Finale: Essential Learning Outcomes To Guide ALL Students Through Decreed Global Challenges

And ALL truly means all, K-12 and higher ed. As with most binding plans designed to govern and transform the “entire educational experience” of the 21st century, the blueprints were sitting somewhere no one was likely to look. Especially since it is a higher ed document by one of its governing groups.http://www.aacu.org/leap/documents/GlobalCentury_final.pdf   It just happens to mention that theses are Outcomes and then Principles of Excellence that apply to students in K-12 schools as well. The accreditors then know all this and will enforce this vision out of your sight. The central office staff will know it. I have no doubt that this is what is behind that new EdLeader 21 Coalition of Suburban Districts as their Supers take those districts where the urban districts have already gone.

When you add what is in that AACU link to the AACSU initiatives we went over in the last post. Plus this AACSU Seven Revolutions Vision for Educating Globally Competent Citizens and we truly do have a noetic revolution going on in our midst. http://aascu7revolutions.pbworks.com/w/page/39316693/FrontPage?mode=embedded gives you something to ponder on the Mindsets being created in these current and future voters, especially with governance in the future listed as one of the 7 Revolutions. Like all things that might be controversial if known accurately in education and public policy, the rhetoric of this has now been toned down to Global Engagement. But the 7 Rev Framework remains and as I am about to explain, also applies to what is expected from high school graduates.

It’s no accident that the 7 Rev developer institutions have large teacher colleges. Some of them, like Kennesaw State, have huge programs, especially for continuing education. And that is certainly a stealthy way to get a revolution to invisibly trickle down. Influential but mostly out of sight. The preferred 21st century transformational method as we now know.

I am going to quote from the doc but this is one I really do urge everyone to download and read. This is IT. As page 14 says: “These essential learning outcomes should become the guiding compass for student accomplishment in the twenty-first century.” They are to be the guiding principles for the learning tasks, the curriculum, the projects, the videos, and all those poorly understood assessments. Because the focus will be using content to engage “with big questions, both contemporary and enduring,” in comes the Climate Change materials that National Geographic has prepared that many scientists regard as false.   http://education.nationalgeographic.com/education/encyclopedia/global-warming/?ar_a=1

So polar bears may not actually be endangered and we have had 17 years without increases in global temps but schoolchildren are not to know that. Influential false beliefs change behaviors, prompt action, and make future citizens willing to tolerate Invasive Governments at every level. Then NG nicely gives a link to UNEP so teachers can download those materials as well for the K-12 classroom. http://www.unep.org/tools/default.asp?ct=clim is that link. Remember factual reality affects actual consequences, but personal perceptions of reality guide an individual’s future behavior. And now education is deliberately splitting factual reality from perceptions. Without notice.

The document by the way is from 2007. So while what will become known as CCSSI was being planned but before it was official, a governing document of the defining implementation principles once again was published. Where few but silly Miss Marple with her determination to track down the relevant blueprints would ever look. Think of those Essential Learning Outcomes as laying out future Personality Characteristics for All Students. Best described, in my opinion, as specifying Who each Student Will Be Inside, Be Able to Do, and Be Ready to Act on, and What they Will Believe. As the report says “beginning in school.” No wonder preschool too has now been targeted for transformation and monitoring for social and emotional learning.

After all it takes time to ensure that “all students” have “an informed concern for the larger good.” To be guided in life by always asking “what is most worth doing?” Nothing personal to my teacher readers, but an ed degree, or a political science doctorate, or urban planning masters do not qualify anyone to create a curriculum designed to mandate that attitude. And I would be the first to concede, neither does a law degree. That should be an individual decision backed up by the wisdom of the ages. And no I am not referring to the Dalai Llama’s version of the wisdom of the ages. Which is part of the reason contemplative education is so troubling. That takes the personal decision away by grounding action in unconscious feelings and school redesigned new values. But the contemplative push meshes with this new Essential Learning Outcomes perfectly.

