Forging New Categories of Consciousness Globally to Make Political Power the Key Determinant of 21st Century Life

If you are like me when I initially encountered the true story behind education reform, you wish political change was not a crucial aspect to the story. Let’s face it, it’s quite off-putting and can seem to be quite kooky at first. It’s an unbelievable story except it’s a factually provable one even if it’s hard to believe. So like it or not I had to go there in my new book. And I have to go there now on the blog to give additional information about what is coming at us from our politicians and agencies but also from international groups like UNESCO and the OECD that can bind us without being on our radar.

When I raise the concept of the little c theory of future human development from a certain notorious historical figure I mischievously refer to as Uncle Karl, or I simply keep reiterating the political purpose behind all these education reforms and the OECD’s PISA or the UN’s sustainability pushes and climate hyping, it is natural to want me to stop it. Keep it simple. Only tell the story from the angle someone is prepared to hear it from. That is really difficult to do though if we are to have any chance for avoiding this fiasco. Tracking all this over decades really does lead us to statements like “restructuring social, economic, and political systems was much more effective” in order to “bring about a desirable future.” So said one of the Club of Rome’s favorite world system modellers, Donella Meadows, in her 1982 book Groping in the Dark: The First Decade of Global Modelling.

Donella conceded something that is crucial for understanding what the UN is really up to with its IPCC Climate reports since plenty of observers have noticed there seems to be little effort to reflect reality. That’s not the purpose of these models. Their purpose is to model social systems. There was a great deal of frustration at the 1978 6th Annual Meeting of the International Institute for Applied Systems Analysis (IIASA) that the book came from that the world’s environment and its social, behavioral, and political systems were so hard to model. Who else thinks that between the education reforms that began in earnest in the 80s and the Sustainability push that commenced via Our Common Future in 1987, the policy makers hit upon strategies to try to make people conform better to the desired model of the future? And a single world system that everyone in 1978 seemed to assume was coming into being over the next several decades.

Who knew? Now we know why I found what I describe in the book or the World Order Models Project I previously described on this blog that began in 1973. Did you know Moscow had an “All-Union Institute for Systems Studies” or that it participated in IIASA’s work? No wonder the emphasis of all this is towards collective planning and decision-making and “managing human affairs during the transition.” The kind of transition I laid out in the last post was being assumed by East and West in the 70s. At least if tied to the UN or OECD or the Club of Rome and now it is hurtling at us. Before I shift back to the current vision, let me quote Donella since I believe it explains why we cannot ignore the little c pursuit:

“There is no known physical or technical reason why basic needs cannot be supplied for all the world’s people into the foreseeable future. These needs are not being met now because of social and political structures, values, norms, and world views, not because of absolute physical scarcities.”

That’s the dangerous wealth as a fixed sum view of the world. And it guides international entities, systems thinkers, national and local politicians, and too many public employees. They see the environment as the justifying issue and education as the favored method for changing all those things Donella just listed to make such redistribution towards the poor in the North and South generally the point of public policy globally in the 21st century. Because those are goals that require the dominance of political power in all decision-making and the ability to bind the individual. There was actually a particular world model that was created in South America and financed by the Canadians that fits with the scenario laid out as the Great Transition. It was called the Bariloche model and was all about “fundamentally” changing global “values and institutions” and “sketching a way of arriving at the final goals of a world liberated from backwardness and misery.”

The Bariloche model from 1976 envisioned a world “in which human needs and human rights, rather than the desires to consume and to accumulate wealth, would become the basis for resource allocation.” And of course create the need for both a dominant public sector globally and docile masses capable of doing little more than Groping in the Dark. Except now with spiffier names like Competency and 21st Century Skills and Capability as a Human Right. Always essential to this vision though is a new way of thinking grounded in emotion that will see the world and its inevitable problems in ways that are beneficial to those who currently hold political power or would like to. Think of it as Mindsets suitable for an Oligarchy in power pretending it is really all about human needs, Gaia, and Successful Learning for All Kids.

Let’s come forward in time to the culminating 2006 document outlining the Great Transition. Called “World Lines: Pathways, Pivots and the Global Future” it gives further insights into all the social and emotional learning and Whole Child pushes as a means of “cultural innovation and social adaptation” that call for “emergent social forms [that] were also realms of the heart that broadened the affective sphere of community and reciprocity.” And such realms are necessary now you ask? Well, yes, we are supposedly in a “pivotal” historical moment to achieve a “peaceful, just, and sustainable world.” Don’t you just want to start a list of all the troubling regions of the world that haven’t gotten the memo about the Great Transition we have embarked on?

