ education, and the products of this neural grooming, in the form of my student interns. I am curious, too, about what role TECH plays in all of this.

    I ask because in yet another of my attempts to engage in doctoral studies, I approached an American professor of a DBA program lodged in a Japanese international university to see if we could create a cohort focused on my area of interest. She agreed to explore this, and I gather together a group of interested and highly qualified candidates. One requirement of entry into this program was the creation of a research proposal. I took this seriously and set about shaping the usual components of a ‘research’ proposal, including a literature review. I was told by said professor, a graduate of MIT, Sloan School of Management, that “the proposal only needed to contain a few citations,….just do a GOOGLE search.” I was pretty appalled by this and believed at the time that she was not taking the project seriously. Having seen what constitutes research in the minds of my interns, I now believe that a GOOGLE search, and three citations must satisfy research assignments in the U.S. education system. So, it would seem that we have the field of knowledge and thought constrained by both the search technique, and by the algorithms that produce the results.

    • I think the most fascinating part of that Transforming Teaching link is in Appendix A toward the back which has ‘Mental Models’ listed under Knowledge of Self as well as “Identities, values, and beliefs” and under “Knowledge of content” we have “competencies and the standards upon which they are based‘> Yes, tied to CEDS in the US and ISCED globally. Then we have “Common, moderated understanding of what demonstrating mastery looks like” making it clear we are talking about action and behavior or performances as the measure of what student achievement or ‘success’ now is, just as I have been saying.

      Finally, we have the admission that Content is about “Central concepts and structures within content area(s); and content progressions across multiple bands.” Quite literally providing and then monitoring the categories of thought just as Russian Ilyenkov laid out in his vision of a Dialectical Materialism in 1962 where Ascending from the Abstract to the Concrete would guide thinking itself in the hoped for MH global revolution.

      And here we are.

      • I understand that Ilyenkov committed suicide when possible ‘normals’ in the Soviet state were less enamored with his framework than he thought appropriate. Just thinking about Marxist ‘cosmology’ makes me want to slash my wrists.

        • Don’t miss the implications of that new iNACOL slogan “A New Dawn for Every Learner”.

          What was that Mao slogan about 1000 Flowers Blooming during the Cultural Revolution?

          • I just informed my student intern provider that I would act as an employer host to no more American ‘learners’. Absent basic skills, reading, writing, analytical they are not employ’able.

          • fits with where we know Institute for the Future is going now. After I wrote this post I checked on what Marina Gorbis and Jane MacGonnigal are doing now. It turns out Jane has written a new book Superbetter that involves gaming’s potential to rewire the brain. When my book arrived, it turns out the trials were at U-Penn and its Positive Psychology Cenetr. That would therefore be a direct link to where Angela Duckworth is and Martin Seligman and thus tie to Csik’s Excellence vision as well. Once again we have an all roads leading to… From the linked article:

            Well, listening to Narula makes it a little easier for me to understand. He is, to say the least, a big-picture thinker about what gaming is and could be. “Games are the next stage in human culture,” he said at lunch. “They help people understand what and who they are.” He added that gaming already “consumes more of peoples’ time than social media.”… “The next social platforms,” he says, “will be really interactive. It will no longer be about building a global museum of social experiences, but about actually doing things together. It’s the internet of experiences.” He sees this as implying truly radical–and positive–possibilities for human society… He believes that as gaming gets more sophisticated and ubiquitous in society, the empathy created through shared play and experiences could engender similar lessons about human society and possibly create more harmony.

            Let’s not forget what Willis Harman wrote in Global Mind Change about the human body reacting to virtual reality the same as physical reality, except the former can be deliberately reengineered to create the desired experiences to produce the desired physiological effects. Also should remember that Harman and Marina Gorbis worked at SRI at the same time.

          • Yikes! This fits perfectly with Superbetter and how it intends to use gaming to create “new ways of thinking and acting”. XQ is funded by Steve Jobs’ widow and Arne Duncan was or still is an advisor.

            In their passion projects, students learn about the skills that they will need the most to help them navigate the complexities of life: emotional regulation, reasoning, precision, problem-solving, collaboration, thinking historically, speaking and listening, and growth mindset.

            From doing DIY home repair to learning game theory (and everything in between) through chess, students are really delving into their interests and coming out on the other side with real-world-applicable skills.

            At the end of the year, students will have participated in at least 6 projects that are based on their interests and have experiences with a wide variety of real-world skills.

            Don’t think they will be qualified to be your interns, but hardwiring “new ways of thinking and acting” at a neural level while few appreciate how learning standards really work is what every revolutionary in history has always wanted.

            By the way, MacGonnigal cites Csik repeatedly in her book as well as Self Determination Theory. She even cites Csik in the very last footnote in the book.

          • seems to overlap with what you and I are both looking at for slightly different reasons. Notice the ties to the search engine giant as well as the use of digital materials for a time after the program to “cement” the new mental habits.

            At one point, and he may still be, Peter Senge was on the Board of the Garrison Institute. I am also fascinated by how much overlap there is, in terms of goals, between Jane Macgonnigal’s Superbetter book and Erin Clabough’s second nature I covered recently here at ISC. I had not looked at the Virtual Human Interaction Lab at Stanford before Superbetter cited it as part of its science, but that adds to what these digital platforms can really be used to alter at a neural level, especially with everyone across the ed spectrum hyping a communitarian vision for our future.

            I will add this and comment that MacGonnigal states that mindfulness training is the other means apart from gaming that takes over the visual processing parts of the brain that creates the kind of neural changes she wants. As I have said she cites to Csik regularly and also Martin Seligman. The truth is this is all a gambit to try to rewires systematically who human beings are so they are more submissive to political authority and the nexus of the politically connected.

