Dynamic Digital Dialectical Classrooms=Deliberate Transformational Change in Students and Society

Do you remember the decal from the Ghostbusters movies with the Ghost within the circle with a line struck through it? In the 90s excited high school students participating in an Educational Testing Service (the famous and lucrative ETS based in Princeton) Systems Thinking and Curriculum Innovation–STACI–Project (with ties to Harvard, MIT, and Stanford just like today’s Curriculum Redesign) using computers and simulation software came up with a graphically similar “No More Funnels” decal. These Tucson students in the same Sunnyside School District where the League of Innovative Schools had their annual conference last week celebrated the rejection of the “system of education that uses teachers as the dispensers of knowledge, dumping information into students’ heads for the purpose of regurgitating those facts onto tests, after which they promptly forget what they have learned.”

Now I have heard virtually the same verbatim sales pitch before from principals and administrators selling a school or district’s shift to constructivism many times before. Every time I hear it I know the speaker was a poor student who wants everyone to reject the importance of what they were lousy at. Honestly though there is tremendous irony in celebrating “no more funnels” in a school district that has been longitudinally tracking all students, including motivation, in order to reliably create a designed mental keel. Instead of a funnel effect that leaves each student free to build up their own understandings of how the world works and a teacher or professor to monitor whether those concepts are brilliant, confused, or just parroting others, the students get their internal mental images, associations, and concepts examined. Precisely in the manner envisioned and hoped for by Piotr Galperin in his Soviet research over decades and sought under that cybernetic theory of control we keep running into.

This is from a 1994 book on the STACI Project and its use of Jay Forester’s modelling World Dynamics software modified for the K-12 classroom as STELLA–Structural Thinking Experiential Learning Laboratory with Animation. Just the thing in other words to successfully join in reliable, replicable ways the inner representations of physical image, associated relationships, and conceptual understandings. The book’s title was Classroom Dynamics: Implementing a Technology-Based Learning Environment and it was very much a learning environment of the sort envisioned under obuchenie psychological theories. As far as I know no one is calling this STACI Project How to Get Inside Each Student’s Mental Black Box for Lasting Results, but that’s the intention.

No wonder so many radical ed reforms around 21st century skills and systems thinking are tied to the Tucson area–25 years of longitudinal data being thrown off by computers and crunched and analyzed by ETS in its quest for equity in education.   Here’s what the book says is targeted in the “No funnels” classroom:

“In the learner-centered environment the focus of instruction is on procedural knowledge and general problem solving skills, rather than on declarative knowledge and rote learning. Furthermore, environments such as those created by the systems thinking approach shift the focus of instruction to real-world applications and problems. In doing so, learning is concretized, rather than dealing with abstractions that have little apparent relevance to anything. Finally, a computer-based curriculum innovation project can diminish ‘teacher talk’ and provide students with opportunities for individual and group intellectual exploration.”

Concrete then means those mental representations remain tied to real world events and applications, increasing the likelihood that the inner beliefs will produce the desired future behavior to take transformational action. That internal keel from the last post is also influenced by the constant desire to take the way physical systems operate and apply the concepts to human or social systems or real world phenomena like war, conflict, or the economy. Perception of reality gets predictably influenced by the conceptual ‘lenses’ being supplied by teachers or virtual reality or gaming software, even if a well-informed expert in the area of transfer would immediately recognize the comparison is inapt. Without funneling, few students will. Remember to a social schemer with intentions for radical transformation there is “nothing as valuable as a good theory.” Or simulation of supposed systems to amend the slogan to 21st century intentions.

So now we know why the White House sponsored League of Innovative Schools chose Tucson. It was NOT the Titan Missile Museum or the chance to see saguaro cactus. What is so fascinating to me though is that ETS began actively looking for a curriculum innovation to push “higher order thinking skills” back in the mid-80s, soon after Galperin’s research became available in English. The 1994 book was quite graphic that students were being taught to visualize systems so it will change how they view the world. Since I knew that ETS also funded the Gordon Commission on the Future of Assessment in Education from 2011 to 2013, I wondered if the Commission’s work dovetailed with what I am calling this shift to an obuchenie mindset being cultivated in the student.

