Despite all the uses of the terms ‘grassroots outcry’ and ‘organic movement of parents’ with reference to the widespread sudden outcries over CRT–Critical Race Theory (which I deplore, which is why this blog began covering years ago issues like the Aspen Institute’s RETOC Initiative–Racial Equity Theory of Change, the SPLC’s Handbook with the NEA, and Glenn Singleton’s Courageous Conversations work for school districts, as just a few examples) I can see a coordinated effort in play. It comes out in the webinars I have been on since my last post, stories in publications that are factually untrue with common support from certain philanthropies, and troubling articles by lawyers who just happen to share office space with think tanks belonging to the State Policy Network just to offer a few recent examples. The common remedy being explored for CRT, as well as another term–Action Civics–is what I want to talk about though because statutes prescribing and proscribing thought in a classroom or activities outside the classroom seem to me, as a lawyer, history major, and an active researcher of educational thought, to be Trojan Horses.
Let me explain with Liberty as my example since it fits with the kind of Ideals or Founding Principles exceptions language I am seeing. Liberty is definitely within the philosophical and normative tradition that the Declaration of Independence is grounded in. But what if it has been redefined and no longer has that historic definition? I intend to show eventually through a series of posts how common Founding Principles and Ideals have all been systematically redefined to lead to what Uncle Karl called his Human Development Society. They are all being ground into K-12 curricula and pedagogy grounded in the so-called Science of Learning and Development. The SoLD Alliance, of course, sounds so much better than saying grounded in Marxist philosophy and Soviet psychology, but the latter links are provable too.
In the historic ancient world, all roads were said to lead to Rome. In education over the last century, it can honestly be said that all ‘reforms’ lead to that Human Development Society which, in turn, needs a Moral Revolution to be its midwife http://invisibleserfscollar.com/naming-educators-as-the-levers-shifting-the-human-personality-to-marxs-moral-revolution/ . Sometimes that same shift gets hidden as a pitch for John Dewey’s Democracy as covered in my book Credentialed to Destroy. Sometimes that shift is hidden in a word like Liberty. A book from Cambridge Press released in April 2021 called Whole-Child Development, Learning, and Thriving: A Dynamic Systems Approach (WCDLT) that is tied to the well-connected SoLD Alliance has a co-author, Richard M. Lerner, who wrote a book called Liberty: Thriving and Civic Engagement Among America’s Youth, published in 2004.
Since the phrase “Thriving Individuals, Flourishing Societies” has become a ubiquitous goal to supposedly address alleged ‘structural racism’ and the traumas of the ‘Pandemic,’ let’s find out what comes in under the Ideal of Liberty referenced in a statute to supposedly combat CRT. In fact, Lerner went beyond just the general term Liberty and redefining what it means, he argued that the very ‘Idea of America’ requires a shift in educational and social practices that get at the “link between the is and the ought of human behavior…so that normatively civic duty and moral action are merged.” What precisely does that mean we should reasonably ask? Here’s what Lerner defined as A Theory of Positive Youth Development, Thriving, and Liberty (italics in original):
I define a thriving young person as an individual who–within the context of his or her physical and psychological characteristics and abilities–takes actions that serve his or her own well-being and, at the same time, the well-being of parents, community, and society…a path that eventuates in the young person becoming an ideal member of a civil society…[Thriving young people] are people whose senses of self involve a combined moral and civic commitment to contributing to civil society in manners reflective of their individual strengths, talents, and interest. Accordingly, thriving youth are on life journeys that involve productive civic engagement and valued contributions to other people and to the institutions of their communities…I describe such a mutually beneficial relationship between person and society as liberty.
I don’t and I suspect you do not either. Yes, I have just activated the blog tag for communitarianism and rightfully so. Here comes another Ideal too and a Founding Father–as Lerner insisted that “in specifying that ensuring liberty involves developing an integration of moral and civic identity in youth, a development that enables young people to contribute effectively and productively in a society that promotes individual freedom, I am in a sense proposing an idea found in the writings of Benjamin Franklin.” Wise old Ben supposedly laid out “moral qualities of youth that, when present enabled them to successfully contribute to their communities.” Who knew? Before we shift to WCDLT, which seems to be the method of enablement, Lerner reminded us that Liberty and this sought “association between moral and civic life does not occur by happenstance, and, most certainly, it is not ‘in our genes.’ Rather, the merger of moral and civic life is developed.”
That development, which Lerner calls Human Development Theory, is grounded in biological aims to implement these philosophical and normative aims because of “the intertwined changes between biology and culture that characterize humans’ evolutionary heritage and, as well, humans’ contemporary functioning.” That functioning is precisely what WCDLT seeks to alter using words like probabilistic epigenesis instead of Liberty or Freedom to change “the pluripotentiality of each and every human being.” WCDLT is very aware that it needs to shift the purpose and goals of education in the 21st century to provide the “context–relationships, environments, and experiences–[that] provides the energy that drives the brain’s electrical circuitry and develops the neural pathways that build increasingly complex skills.”
We can infer those complex skills are to be used in a communitarian manner and, like we saw in the last post, broader systems other than the individual student must be altered as well because “when such systemic societal inequities are addressed, the malleability of human beings to positive experiences and relationships can unfold.” I want to show another danger of blindly hyping CRT or treating it as synonymous with Equity as part of what I took from this video put up last week. https://www.city-journal.org/theoretical-roots-and-practical-consequences-of-critical-race-theory In the WCDLT book, David Osher lays out what he calls “Robust Approaches to Equity and Thriving” linked to these changes sought for the classroom to supposedly create “anti-racist teaching practices.” Osher wants:
new approaches to equity and thriving must address the historical nestedness and dynamic nature of thriving, including dynamically related biological, phenomenological, and social processes that contribute to thriving…approaches to equity and thriving driven by minimalist standards do not provide learners with a means to address institutionalized racism and privilege–they neither enable individuals to fully address opportunity structures that are stacked against them nor do they prepare individuals to work with others to change the conditions that affect them…A richer approach to equity includes universal access to opportunities to develop attributes that contribute not only to well-being, but dynamically to individual and collective thriving–socially, emotionally, physically, cognitively, spiritually, and economically–in co-acting dimensions that together constitute thriving. As the COVID-19 pandemic and the Black Lives Matter movement vividly illustrate, thriving cannot just be individual. Our capacity to thrive, particularly over time, is dynamically linked to the well-being of others. This relation includes our proximal environment, those who support us, or with whom we affiliate, live, or work, the other human beings on the planet, and the health of our globe.
Those Equity aims to promote Thriving grounded in the K-12 classroom are much broader than simply talking about White Supremacy or the 1619 Project. Parents need to understand these planned broader aims. Nothing in my book has ceased to be relevant to today’s aspirations. The Civic Mission of Schools and its link to Competency Frameworks is even more important to grasp now. It’s also what allowed me to follow this trail. We need to appreciate what it means to be pushing a Building Blocks For Learning template that seeks to create “a set of skills that all children would have the opportunity to develop in an equitable world (a world in which access to opportunity and robust equity define the prevalent conditions)” is not actually about math, science, or how to best teach reading or history anymore. It’s not “institutionalized racism or white privilege” themselves that must be addressed in this education vision, but their supposed SOURCES. Hence all the allegations about ‘structural’ or ‘systemic’ causation.