            Make sure you notice on page 7 of this 2nd pdf the link to Japan.

  5. Hey, Robin, and other commenters forgive me for reflecting on an ongoing private conversation, BUT, it just occurred to me that Werner Erhard’s ‘est’, the current Landmark Education and all of its spin-off’s are PURE Kurt Lewin, in the sense that Lewin believed that what I will call ‘utopian goals’ were necessary to creation of work collectives, thought collectives, hive minds. So, the ‘unfreeze’ is accomplished via the ‘attack therapy’ and the public confessionals followed by love bombing; the ‘change’ feature is accomplished by pseudo-self exploration, and the generation of goals perceived as emanating from an individual will; and the ‘refreeze’ component is accomplished via a deal that is negotiated with the group. Landmark survivors tell me that it goes like this: “your dreams/goals are wonderful but they can only be achieved with the support of our group”…”put them on hold for a while, and devote your energy to our larger agendas.” As we know, these have included the ending of hunger, globally; the ‘mastery’ of differentials in religious belief systems; oh gosh, there are so many more ‘projects’ that I cannot summon. Point is, the ‘project’ is irrelevant to the desired goal, which is hive mind. Have I got this right?

  6. Several things to report and will do so ‘stream of consciousness’-style, and MINDFULLY.

    The first being that I dug into a bit of Jonathan Haidt’s research on THE GENERATION in question, the fragility/anti-fragility thesis, and this does make sense of a lot of behavior that I see. You have alluded to Haidt’s alignment with at least parts of the agenda, but I appreciated that he has been imploring parents and educators to re-incorporate healthy stressors back into the child’s experience.

    As for skill development, self-management skills are pretty useless if there is nothing in the human head, as in new experiences and new learning does not seem to CONNECT with any existing structures of knowledge, cannot be processed or interpreted.

    My intern ‘kids’ remind me of Kaspar Hauser…meaning that they have NO PAST, and process everything in the NOW. I note, too, that they take pretty much everything they encounter at FACE VALUE…also, that they lack any sense of irony…that there could be layers of existence, multiple meanings.

    And, on another front…I felt so personally isolated that I called a HELP LINE, and several times. It was good to catch up on the therapeutic lingo which was pure Seligman and resilience theory…and, it was determined that I am RESILIENT, which of course made me very HAPPY, and mindful, and present, and all of those things.

    • Yes, I have tied Haidt definitively to Seligman and positive psychology and IIRC in The Righteous Mind he states that he is Buddhist so we have the mindful practices. Garrison said this in its year-end fundraising email–

      Each day at the Garrison Institute, we are inspired by the natural world’s capacity to restore itself. Under the right conditions and with the necessary resources, these delicate systems are able to return to a state of harmony and equilibrium – and so are we.
      A growing body of research supports that contemplative practices are uniquely suited and in fact preferred for developing key psychobehavioral components of resilience: interconnectedness, social support, empathy, altruism, compassion, and helping others. We know that these results create the conditions for meaningful social change, and over the past 16 years, we’ve seen it work.

      Moreover, on Tuesday the National Academy of Sciences Committee on Applying Lessons of Optimal Adolescent Health to Improve Behavioral Outcomes for Youth released a paper called “Promoting Adolescent Health Behaviors and Outcomes: Thriving in the 21st Century” which is full of references to Csik, Seligman, CASEL frameworks, and other positive psych papers. It seeks for education and institutions generally to push the Optimal Health Framework for All seeking “a dynamic balance of physical, emotional, social, spiritual, and intellectual health” and then lays out the Developmental Milestones and Trajectories to be sought. These people are serious about the hardwiring for 21st century citizenship. The dimensions are as follows and pay especial attention to the definition of Spiritual Health:

      Physical Health is the condition of the body.
      Emotional Health is the ability to cope with or avoid stress and other emotional challenges.
      Social Health is the ability to form and maintain nurturing and productive relationships with family, friends, co-workers, neighbors and others.
      Spiritual Health is having a sense of purpose, love, hope, peace, and charity. For some people, this is drawn from being part of an organized religious group; for others, it is having a sense of values inspired by other influences.
      Intellectual Health encompasses achievements in academics, career, hobbies, and cultural pursuits.

      There are explicit mentions of the intention to make these interventions at a neurobiological level. Good thing we are where we are in understanding precisely what is being grasped at globally as we commence the decade before the 2030 Destination Date for these goals to have been met with the newly rewired citizenry of the future to be a voting majority all over the globe.

  7. On Dr. Haidt, I am sorry to hear he is so ideologically confused, though I am not surprised. The desire, frequently, seems to be to utilize Buddhism as a ‘technology’ for ‘well-being’ and to strip out the moral code. I believe this is the history with “Stanford Zen”. It is like what kids do when they strip off the icing of a cake, or eat the center of the OREA cookie, ’cause it tastes good.

    Interestingly, I think Buddhist positioning would be non-interventionist, meaning it would preclude the covert indoctrination of others and, certainly, the re-engineering of their neural pathways.

    • Are you remembering the Dalai Lama has worked with Richard Davidson from CASEL to do just that and with Ervin Laszlo and Nicholas Negroponte (MIT Media Lab) to create what the Club of Budapest (CoR’s cultural arm) calls the Holos Conciousness?

      Then we have his work with UNESCO. I wrote about that alarming agenda that came out of an Esalen suicide and a reader’s concern and can pull that book again tomorrow. But then I also have this agenda tied to the False Narrative, Classical Ed, and the Barney Charter Initiative and the new CLT that insists that

      Education’s primary benefit is that it forms people of virtupus character who use whatever prosperity they enjoy for the common good.