First of all, it turns out that one of Edmund Gordon’s mentors, the psychologist Bob Glaser, is the same person whose phrase for the new purpose of education–“developmental theory of performance change”–led me to James Raven and the socio-cybernetics aspirations we encountered in the last post. The Gordon Commission in its February 2012 newsletter stated it was looking for “a bifocal and bi-directional” teaching and learning process (aka dialectical). The vision is “less focused on what we want learners to know and do, and are more sharply focused on what it is that we want learners to become, to be disposed toward, and to be (i.e., thinking and compassionate human beings).”

No funnels, just that invisible mental and psychological keel again. Rejecting the traditional emphasis on “scholastic abilities,” students are to have “intellective competence.” If that sounds vague, it is supposedly the necessary focus for education “with equity and justice at its core.” Once again, we are requiring a shift in emphasis to cultivating non-Axemaker Minds while arguing it’s a fulfillment of social justice obligations and civil rights law requirements to provide opportunity for all. Gordon defined this intellective competence back in 2001 as a “way of adapting, appreciating, knowing, and understanding the phenomena of human experience through the domains of cognitive, affective, and situative competence.” Sounds like consciously cultivated stupidity to me, but I suppose that works better given the kind of social transformation plans we keep encountering. If you are in Vienna in late April, you may want to go to this conference and join in the planning.http://emcsr.net/general-information/

Just how very low this “intellective competence” goal actually is gets hidden by asserting the now acquired ability to “engage and solve quotidian, as well as novel, problems adaptively.” Quotidian sounds most impressive until we look it up in the dictionary and see it translates into everyday problems. Somewhat akin to putting the basketball goal at 5 feet and celebrating everyone’s ability to suddenly dunk. We could call it Basketball for Excellence or Success for All. Gordon did admit though that what is driving him, and one can assume ETS as well since it bankrolled the Commission, is his desire for “developmental democratization” and measures of student achievement not tied to “hegemonic indicators of developed ability.” Those are the intentions behind Gordon and ETS’s beliefs about what should be measured in students.

So when you hear the words Growth or Achievement it may reflect computer gaming or group project participation with a change in values and beliefs as the focus. It may mean that the student’s internal representations brought from home and the interactions within a family have now been successfully altered in a student urged to show Grit and Perseverence in novel and ambiguous real world scenarios where there is no right answer and Cognitive Dissonance may be the intention of the scenario. The student may be showing they view all the world including other people as systems that can be gutted and redesigned to see if a better world is possible. As if all things smashed can be reglued after impact.

Or that cited higher achievement or Growth may reflect Edmund Gordon’s hope for an intellective competence focus. Then the assessment might be measuring “the effective orchestration of affective, cognition, and situative processes in the interest of intentional human agency. I place affect first for reasons other than respect for alphabetical order. Human activity appears to begin with affect, and I have come to believe that while cognition ultimately informs affect, it is affect that gives rise to cognitive functions.”

That’s the developmental obuchenie focus that the banner of the Common Core is obscuring. It’s coming in at various rates depending on the venality of consultants and administrators or their naivete. Peter Senge’s version may be more famous, but Spence Rogers’ Teaching for Excellence is another example of the Change the Student focus. That’s why teacher development is so crucial. It’s also the real reason teacher tenure rules are being targeted. Compliance with the developmental vision is required.

Only the time schedule and extent of the frenzy to implement varies now.

No more funnels. Just internal keels to steer with. With no need for consent.

Should we call this all totalitarian education?

55 thoughts on “Dynamic Digital Dialectical Classrooms=Deliberate Transformational Change in Students and Society

  1. Way back when, schools were there to teach you how to read and think. Now they have the intention of teaching the next generation what to think – a very different focus. Instead of a vast range of personality, there will be just units of demand of housing, food, heat, entertainment. WE already have it. every house was different in the old villages. Now we have acres of buildings, units of housing identical, to contain identical minds…..
    Mona McNee

  2. Just looking over the EMCSR homepage promoting the upcoming 2014 conference, and is it just me, or do these folks have a particular fascination with pictures of bees (and soap bubbles, and pieces of tile) working industriously for the good of the hive? That is to say, with interchangeable units that are a part of collective wholes, only through which do the units have any meaning.

    I don’t want to exaggerate the nature and underlying assumptions of the minds that are at work here, but it does seem a bit – telling.


    • Loran-it may take me an hour or two to place it, but yes they do actually reference wanting people to function like bees. I remember being quite horrified.