WCDLT honestly states that its social vision can be achieved supposedly by using education for “placing a primary focus on the individuality and potential malleability of each individual.” Education that targets the “attributes of this being” using open-ended, web-like processes (dialectical principles being the function, but too loaded a term apparently). WCDLT asks “what could be true if educational and learning settings were designed to nurture children’s potential?” This struck me as an eerie and odd common destination with the CRT video linked above, which also states at about the 16 minute mark that the solution to the CRT controversy is “we should really be aiming toward Excellence which provides a common standard and challenges people of all backgrounds to achieve their true potential.” What a coincidence! Same goals and another abstract word–Excellence–that does not adhere in 21st century practice to its earlier dictionary meaning.
That’s the journey we are on now. To see what transformational aspirations can be hidden in an abstract word with an assumed traditional meaning that just isn’t so. Parents have every right to deplore CRT and factually inaccurate curricula. Just be careful about where these offered remedies are really going. The ISC Glossary of What these Terms Really Mean and The Declared Intentions is just starting.
I actually gasped out loud and moaned when I read that newspeak definition of liberty .
And I’m surprised that at the mention of aims towards “ Excellence” the challenge to have all people’s attain their “ true potentiall” did not read instead as “ Quality Potential”.
That’s why I started with Liberty. Its new meaning was crystal clear, functioned precisely as the moral revolution Uncle Karl called for, and was unexpected. Lerner is a hugely influential psychologist and his work with CIRCLE at Tufts builds on what I covered in CtD. It was the head of CIRCLE, a former practicing counselor for youth in Chicago, who wrote the Pedagogy Companion to the Roadmap to Educating for American Democracy. It fits well with the aims in WCDLT and the LIberty book’s expressed aims.
This out today https://www.frontpagemag.com/fpm/2021/06/citizen-patriots-are-fighting-back-clare-m-lopez/ simply confirms that parents are being led to believe the answers are in Ideals and Founding Principles, which is precisely where the real Synthesis is lurking. I have listened to the Woodson Center’s curricula–Ideals of the Founding, the NAS, which hyped Stanley Kurtz’s statute on action civics at the same time as his EPPC boss served on the radical Our Common Purpose Commission, Thomas K. Lindsay who wrote the Texas Public Policy Foundation report on Action Civics being OK if subordinate to ideas first also wrote the 1776 Commission report that was all about Ideas. National Endowment for Humanities funding is all the way through both supposed sides of this CRT dispute which may well be why the purported remedy ends up looking so similar. They usually means someone was backward mapping.
This is the full quote of Kendi from WCDLT, which I am so glad I developed an acronym for. Look at where it is actually taking us in the name of Anti-Racism. It’s not about wanting to assert White Supremacy claims. It is much more pernicious. A portion of it was featured on the BELE Network website. That makes sense as BELE is a partner in the SoLD Alliance, as is Turnaround for Children, where 2 other co-authors work.
That epigraph leads Section 3 of WCDLT that explains Tufts is piloting a means of measuring ‘specific change” within each child at a psychological, neural level. No more focusing on “purported ‘average’ children”. Just as I have warned for years with why the Learning Registry cares about the personal characteristics of children and what changed, not PII, Tufts is researching how to describe what changed in the child to allow researchers to “communicate what has actually changed and developed in the individual child” and why.
Just what every totalitarian in history has aspired to and hiding in abstractions about student-centered learning and how every student can now succeed. These aims are too intrusive and grounded in Soviet psychological research to settle for vague solutions to CRT grounded in yet more abstractions. The Soviets developed the philosophy of Ascending from the Abstract to the Concrete–Ilyenkov’s update to Dialectical Materialism–precisely because its effect of grounding transformative theory at the level of consciousness–beliefs in the minds of men– would influence practice in daily life that would fulfill Marx’s non-economic dream of Ma as a History-maker. That was the purpose of Ideas to him and now the solution to the hyped CRT controversy is redefined Ideals hiding behind old reassuring labels. How dangerous. No wonder there is a desire to limit Marxism to USSR and China and misrepresent the Frankfurt School.
It was one of Clare Lopez’s earlier interviews on Front Page that made me revisit the Frankfurt School as her explanation did not fit my recollection. It is when I found Martin Jay’s book, which grew out of his history PhD dissertation for Harvard.
Time for more Earl Grey.
The new definition of Liberty
Is about the same thing as
The Bridge to Total Freedom
A bunch of Baloney using bamboozling techniques to herd a bunch of people and take their money, to thrive in total freedom. Glorious next tuesday!
Hey exactly how can their be a “true potential” of a person being determined by another person? What if that is not their truth? Caitlyn jenners truth is different from reality. So reality is personal as would be potential.
Paolo Freire ( critical pedagogy) found that the true potential of the brazilians was to not learn english because it was oppressive, look what that did for them. Its oppressive to receive knowledge ergo you have to
“ discover “ your own learning. Well thats bollocks! Lerner spewing more bollocks that contradicts other educrats bollocks.
( intentional chaos )
What we have discovered is that there’s only four books in the classroom anymore and that’s what the kids will learn/discover themselves. All critical of them.
All the library changes curriculum changes over the last 40 years specifically last 10 years since common core were just excuses to Take reality out of the classroom. To take the western success out. The CRT will just disablize further what SEL and hots and whatever have done.
Teachers are now Sea Org.
We are all suppressive persons/privliged racists.
Corporate trainers and coaches are also Sea Org, and I mean this literally. So-called ‘Life Coaches’ are Sea Org, too. Both ‘fields’ are dominated by the children of ‘est’. Contrary to popular narratives, ‘est’ is not an amalgamation of the folksy positive thinking of Napoleon Hill/Dale Carnegie and humanistic psychology. It is group dynamics training weaponized with Scientology.
I think this MMDC Initiative being researched at Tufts described in WCDLT is applicable to your interests in why Coaching went to competency frameworks. Those frameworks are always about actions in a context. MMDC is interested in targeting:
Just like with John Dewey, who was a philosopher for whom education was a tool to get to what he regarded as a more Ideal Society and Polity where people related differently to one another, MMDC, just like those Hewlett Initiatives that EAD is a part of, are treating WCDLT as a means to an end. The end though is the changes to the broader systems–what Urie Bronfenbrenner called the mesosphere.
Robin, this issue is not ‘competency’ models but the kind of model. Any professional activity can be modeled, and coaching has been correctly modeled, but not by the current regime.
A standard competency model contains a body of theoretical knowledge, along with soft skills. Coaching models contain only soft skills. This is the issue.
You will appreciate this paper from 2017 https://www.bertelsmann-stiftung.de/fileadmin/files/Projekte/Jungbewegt/Downloads/Fachexpertisen/ShortPaper_Lerner.pdf that shows this visions may use American terms to hide their intentions, but the aspiration of remaking a citizen from the inside-out is global. I had a copy when I wrote this post, although it was not mentioned. As I said, I am just starting up. “Thriving Youth, Flourishing Civil Society: How Positive Youth Development Strengthens Democracy and Social Justice”.
Two more abstractions that hide transformative theories.
On a completely other, but related note…I have been meditating on Title IX. This meditation was inspired by a meeting I had with a compliance officer at my undergraduate university. She has been trying to sort out an ancient but protracted history of the sexual abuse of students by faculty. Kind of a systemic thing. Most of this history occurred after Title IX was in place, so it was NOT a deterrent.
Thinking about this, though, also solved another mystery; that being why my graduate school, or members of its faculty failed to answer correspondence from alumni, program applicants and even existing students over a period of many years.