The troubling Part 2 “From the American Century to the Global Century” laid out a strategy to make the US demise quite inevitable. Poisoned via expensive education. The report basically lays out every talking point or UN-led initiative to become the Holy Grails incorporated into all education. Then the report falsely claims (as a Phi Beta Kappa history major I may know this off the top of my head but few students today will) the following:

“Americans live in the world’s most powerful democracy. But democracy, as the founders recognized [not], is much more than a design for government and lawmaking. Rather, it is a framework for a special kind of society in which citizens must take mutual responsibility for the quality of their own communities and their shared lives. Democracies are founded on a distinctive web of values: human dignity, equality, justice, responsibility, and freedom.”

That has to be John Dewey and Martha Nussbaum’s definition of freedom which is all about the larger good being fulfilled. No wonder we keep finding obligations throughout the actual definition of Career Ready that just reek of Communitarianism. Creating that belief in each student is an Essential Learning Outcome. And the report even asks ” How do we cultivate what Martha Nussbaum has called the “narrative imagination” so that graduates are able to engage diverse communities and other societies? How do we prepare citizens to address the growing and destabilizing divisions between those with hope and those who still live on the margins of our own and other societies.”

Now doesn’t that goal mirror the reasons laid out in the last post for using education to mobilize low income children of color? You can organize students and parents but this vision cannot make the world work the way it plans. It simply removes the mental tools that can best help the individual cope with genuine daily problems.  I need to move on but Martha calls this sought view for ed “cosmopolitan education” and it is clearly why she was the IB’s Keynote Speaker on creating desired Worldviews.

I am going to quote in its entirety the AACU’s Principles of Excellence framework since it is THE governing vision for what students are to become in the 21st century, using K-12 and higher ed, and CCSSI and Democracy Projects and Global Competency etc as the cudgels to make it so. And personal data to monitor it is happening.

Principle One. Aim High–and Make Excellence Inclusive

Make the Essential Learning Outcomes a Framework for the Entire Educational Experience, Connecting School, College, Life, and Work

Principle Two. Give Students a Compass

Focus Each Student’s Plan of Study on Achieving the Essential Learning Outcomes–and Assess Progress

Principle Three. Teach the Arts of Inquiry and Innovation

Immerse All Students in Analysis, Discovery, Problem Solving, and Communication, Beginning in School and Advancing in College

Principle Four. Engage the Big Questions

Teach through the Curriculum to Far-Reaching Issues–Contemporary and Enduring–in Science and Society, Cultures and Values, Global Interdependence, the Changing Economy, and Human Dignity and Freedom

Principle Five. Connect Knowledge with Choices and Action

Prepare Students for Citizenship and Work through Engaged and Guided Learning on “Real-World” Problems

Principle Six. Foster Civic, Intercultural, and Ethical Learning

Emphasize Personal and Social Responsibility, in Every Field of Study

Principle Seven. Assess Students’ Ability to Apply Learning to Complex Problems

Use Assessment to Deepen Learning and to Establish a Culture of Shared Purpose and Continuous Improvement

I bolded that Shared Purpose to be able to point out that is describing the Community of Learners concept we have traced back to Michael Cole, Courtney Cazden, and Ann Brown’s visit to the Soviet Union during the Cold War. Please also notice what the continuous improvement is in. These listed Learning Outcomes.

We will be here all day if I describe all the ways these Outcomes reflect every post I have ever written on this blog. No wonder I found what I found and we can talk about the links in comments if you like.

I just want to close by pointing out that I do track these ed reforms all over the world. I download and read those reports and frameworks too even though I do not usually mention in posts. I think committing a deliberate murder of American exceptionalism and our superpower status and the primacy of the US Constitution are all express goals of the implementation of these ed reforms. And others I know about.

But when the transformation of the US is done, the goals of these Principles of Excellence align with what I have seen in every country I have ever reviewed ed reforms in. Global indeed.

But as the criticisms of Martha Nussbaum’s cosmopolitan education have pointed out, this is citizenship for a world that has never existed. Which may not slow down all those being paid to push this vision.

But it truly ought to be a compelling concern for those of us providing the funding for this takedown of the US.

 

18 thoughts on “Finale: Essential Learning Outcomes To Guide ALL Students Through Decreed Global Challenges

  1. “Welcome to the 7 Revolutions First-Year Experience
    Course!
    KSU 1111/C11: Part of Learning Community #11
    Changing the World – ONE Voice at a Time
    Fall 2010

    Interesting class. If it was free here in SC I might take it just to take notes and observe. One notes the reading list, comprised of a book co-authored by the professor, no description of which I was able to find online, a book about a “refugee” soccer team (most from Middle Eastern nations) and the New York Times (a sponsor of the “Seven Revolutions”) and the Atlanta-Journal Constitution, both journalistic hubs of course, of what Andrew Codevilla has called the “ruling class.”