      There’s a Norbert Weiner in the 21st century conference in Boston in June and they are comparing it to the Josiah Macy Foundation conferences from the 50s. I always thought those were notorious. Now they are remembered fondly.

      Do you feel like passengers existing for the sake of the ship’s crew instead of the other way around yet?

    • The pictures of bees (and cells of incipient bees in the hive) are nice, but I was struck by the people in the Oct. 26 picture, all lined up crowdedly on minimalist benches. A Bauhaus sort of look. They look like interchangeable parts too.

        • But Mari they are creating worlds http://plpnetwork.com/2014/04/01/passion-based-learning-week-6-minecraft-makerspaces/

          One of the books cited in what I was pulling together yesterday coming out of the adaptation language was a Dutch book by Loorbach called Transition Management: New Mode of Governance in Sustainable Development published in 2007. It said they were 5 years into a social experiment that combined longterm goals with short term try it and see growing out of participatory governance and consensus.

          It’s like a world gone mad with taxpayer money or grants and people have theories but no one remembers what fueled the disasters of the past. Felt the same way last night when I heard 5 college or university presidents speak on “Higher Education and the Evolving Social Contract.” I must have been the only one there not to be pleased the Dalai Lama picked Emory as the only higher ed institution outside India he is on the faculty of. I wondered if I was the only one who knew the name Holos Consciousness and had read the Planetary Manifesto he co-wrote with Ervin Laszlo.

          Maybe, but the Presidents all knew how to repeat students need to be ‘self-aware” like it was a mantra.

    • Be on the lookout for reports of the World Literacy Summit in Oxford University April 14-16, some dates like that! I will be just a celebration of what fine people they are at the summit, and reading failure will remain as ever!
      3 days , £480 ! Hot air.
      Mona McNee

    • The pictures of bees (and cells of incipient bees in the hive) are nice, but I was struck by the people in the Oct. 26 picture, all lined up crowdedly on minimalist benches. A Bauhaus sort of look. They look like interchangeable parts too.

      I really think Wiener just did the math. He’s probably spinning in his grave if his ideas are being mis-applied to limit individual freedom of thought. I’ve never seen a math geek who would want that. Perhaps actually you should be complaining about Ampere (as in the unit of electrical current, the ampere) because he coined the name “cybernetics” in a work involving civil government, in 1834.


      Somehow it all comes back to us electrical engineers. But only because we’ve had most of the usable ideas to make things work, good and bad. If some jerks want to twist those ideas around and use them as excuses to dumb down schools, please blame them not us. Thank you.

      • With a small population, people live in homes. Now with millions instead of thousands, we have units of demand for housing, food, parking space, units of supply, just numbers juggled by government (or concealed by government). A housing “estate” is now “developed”, 50, 100 houses just like twins!!!
        And when the population doubles, the strength of one vote is halved.

      • David-as an Electrical engineer take a look at where a fellow engineer wants to take us on these issues http://noemalab.eu/wp-content/uploads/2011/05/longo_epistemological_turn.pdf

        There is a tribute to Weiner in Boston in late June. The references to the Josiah Macy Foundation conferences from the early 50s suggests there is definitely a sense that cybernetics is back as a normative tool.

        Also look at the last 2 paragraphs of page 23 of new IPCC release. I have been calling attention to that at both WUWT and joanne nova. As a regular reader you should immediately see where the adaptation comes from.

  3. So if ETS is probably looking for measures of student achievement not tied to “hegemonic indicators of developed ability”, would it be naive to suggest that they look for measures of native ability? Yes I thought so.

    The argument used to be between native vs. developed abilities, and the SAT defenders said “this is a test of developed abilities, not IQ.” Now it’s not nice to examine “hegemonic indicators of developed ability” either!

    Second year of common-core “compliant” NY state tests start this week with ELA. Math is at the end of the month. Am curious to see if they’re like last year (academic, but simply too hard for most students) or if they’re going to use all the complaints as their excuse to bring in something far worse.

    Our Democratic governor Andrew Cuomo and his likely Republican opponent Robert Astorino are both running against Common Core. Not sure but Cuomo probably had something to do with bringing it in, before he saw everyone’s complaining and decided to run against it. The man has not a single scruple.

    • David-

      I have heard from readers in other states that they are seeing a great deal of NY prepared CC materials in their states.