Some of us reached out to each other across our region…and, found we were all having the same experience.
The correspondence was of a particular type. It related to entering programs, or achieving one’s credential.
All of the people who had this issue were either ‘white’ or ‘yellow’.
“White” applicants for programs were told that their transcripts were not valid, or, that their paperwork had been lost, or,…please try again…later.
I guess that if you want to violate Title IX, you don’t want a paper trail, right?
No, not a paper trail, unlike this published yesterday. https://fordhaminstitute.org/national/commentary/proof-its-possible-approach-civics-and-us-history-balanced-way#
Talk about a synthesis. There is language in here in more than one place that is straight out of the Law in a Free Society Project that Charles Quigley was the Executive Director of in conjunction with the California State Bar in the early 70s.
Plus, speaking of BEST and Urie, we have this. https://www.strivetogether.org/insights/a-new-framework-to-measure-the-impact-of-systems/
Was this racial discrimination against white and yellow skinned people particular to Title IX? It seems the discrimination is racial not sex related.
Speaking of glossaries of transformational terms. Just out. http://education-reimagined.org/wp-content/uploads/2021/06/Expanded-Lexicon-2021_FINAL.pdf
Having trouble typing so will be mostly posting without much comment.
Adding this. Notice the just society purpose and that the template fits with what the Discovery Institute, American Spectator, and other sites republishing article are also pushing, even if naively.
Notice the alignment between that link and what both Rufo and this post laid out as their vision for education. My bolding. We do see to have a consensus here around the Learner-Centered Paradigm by anyone involved with a think tank of any self-described political persuasion.
Also notice how this definition of Inclusion aligns with Lerner’s definition of Liberty. Looks a lot like Engrenage.
I know you will appreciate this stunning admission https://www.transcendeducation.org/liberatorymathematics on what anti-racism in a subject area really means. How’s this for a quote?
Still going through, but again how does crt legislation stop this? It’s why it is so crucial to NOT see Equity through trite slogans, but its actual aims.
I just finished the 52 page document at that link and it truly is a stunner, especially with respect to the recommended practices to get at those Focus Areas. Read it while keeping track of the carpenter doing some replacement trim work to make sure none of the cats escaped. The reference to ‘civic courage’ in it clearly dovetails with something I heard Danielle Allen say in Monday’s Fordham ‘Debate’ with Mark Bauerlain.
The document also references these Teaching Tolerance Social Justice Standards https://www.learningforjustice.org/sites/default/files/2017-06/TT_Social_Justice_Standards_0.pdf from the SPLC site that got renamed to hype the Pandemic and George Floyd’s purported ‘murder’, a charge that really does not fit with the medical evidence. It does though fit with the desire for a visual and emotions that will justify ‘systems transformation.” One of the examples of recommended practices for Liberatory Mathematics’ Focus Area #2 so that “students use math as an ‘instrument of social change'” so that students “recognize power dynamics, disrupt inequities, and work towards a just future both within their school community and in multiple spheres outside the school.”
That sounds like Action Civics to me, but again without course credit and with an Ideal of Democracy tied to ‘civic courage’ what statutes prevent this troubling emphasis? Heading into this 4th holiday is a good time to remember all this reinventing of terms as in this quote from the same document:
Daniel Greenfield finally recognizes what I warned about in my book and we can see now in how learning standards really work. https://www.frontpagemag.com/fpm/2021/07/how-civil-rights-made-america-critical-race-daniel-greenfield/
When government, at any level, targets what students MUST think, and that’s the entire point of a learning standard and competency framework, we are beyond tyranny.
Can’t resist chiming in…
According to annavonreitzdaughtcalm, “liberty ” in Blacks law dictionary, is what sailors are granted while the ship is in port. The sailor is not free. Liberty is not the same as freedom. It’s a word game that tricks slaves into thinking they are free men, hence, an invisible serf’s collar.
Kaboom! So good ladies!
So now we have an organized effort from the right media and think tanks to push competency-based education as the vision for redesigning education. https://spectator.org/k-12-schools-testing-redesign/ It describes CBE perfectly but uses its Mastery Learning synonym. Notice all the references to ‘concepts’. No wonder there was such a push to pretend, like in that Pioneer Institute/APP paper that CBE was about vo-tech. Also Rufo used to be with the Discovery Institute. https://www.discovery.org/p/rufo/ where he was the Director of their Center on Wealth and Poverty and now DI is pushing a vision of CBE that would make Benjamin Bloom or Ralph Tyler beam from ear to ear.
Remember when I covered Freeman Butts in CtD? Turns out he redefined Patriotism in a way that fits with Lerner’s redefinition of Liberty. Patriotism is a “Personal Obligation for the Public Good”. It is truly all coming together now as what these think tanks envisioned as a new conception of citizenship that fits with Tranzi OBE came gushing out yesterday as I mined away insights. CBE fits right in with that. When the Discovery Institute and the Aurora Institute are aligned in a common vision for what education is to be–Neuroeducation as the policy of think tanks to redesign the polity and society without opposition has arrived.
Left out this link. https://www.civiced.org/papers/morality/morality_epreface.html Notice all the references to the phrase ‘constitutional democracy’. It refutes Danielle Allen’s numerous statements that the language about CD is a compromise created for the now NEH funded Roadmap for Educating for American Democracy released this past March. Notice the CRT hype really ratcheted up about the time the EAD Roadmap was released. I believe it was to be the synthesis along with McClay’s Land of Hope narrative. I got tired of circling the number of times Lerner used the word ‘hope’ in just his Preface.
Going back to CtD for context one more time, the Center for Civic Education began in 1965 at UCLA. That would be when John Goodlad was there so all the Goodlad aspirations for transformative education laid out in CtD fit with the Center’s subsequent work.
Since I now have a quote I wanted the wider comment format because it turns out the cited link extensively quoted in the Spectator article is from a 2019 book published by the Discovery Institute.
So somehow CBE and formative assessment are a new idea?
Blaming Ben Franklin! It’s totally out of place. Here was Franklin’s plan for 13 virtues:
“Temperance. Eat not to dullness; drink not to elevation.
Silence. Speak not but what may benefit others or yourself; avoid trifling conversation.
Order. Let all your things have their places; let each part of your business have its time.
Resolution. Resolve to perform what you ought; perform without fail what you resolve.
Frugality. Make no expense but to do good to others or yourself; i.e., waste nothing.
Industry. Lose no time; be always employ’d in something useful; cut off all unnecessary actions.
Sincerity. Use no hurtful deceit; think innocently and justly, and, if you speak, speak accordingly.
Justice. Wrong none by doing injuries, or omitting the benefits that are your duty.
Moderation. Avoid extreams; forbear resenting injuries so much as you think they deserve.
Cleanliness. Tolerate no uncleanliness in body, cloaths, or habitation.
Tranquillity. Be not disturbed at trifles, or at accidents common or unavoidable.
Chastity. Rarely use venery but for health or offspring, never to dulness, weakness, or the injury of your own or another’s peace or reputation.
Humility. Imitate Jesus and Socrates.”
They’re all individual traits. While these are certainly “moral qualities of youth that, when present enabled them to successfully contribute to their communities” they are the opposite of the Marxist garbage being pushed now.