      This vision of ed as the equivalent of a potter’s wheel to create a desired shape from the modelling clay of children seems to be widespread across established religion. Plus we have Pope Che’s Humanity 2.0, also hyping virtue as the Trojan Horse.

  8. Interesting…I can say that my research regarding certain infamous LGAT organizations suggests that you can pretty much expect the Dalai Llama to make an appearance and confer to founders his moral imprimatur.

    Could you refer me to your post related to the Esalen suicide, and what came out of it…THX. As you know, there were multiple suicides in the early days of Esalen programs; also multiple suicides as an outcome of Rogers/Maslow programs installed in CA elementary school programs; and multiple suicides in Japan in the same time frame (NTL program — T-groups in Japanese corporations)…

    I was trying to think back about my own undergraduate experience, what I thought I was up ….recall that I was exploring bodies of knowledge that were of interest to me. I believed/hoped that I was gaining skills that I could bring to bear in the market place, but this was not the primary concern. In retrospect, my cohort and I were being bombarded to subtle messages regarding how we should behave toward each other, and what would constitute good ‘global’ citizenship. There was a great deal of emphasis placed on liberalizing sexual attitudes and behavior…really to a tedious degree. The most inspirational professors, I must say, were those who kept their flies zipped and modeled ACTUAL interest in their subjects.

    • This is the post I mentioned. It was easy to find as I remembered I was still on crutches when I wrote it in 2018.

      It was Part 2 of what I called the Lucrative Deceit Trilogy. Part 1 is here and includes the Valor Circle Practices designed to “inspire us to rewire our brains toward integration.”

      Speaking of charters (which were also a product of CASBS to push systems science) this week was pushing Hope Community Charter in Washington, DC whose mission is “to shape the hearts and minds of our scholars positively, by providing them with an academically rigorous, content rich curriculum, an environment in which character is modeled and promoted, and a community in which to build trusting relationships with others.” Hope is to be a place where “students experience safety and joy while learning difficult abstract things like empathy and the scientific method.” The latter reminded me of all the inquiry in IB and what De Jouvenal pushed as the Art of Conjecture. Finally, we get a rewired scholar who as a 4th grader “succinctly summarized what education should be and what Hope manages to do well: ‘Everyone should be teaching how to think, then think of others first, and then decision making. The result would be a world where people took care of each other and not hurt one another.”

    • Notice that the Garrison Institute Winter Newsletter I have now linked to and discussed blow ends with this quote from the Dali Lama.

      “We can never obtain peace in the outer world until we make peace with ourselves.” —– HIS HOLINESS THE DALAI LAMA

      Also, you might see if any of these names ring a bell

      That 45 years reference on the Contemplative Mind in Society fits with some of your timelines. Plus checking the link to The War for Kindness shows it is being touted by both Angela Duckworth and Carol Dweck.

  9. This caught my eye…”Hope is to be a place where “students experience safety and joy while learning difficult abstract things like empathy and the scientific method.”

    When did the world become such a DANGEROUS place that ‘safety’ has to be engineered in the student’s encounter with abstract ideas? And, since when, is ’empathy’ and “abstract idea”?

    • Precisely why I quoted it. Speaking of foundations the McDonnell Foundation as in aircraft funds, but they also fund a lot of systems science research. I think it’s the Santa Fe Institute as well.

      • Robin, I think I have suggested this to your before, but would it be possible to create a chart or ontology of these individuals, organizations, and their relationships to each other? I guess there needs to be a historical/time dimension as well.

        Why is say this, related in part to Frankfurt School ‘education’, which is taught, I can tell you as ‘gospel’, and completely absent any historical context.

        I had this experience in my graduate program, where after a solid year of being presented with ‘concepts’ and that were to be applied in ‘praxis’….I demanded that the instructors position this training in some historical context. (Of course, I knew what was being inculcated, but I didn’t think other students were aware.)

        The creator of this program, a Harvard Ed.D, claimed that no-one had really mapped this history of ideas. OH BULLCRAP!

        So, I sent him an ontology created by a Japanese professor (who had become as frustrated as I) and, sat down over a LONG holiday with mountains of English-language material and mapped the history of the field of OD…and, TAVISTOCK, and F. School thinkers were significantly featured. “Oh Wow!” was the response of Mr. Harvard.

        Frankly, these people/educators are so disingenuous it stinks to HIGH HEAVEN.

        So…please if we can get an easy to understand visual rendering???

        Also, the legal side of my brain is thinking/framing neural pathway engineering (covert) as being right up there with Nuremberg-style criminality, maybe HIGHER. Thoughts!

        • Take a look at this and remember that the Manhattan Institute gets a great deal of funding from the Bradley Foundation we keep encountering at the core of the False Narrative. Although not mentioned in this article, when I sat next to radio commentator Hugh Hewitt out in Orange County, CA, he mentioned in his testimony that he had ties to this charter network. I have also noticed he regularly works now with Hillsdale’s Larry Arnn (also on the Board of the Heritage Foundation) pushing the barney Charter’s classical curriculum. Here are some more money quotes and notice the reference to education as soul craft, just the term George Will used that I wrote about in 2019. Will was or still is on the Board at Bradley and has won their lucrative prize.

          Its north star is not social justice but human virtue…The school’s official mission statement: “To cultivate the minds and hearts of students through the pursuit of Truth, Goodness, and Beauty.” John Paul Poppleton, headmaster of Arizona’s Chandler Prep, offers a slightly different version: “To strengthen minds and souls so that students aren’t just caught up in the soup of postmodernity.”