Do you think everyone will start behaving well if we just give them more of the world’s physical resources and learn to live with less ourselves? Lots less. How about if we use education to create in each student a “sense of planetary affiliation, kinship, and citizenship”?  Is that the ticket to social justice or just more power and resources to an increasingly parasitic public sector that gets to pursue its self-interest at everyone else’s expense while acting as the administrators of the Great Transition society? Making education policy globally and the 21st century visions of governments at all levels about adjusting to “a global future based on human solidarity, human fulfillment, and ecological sustainability–a vision we refer to as a Great Transition” will be a not-so-great transition to devastation of everything that has ever worked. Transitioning based on incentives that have never worked for the benefit of anyone not connected to political power.

Trying to use education reforms like the poorly understood actual intentions of the US Common Core or Quality Learning and Global Competency and 21st Century Skills everywhere as an effort to create “thought and action [that] must rise to the level of this emergent totality, as well as its separate manifestations” is utter madness. Especially when the supposed emergent reality is a factually false statement like:

“History has entered the planetary phase of civilization in which humanity and the biosphere are entwined in a common fate.” Repeat after me, none of us deserve to be classified as comparable to inanimate objects or as just another animal. Well, maybe  certain notorious fraternities on certain college campuses. Here’s more of the attempt to diminish every single one of us as an individual and to try to make us mere parts of a greater whole with no fundamental right to our own decisions.

“rather than independent, these phenomena are separate expressions of a larger process, the formation of a unitary global system.”

Now if you thought the communitarian aspects of all these sought social reforms were intrusive, who exactly will any of us be in a “unitary global system” apart from a source of tax revenue and needed labor in a world where all of the incentives have been perverted to chase after a possible future?

I did not lay out all this info to scare anyone so much as to force us to see the vision that people with considerable power and access to the coffers of public money really are pushing on us. Now.

The actual common core to be cultivated in everyone is a “new suite of values-human solidarity, quality-of-life, and respect for nature” that will be the foundation for a public sector administered “egalitarian social contract, poverty eradication, and democratic political engagement at all levels.” Right. Plus unicorn rides every Wednesday.

We apparently really are at a historical moment.

Will the independent individual really cease to have political legitimacy in the 21st Century?

26 thoughts on “Forging New Categories of Consciousness Globally to Make Political Power the Key Determinant of 21st Century Life

  1. This issue (episode?) of ISC represents a watershed in understanding what’s going on. Reading about the Bariloche model reminds me of when I first learned about the Fabians, or the Tavistock method, or the various revelations made by John Taylot Gatto in his earlier writings. Thanks for finding sources that “gave away the game” in an easy-to-understand manner.

    Hang in there, keep it up.

    • And the modern followers of Bernays will find a way to sell it to people such that they will willingly, eagerly hand over all of their assets for the honor and status of attaining said ‘oneness.’

      People scream about keeping their guns and their money but gladly hand their kids over to the system to be done to as the system pleases. We have been sold our own destruction in so many other ways already.

  2. If only the masses were left to grope in the dark! I call that freedom.

    When the governments are dominant and they are doing the groping, now that’s a recipe for disaster, as well as a crummy life experience for almost everyone, lacking in freedom.

    • David-

      Donella gets the title from a book by the name of The Exploits of the Incomparable Mulla Nasruddin by Idries Shah except she adapts it to Global Modellers talking about the “interconnected complex of the world’s problems” and the “need to operate with a comprehensive picture.’ I suppose that would be what Carol Dweck calls a Growth Mindset and Donald Schon called a Generative Metaphor.

      The story is that a man looks for his lost key in the light of the street lamp instead of where he lost it because it’s easier to search where the light is.

      Here’s the opening quote that indicates it is indeed public officials not only groping in the dark but via the nature of these ed reforms insisting none of us are supposed to have incandescent illumination from having a bright mind.

      “the key both you and I are trying to find is the solution to the critical problems mankind will face in the coming decades. Each of us is searching with sincerety and devotion. What is profoundly different, however. is our basic strategy. You stand in the light, trying to move the lightpost closer to the place where the key might be. I, on the other hand, am


      All in caps with a break just like that. And I say no one not spending someone else’s money that they assume will be replenished to finance further attempts would commit to such a ridiculous strategy. And as reducing poverty in Africa has shown, making eradicating problems the reason that funding just appears is a perfect way to ensure no one with political power has any incentive to make them ever go away.