Well, 180 degrees from what we know from facts is basically how these Guiding Fictions embodied in Abstractions work. Lerner also insists that Abraham Lincoln’s conception for equity and freedom (lots of bootstrapping going on here) for all people is consistent with yet another quote:
So the a certain extent it seems that CRT is less about bad history since history is mostly a matter of themes tied to current events now anyway (another post), but a means of inculcating a sense of grievance in those who will benefit from such a duty and definition of liberty. It helps create the duty as a matter of justified retribution to those who owe it. Again, as usual, we need to deal with these programs in light of what its purveyors say they mean to use them for. After that same page ends with the rest of the quote from above and these italics.
And even though I recognize when philosophy is being brought in under another name as is happening here, Lerner helpfully mentions that “I view a moral commitment to actions in support of civil society as reflective of what Emmanuel Kant discussed…as a perspective about moral action that antedates any social constructions about morality generated by human society and constitutes principles foundational to the moral existence of human life.
See the problem with making Ideals and Principles as abstraction the permissible exception? The fundamental questions that have occupied philosophers and theorists for a millenia going back to Plato are now coming in as the Idea of America and Liberty. To be instilled as a Habit of Mind in each student’s consciousness without opposition because all the outrage is focused on CRT. It really is only the tool, not the point.
This fits with my growing documented belief that we have a preplanned pincer action going on surrounding crt similar to what we saw with Common Core panels-pro and con, but coordinating behind the scenes in many instances. Even if the coordination is ny the finders and think tanks and not necessarily the spokespeople moving along a narrative. https://www.brookings.edu/blog/fixgov/2021/07/02/why-are-states-banning-critical-race-theory/
Notice how often the Professor refers to ‘equitable democracy’ and the point that we have ‘systemic racism’ until America is great for EVERYONE. Again, this reads like preparing the pathway for both the EAD Roadmap as well as money following the child where ever they attend school. I looked up the prof’s CV and nothing says ‘Applied Social Science’ like using pedagogy and curricula experiences to change values, attitudes, and beliefs about what must be changed at a structural level and why. Even if it’s all a Guiding Fiction.
Perhaps on a related note, I picked up on a point in a James Lindsay podcast on Critical Theory. The point he made was that individuals who immerse themselves in the antidote to “false consciousness”, acquire a false consciousness of just about everything. Another point he made was that this consciousness entails a reduced capacity for empathy…which, of course, has dire consequences.
I reviewed my personal history in dealing with coaches, consultants and academics who have embraced this false consciousness. What I concluded is that they did not express ‘appropriate’ levels of empathy when confronted with: the ravages of Hurricane Katrina; a global financial meltdown; 3/11 and now Covid-19. This might mean a failure to even acknowledge the circumstances.
I think I told you about the Soros-backed academics who showed up in JP just a few weeks after 3/11….the aftershocks were still booming; the lights were flickering…clearly this was a very SERIOUS situation. Can you imagine standing before a group of survivors and not even acknowledging what had transpired and was transpiring?
It is a bit like “mostly peaceful protests”….or “systemic racism poses a greater threat to the U.S. than does a global pandemic”. In reality, I have been seeing this ‘mindset’ for a long time.
I would be interested to know if you or other readers have had similar experiences.
Well, the Soros’ backed ACS–is calling for a Truth, Racial Healing, and Transformation Commission in the US in today’s announcement here
On the basis of a fentanyl overdose, a woman with a habit of taking known drug dealers’ as live-in boyfriends, a thug who went after the arresting cop’s gun after beating the store clerk he robbed? Those are the basis for such a Rip a Society Apart Commission, on top of the overhyped Chinese Flu Bioweapon coupled with the underhyped danger of the vaccines, along with the shutdown of existing medicines known to now help treat symptoms? We really are so far through the Looking Glass we may find its antipode at this rate.
Also, what’s with the ‘no fans” announcement for the Olympics?
Antipode is right.
Ah…the Olympics….first they said they were going to allow 10,000 fans in the stadium and then backed off that. One athlete tested positive for the VARIANT…so, who knows.
Otherwise, 450 Japanese doctors signed a petition to HALT the vaccine program in Japan. Their rationale was very low mortality rate in JP, and no point in exposing children and other very low risk people to an experimental drug.
The media immediately branded them as “conspiracy theorists”. THAT IS A LOT OF CONSPIRACY THEORISTS.
I really cannot take any more of this SOROS crap…
This physician from Sweden really did an excellent job yesterday of laying out https://sebastianrushworth.com/2021/07/07/is-covid-a-danger-to-children/ why the risk of the vaccine to children in most cases vastly exceeds any risk from covid.
This is truly horrifying…the action starts at around 2:00
Well, it appears that at least some people have taken off their masks. The very people who need them to keep their fangs muzzled.
I have a childhood friend who just completed her teaching career in the CA public school system. She talks ‘exactly’ like the school administrators in this vid. Instead of, “You’re done!”, I hear, “I’m going to give you one more chance to change your attitude.”
Did you see this? https://www.city-journal.org/schools-as-factories-of-conformity Hyping Hillsdale’s Classic Academies. So this is why CRT hype is suddenly in overdrive after years of being a problem?
Lots of different ways to get at what is internalized–the basis of goals, decision-making, perception. Also fits with Rufo’s use of ‘full potential,’ along with Tranzi OBE. Yet one of the primary contributors to the CRT hype wrote recently that CRT relief measures need to get at behaviors. I wrote in response that such a remedy does not get at the planned changes aimed for, as the above quotes make clear. Rufo is a Fellow now with the Manhattan Institute that publishes City Journal so we have the above as the remedy for the problems raised in the video in this post. Again, when stripped of the rhetoric, we have a centripetal march in a common direction.
Seen this? https://www.icivics.org/news/news-story/icivics-joins-partnership-american-democracy-support-transformative-change-renewal And look at all those ex=Presidents involved and their libraries.
I have also secured confirmation that the standards movement in the 90s, which came back as the Common Core and competency-based frameworks generally, beginning formally again in 2009, was ans is all about creating the desired new citizen of the 21st century that will ENACT a ‘constitutional democracy’. Really puts Tranzi OBE and the Freeman Butts work I covered in CtD into its context and why Learner Profiles and Portraits of a Graduate now function like Tranzi OBE. Full loop now of what I intuited listening to Danielle Allen speak so many times on the Roadmap to EAD. Each time there was just a smidgen more confession so I kept tracking because the original explanation of the term struck me as disingenuous.
Oh, and the new comrade, whose skills, values, and knowledge will be as specified, will have reverence for ‘public policy’. And ‘public policy’ is apparently the Marxian Human Development Society.
I’m sure everyone saw this but,
CRT was taught (indirectly) in both my undergraduate and graduate programs, and in those programs were educators who were upgrading their credentials.
I have a Title IX question.
It is my understanding that Title IX became effective in 1972.
Title IX has provisions regarding sexual harassment of students in university settings…I believe.
My question is this: If a student, or MANY students complained of sexual harassment to a department dean or provost, would that person be required to escalate these complaints to a Title IX officer…I mean someone internal in the university?
How about building a coalition before it is too late?
As I have said before, both here and in my book, there is a reason student achievement has been legally redefined in federal legislation going back now to at least 43’s NCLB and now in the 2015 ESSA as ‘performance’. It cannot just be mental. Same with Competency–it requires practice. So when Lindsay is going on here about ‘praxis’ and the need to quit arguing ideas and going after the practices, he is showing his understanding of philosophy exceeds his understanding of how K-12 education now works and why.