          Judging by the seniors I spoke with, Great Hearts’ approach is working. “What really matters is the way my education has changed me,” says Meg Van Brunt, a senior at Veritas Prep in Phoenix. “A lot of teenagers are desire-driven, and they’re always asked to explain what they’re feeling. Here, they encourage us to follow a Socratic way of thinking. Start with your calculative faculties, then your spirited faculties—I sound like I’m regurgitating, but I’m not—and then desire is something that’s subject to those faculties.”…“Our students leave here as people with very strong character,” said Kaitlin Monroe, an eighth-grade earth-science teacher. “If I were in a public school, I’d be asked to teach in a way that wasn’t oriented toward character formation. I think I’d have a moral struggle not teaching that way.”

          Theresa Weiland, who teaches 11th- and 12th-grade calculus, said, “In order for our society to be one where Americans want to help their fellow citizens, we need to be educating our children the way we’re educating them here. . . . Can you imagine where we’d be a generation from now if more students were taught this way?” Chandler Prep’s headmaster Poppleton agrees. “What we’re doing is patriotic in the broadest sense: raising up the citizenry of this great nation to think philosophically and not be persuaded by a mob mentality,” he says…The answer depends on what one believes is the purpose of education. For anyone who believes in education as soul craft, nothing more promising is happening in American schooling than Great Hearts Academies. Its graduates are different, and they know it. After reminiscing about Veritas Prep’s “Iliadathon,” an overnight party where students take turns declaiming the entire Iliad, senior Anthony Jakubczuk said that he worries about finding a comparable intellectual community in college.

          When I asked what it feels like to be part of such a counterculture, Meg Van Brunt said, “It feels beautiful!” Asked to define beauty, she offered, “We could start by calling it an attractive good.”

          “That’s a good starting point,” Justine Marbach said, “because it could be both internal and external. But there’s also the idea that it involves a certain knowledge and that it’s a resource we’re striving for.” Justine continued by citing Aquinas’s opinion that we perceive beauty instinctually and that it speaks to the core of our nature.

          This really is not any different in terms of aspirations of remaking what drives people from the inside-out than what the Pope is pushing in its Humanity 2.0 Initiative. This is not about Knowledge. It’s about the belief system and what fills it being prescribed and behaviors practiced until coordinating the intellect with emotions becomes a matter of habit.

          On the graphic. I have asked for more bookcases for Christmas and as I further organize my rather astonishing collection of books and other materials since I wrote CtD, it will make something like the kind of graphic you and others long for much easier. I also get asked regularly to create the kind of Glossary that exists in my head and notes, but nowhere else. Ho. Ho. Ho. to 2020.

        • This coincides with some of our offline discussion this year. It also fits with quite frankly what Classical Ed is also pushing.

          But what does it really mean to seek an “altruistic” society? Auguste Comte, one of the fathers of sociology, invented the word, defining altruism as “elimination of selfish desire and or egocentrism, as well as leading a life devoted to the well-being of others.” Mathieu Ricard subtitled his book Altruism “The Power of Compassions to Change Yourself and the World.” For the ancient Greeks and early Christians, altruism is agape, the highest form of charity and selfless love. In the Pali literature, Buddhism and Jainism it is karuṇā, compassion and the desire to relieve suffering, which is an essential part of the spiritual path. In Islam, it is ithaar, or selflessness. In Judaism it is the basis of tikkun olam, the work of repairing or improving the world.These definitions and traditions are expressed in terms of individual altruism, which is clearly deep in our history and in our DNA. But only altruism on a societal scale, at the systems level, will be powerful enough to match the scale of the problems we now face, and to move us along the pathways toward planetary health. We need to cultivate collective, pervasive, societal altruism…It’s apparent that altruism isn’t just a behavior of enlightened individuals; it can also be systemic. Like the natural healing function built into nature’s DNA, it’s a collective, pervasive, emergent human function. The question is, if altruism is part of our DNA, what will it take to awaken it on a societal scale, it in time to heal the planet? Ecosystems can heal themselves, and people can instinctively pull together to heal a city, but it often takes a deep disruption like a fire or an earthquake to trigger the healing response on a large scale. We can’t wait until some massive disruption threatens civilization itself to awaken societal altruism. How do we do it now, before such a disruption occurs?That’s not a rhetorical question; it’s an urgent one the Garrison Institute’s Pathways to Planetary Health program is working to answer in concrete ways. Today, the dominant paradigm for assigning value is degenerative — maximizing extraction and consumption, rewarding the success of the individual or corporation. Pathways to Planetary Health is outlining a regenerative paradigm that nurtures the health of the whole, drawing its principles from ecological systems. It takes societal altruism, the ethic of seeking the common good above all else, as the cornerstone of regenerated future.

          Here is the link:

  10. LAST RANT OF 2019….

    Just heard that the company that provides my student interns has suggested that I can administer a ‘literacy’ test before accepting any student (read, American student). I cannot believe I am the only employer on earth coping with this issue, right???

    • Yes, look what I found.

      Happy New Year to you as well.

      Also found this looking up from links to Leslie Taylor on Positive Neuroplasticity. It’s a problem when these prescribed practices and experiences tie to learning standards required for all students.

    • By the way did you see this? Explains a great deal about what we have both gathered about Barney and Classical Ed in general. An excerpt:

      These founders thought that liberal education should cultivate the practice of the moral alongside the intellectual virtues. College is about thinking, and the refinement and informing of the intellect is its first purpose. This requires in turn the education of the whole human being. Humans not only think, but also do. Their doing and their thinking work together to form their characters. If their characters are not courageous, moderate, and just, then not only will they be craven in action, but their thinking will be impaired.

      • I was just asked to design a coaching platform that has as a success criterion, “enhanced well-being” of employee participants. When I asked to see the research related to “well-being” and performance,…things broke down, as I knew they would. My embarrassed contracting party…mumbled that it was “common sense” that happy people are better workers.