      I was trying to get a list of the 17 Board members of ETS. No luck but they apparently earn about $500 K each in compensation. As a non profit ETS pays no income tax on revenue of almost $1 billion.

      The book makes it clear this was an ETS project, which I had never quite appreciated before. Given the Princeton location and the openness of the WOMP agenda, it is hard not to envision such aggressiveness as not related, But again I have read Falk’s book as well. It makes such a difference.

      Just like going through all the Gordon Commission newsletters yesterday to verify my suspicions it would dovetail with the Galperin vision by function if not name.

    • David-

      This hugely troubling statement is Edmund Gordon speaking in the June 2012 newsletter: “individual rights, including the right to privacy, became a privileged value at a particular point in human history. There was a time when the rights of the collective were considered more important than the rights of individuals…My reading of the future suggests that the advent of cyberspace, metropolitanization, modern communications, and now the combination of digitalization and globalization combine to make the world a global village and to force more attention to collective or social rights than to individual rights.

      Then later Gordon graphically states that “in several places in the world, some people are being educated for the future…We can afford to downsize the military and even tolerate a weakened economy because the 21st-century competitions will not be knowledge-based. They will pit the conceptual abilities, the technological capacities, and the relational adjudicative abilities of the people of each nation against one another except that the human divisions may no longer be based on national borders.”

      Gordon’s assumption that knowledge will no longer matter is simply wrong. That’s his preference because he doesn’t want knowledge to matter because it’s inequitable.

      • He admits that it will pit the “technological capacities” of one people against another, and those people might not even be geographically contiguous.

        So for such a society, we give kids what they “need” by teaching them to sing kumbaya together and agitate for endless social change? Whatever.

        I still don’t see how his idea supports the concept that a weak economy is OK, either. But I am surely being too picky here, disrupting the group feeling and eagerness for change.

          • I haven’t been able to find the IPCC report you are referring to. Can you give another clue?

          • http://ipcc-wg2.gov/AR5/images/uploads/IPCC_WG2AR5_SPM_Approved.pdf

            Page 23. Adaptation is not an ambiguous term and neither is governance. That’s why that link to that conference in Tucson in 2012 is so important as is the fact that the next one is in Brazil in May. First was in Australia in 2010. Very tied to ed and also the Belmont Challenge and that IHDP-International Human Dimensions Programme on Global Environmental Chage with its ties to the Ehrlichs and the Millenium Assessment of Human Behavior also out of Stanford and tied to UN.

            Systems Sciences, education, and adaptation science are all about action research now and they are citing the very same Donald Schon of MIT I have written about–Mr Generative Metaphor and Urban Planning prof. They intend to implement these theories and the research is obseving the effects on real people and cities and physical places. Next post will make this clearer. Notice though that number 2 of Edmund Gordon’s list of what was changing was Metropolitanization. I can guarantee you he meant it in the sense of a successor name for what used to be called Regional Equity or Environmental Justice. I have that research. Systems thinking is now seen as an excellent tool to achieve racial justice. https://www.wmich.edu/diversityandinclusion/documents/Systems%20Thinking%20and%20Race%20Primer.pdf

            If you read the program for the 2012 conference in Tucson you will see the feminists also see systems as a tool to demand equalization of outcomes.

        • David,

          A weak economy drives the people to rely more on the government. If you can’t find work, you’ll get unemployment, social security, of another type of handout to keep you going. If you don’t like the system and complain, well, that funding just might dry up and then where will you be? Great way to have lots of happy compliant serfs.

          The Gordon link above had another good quote, “We are addressing them from the perspective of what we should test for or the standards by which intellective competence is being determined.” If only the people who think the way they are supposed to are identified as having “intellective competence”, who do you think is going to be getting the jobs and running things?

          Reading things like that really make me wish I hadn’t read Atlas Shrugged. Way too scary where this is all going.

  4. It is nonsensical!

    How can one have competitions of conceptual abilities?, technological capacities?, or Relational Adjudicative abilities ( does that mean LAW? ) without a populace which has a store of knowledge in varying degrees specific to the individuals who comprise the culture?

    Dumb people don’t know from technological much less adjudicative and they sure as heck can’t spell those words.

    But I suppose the dumb ones are not the ‘WE’ to which Gordon is referring.