I also don’t know anyone who thinks you can gain a ‘critical consciousness’ without the combination of Ideas and Practice, which is precisely what Competency-based Education and Mastery Learning do. The Ideas DO, in fact, matter because they are what guides perception, what gets noticed and what gets ignored and how daily experiences get interpreted. If emotions can be brought into the learning experiences, then it is a different part of the brain that is doing the interpreting than if something is taught as an algorithm as in math or science from a lecture vs ‘role playing’ being a scientist in a virtual reality game where the experiences are contrived to have the neural effect desired. The practice–the behavior–the doing or performance is what causes the neural change in brain pathways that then become Habits of Mind and mostly unconscious with experience.
Beyond federal legislation, practice is also a requisite component under Universal Design for Learning as I laid out in CtD.
I listened to Lindsay’s podcast again. I don’t hear him saying that the ideas are not important, just that quote, unquote liberals misunderstand or underestimate the role of praxis in effecting neurological changes, and particularly so in children.
Lindsay also makes the point that the time to act is ‘now’, and in his mind that means taking legal action on every front possible. That is his ‘praxis’.
I will offer as ‘for instance’ my graduate school. During my brief 30 month-long engagement, I watched the CRT crowd hijack this institution.
Currently, XYZ graduate school is committing multiple infractions of Title IX. Very simply, its administrators and instructors discriminate against ‘white’ and Asian students and applicants. This is bald-faced. Our network of alumni in Asia have looked at patterns of correspondence, or I should say non-correspondence with certain demographic groups. We have also found evidence of “the dog ate your transcripts”….”we lost your file, please re-apply”…this kind of thing. I wrote to four different parties over a four year period and with regard to entering a doctoral program. This included a department head, and program head, and parties in the administration office. I never received an answer.
I was finally connected through alumni with a professor who was not in this loop. He asked me to send him copies of all of this correspondence. He found it completely appropriate, and could not offer any explanation as to the lack of response, other than IT problems, or confusion in the admin office. IT problems cannot explain years of non-responses to multiple individuals across Asia.
I am quite sure that these practices are occurring quite broadly in the American academy. Why aren’t people organizing and bringing legal actions?
You and I had talked about Title 12 at one point…which would seem to be another path to legal action.
This is from john a powell’s outfit at Berkeley and is rather the height of disingenuousness https://belonging.berkeley.edu/blog-backlash-here-behind-absurd-attacks-critical-race-theory
It did find it fascinating though that he says Rufo deleted what I found to be quite an unwise tweet.
Now john a powell is a lawyer, the chairman of the Board of the radical Tides Foundation, and his Director of Research with a special emphasis on structural racism’ is claiming not to really know Critical Race Theory? It’s just a legal concept? Such BS. Rather inconsistent with powell’s work when he was still at Ohio State, not to mention his quote on the transformative role of education that was laid out here back in the early days of this blog http://invisibleserfscollar.com/building-a-compelling-future-political-coalition-around-advocacy-for-keeping-the-axemaker-mind/
I was so much younger, and naive, back then. This quote sure does fit with the aspirations for the Roadmap to American Democracy that has just come out in terms of the planned future for students as ‘citizens’.
On your question on bringing legal action as a student, the way it was always explained to me when I was General Counsel of a NYSE-traded company with access to great legal minds who were specialists in their respective areas. No one, no matter how outstanding and meritorious their legal case is, should bring it unless they recognize first it will make them no longer employable by any large employer. “Nobody wants a troublemaker” was what I was told, not because I ever had a problem, but the lawyers were quite candid. It is a bridge burning exercise to bring suit instead of finding another employer and coming up with another reason for the exit. If it’s true of someone with established expertise and a track record, what is the effect on someone just starting out or still trying to gain access to the employer pipeline.
As I counseled repeatedly over the years, not every unquestioned legal wrong has an EFFECTIVE remedy.
Thanks for your reflections on various challenges. It does appear to me that groups of parents are organizing the take legal action against their local school boards. That seems like progress.
In my own case, I will never participate in, or recommend to others ANY U.S.-based institution of higher learning, period.
As for the CRT shuffle…it seems that it will be a race for the finish in terms of how quickly the public catches onto the word games, and ulterior agendas.
I do think Lindsay, et al.’s work is important in that it laid bare the shoddy scholarship and idea laundering that underpins CRT, and all Critical Theory-based educational activities. Then you can put a ‘warning’ label on the stuff and not waste your time.
OMG, are these people a bunch of hacks and grifters.
By law in most states in the US, a local school board intervening in curricula is grounds to lose accreditation. That kind of training is part of newly elected members’ initial training. In this state, the only lawyers who can represent school districts are an organized subsidiary of the state school superintendents association. The same people who put out the Excellence and Equity vision years ago. They usually get their education cle at the state gssa annual convention.
Oh, and the one that represents my local district and several others has an education policy arm–EdCounsel–that is a member of the SoLD Alliance–Science of Learning and Development. So the lawyers are both creating charters that mandate a certain kind of neuroanatomical change as the goal of education now as well as lobbying policymakers locally and nationally. They are part of the webinars I am on on training teachers, supers, state admins, everybody on what to do about the public outcry and the anti-crt legislation.
These kinds of close loops in education and the use of law as a sledgehammer for the evil vision is what should be better known. Running for the school board is nice, except then you end up under what functions as a gag order to restrict what can be said publicly by members of the school board once elected. One dedicated school board member I am aware of has being lied to as a full time district job. They know parents trust her and if she earnestly believes something, the parents will go along.
What % of parents in your district are pulling their kids out of school?
This statement out today is truly shocking and graphic in what it claims. Plus the idea that “educators’ get to decide what will be taught when virtually every ed doctorate was issued precisely BECAUSE the holder is an idiot, who was a poor student, and has a chip on their shoulder about it, which is why they go into administration, leaves everything at risk. Also notice the reference to ‘informed citizenship’ and ‘citizens of the 21st century’.
My bolding. Just wow. https://www.aaup.org/sites/default/files/Statement-Efforts-Restrict-Teaching-Race-Final_0.pdf
Hardly any because they are unaware what competency-based education really means or standards-based grading.The $4 million they accepted from the state to pilot CBE was not discussed except at a state meeting I happened to be at. As long as others in nice neighborhoods send their kids to the public schools, the assumption is everything is fine.
Most of what I know I pieced together and board members can confirm a direct inquiry, but they cannot bring it up independently. Most people paid too much for their house to get ‘good schools’. There is not enough left to pay private tuition for many because they budgeted for the house, not house and tuition. Plus the then headmaster of the tony private school my kids used to attend when they were younger was on the Board of the accreditor. SACS then, now Cognia.
When Georgia’s Department of Ed and others took the NSF money to have a statewide Georgia Initiative in Math and Science–in the mid-90s, they made sure to sign up most of the influential private schools as proof that Everyday Math must be OK for elementary students. Chapter 3 of CtD is largely a result of insights put out about ‘integrated math’ when my kids wanted to transition from private to public and I discovered the tens of millions tied to the PRISM grant to the state around 2003 and then learned all about the NSF MSPs–Math and Science Partnerships. Constructivist math and science were very lucrative for the piloting districts and the MSP conferences tended to all be held at luxury hotels like a Four Seasons that few will pay for on their own dime.
I honestly got tired of telling people “that’s not what rigorous means” only to be told that the administrators would not lie to them.