        • Here you go, from Duckworth and Seligman’s home base:

          Traditionally, a major focus of psychology has been to relieve human suffering. Since World War II, great strides have been made in the understanding and treatment of mental health disorders. Relieving suffering, however, is not the same as flourishing. People want to thrive, not just survive.

          The skills that build flourishing are different from the skills that alleviate suffering. Removing the disabling conditions is not the same as building the enabling conditions that make life most worth living. (The words “flourishing” and “well-being” are used interchangeably. We do not use the word “happiness” because it means different things to different people.)

          Suffering and well-being are both part of the human condition and psychology should care about each. Human strengths, excellence, and flourishing are just as authentic as human distress. People want to cultivate the best version of themselves and live a meaningful life. They want to grow their capacities for love and compassion, creativity and curiosity, work and resilience, and integrity and wisdom.

          When Dr. Seligman was president of the American Psychological Association in 1998, one of his presidential initiatives was the building of a field called Positive Psychology. Positive Psychology is the scientific study of the factors that enable individuals and communities to flourish…
          Institutional Applications

          The science of well-being has important implications for institutional applications:

          Schools can educate students for flourishing as well as for workplace success. The skills of well-being can be taught.

          Parents can cultivate their children’s strengths, grit, and resilience.

          Workplaces can improve performance as well as raise employee well-being.

          Therapists can nurture their patients’ strengths to prevent mental illness and enhance flourishing, as well as heal damage.

          Communities can encourage public service and civic engagement.

          Going to be busy here at ISC in 2020.

          • From the 2019 update

            So, a case can be made for an education that raises well-being in its own right and also as preventive of mental illness. In other words, well-being deserves to be seen as a universal pursuit with intrinsic value. But a common worry about such interventions is that they might interfere with traditional academic goals and divert scarce resources away from academics. In the three first large-scale, whole-school randomized studies on well-being and achievement, we showed that teaching the skills for well-being at a large-scale is possible and that it lastingly improves academic performance. We conclude that positive education – building both well-being skills and academic skills hand-in-hand – is feasible and desirable. This new paradigm will sow the seeds for enhancing the human condition sustainably.


            Plus it shows my recollection about Texas is correct. Cooperrider, by the way, was a student of Peter Senge, and is involved with the UN’s remake of business ed globally. He works with Ervin Laszlo’s other son, Christopher, at Case Western.

            Following from the successes of IPEN’s first Festival of Positive Education in 2016, IPEN and the David L. Cooperrider Center for Appreciative Inquiry at Champlain College partnered to host the World Positive Education Accelerator (WPEA) incorporating the second Festival of Positive Education and Appreciative Inquiry Summit in Fort Worth, Texas, in June 2018. The WPEA included a three-day appreciative inquiry summit, led by David Cooperrider and his team, that focused on the question: How might we accelerate a union between the best in 21st century learning, with the best in the science of human flourishing, and the positive psychology of human strengths? This collaborative accelerator was the largest of its kind ever held to advance positive education. The event brought together 800+ teachers, school leaders, policy makers, psychologists, practitioners, and students from more than 30 countries to work on designing specific initiatives to accelerate the implementation of positive education around the globe.These initiatives covered the breadth of the education context from kindergarten to university as well as geographical contexts and other domains such as policy, assessment, research, and government. The opportunity areas for collaboration and initiative development included the role of artificial intelligence and digital technologies to accelerate positive education; youth-led initiatives to advance positive education; the role of business as a force for positive education; establishing standards and best practices for positive education; creating resources for teacher preparation, school leaders and administrators, as well as parents, and families; and the development of national summits to accelerate positive education in China, Netherlands/Belgium, Latin America, Singapore, and the United States; among many other areas. The proceedings from the WPEA have been jointly published by IPEN and the Cooperrider Center in a report entitled, “Powering Up Positive Education: Turning Inspiration into Action” (2018). The community created by the WPEA will be jointly supported by IPEN and the Cooperrider Center through facilitating initiative development and maintaining network connec-tivity over the next two years. The outcomes from the WPEA and the initiatives developed through the process are being disseminated via the IPEN and Cooperrider Center websites and connections (

    • Flourishing, neural manipulation, and cybernetics all come together.

      Found that as I was reading recent papers from the American Society for Cybernetics on manipulating Understanding so that it is NOT “about cognizing a pre-given world,” but rather about “consciously choosing the aspects of the world that we decide to cope with.” That in turn is quite consistent with what Martin Seligman has on his Positive Psychology Source materials for PERMA workshops as a 2013 paper called “Navigating Into the Future or Driven By the Past”. Just the outlook if transformation is the goal apparently.

      • Removing the concept of historical context from the population; what could possibly go wrong?

        “Remembering” is a Biblical admonishment. One can do a nice study pulling up all the passages that include the word “remember” in the Bible. It’s a foundational category. The very word history (all language is scrambled Hebrew from the tower of Babel-note who will tell you otherwise) breaks down to “His story”. One foundation of the Bible is what happened when Israel forgot the past; it culminated in escalating to “The Final Solution” of WWII! This idea of “not being driven by the past” is another Nietzschean “Umwertung Aller Werta” (transvaluation of values) to destroy one’s enemy.