  5. The regions will compete in minecraft and halo tournaments virtuall settling imaginary ( creative) disputes. Meanwhile the elite living in reality will control all the resources. Hello hunger games.

    • Interestingly I just sent you this link https://www.nettercenter.upenn.edu/anchortoolkit/sites/www.nettercenter.upenn.edu.anchortoolkit/files/pdf/Anchor_Toolkit6_09.pdf

      I have the last 2 paragraphs on page 23 of the IPCC report that just came out on my mind. They both go to what is called cybernetics and systems science and so much we have looked at is designed to do just what is sought there without a by your leave.

      The irony is the resource they most want to control is the ultimate source of true wealth–the human mind. Just read an EFA report on student centered learning in the Netherlands. The teacher writing it actually used the accurate term ‘psychological reflection’ to describe what students are to be constantly monitoring. The Dynamic Classroom book used the term ‘self-regulation” for the same hyped process. The description reminded me of Dweck’s Growth Mindset work. Probably why it is now being pushed in earnest in UK and Germany too. http://www.thersa.org/action-research-centre/learning,-cognition-and-creativity/social-brain/reports/everyone-starts-with-an-a?_ga=1.87193496.1895798698.1384180638

      Such consistency all over the world once you know the template. I noticed the Gordon Commission urging the US to create “examples of formative and summative assessment tasks and instruments following the model of an assessment Task Bank like the one recently developed in Hong Kong.”

      Sure enough we now have the poorly understood Learning Registry.

      How much do you want to bet it will include gaming?

      • It’s odd that there were no grades given when students turned in the quests, but the teachers reviewed the materials and would sometimes hand them back for more input. http://gogolabs.net/wp-content/uploads/2013/01/QBL-Whitepaper_Haskell-final.pdf

        How 93% of the students can get an A when no grades are given on the individual assignments, and no mention of a final test is made, has me scratching my head. You’d think they’d have a final test given to the study group and the same test given to a normal class and compare the two. Of course, if they had that information they’d probably have mentioned it. Maybe that’s just an old stats class coming out…

        On the other hand, I had an idea along these lines almost three decades ago in grad school. A D&D game with diseases and symptoms as the monsters and drugs or other treatments as weapons. Do you have any idea how hard it is to do something like that using only 64Kb RAM?

        • Well Mike, at least they are throwing off lots of data, that benefits companies that offer cloud services and as my book lays out, want to use education to make the world a “system of systems.” http://www.edweek.org/ew/articles/2014/04/02/27king.h33.html

          All just disinterested advice. That’s why ISSS 2011 cited what Big Blue hopes to do as connected to a Theory of Social Learning and managing social systems. http://isss.org/conferences/sanjose-2012/20110722_ISSS_Ing_PresidentialAddress_v0722a.pdf

          It’s actually all about “learning’ that promotes societal change globally. That’s what personalized learning using data actually is. It’s really how we get Gordon’s intellective competence and the IPCC’s adaptation without admitting it.

          I am many things, but a system is not one of them. Same is true of my children and I mind a great deal all these pushes to treat children as objects to be manipulated until they will vote and act for societal transformation. It is both evil and hugely lucrative for the right people.

          • In an old village in UK every house is different. These were homes for people. Now we have “development”, hundreds of houses on an “estate”. Education is trying to churn out brain-washed individuals specifically trained for team work and NOT to think for themselves. They watch the same TV. If a newspaper speaks out too much, will it get closed down? They want us to be a kind of bee, all thinking the same, with our thinking done for us! and God help you if you dare to think for yourself! If a teacher has success teaching struggling readers, he gets the sack! (Ulster 2011)
            And we helpless taxpayers fund this stranglehold! £98bn a year!
            Mona McNee, Merseyside

          • Mona-one of my kids loves Doctor Who and that has been my thought on a few of the episodes where every ‘house’ replicates the next around London.

            Good news and bad news–the footnotes to the biblio to Chapter 20 to the new IPCC report definitively lay out the deliberate attack and manipulation of belief systems. They also make it quite clear that the hype is to continue the Great Transition I have been writing about. Ed is the way in and those documents also say that or refer to more even more graphic.

            Bad news is we are right and good news is we are tracking and accurately interpreting the actions and declarations in real time. Printer got a workout yesterday.

            Hard science is expendable now because it is viewed as a barrier to the Transition and systems thinking is cited as a tremendously useful tool.