Will come back with more comments later, but your comment about explaining what “rigorous” means reminds me of the look on Brett Weinstein’s and his wife’s face when they were reviewing an article on Covid-19 research published in the toney Nature magazine. It was evident to them both that neither the writer nor the editors knew what “prophylactic” meant or how to use this term. Sign of the times.
COVID-19 is not a health issue, but a power transition. https://stateofthenation.co/?p=68948
It’s looking more and more like truer words have never been spoken. https://remakelearning.org/wp-content/uploads/2019/06/Remake-Learning-Profile-of-a-Learner.pdf was linked to by this http://remakelearning.org/wp-content/uploads/2021/06/Remaking-Tomorrow-What-Comes-Next-web.pdf released in June but hyped this week, probably after the US holidays.
Notice that 2019 date. So students are to “address and deconstruct inequalities; and to construct a more just and equitable world,” but the compelling visuals and scaremongering to force such a vision would have to wait for 2020. Somebody’s Backward Mapping.
This is very good. An excerpt:
This fits with your concerns. https://catallaxyfiles.com/2021/07/22/are-you-more-likely-to-die-from-the-vaccine-or-from-covid/
Boy does this fit and remember the CCP is quite aware of how Tranzi OBE has been pushed hard in the West, and its acolytes like Australia and New Zealand, since the 90s.
From here https://michaelthau.substack.com/p/when-are-we-going-to-start-questioning about the intense deceit surrounding the push to get the West to go into ruinous Lockdowns by misrepresenting the Chinese response.
Adding this because New Concept Psychological Weapons is precisely what Competency-Based Education globally has left us ripe for.
If only more parents realized a ‘democracy’ recognizes the rights and sovereignty of the “GROUP”, whereas a republic recognizes the rights/sovereignty of the “INDIVIDUAL”.
Progs would say to a student that looking out for yourself is small, selfish, unkind etc, but you all know the truth – this is group mentality designed by just One group.
Look at what rolled out on July 1, while the rest of the country was either vacationing or thinking that CRT was the threat to this country’s future. https://www.pfad.us/
Notice all those presidential libraries and foundations. The head of the Leadership Council heads the Rockefeller Brothers Fund and was a Co-PI on Our Common Future with the PI for the Roadmap to Educating for American Democracy for K-12–Danielle Allen. One of the commentators in a webinar last week mentioned it. https://www.icivics.org/news/news-story/icivics-joins-partnership-american-democracy-support-transformative-change-renewal released on July 2 has the creator of the curriculum for K-12 joining in.
I may not be writing posts at the moment, but I have been very busy documenting what is really going on. I can now definitively loop all this back to what I covered in Credentialed to Destroy as going on in the late 80s at the Hubert Humphrey School of Government that Harlan Cleveland was involved in to create the successor to Capitalism and Communism per his words. Democracy is such a good word to hide behind, huh? A bit like Liberty. I can also tie it all to Learning Standards generally and the C3 Framework. Not just by function anymore.
Will write up soon after a few more webinars to continue to collect confessions that I am listening to because I have already inferred how it all connects.
Adding this, which was in a weekly newsletter. https://us2.campaign-archive.com/?e=%5BUNIQID%5D&u=5203171f50c8aad9305060270&id=34e7f806ae
OK, there may be cause for good cheer. Perhaps, the solution likes in their solution.
To support this, I cite what transpired at my multidisciplinary, praxis-driven graduate school. When rigorously applied this approach produces incompetent practitioners of just about everything. They don’t know how to get things done in the real world.
It also produces myopia in individuals and groups. Their feeling-based lenses reduce situational awareness. In the case of the institution I reference, the locus of interest and concern has shrunk from the international, to the national, to the local, to what are the concerns of a circle of faculty members, 80% female. Now, most of the organization’s resources are being directed at their pet projects, e.g. breast cancer awareness, save the spotted owl…
In my humble experience, a lot of the rhetoric in the post above is TALK…by extremely ineffectual people. This segment of humanity believe they have addressed issues by talking about them in a particularly way. Blessedly, very little action follows.
It is a bit like the Hillary campaign. We think “its her turn”, ergo it is “her turn”.
“lies” in their solution
On the Tokyo Olympics: we had a super-spreader event, yesterday, when the Blue Angels flew over the city to spew their usual Red, White & Blue. Many tens of thousands of Japanese citizens were huddled together on the street to take pics with their I-phones. They weren’t in the stands contaminating each other, but were on the streets contaminating each other. What a joke!
I love the Blue Angels! Not sure if I have written about this but you and others may appreciate poking around here https://seelearning.emory.edu/resources-research on the Dalai Lama’s K-12 curriculum venture with Emory on Social Emotional and Ethical Learning. The Playbook is the newest resource just out. Nothing like “Self Scripts” to make ‘learning’ equitable.
The Japanese LOVE the Blue Angels, too…and, way more than they love the Dalai Lama or the horse he rode in on.
If every a country wanted to be “colonized” it was this one…didn’t happen, and you have to wonder about that.
Sorry, its late. “If ‘ever’ a country…”
One thing that remote work clued me into…coaching clients in their homes, was the fact that quite a few Japanese folks have American flags in their homes. How many Americans have American flags in their homes? H.K. Chinese protestors waved the flag and I am betting it is flying high in Taiwan…what does Asia know that Woke America doesn’t?
Have you read Psycho-Cybernetics by Maxwell Maltz? Since it is consistent with the steering aspect of Competency-Based Education and now Liberatory Education I ordered a copy to see if I am correct. I was not familiar with it though until I watched this video this morning https://academyofideas.com/2021/07/why-an-obsession-with-safety-creates-sick-minds-and-a-sick-society/ and was thinking about how it is true, but most people these days do NOT quote Nietzche and Albert Camus. Maltz’s book was listed in the books pushed as is quite a bit of the Humanist Psychologists’ work and also Transpersonal Psychologist–Ken Wilber.
We have the world of Ideas and Ideals from those who read books and we have preassigned Ideals like the Conceptual Frameworks we see in K-12 as Disciplinary Core Ideas that then get tied to Lived Experience as an equitable approach to learning that motivates and guides action but no one knows much. I also disagree with the premise that it’s impossible to censor knowledge now. That’s the whole idea of Brain Based Learning. You sculpt and prune that Receiver/ Transducer so it becomes the ultimate, invisible, means of censorship. Much information never gets noticed, much less, perceived.
Peter Wood wrote an amazing piece here https://amgreatness.com/2021/07/23/critical-witchcraft-theory/ , but then ends up grasping for someone “who can call us back to our abiding ideals”. Which ones would those be? Thomas Jefferson’s Liberty or Richard Lerner’s? Danielle Allen’s vision of the Declaration as requiring Equality and equal access to the Tool of Government? Thoroughly untethered to the history of the document and using a forced metaphor, but now she gets footnoted as the support in new visions of Democracy as the support for a mandate that governments at all levels must create Equality of Opportunity for all citizens with citizens being quite broadly defined to boot. Antone who can make it to our shores qualifies and thus is entitled to this collective obligation.
I have not read Psycho-Cybernetics but can tell you that this is one of two books that seem to have most influenced Werner Erhard. The other was Napoleon Hills, Think and Grow Rich…figures.
Maltz, like Erhard had an unlikely personal history. He was a cosmetic surgeon by training, and I don’t see where he would have been exposed to cybernetic theory…or, have become expert in it.
As I have said before, I doubt that any of these people are who they say they are.