    • I had to locate the Great Transition quote about freedom but they see its as about “human choice in shaping the future.”

      It goes on to say “Against utopianism and political voluntarism, necessity reminds us that the future will be fashioned by real human beings within the objective limits of historical possibility. Against mechanistic determinism, freedom reminds us of the uniquely human capacity to envision, act, and enlarge the sphere of the possible.”

      Perhaps if the author had taken more history and English classes and fewer math he would appreciate the absurdity of that statement. And what happened to those with such hubris.

      I’ll go on with the next paragraph because it is a stunning mentality reminiscent of what caused immense harm in the 20th century.

      “The breathtaking diversity of human cultures stands as evidence of the openness of that human possibility. The defining adaptive strategy of Homo sapiens was the evolution of plasticity of behavior. The essentialist reduction of human nature (‘people are selfish’ or ‘people are cooperative’) fails to grasp the flexibility that defines humanity (‘people are both depending on context”). Humanity is both the sculptor and the sculpture changing and adapting to its cultural and physical environment in an open process. The outcome of the global transition will be the next expression of this historical dialectic.”

      Now read the openness now about the extent to which what is going on in the classroom is now about changing long-term behavior from today’s Education Week.

      Maurice Elias by the way has written many of the OECD’s publications on social and emotional learning. I cite him in the book.

      As I said this may be an unbelievable story but we best be listening because it is true nonetheless.

  3. Teachers To Deliver 21st Century Skills — Prematurely !

    A day off for students is, however, professional development day for 1,000s of teachers in BC, Canada, on 25th October. A quick look at the schedules shows many offerings that introduce the topic of 21st Century Learning. I’ve had access only to the programs developed by specialist associations of the teacher union but other offerings may also be available from other organizations or other options can sometimes be negotiated.

    I will simply cut and paste as I’ve gone through the long descriptions. Just remember two things: A two-hour presentation out of a whole day’s sessions does NOT amount to training; And, when the word critical appears, it may be used in one of two ways — critical as in logical thinking, or critical as in critical pedagogy, critical theory, critical education, i.e. seeing oneself comparatively against those in domination.

    Specialist associations include teachers in PE, Math, SS, Home Ec, Eng, Primary, Librarian, etc.

    21st Century Language in PD descriptors

    – Agents of Change: Counseling in a wired world
    – MindShift, an easy app to help address worry, test anxiety, social fears, conflict and perfectionism
    – sessions focusing on social justice
    – Educational Transformation in BC: Shifting to Concept-Base Curriculum
    – Embedding critical thinking into second language instruction
    – Activities for deeper thinking in a second language class
    – Teaching justice and culture in the target language
    – Explore new teaching technologies and project based learning
    – A transdisciplinary approach to engaging students
    – Thinking critically about Food, foods and Nutrition with Human Geography, providing a framework that engages students in cooking, but also places a strong emphasis on critical thinking, a systems framework, and discussion
    – New Approaches for 21st Century Home Economics
    – Core competencies – social responsibility, global and cultural understanding, environmental stewardship, healthy living, ethics, collaboration, creativity, innovation, critical thinking and problem solving, digital media
    – advancement of inquiry-based learning in your school setting
    – inquiry + critical thinking = Critical Inquiry
    – critical thinking and computer-supported learning
    – how the four Cs…creativity, critical thinking, collaboration and communication can easily intersect with the 3 Rs…
    – Education Transformation and the Science Curriculum
    – Social Justice by the Numbers [a Math session], discussion topics that connect societal issues to the learning outcomes
    – New teaching resource for Social Justice 12 on workers and social justice, classroom ready materials
    – Social emotional learning, inclusive instructional strategies & coop learning
    – Historical Revisionism, using case studies, this workshop will examine distortions of history and how to deconstruct them
    – The Emotionally Literate Classroom
    – This workshop will provide teachers with engaging ways to bring public policy into the classroom
    – Critical Thinking for Changing Times
    – How the four Cs: creativity, critical thinking, collaboration, and communication can intersect with the three Rs and STEM: Science, Technology, Engineering and Math.

    I’ve commented before that I have sensed that teachers in BC are confused and unprepared for a rollout of a full scale 21st Century Learning program. I even suggested that such experimentation is educational abuse and malpractice. I said: “Don’t our kids, grandkids, and teachers deserve better than to be dumped into all this new age madness?”