    I took immediate note of a couple things in the Outcasts Among Us book description on Amazon:

    “Clarkston, Georgia, was a typical Southern town until it was designated a refugee settlement center in the 1990s, becoming the first American home for scores of families in flight from the world’s war zones.”

    “Designated?” By whom? By what authority? Another sentence provides some background as to the nature of this “designation”:

    “Set against the backdrop of an American town that without its consent had become a vast social experiment…”

    Vast social experiments without the consent of the affected citizens? Hmmmm…

    Its looks like it was the State Department that made the decision for the residents of Clarkston, but that’s only being treated, from all the reviews I’ve seen, as a triviality. Not that I’m against humanitarian efforts such as helping refugees, but “vast social experiments” don’t go down, even with a spoonful of sugar.

  2. I didn’t post the link to the college class I mentioned above. I’m a bit fuzzy today:

    http://aascu7revolutions.pbworks.com/f/ONE_fall10_student_final.pdf

    I also note the nature of what students are expected to learn from the course:

    “Course Goals:

    (1) Students will be introduced to various global, political, economic, social and behavioral systems and explore their impact on their college experience, career goals and daily lives.

    (2)Students can demonstrate the interconnectedness of the “7 Revolutions” and world events as well as their relevance to local, state and national communities.

    (3)
    Students will develop a better understanding of self that will facilitate their personal and professional success.

    (4) Students’ skills in research, critical thinking and communication will be enhanced.

    (5) Students will become familiar with the United Nations’ Millennium Development Goals and the ONE Campaign’s efforts to further those goals while considering opportunities to engage as global citizens in those efforts.”

    Anyone who’s been following this blog for any substantial period of time, or has gone back and read its posts from its inception, and then done their homework based on the knowledge Robin’s provided here (and read David Horowitz’ The Professors and One Party Classroom) will immediately recognize what’s going on here. Although this is a college class, the class outcomes are right out of the teacher’s colleges playbook for K-12.

    The first goal is the only I see here that is what could be called “academic.” The second is about gaining knowledge but its knowledge about a political activist program and its underlying ideology. The third is what we see again and again and again at the junior high and high school level across a plethora of educational initiatives, which is not about having acquired knowledge and understanding of a subject, but a vague set of psychological attributes or perspectives more reminiscent what one would expect from a pop-psychology self-help book.

    The fourth is fine but, again, is not an academic learning goal but a set of personal intellectual attributes or skills that exist independently of any particular academic study. Developing them is fine, of course, and any well-taught academic class will demand that they be developed to a greater degree (and if one hasn’t developed them to a reasonable level when one enters college, just taking classes per se may not be of much use).

    And number five? Yup, this is where new freshmen are indoctrinated with someone’s propaganda and groomed and vetted for future political activism.

    What should really keep every parent in the nation up at night sweating in their sheets is the realization that this kind of thing is and has been shoveled into the minds (mind arson, as we say around here) of LITTLE CHILDREN and pubescent teenagers from grade school and on into middle school, minds that do not have the critical reasoning abilities or a background of already stored knowledge with which to inspect and scrutinize the claims being made by these kinds of programs.

    Separation of school and state, or, barring this, separation of our children from government education (a wide open, dynamic, competitive free-market for educational services in direct competition with public education) seems the only options. No grey areas here.

  3. It looks like my first post, which I didn’t put my name on, didn’t make it through the system.

    Just sayin’

    Loran

  4. Oh, I see, I just hadn’t read far enough yet:

    “In a democracy that is diverse, globally engaged, and dependent on citizen responsibility, all students need an informed concern for the larger good because nothing less will renew our fractured and diminished commons.”

    http://www.aacu.org/leap/documents/GlobalCentury_final.pdf

    Yes, this is an “essential learning outcome” of a contemporary college education. One immediately notices that this is actually a statement expressing and implying a philosophical position and body of ideological assumptions not made explicit in the text.