      • Here is a teaching on the imperative of “History” and “Remembering” that I have facilitated numerous times from a series called “The Truth Project”. The demonstration of “those who control the past, control the future” he puts the class through starting at the 5:00 point is eyebrow raising to say the least:

  11. Hi recently had a conversation with a Chinese colleague and related to differences between ‘what is a desirable shopping experience’ China/Japan. I pointed out that the Japanese, and even the proprietors of convenience stores — the 7/11’s — do everything possible to personalize the consumer’s experience. They work hard to remember the preferences of each customer, cigarette brand, coffee preference, although they may serve hundreds, thousands. My Chinese friend that the Chinese, or so she has been led to believe, prefer a completely impersonal experience, and one that is totally automated, NO HUMANS. This did not exactly jive with what I have seen of Chinese social habits, as in couples still assemble in parks after dinner and dance together; there are massage institutes in every neighborhood that actually provide massage, parents are physically affectionate with their children…

    So, I would say a human-free shopping experience does not really jive, and is probably SOCIAL ENGINEERING.

    • Speaking of China and this positive psychology push globally via both education and coaching,

      “A Multidimensional PERMA-H Positive Education Model, General Satisfaction of School Life, and Character Strengths Use in Hong Kong Senior Primary School Students: Confirmatory Factor Analysis and Path Analysis Using the APASO-II”

      The multidimensional PERMA-H positive education model provided evaluation and education framework for the theoretical and practice development of positive psychology in schools. Character strengths use mediates the association of strength knowledge and well-being. Using the Assessment Program for Affective and Social Outcomes (2nd Version) (APASO-II), the Subjective Happiness Scale, and the Physical Health Subscale of the PERMA-profiler, a multidimensional measure of PERMA-H was validated using confirmatory factor analysis in the context of a positive education program evaluation in senior primary school students…Path analyses showed that the APASO-II factors together with measures of subject happiness and positive health as the multidimensional PERMA-H model of positive education differentially predicted general satisfaction of school life, level of anxiety and depression, and character strengths use. Character strengths use mediated the relationship of Positive Engagement with general satisfaction of school life. Positive education utilizes knowledge and research findings from positive psychology in schools to produce intended positive outcomes like enhanced well-being and reduced level of depression in students. This study provided a solid foundation for related scientific research and the understanding of the multidimensional framework of positive psychology concepts. Systematic promotion and longitudinal evaluation of positive education at the institutional level in Hong Kong can be achieved with the use of APASO-II and the positive education scales of subjective happiness and physical health.

      And confirms the US government is interested in this model as I noted when Betsy DeVos used positive psych language in my Dog that did not Bark” post. The NIH is also the sponsor of the Science of Virtues initiative at U-Chicago I have also written about. We seem to be having quite the convergence here around neural reengineering. Use your Mind to Change your Brain which will Change your Mind is how an article I finished this morning put it.

    • Hey Leslie, At the 52:00 mark in your video, Jan briefly explains the “buttressing” technique explained by Zygmund Dobbs in those two books, “The Great Deceit” and “Keynes At Harvard”. This youtuber also did a series on “The Royal Society” which is foundational as I mentioned earlier in this thread. They were wizards who took off their wizard robes to don lab coats and change their reputation. He is off on the Puritans though. The problems he mentions in many of his videos regarding Puritans would have been due to subverters, not the Puritans themselves. He also explains in his videos the foundational problems with the Huxleys, something that is key and hardly anyone knows about.

      • I am half-way through the audio version of “The Great Deceit”…it’s excellent!!! Thanks for the recommendation.

        On Jan’s stuff…I think it is a mixed bag, but he is right on with regard to the Huxleys.

        • Jan did write a nice paper on what he uncovered regarding Gordon Wasson and had to dump thousands of pages he wrote unknowingly with spurious information from fraudulently buttressed, tag-teaming, sources.

          Excerpt from “Spies in Academic Clothing”, with quote from Clinton mentor Carol Quigley:

          “These same tactics have been and are used in MKULTRA research, and furthermore, I’ve noticed a pattern of these academic and research “cells” cross-citing each other to further bury each owns’ frauds. And it spreads far into other areas of our lives as well. Here President Bill Clinton’s professor at Georgetown University, Carroll Quigley, explains this process on a similar, but political scale:

          By the interaction of these various branches on one another, under the pretense that each branch was an autonomous power, the influence of each branch was an autonomous power, the influence of each branch was increased through a process of mutual reinforcement. The unanimity among the various branches was believed by the outside world to be the result of the influence of a single Truth, while really it was the result of the existence of a single group. Thus a statesman (a member of the Group) announces a policy. About the same time, the Royal Institute of International Affairs publishes a study on the subject, and an Oxford don, a Fellow of All Souls (and a member of the Group) also publishes a volume on the subject (probably through a publishing house, like G. Bell and Sons or Faber and Faber, allied to the Group). The statesman’s policy is subjected to critical analysis and final approval in a “leader” in The Times, while the two books are reviewed (in a single review) in The Times Literary Supplement. Both the “leader” and the review are anonymous but are written by the members of the Group. And finally, at about the same time, an anonymous article in The Round Table strongly advocates the same policy. The cumulative effect of such tactics as this, even if each tactical move influences only a small number of important people, is bound to be great.[8]
          ~ Carroll Quigley

          With this in mind, the above can be very startling in that it reveals how deep this type of disinformation can run through society, which acts as a web to keep the public misinformed on any topic.”

          Full essay posted here:

          • Thanks, I had read this essay before but will revisit it. On a subject slightly closer to home than psychedelia, I had my interns gather together the corpus of papers focusing on ‘Transpersonal Psychology’ and, asked them to see if they could find anything resembling peer-review. We really couldn’t. Whole thing looked like what Jan calls an academic ‘circle jerk’…

    • At the 56:00, John explains he never heard any info of Eugenics during college and that the information got out to him only through “wacky conspiracy websites”, which turned out to be the correct information that was being suppressed on campus. See how academia uses this insult as cover?

      • Well, yes, I have encountered a lot of this name-calling from academics. Also, I could see how they discredited Colin Ross as a ‘tin-foil hatter’.