    I think the brief introductions as listed above testify to the scant, superficial and inadequate preparation for such radical and presumptive transformation of our school system. It’s also undemocratic ! I have forwarded my concerns to the Ministry of Education and other legislators. And this can be a warning to people in other jurisdictions about unpreparedness of a questionable and imposed 21st Century Learning “transformation”.

    • Thanks Tunya. You are up early and that is very helpful as it helps people in other parts of the world appreciate the constancy of this vision.

      I have been looking again this morning at a 1991 book Donella, Dennis Meadows, and Jorgen Randers from Norway (who in 2012 wrote Vision 2052 for the UN where he said he was not predicting because the trends that had been established would get the vision he laid out) wrote and it all fits with the new thinking and new values and new kinds of minds being pushed globally via 21st century learning.

      It really is Uncle Karl’s vision of a society that exists to satisfy everyone’s needs and solve problems collectively. Sometimes I forget my original insights until I see what I wrote in the margin.

      I also took a look again this morning at Bela Banathy’s work. Same basic vision in Harry Boyte’s cooperative commonwealth, Alperowitz’s Good Society, Zuboff’s support economy with distributed capitalism, Senge’s Regenerative Society, Otto Scharmer’s Capitalism 3.0, the Aspen Institute’s Fourth Sector For Benefit Economy.

      That’s the vision 21st century learning is attached to.

    • The first one: ” Agents of Change: Counseling in a wired world”. Sounds ambiguous, as most of them do. (The meaning of “critical” is unclear to me in most of them, as you mention.) But it also sounds like you’d better get a private guidance counselor unless you can do the job yourself, the one at the school may be trying to “narrow the gap” between your child and others with social justice in mind.

      Does the guidance counselor help the student use the internet? Or do a sell job for selected students using the internet?

      • Agents Of Change — Public Schools

        Yes, David you ask good questions relating to my long essay above.

        ONE I cherry-picked — from long descriptions of 100s of workshops — the language that relates to 21st C Learning narratives. We’ve had three years of gurus flying in and out and only this week is there a real concrete invitation from the Ministry for the public to get involved. The PD arrangements by associations within the teacher union were, I suspect, an attempt to align and anticipate, the full-scale implementation.

        It all seems a fait accompli, however, despite the consultation overture. That is frustrating.

        The Counsellors Association had its overall theme as “Agents of Change: Counselling in a Wired World” with over 30 offerings for 100s of participants. Counsellors are the ones most likely to feel the heat when “disengaged” youth tend to drop out, thus technology comes in for data collection as well as re-engaging. The usual youth problems are also dealt with.

        You ask a good question about retaining individuality and integrity when a system might displace these qualities (“narrow the gap”). That is something good professionals need to caution against and clients (dysfunctional or not, parents and/or students) need to protect and not be diverted into others’ agendas (e.g., social justice).

        TWO To make more clear how “critical” is being used in the second meaning (not logical thinking), I will quote from the back cover of a book edited by two professors heavily involved in Marxist studies, Neoliberalism and Education Reform, E Wayne Ross, Rich Gibson (editors)

        “This book undertakes two primary goals: a critique of educational reforms that results from the rise of neoliberalism, and to provide Marxian alternatives to neoliberal conceptions of education problems and solutions. A key issue addressed by the contributors is how forms of critical consciousness can be engendered throughout society via schools. This means paying attention to the practical aspects of pedagogy for social transformation and organizing to achieve a more just society . . .”

        One of the contributors is Peter McLaren, a self identified Marxist Humanist and there are many references to MH in this ISC blog.

        My concern, and I have mentioned this in my submissions, is that teachers anxious to work on “critical thinking” as proliferates in 21st C L might become ensnared to reach for books with “critical” in the titles or content, and start implementing the agendas of critical education, critical theory, critical pedagogy and critical consciousness.

        • Indeed language confusion has been used here and elsewhere. Since when did “gay” come to mean homosexual, a rainbow come to symbolize the same, and so on? Perfectly good words and symbols are made radioactive by these people!

          “Critical” is a word without obvious synonyms (cheerful can be used for gay), no really good substitute suggests itself to me anyway, so it’s hard to give up and the confusion persists. Brilliant!

  4. Ministry of education…sounds like the Ministry of Magic…dementors and all. Sorry, I thought Canada was enlightened. Too much exposure to the Quebecois and their protests, I suppose. Thanks, Tunya. They are not subtle there-eh? Nor much for critical analysis.