    These Platonic philosopher-educators are so clever…

    • Hi Loran,

      I read that course link yesterday. KSU is not a hard college to get into so most of the attending students were weak high school students. If their prof tells them this is how an economy works or there is a fundamental shift going on and this is what you need to do about it, these students have no real ability to dispute what they are told.

      I obviously read a lot to pull together info for these posts and one of the things I have noticed is how many books published in the last 10 years especially are full of false statements. They exist to be cited and start a transformation but they are not accurate. In fact this seems to be what a number of former speech writers for Al Gore are doing. Anyway, I read enough that I can recognize when something is not true. Then I speculate on the reasons for the con. The typical student even at hard to get into colleges and universities these days cannot do that. Teenagers and adults reading voraciously for pleasure or info is far more unusual now than it used to be.

      Our college and high school students are like sitting ducks to be influenced by these deliberately fostered false beliefs.

  5. An acquaintance’s rising Jr. at Milton HS summer reading list includes Helter Skelter and David Sedaris’s Me Talk Pretty One Day for AP English. Sedaris’s book includes his experience of moving to France with his boyfriend. My instincts say why? Is there no literature that will hold the interest of young emerging adults?

    • Marlene,

      Thanks for that specific insight. That has always been the IB approach to lit and some of us who have been watching the changes to AP and IB and David Coleman’s statements have been watching for what is essentially a merger. Coursework that creates the desired worldview instead of knowledge itself. Lit that can be interacted with from personal experience and emotions or lit that creates cognitive dissonance. Encouraging role playing in different cultures and perspectives.

      I read Helter Skelter in high school, in part to understand who those young women were who wanted to kill President Ford, but my parents did not like it at all. And said so. And I was a nerd who asked for a family subscription to US News when I was 10.

      It also sounds like Robert Avossa is insisting on doing what he came to Fulton to do. Destroy academics in North Fulton. That’ll close the gap while his loyalists in the Central Office and as Principals and APs feast on the tax money and lust after their next lucrative promotion at our expense. It’s a dynamic going on in suburban districts all over the country. Especially if you join EdLeader 21. I have been watching Ken Kay’s work since he created P21 and also his links to Peter Senge. Which actually show up in the Camp Snowball cartoon graphics so we don’t have to speculate at all on alignment with these Essential Learning Outcomes.

      Riverwood was assigning Carol Dweck’s work on cultivating Growth Mindsets instead of Fixed Mindsets to the 9th grade Honors English class last year. Another reader sent me The Great Gatsby presentation and it is to be viewed under the Common Core under the lens of class warfare and the gaps between the Haves and the Have Nots. If you have never read Fulton’s charter it contractually guts academics. If you don’t know what life skills means, check the tags and read the post where I pulled the WHO doc that explains it means psychosocial skills and is from Albert Bandura’s psychological work. Doesn’t Helter Skelter fit right in if the psyche is now the real target?

      • Yes it does. That and the gender issues, which is of huge concern to me. Making the difference between men and women unclear. Making them interchangeable and making one or the other irrelevant in a parenting situation. Including stories that have homosexual relationships eventually lead to complete normalcy and acceptance. In the atmosphere that has been created around the gay issue I feel almost ashamed to even talk this way even though i know that in the long term, gay marriage and creation of life by people who cannot create it together will lead to many problems. The idea of a baby never knowing a woman as a mother drives me crazy. Also, I understand the desire to want to protect children from sexual harassment or dangerous people, but talking about that to Kindergarteners is frightening to me. Sexualization of young children is so bad. Suzie do you want to be a boy or girl when you grow up? Frightening beyond words. The agenda of the left/Progressives is insidious and will destroy us. And please tell me how many mothers who have young kids and busy lives have time to focus on a blog such as this? I have said this before, I am no dope, but a lot of what you present here is over my head. It is like a college course that I may not be qualified to take. I applaud your research and your effort and I pray that the people who read your blog are out there creating awareness.

        • Marlene,

          If I EVER write something that is unclear or seems over your head, ask me for more examples or to bring it down. I will. You may have gathered I am editing the book in between posts and one of the comments I have with my beta readers is I know this story too well at this point. Tell me if I have left out a link because I get this too well to appreciate there is a missing step for most people. I have tried to bring the vocab down and when I had to use a fancy word recently in one of the chapters because it translates importantly into other languages, I called it the $100 word that the readers would have to trust me with for a page or two.