  6. Angry mom in Connecticut contacted me, her son has to draw a picture of his trigonometry answers to a problem including something about baseballs, problem is he has never had trigonometry before and the teacher is not allowed to change the assignment, 🙁 at least teacher and parent communicating….

    • Liz-question is looking for what strategies students bring to an ambiguous or untaught problem. Hugely revealing on what will prime action in the real world as well as student’s willingness to act when there is no way to know right answer.

      Very useful info for the behavioral scientists. I am not guessing. It’s a huge part of Radical Ed Reform and the creators do sometimes lay out their reasons. They are consistent with first Paragraph.

      Glad the mom had someone to reach out to. I am also glad we have so many teachers fighting for knowledge transmission instead of a developmental theory trying to engineer the child for predictable, and politically useful, tranformational action.

      • Yes I offered a safe place to expose, still waiting. She did write a wonderful letter to her rep. And shared that. She described the problem, will get copy tomorrow.

        • Liz-following up on where ed is headed via what IPCC is citing has taken me straight into Ken Wilber’s Integral Leadership. Interesting as Wilber is partners with Robert Kegan whose work the OECD sees as Key Competences and who the Hewlett Foundation hired along with Peter Senge to monitor the Common Core’s adherence to the Deep Learning criteria. Anyway that biblio is leading me to this http://measureofamerica.org/human-development/ and Matha Nussbaum’s capability approach.

          Equity is not Equality. It is supposed to be an affirmative right to get what is needed, laid out at that link, so that opportunities become equalized. So all these references to Equity and Excellence have a radically different meaning than people are appreciating. It calls for the cultivation of a consciousness traditionally associated with Buddhism and Eastern spirituality (and Kegan’s stages) under the heading Excellence. It also reminds me of what Alice Bailey outlined in her books and wrote was the goal of a 1953 UNESCO conference in Chicago. It was supposed to be appropriate in the West and Iron Curtain countries as well.

          Equity is the kind of affirmative social welfare obligations laid out in that index that was created about 2010. Interesting as the Antal/Hukkinen paper I talked about in yesterday’s post mentioned the vision of the social welfare state laid out for Finland in the 1960s as a transformational vision that can alter individuals and the collective. I looked at what was cited, but it remained untranslated in Finnish.

          Notice ed is all about degree attainment as the proxy for knowledge while ed itself gets transformed to non-academic, change the person, in order to ensure virtually all get a degree.

      • Mike-I am told this is the problem. http://www.galtsgulchonline.com/posts/6b6fe87/face-to-face-with-common-core-part-ii#eKQTHyP8RGjmvjDw.99

        This reminds me of Accountable Talk which Lauren Resnick, tied to the Common Core and in charge of the 90s version of Radical Ed reform with Marc Tucker, had trademarked. Because reading is no longer taught fluently desired vocab and concepts get spoon-fed like this. I first encountered it when I was looking into what the Cobb County Super had been pushing in Dallas, Texas.

        Remember all means all so this gets used with ELL and in a required mixed classroom it gets used on everyone per Universal Design for Learning.

        • Her Rep described the same icky situation as IL the refusal to call a vote to stop common core in the state houses. Clearly the people are ignored. It is disturbing how captured we are and wondering when we will rescue our kids. Soon I hope.

          • What I am seeing is an almost incestuous interweaving of the same people or partners with them in other ventures on all the boards that have decision-making power. All previous avenues of complaint or that used to have veto power are being stripped.

            Adaptation has such a solid trail about 2 levels in that I can see why there is a desire for no way out. Now I can see also why there was such an interest in UK professor Stephen Sterling’s dissertation by people attending the March 2012 Planet Under Peril Conference in London. That really is the desired change in consciousness all of this consistently leads back to. The 5 college presidents at what I attended Wednesday night just kept repeating this supposed new ethical obligation for colleges to make students “self-aware.” Easy to do if equity now requires ed to be experiential, not mental and a matter of a body of knowledge.

  7. Robin, I thought you and your readers might be interested in some links sent to me this morning regarding the United States’ participation in the Moscow Declaration and ceding our authority to UNESCO in the field of education.

    We joined with Russia for global education

    The US/Russian agreement

    The above links are from this site

    • Thanks Sara. Yes, it is why we are finding all these indisputable links.