  5. Another great post. I am so thankful that you put this information out for us to take in. I continue to read the blog and the book simultaneously. I’ll admit it made me nervous at first. I am just a well informed parent with a decent amount of intelligence, lucky enough to have been taught history well, and a previous med. Lab tech. The more I read the more the pieces fit together. The more connections I make with things I see in the school the more questions I ask. The questions do not go over well. Take for instance my parent teacher conference yesterday. I was greeted at the door by the principal, who I believe to be what you have described as Gypsy principal. Young, recent education, expidited rise to administration. She informed me that she would be sitting in on my conference. (Likely due to my inquisition on what non academic information was being gathered by their new SLDS system and digital database complete with smart phone app for parents). She escorted me to the classroom and waited with me while another conference was completed. (Feeling positive because I’m aware of the Delphi technique they use to detour and decided my questions would increase due to her attempt to intimidate). The teacher gave a brief summary of my child’s performance. Every question I asked was answered by the principal. I asked my questions, shocking both. My inquiry into the standards and social justice in teaching math was not welcome. I was flat out disgusted with the attempt to control communication of what might be said. Or perhaps, what may have been said by the teacher. As a parent there is no way to opt out of the data collection. The principal says it’s just used to track attendance (yea, likely story, I know better, especially after hijacking a state webinar on data entry), and that has an affect on funding. At least she may have been honest about that, it’s about the money!
    That same night I attended the board work group meeting. I watched a Gypsy superintendent, same qualifications as the above with expedited administration track, totally and completely manipulate, control, and sway a board of profoundly older men. Despite public meeting laws, citizens know they are not welcome at board work group meetings. It was an amazing sight to behold. I now better understand the battle ahead. In addition I see what a number higher Ed has done on the education profession and how they think.

    • LL-I remember the days of having a concern and going into the elite private school and having both teachers and multiple administrators trying to gang up on me. It was the beginning of my recognition something else was going on. Years later, long after we left, I learned the headmaster had been on the Board of the acceditor, SACS, and was ensuring what has now happened in earnest. That the privates cease to be the islands of academic emphasis and become much more interested in social and emotional learning.

      It sounds like you have discovered what I have always discovered. Once you accept that this may be an ugly story but it is precisely what is going on, dealing with the daily manifestations is actually easier. You actually understand it all better than that principal and her bosses. You know the theories and the end game. No longer having to wonder why has a calming effect and let’s you move on to dealing with actual reality and its consequences on your child and the community.

      Yes, they want attendance and that is in my state’s NCLB waiver as well because you physically need the child present to mess with their values and beliefs. Gone are the days when mastering the textbook at home could get to same end.

      Now you can see why I came to the point where describing all this in the book and blog was the only way I could see of having any chance to defuse what would be occurring if I was not explaining anything. That’s the ultimate frightening scenario.

      I am rereading Bela Banathy today from his 1991 book when he was still at Far West ed lab. Having read what I now know about 80s since the book, I am picking up on elements I missed before including his seeing the United Nations as being the vehicle for creating a global humanistic new culture. With a radically different kind of education as the key to changing society to the vision of the desired future. That Gypsy Principal has no need to understand all this at the level we parents and taxpayers are going to have to to deal with the toxicity of the desired vision.

  6. Robin, I ordered your book a few days ago. It’s on its way. I can’t wait to read the case from beginning to end and to have the bibliography in one tight little package.

    • Thanks Sara except I called it Notes & References to combine the endnotes and the bibliography as that worked better. 381 footnotes including a whole lot of reports and people and books no one has written about before. Who were astonishingly graphic about what was intended. Plus since I recognized the problem with the Common Core from the first time I read the Race to the Top legislation and regs, I was able to compile intentions that were still available because there was no controversy yet.

      I have one bookshelf that is all the books I read for book and another for what I have used for the blog. And files segregated in much the same way. I do go for the multicolor files to provide variety beyond manila folders.

      Enjoy it is probably the wrong term but it does foster relief that everything happening can now be placed into context of what the original creator said was intended. All the planned ambiguity that could be hidden behind is gone.

  7. Yes Robin. I am so grateful that we are able to document these things for future generations. I know a whole lot of electronic burning is going to happen, but the more we spread around the evidence the harder it will be to control the framework of discussion. Speaking and writing truth is powerful. Thank you much for your warning, your foresight and your labor.

  8. Common Core Is NOT A Movement But A Forced March

    Google reveals at least 200 separate stories where those in CC or 21st C L believe they are part of a self-propelled, irresistible, and compelling “movement”.

    But, that is not true. It definitely is NOT self-propelled. Those involved are “stakeholders” with high rewards for participation — pay, benefits, ever-increasing jobs to implement and assess.