          I understand your concerns. It gets wrapped into the perspectives point and the fact that outcomes encompasses what will be deemed acceptable future beliefs and values and attitudes. I am not prejudiced but neither are all lifestyles equivalent in their effects on others. I happen to know enough people who are criminal lawyers and in law enforcement to know what goes on that does not get reported and areas that it is best to stay out of at night. It’s not prejudice or assumptions, it’s factual. But recently I discovered teenagers believe references to “you don’t want to do that, it’s a crime area” demonstrate prejudice. They don’t know the actual facts so they assume you are responding from assumptions. That’s a very dangerous spiral and it leaves young people exposed to known predators. Who are actually quite fond of nice parts of town. Especially if the frequenters simply assume there could never be a problem there.

          Judging from the offline conversations I have from readers who prefer that, the blog is supposedly heightening awareness. But nothing like the book. The readers so far tell me “everything now makes sense.” Good.

          What happens with the blog beyond regular readers is parents and teachers who hear something that seems wrong will put it into a search and the blog will come into their search. Because I will likely have written about it by now. There are some searches that I have been getting daily for over a year now and up comes those posts. And I can see from the searches what is being said in meetings I am not in. A few days ago there was a great deal of interest in the eco vision that ties in with these ed reforms. Probably judging from the searches at a financial conference where no one mentioned the Business future vision tied to the ed vision. And some of those businesspeople say “Oh. Now I get it.”

          So if I ever leave a gap where you are not quite getting it, ask me. I probably have a host of tools in my quiver I can pull from to bridge the gap. And you are likely not the only reader wanting that bridge.

          • Thank you Robin. Perhaps it is not the language so much as the laser like focus needed to follow long trains of thought that my 58 year old brain is not used to any longer. I will consider it a personal challenge to keep up.
            Months ago I shared your blog as well as Michelle Malkin’s articles on Common Core with a woman I know who is a Fulton County District 7 Representative. Can you hear the birds chirping? She had never heard of MM and seemed interested in my forwarding her the information, but never contacted me to say she had read it or your blog. I just got an e-mail today from her regarding a community meeting. I think I will ask her.
            OK, I won’t distract you any longer…back to work..(laughing).

          • You are not distracting me. I only get online and take a break from writing or research when I want to think about something else.

            Don’t forget to report back from the community meeting.

            Actually my hands are shaking from what I was working on earlier. It was confessional time in the most explicit way. Just the sort of thing we adore.

            I liked it better when the posts were shorter and more frequent but what I am doing now really does not fit with shorter if I am to explain enough of context.

            And what I am doing is necessary for us to take in what is really being sought, what is being put at risk, and why it all matters to someone with no kids in school.

            I like to cook as a relief from laser like focus. Last night was Cajun Meatloaf.

      • Robin,
        Your mention of Carol Dweck once more resonated with me as school leadership groups in New York are being “required” to monitor A school’s “Culture of Safety and Development” according to her work and that of those Heath boys. We are also being required to teach the standards themselves with literature that is often inappropriate for the grade level, for example, Song of Solomon in grade 10. While I am a moderate and believe that students should read a wide range of literature, what is taught in class should be acceptable to a wide range of people. More Tale of Two Cities than Anatomy of a Face, for instance. Readers of your blog, especially those from New York, should checkout the master plan here:

        http://www.engageny.org/resource/new-york-state-metrics-expectations-2013-2014

        Also, get ready for the State Ed. roadshow promoting why it is acceptable for the state to collect student data without parental consent. all schools in New York will be required to do this in September.

        • Thanks Anon. Yes I noticed that our new high school Principal with his newly minted Ed Doctorate wrote his 2011 dissertation on FERPA. So the ed schools have the need for intrusive data on their radar. Because it is behavioral changes prompted from an unconscious level they are after.

          As I explained to someone recently, the adaptive software gives info on motivations, values, strategies. How hard student is to change a la Dweck. Far more intrusive than tracking religion or where someone lives.