      The adaptation discussion we are having at the moment in these comments ties directly to the cultural evolution intentions of Julian Huxley and Brameld described in the book. The Sakhalin Declaration and the shift to MIL-Media and Information Literacy and the use of all that untranslated Soviet psych research is all consistent with many years of cooperation.

  8. Prime example here.

    In H.S. (early 90’s, yes I just dated myself) I was in advanced placement class, the instructor was using a new method of teaching. Students were leading the class, self directed, in charge of our own projects and responsible for grading ourselves. I could not tell you what I learned in that class. Not a very bright instructor, my peers all completed papers the night before and gave themselves A’s of course.

    • LL-I have the book the College Board put out pushing that technique so that AP would be accessible to all students. Written in 1994, it was called Access to Knowledge.

      I am about to start a trilogy. Part 2 will get to the declared intentions to redefine knowledge to whatever mental representation prompt action.

      Trying to finish it now.

    • LL-can’t believe we missed the deadline to be considered for the assessing Global Citizenship Task Force http://www.brookings.edu/about/centers/universal-education/learning-metrics-task-force/working-groups

      Seriously Florida which is shifting to AIR and other states like yours already using them should notice AIR’s continued presense on the post-primary working group’s of what learning is to be measured.

      And who knew Moscow had a Centre for Quality Assurance? Quality is like Excellence. It has a heartbreaking true definition in education.

      • That is quite the list of collaborators. Do you think any more folks from unesco or oecd could squeeze in? They might need another case of evian. Old acquaintances, world bank, qatar and interestingly w.vision appears frequently these days. Even a pearson employee on lmtf.
        Wonder how the assessment will play out. It seems they have learned how to better obscure the questions since Pennsylvania was exposed.

        • What I am working on today just validated that the nef end game vision I describe in the book is what the OECD calls the Great Transition. It is a 2011 EU funded paper for CSOs–the new preferred name for what we call NGOs. It talks all about getting funders on board so the Great Transition would be what Gates, Hewlett, Carnegie, Ford are all really funding in the name of Common Core or Deep Learning.

          “shrink and share” is the description for the economy of the future in developed countries. Just like that book Living in a Socialist USA says.

          • With things as they are, the final aim seems to be a world of Them (at the to) and Us obedient uneducated footsoldiers at the bottom, “hewers of wood and drawers of water” too ignorant to have a say. And I has crept up silently, unrealised by “us”, especially in education. How could parliament endorse Hadow 1931? The curriculum is to be thought of in terms of activity and experience rather than of knowledge to be acquired and facts to be stored. ! and what do we get: TV: golf, cooking, antiques, repeats of when Britain was British, not multi-cultural as now, -distractions, and the BBC at the heart of it!
            Mona McNee

          • It’s made to look so pretty, so desired, so clean. I like how they tucked data driven and Chicago in there. NW is really paving the way. Think they’ll start waving red flags soon? Wait, they must be green. Groan…..

          • I liked San Antonio. The others made sense. San Antonio reminded me of the Alinskyite Alliance Network in Texas and how it is used to mobilize the communities.

            It’s the weekend though. In honor of that I stopped at Chapter 3 of what I was reading and decided to start again in the am.

  9. “Evolving Social Contract” (?) — Deliberately Steered

    YES! Norms and ethics evolve over time. Usually without force or coercion. Same goes for some kind of general social contract — usually results in a more civic society.

    There is a lot of literature on this and I like to see how even rules evolve without necessarily being written down or legally regulated — see Nobel winner in Economics work, Elinor Ostrom, on governing the commons, etc.

    But this Common Core business and all its siblings is anything but evolutionary, voluntary and spontaneous. It’s non-consensual, untested and force-fed human experimentation without safeguards.

    It’s coercive in so many ways but most glaringly it’s how it’s bought with cold cash.

    Last night at 3:am I just awoke and couldn’t get back to sleep. Thought I’d check my emails and saw a new and thoughtful anti-CC video — Building the Machine https://www.youtube.com/watch?v=zjxBClx01jc

    It’s a very complex show and very mixed up without a clear story line. However, regular visitors on this blog are already tuned-in and will undoubtedly appreciate the video (40min).

    I did hear one thing I never knew before. When states and universities sign on to CC, they agree NOT to produce remedial courses in universities and colleges for remedial math and English. About 40% of K-12 grads seem to need these in post secondary. Is this true? And Why?