    There are guidebooks and documents that are traded as each local area is regimented to 1) develop local materials and 2) to produce a perception of public consensus by invitations for public involvement on canned “proposals”.

    This has just happened in BC. After three years of gurus flying back and forth, a 426 Transitions Binder prepared, and NOW, it’s tossed out to the public for approval. (?)

    Too fait accompli for me. I see too many signs of it being a “forced march”.

    Am really absorbing as much as I can from book, blog and extra references made available through inputs from readers.

    Where are we? I take my encouragement from Robin’s July 20th comment:

    “I just have to get this stuff out. Then when there is awareness we can talk about what to do.

    Speaking of kids, the number 1 question I get from them is “why won’t the teachers teach anymore?”

    They have noticed and want to know.”

    • Tunya-

      I have teenagers asking about the book to answer that precise question. The entire premise of the Effective Teaching criteria and using Communities of Learners and the way too many of the charters have actually been written is designed to shut off the ability to continue to have the classroom instruction based. Trust me, Banathy was very graphic on this since it was 1991.

      But what happens when the kids in high school and middle school begin to recognize not just what the adults are doing to them (or trying to) but why.

      “You don’t want a political system that values the individual?”

      “You think we should give up prosperity while you strike for no cuts to pensions?”

      “You say personal behavior does not matter in an examination of why people are poor but the entire basis for the desired values, attitudes, beliefs, and dispositions is intended to guide future behavior.”

      All I can promise is accurate info so that we discuss what is being sought in light of the declared intentions of the goals of the theories’ creators. Which I have.

  9. “We will force you to be free.” It’s the old adage: the end justifies the means. Luckily temperature records are diverging from model predictions. With the sun seemingly going into hibernation, the PMO being negative and the AMO about to go negative it looks like the planet will save us from a new communist catastrophe for at least another few decades. In recent weeks I’ve even seen talk of a new Mini Ice Age in mainstream media. Is somebody loosing control over the message?

    • Hi Steven,

      The disconnect between the physical reality and scientific causation and what students are to be taught so that they perceive reality in politically desired ways is precisely why it is so important for us to all be talking with one another. Otherwise, it is easy to take a vindication victory lap without realizing K-12 curricula are making the entire vindication moot. The students are being primed to believe in the need for political, social, and economic transformation anyway.

      Before Christmas I wrote a post that UNESCO has actually prepared the curriculum materials it wants to be guiding the desired Worldviews globally. It says it has done this in its role as task manager under Agenda 21. So much for those who like to pretend that Agenda 21 is some kind of urban legend.

      • Robin,
        Evidently, the U.N. took down Agenda 21 references and has subsumed it under a project known as Future Planet. Obviously, they have not removed tracer documents, such as that you discovered from UNESCO. Agenda 21 is alive and kicking but they are making an effort to hide it, much like they did with Outcomes Based Education when people got wise to it. That way all of their useful idiots can resume beating the conspiracy theory drum. They lost that edge when the GOP came out with a stand against Agenda 21 in the last election cycle platform. They were outraged about it. Now they think they can go merrily marching to Dystopia.

        Check out this web site for more info

        • Sara-

          Future Earth was established by the Belmont Forum created by President Obama in 2009 and the Belmont Challenge document delivered in March 2011. Finding those documents after the Planet under Pressure conference in March 2012 was part of what prompted me to put the book aside and start this blog. I have all the Belmont and FEA documents safely hard copied and backed up so asserting this is all a ‘theory’ will not work. It’s why it has always been so important for me to accurately comprehend what is going on and be able to prove it before writing about it.

          The really interesting thing was when I read the Tellus Institute 2006 Great Transition documents that the OECD’s director recently announced they would be implementing it was clear to me from reading everything in the original that the Belmont Challenge was intended to tie into the Great Transition.

          The good news is that I have been right all along. Unfortunately, that is also the bad news to anyone wanting this to be a story about curriculum and classroom practices that can simply be overturned if enough school board members and legislators cn be found. That’s helpful, but we have a coup going on at a noetic level that then is intended to create demand for political and social and economic transformation. This is Gar Alperowitz’s article from this month on how Martin Luther King would be focused on achieving economic justice now.

        • Also the Management Education for the World document is from the UN’s own website. That’s what the first two initials in the link stand for. PRME is part of its Global Compact initiative.

          We are reporting facts here, not theorizing. No wonder these transformative schemers prefer theories and models and disparage facts. The facts show the absurdity and inherent tragedy in what is being sought.

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