  6. Robin, The search of Ed Leader 21 brought up a link for the new Wake County, NC Super, Jim Merrill. He also appears on the Camp Snowball slides you mentioned in your comments above. Merrill is the former Super for Virginia Beach. I believe Wake County, NC has 150,000 students. This is quite a promotion.

    • Wake is also the county where AdVancED pushed to take away accreditation after a newly elected school board wanted to move back to neighborhood schools. Also an issue in Charlotte and an issue in Atlanta where the 3 Supers who have joined together in EdLeader 21 always were the county lines that prevented busing. Now the suburbs and individual schools within districts will cease to be an oasis of academics. Just expensive deserts of the mind.

      I have a letter from Mark Elgart that he sent in that earlier Wake struggle where he wants to dictate who school districts can use as lawyers. I guess he wants people who will accede to his wishes and draft documents like Fulton’s charter that the lawyer either did not particularly understand or explain well to the School Board or taxpayers. It is one or the other and now the drafting lawyer is tied to the law firm backing EdLeader 21. Lucrative but who is really the client in all this?

      Jim Merrill brags in those Ed Leader 21 videos on a previous post about using “common Readings” supplied to school boards to get everyone on the same page and using the same vocabulary. Shades of Accountable Talk of getting the classroom to a consensus view.

      Merrill is also widely featured in Ken Kay’s book The Leader’s Guide to 21st Century Education: 7 Steps for Schools and Districts and worked hand in hand with Tony Wagner. One of the creators of the New 3Rs: Rigor, Relevance, and Relationships.

      Tomorrow’s post will bring all this together some more. Brief delay before I move on to Big History.

  7. Hi Robin,
    I copied and pasted the intro to one of your blogs on the 3 tracks for my acquaintance. She said she would read them and I should forward anything else.
    I am hopeful that this will have an affect on the perception of CC. Apparently the concern in Fulton is where to get the money to do the testing CC will require. She wrote that Georgia was one of the states that had active involvement of local teachers, some from Fulton County, in developing the standards.
    BTW as a Tea Party member I get a monthly calendar of events, look at this one.
    I just saw this this morning…..I would have gone. I am sure they will do another one and I will go to that.
    WHEN: Jul 16
    TIME: 6:30 PM
    WHAT: Meeting on Common Core
    NAME OF GROUP: Cobb Regional Republican Women
    SPEAKER/SUBJECT: Phil Kent & Angela Bean. Why should you care about Common Core? Find out how this affects you, your kids and grandkids.
    WHERE: Cobb GOP Headquarters, 799 Roswell St, Marietta (two blocks from the big chicken)
    COST: $5.00 includes refreshments

    • I know Phil. He and I sat next to each other at a luncheon at the State Capitol Heritage put together on Healthcare. I used to be General Counsel of a publicly-held healthcare company that was bought out. The insights on what drove healthcare are what allowed me to get at what also drives education. The industries are actually quite similar in the role that government plays as both a regulator and the primary customer and with its ability to create captive streams of public money and then turn it over to private companies.

      It’s sad to hear the constant references to testing when knowledge is not what is being assessed at all. Unless it is looking to see whether the desired Enduring Understandings and Understandings of Consequence are taking hold. They must because they are to frame daily perceptions. At least today’s post will be a reminder of why it was so important under Common Core to create a belief that each time is free to reconfigure how we govern ourselves. That C3 Social Studies Framework is so important and largely off most people’s radars even if they are aware of the Common Core.

      I figured out who your school board member was. She is quite caught up in the political aspects of what education can be used to do to people. The sort of Defer to the Super nonsense GSBA now peddles in training sessions. She would have been a vote for that awful Core Plus high school math curriculum and was behind the awful Connected Math middle school curriculum that derailed Fulton math achievement. Connected Math is the template for the CC math learning tasks. She always gives me this fake smile when we speak like she loathes me but is savvy enough not to say it. But her eyes still convey it. I have no idea if she knows I write now. So much for the Super assuming that as a Fulton taxpayer I would have no recourse over a change in direction now that that Ga statute giving accreditors so much power was being used to threaten school board members wanting to review what was actually going on in the schools.

      Used those insights yesterday to explain to someone out of state where charters were really going. And why they had been created to do that all along.

      Independent, unauthorized knowledge is so annoying to these politicians and public sector workers. And they are trying to make it all go away. Along with our tax money.

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