        One question I have — and this comes up in examinations of MKULTRA projects, and interactions with academics: how can you tell who was/is a ‘witting’ participant and who was/is not?

        Also, I have a collaborator in my field who is just completing a doctoral dissertation focused on the coaching field. I believe he is in the middle of a Jan Irwin experience, meaning the discovery that he ‘buttressed’ his findings on the output of a ‘buttressing’ project.

        • You can’t really tell who the witting participants are for sure, outside a confession, but there are a few things you can note to navigate information that may be designed to win agendas rather than to tell the truth.

          Zygmund Dobbs will give you names of fake Journals and sketchy organizations that you can be aware of. I always look at alma maters and associations when something looks amiss. You can follow the money, and you can judge by their fruits (the character and results history). See if you can detect a Biblical principle and see if it has been turned upside down, (Nietzsche’s “umwertung aller werta-the transvaluation of values) and see if there is a pattern of this tactic; that is the main test I use. See if they are treating logic as if it were offensive. Do they use the concept of “safe spaces” or “virtue signaling” in any form. This is no proof they are willing participants, but useful idiots can cause just as many problems. Maybe with patience and understanding, one can win them over to sanity.

      • Notice that this conference says flat out they are rewiring student brains –“The Science of Self-Kindness: Using Mindfulness and Self-Compassion Practices to Rewire Students’ Brains for Calm, Clarity, and Thriving” as well as “Redirect: Changing Students’ Behavior by Editing Their Self Stories” . Notice too Jonathan Haidt who is a positive psych background too. “The Psychology of Self-Transcendence: Awe, Elevation, and Hive Psychology”.

        We have this “Love One Another: The Benefits of Kindness, Loving-Kindness Meditation, and “Positivity Resonance” from a prof who heads a Positive Emotions and Psychophysiology Lab at UNC–Chapel Hill. Clearly this new neural wiring is the open secret of the 2020s to get the new kinds of minds needed for the SDGs and No One Left Behind agenda by 2030.

        Social and psychology researchers have found that students’ self-esteem, self stories, concepts, and beliefs about themselves can affect their grades and behavior. Psychologist Abraham Maslow proposed in his “Hierarchy of Needs” that self-esteem (the need to feel loved and accepted by yourself and others) was essential for self-actualization — or becoming the best you can be. However, Maslow believed self-esteem wasn’t enough. Self-actualization also requires getting outside oneself, transcending the ego, and experiencing love, awe, and curiosity. This conference will explore how self-stories, compassion, confidence, awareness, and curiosity are interconnected and are all important for student and teacher success. Discover ways to change students’ self-concepts, stories, identity, and beliefs in ways that improve behavior and academic achievement. Learn how to use mindfulness, self-compassion, awe, and curiosity in the classroom to improve learning; boost confidence in girls and teens; and promote authenticity, awareness, and self-care in teachers and school leaders.

        This review of one of the speakers’ new book ends with this ominous statement: “Although our mental life and its connection to behavior may be evolutionary byproducts of other selection pressures, our cognitive abilities have emerged as our unique advantage. LeDoux argues that our ability to engage in conscious thought can make us selfish and greedy, but it is also our best hope for combating looming challenges in our world to support our continued survival as a species…The Deep History of Ourselves is an important book because understanding human consciousness is critical given that our future as a species depends on our ability to use our conscious minds to address imminent global and environmental threats.”

        • Dobb’s book “The Great Deceit” explains how the entire genre of “social sciences” was buttressed into place for the purpose of usurping control of mass education. Some of it’s subcategories are buttressed fakes and other departments are infiltrated. This is all for the end goal of tampering with the legal system, and to eventually get rid of it. There will be laws coming to enforce the stuff they are programming into students’ attitudes via these fake learning departments.

          • In many instances, as I covered in Credentialed to Destroy those laws are already in place. Plus, a requisite learning standard that goes to any component of KBVAF is a legal mandate when properly understood. It is certainly Harold Lasswell’s vision of the law come to fruition.

          • Didn’t Judith Reisman document this process vis a vis Kinsey and his FAKE sexology research; that false data was advanced, and then followed by substantial and sweeping revision of U.S., and global legal codes?

          • No. Judith Reisman was one isolated case looking at mainly Kinsey in one genre. Kinsey’s success is no small accomplishment; thanks to Kinsey, we now have pre-Kinsey and post-Kinsey cultures. Dobbs shows at the Fabian Society level, how entire fraudulent “academic categories” were spun into existence of which Kinsey would only be one small example. Dobbs walks the reader through the process of which I have never seen anyone else write about; and I have been reading this type of material for at least 15 years. I know some short cuts I can share; you can skip Reisman, at least spend less time on her research. Dobbs research encompasses the Kinsey issue; the problem is much larger than any one player.

          • A little more info on this “single incident” issue of a much larger problem is prudent. Remember the story a few months ago about that actress trying to buy entry for her son scandal and the University was so “stoic” and “lofty” and “integral”; it would never fall for “such indolence” as a “petty bribe”, etc? When I heard that, the technique called “limited hangout” came to mind. “Limited hangout” is when they set up a scenario that supposedly “exposes” a “problem” (which is something minor in comparison to what is really going on) they “majestically conquer” while the whole entity’s foundation involves engineering belief and thereby support. The public thinks “wow, they are diligent and moral”, relinquishing their trust, when the entity is running something similar to war gaming. See “Art of War”. The “Piltdown hoax” being “exposed” by “scientists” makes the science profession look like it is on the ball; the unsuspecting thinks they can relax because this bunch is on the job.

        • Robin, you sent me a paper, Kaufmann, in which it is speculated that BIG FIVE traits may somehow align with Maslow’s framework (Hierarchy of Needs)….