Well, I thought I had read most everything cybernetic in the last 50 years of significance (and I few who wished they were), which is why I can spot its tenets, just like the related Tranzi OBE, if it now bills itself as Banana Splits on Tuesdays For All!!
But that link to Maltz, the seminar organizers he influenced, and the synonymous phrasing for what is now billed as Identity in the name of Equity and Cullturally Responsive Teaching is not likely to be coincidental.
there is a linkage to Scientology, as well…
Look at this just out. https://knowledgeworks.org/resources/impact-learning-edition-board-game/ Make sure you notice the characteristics of the various people available for immersive role play.
It’s not about the past. It’s about practicing to change the future. Unfortunately, the real world effects of such widespread ignorance but enthusiasm for acting anyway will not be in line with what was programmed into the game’s software. Reminds me of this interview posted today https://humaneeducation.org/transforming-curricula-and-schools-an-interview-with-julie-meltzer/
Conceptual knowledge with only illustrative facts, which may not actually be true or tied to lived experience to be the concrete, real-world example. Truly serf level of only what we want you to believe and value plans for students.
This documents the use of the same behavioural psych tactics we see in education in dealing with trying to scare people into conformity. https://www.conservativewoman.co.uk/laura-dodsworth-how-our-own-government-turned-us-into-the-most-terrified-country-on-earth/ I even wrote about that MINDSPACE paper several years ago.
Just as with people who have read Credentialed to Destroy, the author notes: “Once you are aware of the tactics they simply do not work as well. So many people have told me that reading my book has educated and armed them.”
Amen to that.
On another front, I have been investigating the history of my ‘experimental’ experiential education undergraduate program, the ‘thing’ that was delivered in the context of a conservative liberal arts college (oxymoron). Reading through a number of oral histories, it has become clear that the family that endowed the program, and whose name was affixed to the ‘cluster’ college that housed it, had NO INTENTION of supporting a Frankfurt School-inspired F-club. Mr. ‘C’ was a prominent Central Valley, CA physician who was intent on endowing science programs or the school of dentistry. His poor widowed complained bitterly.
I wonder how many endowments get co-opted. seriously.
All of them I have ever heard of, which is why litigation erupts. This is from the Institute for New Economic Thinking, which we have encountered before through both Daniel Kahnemann’s work on decisions in uncertain situations fitting with K-12 ‘wicked problem-solving’ and Vernon Smith’s interest in consciousness. https://www.ineteconomics.org/perspectives/blog/the-one-earth-balance-sheet
Out this week, but notice all the references to creating a “common understanding” and to “standardize concepts and frameworks” and how “a new collective mental map is needed”. I don’t think anyone reading this blog or who has read CtD has any doubt about how the desired “new transdisciplinary thinking” is to be brought about. Love the admission too about needing both “quantitative” ans “qualitative narratives”. No wonder terms like Liberty and Democracy get redefined into a communitarian obligation.
Can you recommend case studies of such litigation? THX
This is the most famous one https://www.philanthropy.com/article/alumni-fault-yale-in-loss-of-bass-gift/
The problem is covered in depth here https://www.philanthropyroundtable.org/philanthropy-magazine/article/when-money-doesn%27t-talk
This is another famous one https://philanthropynewsdigest.org/off-the-shelf/abusing-donor-intent-the-robertson-family-s-epic-lawsuit-against-princeton-university
I learned that the big daddy of endowment hijacks involves the Lawrence family, of Lawrence Livermore Lab fame.
And I just learned Qualification Frameworks have been renamed since I wrote CtD, but the function hasn’t changed. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3878312&dgcid=ejournal_htmlemail_educational:psychology:cognition:ejournal_abstractlink
“Developing a Graduate Attribute Framework for Higher Education” will dovetail nicely with these Portrait of a Graduate and Profiles of a Learner in K-12. Focus has quietly shifted to what Maltz called ‘self-image’. Notice too the reference to Bandura and self-efficacy in the bibliography. His work on agency, which is what that paper is about, is incorporated into virtually every school charter I have read for the goals of the charter. No mention of his good buddy and colleague–Paul Ehrlich though. Remember when I wrote about Ehrlich’s MAHB–Millenium Assessment of Human Behavior work and its ties to K-12 learning standards globally and the initiative and its website went dark within weeks of me shining the flashlight on it accurately in a post?
Have the next post outlined in my head, but with 3 webinars scheduled for today and two tomorrow, it will probably stay where it is until Thursday.
Yeonmi Park, a North Korean defector and human rights activist, sees clear parallels between the United States and North Korea
Our educational system has been infiltrated by socialist and totalitarian ideologies, which is driving the loss of freedom we see in the U.
Totalitarian brainwashing tactics routinely deployed in American institutions of higher education include anti-American propaganda, the stifling political correctness enforced through shaming and cancel culture
Michael Malice has been discoursing on the N. Korean slave state, as well. I have a buddy in the WFP who has been in and out of slave state for years; this to stave off mass starvation. Funny how the converted never listen.
Child abuse, anyone?
Robin, I am looking for a content tracker, content curation tool to follow ‘trends’ in HR management practices, and corporate education. You mentioned awhile back, I think, that you use a tool to track ‘edu’. I have been vetting the obvious choices but have not found anything that goes very deep. Can you make a recommendation? Thank you!
It’s not a tool per se that I use, but rather my knowledge of the consistent underlying blueprint has me signed up for a number of weekly or monthly newsletters. Essentially I read what the architects and transformational aspirants have in mind in their own words. Now that useful practice is augmented by signing myself up for the free webinars they announce where I take good notes. I have also been doing teacher and administrative professional development classes this summer especially in the area of the Roadmap for Educating for American Democracy, with lots of the partners involved with it being the speakers of what the actual intentions are.
Last week I recognized that the term ‘constitutional principles’ was being used by the employee of the Bill of Rights Institute to suggest economic and social rights consistent with the Universal Declaration of Human Rights from 1948. I know it was created for just that purpose because some of its drafters said so in writing so I asked the presenter via the chat function if she was using the phrase ‘constitutional principles’ and a quote from John Lewis on ‘true freedom’ and a call for ‘revolution’ in a manner that has the same desired end result as the UDHR. She said yes and strongly endorsed using UDHR materials in conjunction with the Roadmap to EAD.
See why I have been so busy this summer? It’s like True Confessions of everything I had intuited and pieced together over time.
Find the comparable change architects in your field and sign up!
I am attending one of these events, tomorrow. BTW, do you engage the participants or just listen in?
Mostly just listen, but I have started asking questions in the chat function when I want the speaker to clarify that my understanding of what they are saying is correct. That’s what I did when I got the commitment on democracy that was essentially a restatement of the MH vision. It’s an obligation now and one of last week’s behavioral science publications even talked about the ways needed to inculcate ‘pro-democratic attitudes’ in students and whatever adults come within their reach. Talk about Tranzi OBE on steroids.
Remember when I wrote about ‘Sandy’ Alex Pentland and his Social Physics vision for us and his work with UN affiliates? He was in a discussion group I was in earlier in the summer and I made one of my points from my understnadings of how everything fit. He agreed with my analysis, but was also taken aback with that look people get on their face when someone knows things they should not. I consider those to be BINGO! moments.
Behavioral psychologists BBQ
Doctors for Covid Ethics d4ce
My next post, which is outlined waiting for my real life to be a little quieter, covers our supposed obligation now to have “common understandings of our shared threats”. I can only conclude that is why there is so much Disinfo out there about Covid, vaccines, climate change, and what Equity really means in education. Basically all the tools and rationales are the subject of what seems to be an organized Disinfo campaign that hides behind “standards of journalism” as a recent webinar put it.