    Secondly, I heard this loud and clear, that even though there is so much questionable about the coercive implementation of CC, it’s the question of “Just whose child is it?” that’s equally worth challenging.

    This is produced by HSLDA (Home School Legal Defense Association) and I praise them. There is much food for thought — just wish it was better organized to more clearly differentiate who’s Pro and Con.

    I think the issues surrounding home education are the canary in the mine. As long as we can still educate children free of the state or central control, freedom has a chance.

    • Yes Tunya. I have been calling attention to the obligation about nonremedial since 2009. T think I was the first to locate it in the RTT rules. It was part of the application process for Race to the Top. The operator or operators of the state affiliated university systems had to agree that being a graduate of a high school using the Common Core would be deemed proof that no remediation was needed. If CC had been intended to be rigorous in the traditional sense of the word, there would not be any need to sign up higher ed in advance not to question the knowledge or skills of someone with a high school degree.

      Click on the link I put up this morning answering Liz. Equalization of credentials becomes the whole point because those are used to decide who has job opportunities. We are shifting to Qualifications Frameworks as I explained in the book without saying so.

      Remediation was more common for the poor and racial and ethnic minorities. They had to pay for remedial courses but earned no credit for a degree. Eventually many drop out and have debt but no degree. Higher ed taking lots of students who know little forces the nature of higher ed to change to an experiential values approach.

      Yoy know how I write about Robert Kegan and his stages? Well, via the Crucible Report and what Global Perspectives actually means and what Key Competences means per the OECD, both K-12 and higher ed are now grounded in Kegan’s work. It in turn is grounded in Kohlberg’s Theory of Moral Development.

      Both are cited in what I am working on today. Here’s a sample of my Friday carpool reading material. http://www.ivm.vu.nl/en/Images/Exploring%20Worldviews_tcm53-355582.pdf

      This was the paper that first proposed the Integrative Worldview Framework back in 2012. Revolution from the inside-out using that carefully constructed internal keel.

      • Tunya and Robin,

        The Common Core regimen will soon be adding an 11th grade exam to determine “workforce and college readiness.” A student who “passes” that exam will ipso facto be defined as ready for college and therefore exempt from remedial classes. As Robin said, public university presidents have committed to accept such students and place them in exclusively credit-bearing courses. Voila! Problem of 40% remediation, with its attendant costs for the institutions, solved! One small problem: the math in this “college-ready” test maxes out at a weak Algebra II. This means that students who qualify at this level, having taken no higher math, will have no place to go in a math or science track in college because they are unprepared — and there are no non-credit bridge courses available anymore to get them to a truly college-level calculus class at the university. Alternately, colleges will declare “college Alg. III/trig” a “college-level, credit-bearing course, thus dumbing down the entire math and science collegiate track. Naturally, there will be a universal public school tendency to sheer off the higher-level math classes because teacher evaluations are being tied so tightly to the Common Core. Who will be motivated to offer AP calc is it’s not tested?

        So, notwithstanding the extra 15 points that the Rttt granted to state applications that emphasized STEM (science, technology, engineering, and math) programs, we see that “justice and equity” considerations trumped rigor as the serfs understand the term. (Actually, what Rttt wanted to see in STEM programs was “STEM across the disciplines” — science in basket-weaving, engineering in basketball, math in baseball; you get the idea — so it really was Potemkin STEM push anyway. But I digress.)

        Other interesting questions present themselves. Who needs senior year if kids are college-ready as juniors?

        As for why 40% of students need remediation, that is a whole other question. “Math instruction in the U.S., generally speaking, is abysmal” would be the short answer.

    • Why are so many poor readers? Because teachers are mistrained. books by Dewey, K.Goodman, F.Smith, Schonell, put down the old-fashioned c-a-t and convince trusting student-teachers that you get reading from understanding the meaning of words! etc. So now teaching struggles has become an employment empire. Columbia Teachers’ College etc. should focus on getting it right first time, not “remedial”. The solution is free at http://www.phonics4free.org if somehow people dare to use it!

  10. Pingback: Social Contract NOT “evolving” But Steered | Parents Teaching Parents Social Contract NOT “evolving” But Steered | Parents Rights & Responsibilities in the education of their children

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