          I was thinking about my student interns behavior through the lens of OCEAN. Here is my assessment:

          Openess — LOW
          Conscientiousness — LOW
          Extroversion — HIGH but only with each other, facsimiles of themselves
          Agreeableness — HIGH
          Neuroticism — MIXED (my theory is that N traits evidence an at least slightly articulated human being, I mean you first have to be a person before you can be an ‘unhappy camper’.

          So…and, as I think both Rogers and Maslow averred in their last writings…a lot of this stuff backfired, or maybe it didn’t…depending on your perspective.

          Conspiratorially yours,

          • This is the paper Leslie in referring to, which seems to negate the assertion that Positive Psychology is not tied to Humanist Psychology.

            Kaufman is at U-Penn with Duckworth and Seligman and is also one of the speakers at the Learning and the Brain conference in NYC that I linked to yesterday.

            Plus this has popped up in following this PP/PN/ Learning & the Brain that was sponsored by the national principl groups for both elementary and secondary schools. Talk about TOGAs and mainstream ed. “We envision a global culture of empathy and compassion, in a world where people experience the joy of being connected to each other and interconnected with all life.”

            This decade is certainly interesting in its aspirations.

        • I found a nice audio commentary on “Degenerate Moderns” that I am listening too. From his quotes so far, Mead is either evil or stupid. The book’s table of contents look very interesting too; I’ll probably pick up a copy. Dean Gotcher’s group at is complementary to this content. I spent 2 months going through everything Gotcher posted on; good stuff indeed.

          Here is the audio commentary of E. Michael Jones’ book:

    • Here is another video on a closely related topic by this same Youtuber. In this video, an MIT Scientist insider explains how “peer review” is a con, real scientists are troublemakers and have been weeded out long ago. The remaining science actors work similar to Hollywood, money is paid to the “credentialed” to push ideas they could care less is true or not. Their paid projects are used in social engineering:

    • Hey Leslie, Those men in your video link, “School World Order” have now done a part two, and part three last week.

      I bought the book and am half way through it. He nicely brings together things I have already known but sound like a kook talking about and much more! It all goes back to the founding and history of the Royal Society of which this same youtube interviewer has done a series on.

      I highly recommend the book. I am making highlights on my kindle that I can share if anyone is interested.

  12. Well, speaking of limited hang-outs, and MIT, et al., all has gone quiet on the Epstein thing, with President Reif pledging to get to the bottom of it, while Ito and Stallman get thrown under the bus….and then we have the hand-ringing, soul-searching and tone’y discussions about academic ethics and donations. Nothing to see here, folks.

    • Make sure you read the Flourishing link I put up this morning n response to Deborah. I finished reading it as I had taken child to doctor and sat in waiting room. I even marked the margin when I got to the part about business consultants pushing the right brain dominated brain vision that reflective practice and mindfulness would bring about. That type of neurally reconstructed brain is apparently a condition precedent to the flourishing vision. Notice too author is a retired MIT prof.

      meant to remind everyone that MIT is a formal partner of the UN in its Earth System Partnership vision created by the Belmont Challenge documents and covered here at ISC in the early days. Coming across it and the call for a new kind of consciousness was one of the reasons I started this blog.

    • I saw that along with a nice pic of Steven Pinker sitting with Epstien. Won’t be a problem if History becomes nothing but a social irritant or hate speech violation.

      • Joi Ito, former Director of the MIT Media Lab would be a good example of the “oddly-credentialed”. I believe he was UN-credentialed when he was appointed to that role, but may since have completed work toward a doctoral degree.

        Joi Ito may be the only individual who has been both a guest faculty member at Harvard Law School, and the manager of a strip club in Roppongi (Tokyo), though he did not perform these roles simultaneously.

        • That strikes me as only having ‘experiential learning’ in common. Gracious, we have a great deal of life experience at this blog.

          I ordered Rick Hanson’s 2014 book Hardwiring Happiness: The New Brain Science of Contentment, Calm, and Confidence as we continue to document what is being pursued globally in the name of education. No need to theorize when we have such open confessions.

        • There are multiple writers who have commented that Margaret Mead is one of many actors in academia who are actors with fake credentials selling agendas. It didn’t work out well for her in the end, dying with a photo next her bedside of the love of her life who took her up on her program to dismiss any requirement of loyalty, left her for another woman 20 years earlier.

          • “Actor” is a good word to describe these people in that they seem to have been groomed and selected to play roles. Bateson, himself, looks like a made-up character in so far as he is credited with influencing and shaping (creating?) so many fields in which he cannot have had significant knowledge.

            On loyalty and abandonment, Carl Rogers’ former research partner, the psychologist William Coulson, describes Rogers as having been persuaded by his followers to abandon a dying wife who had lovingly supported him for fifty years. This was justified with the cause of his continued “self-actualization,” which involved a much younger woman.

            My field, according to a newly-minted narrative was created by super human beings. A guy with a H.S. degree publishes six books in as many years, founds multiple organizations and global networks in ‘months’. Sub-plots in this drama have self-described ‘street actors’ writing a tome on coaching… a former racecar driver develops complex psycho-metric tools and the GROW model. The real field, which was evolving as a sub-discipline of consulting psychology, was simply marginalized in this story. Now, the lot of them are engaged in research related to “brain science”, “epigenetics”.

            The stories are always the same, as in “x” was doing “y” when he ‘noticed’ that if he did “z”, remarkable ‘transformations’ occurred.

            This is a world of ‘epiphanies’ and ‘paradigm shifts’.

          • As for resources on this phenomenon, E. Michael Jones’ 1990’s book, “Degenerate Moderns” is a good resource. The Margaret Mead story does not escape his attention.

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