Have one more webinar this afternoon that should continue the True Confessions if you know where to look. I was musing over the falsehoods I heard yesterday on the local news that are not hard to disprove if you are a reader like I am. If I have collected all these confessions of using learning standards to essentially hijack the mind and personality at a neural level to create the needed ‘citizen of the future” suitable for a transformative collective, global project, why is it hard to believe that the same people would not support a tool that would hijack the rest of the body? I was initially hesitant to figure out which vaccine worked better of the then three available. Then I read about ADE–Antibody Dependent Enhancement and that it would be this fall before the presence of ADE could be known.
Now with all the craziness being spouted from the institutions of supposed public health, the most reasonable explanation is becoming something else is in play, just as the documents show is the case with Climate Change as I covered in the last chapter of my book.
We certainly live in interesting times, don’t we?
Looking forward to that…! Most of the people who read your blog are aware, however everyone else take no note that the government has hired an army of behavioral psychologists to sell the program. Only this time , not directly at taxpayers expense,but nonetheless indirectly. The fallout from the Fed printing mountains of cash into existence will be catastrophic hyperinflation. We’ve heard it all before, but this go round is far more sinister, because in late 2019 just prior to the plandemic, the Fed cut a deal with Blackrock known as ‘ going direct reset’ in which retail hogs are allowed free access to trillions in wholesale hog swill.
There is also an obsession that precedes the January 6 supposed “Insurrection’ among the same education groups creating the curricula for K-12 history/citizenship vision to hype Weimar Germany and the supposed parallels to today’s ‘challenge to democracy’. It was one of last week’s webinars on the Roadmap and its implementation and I went through all the materials being pushed. Just imagine the typical student with just a conceptual understanding with whatever illustration is provided. One teacher was insisting that Jim Crow era and lynchings were akin to the Holocaust. Every racial tragedy, however horrific, is not analogous to the intentional murder of millions because of their ethnicity.
See what I mean? https://www.facinghistory.org/resource-library/teaching-holocaust-and-human-behavior
Yes, we do. Hadn’t you observed in a prior post that when the Climate Change narrative failed to gain sufficient traction among the masses, the ‘pandemic’ was subbed in. Looks like the percentage of the recalcitrant un-vaxed remains high…so, is another ‘threat’ in the making? BTW, did anyone see the public service ads launched by the Biden administration and targeting the vax resistant? One features a cross-dressing, trans TicToc star cavorting around the White House interior. Watching this, I had to reflect on how pathologically tone deaf these people are. In the spirit of the recent ‘narrative’ foisted on the world, wouldn’t you have a bare-chested, horn-wearing insurrectionist visiting the White House to get his vax?
Another question parked itself in my head this week. This relates to the breakdown of co-morbid states associated with Covid-19 mortality. VERY HIGH on this list and just below “obesity” and ABOVE diabetes, were “anxiety disorders”…huh? The explanation seems to be that “anxiety disorders” are co-morbid to physical health disorders and got tossed into the equation, BUT, what if they are not? My first thought was that individuals driven to states of panic by the media would be among the first to present at hospitals for testing and treatment. If the testing is faulty and the treatments potentially lethal…this group becomes a statistic, too.
Which takes me back to what I recall of the HIV/AIDS debacle in S.F., in the early 90’s and what appears to have been a case of ‘symptoms creep’. Early ARC’s were specific and rare in most populations…but, the net was spread to include dozens of conditions. Result: if you were a ‘worrier’, you ran in and got tested….and the beat goes on.
Robin, on another but recurrent note in my inquiry of a certain university ‘program’ plagued by sexual and power abuse, and over decades, are you familiar with any case law that pertains to individuals subjected to ‘experimental’ learning programs (w/o consent)? I ask this because in reading through the oral histories gathered from ‘facilitators’ of this program, there are repeated references to efforts made to identify students who had the appropriate personality type. Appropriate for what? On its surface, the program was advertised as being an extension of a pre-existing International Studies curriculum, i.e. it was added onto a Latin American studies program. This ‘survivor’ can tell you that this is NOT what it was.
Right now, it is being spun as a protracted Title IX infraction, but I think these is a much larger story. Anyway, thanks!
Have you ever read the book about the Unabomber and the organized psychological experimentation he underwent as a Harvard student in the late 50s? Some of what you are pondering may resonate once you read those details. https://www.theatlantic.com/magazine/archive/2000/06/harvard-and-the-making-of-the-unabomber/378239/ is a start
On the vaccines, there is some fascinating analysis coming out from Europe especially on the fact that these are not ‘sterilising’ vaccines and what the implications of that are when combined with a mass vaccine program in the midst of transmissible outbreaks. Comparing to Salk’s original vaccine that protected the receiver against severe effects, but did not prevent transmission to others. When someone in an outdoor yoga class insisted the non-vaccinated were the cause of the outbreaks, I asked how she explained the recurrence in Israel then.
Timing my walks around getting Vitamin D before the heat/humidity combo gets unbearable. No more crack of dawn jaunts. Made a sweet vidalia onion compote with farmstand fresh tomatoes and skillet, just shucked Silver Queen corn last night with a fresh tuna filet. Definitely think diets do matter with any virus.
Will revisit the Unabomber chronicles. Robin, there have been only a handful of Covid deaths in Japan. The Japanese diet is incredibly rich in Vitamin D and trace minerals (ZINC). Fish and seaweed. Too cheap to peak the interest of the CDC.
Even though I am reluctant to link to Miles Mathis because he is a plagiarist
Look at what the UNESCO affiliated MGIEP has put out to teach students to reject ‘misinformation’ on Covid. https://framerspace.com/course/pandemic/5e82eba839109c2c12ef7a6b
Hyped here https://gemreportunesco.wordpress.com/2021/08/16/reflections-on-the-covid-19-second-wave-in-india/
Quite a graphic there. Nothing apparently must be allowed to be a barrier to gene therapy for the masses. Again, as with MGIEP or in the US with Jim Steyer’s Media Literacy Project brought to us by the same people who seek radical transformation to our political and social systems. And they get to train students to determine what messaging is to be approved? How useful.
I had read the Miles Mathis piece before but took another look. There seems to be a persistent notion among individuals who identify as ‘leftists’ that sinister forces are forever trying to undermine their virtuous ‘everything’. I must sadly report that I have spent most of my life surrounded by ‘leftists’ and it is my conclusion that they were more than able to ‘f’ themselves up. In short, I believe there is NO virtuous core to ‘leftist’ ideology, none, whatsoever.
That said, I have no issue in believing that Ted was an operative, always. I think the same thing of Dick Price, and any number of other shapers of perception.
I hesitated to add this because I didn’t want to derail the thread. But now there is a new post up so… here goes. Catherine Austin Fitts recently organized the D4CE, doctors for covid ethics. Included in the financial aspect, among the tour de force, was a man by the name of John Titus. He has a brand new video where he goes into greater detail about the 4 trillion ( with a T ) ripoff that the fed is using to finance the scamdemic. Do you ever wonder where all the money comes to hire an army of behavioral psychologists? Or how about the money it takes to finance a 24/7 media blitz for a year and a half? John Titus has the smoking gun evidence that will either bring these criminals to justice or bring a very dark winter upon us all.
Don’t miss Larry and Carsten excellent pandemic –