This post was a bit delayed after the House narrowly passed its ESEA Rewrite last Thursday–called the Student Success Act–when so many of the Republican Reps were sending out false affirmations of what they had done and who they had protected. I wondered where so much inaccurate info could come. I was told repeatedly that these Pols refused to listen or even look at the statutory language that contradicted their preferred talking points. In other words, they want the binding effect against their constituents and our childrens’ minds of federal legislation while ultimately keeping deniability that “they didn’t know.” There goes any entitlement to the Honorific of “Honorable” when referring to any of these deceitful Pols who choose to remain ignorant while the US gets shoved nonconsensually into long-designed collectivism, becoming a partner in all the UN’s current mischief against the masses.
Long-planned, huh, how long? As my book Credentialed to Destroy details, the 1960s effort ignited by the original ESEA and the 90s version did not go as planned. Think of the deceit surrounding this ESEA Rewrite as simply in line with the Oligarchs and their political and corporate cronies refusing to wait any longer for mass submission. Let’s go back then to 1963 and Ervin Laszlo’s Blueprint for transitioning the West to his Essential Society where the “full satisfaction of individual demands is the main characteristic.” No mention at that time of an Obamaphone or Broadband for All, but we are all getting used to the current entitled demands. Laszlo wrote this crucial obligation that fits with his Government by Idea:
“the ultimate task of a government is to close the gap between the actual situation in the nation and this [Essential Society] Ideal.
The scheme must be built on the individual [student-centered; personalized learning]; it is to provide for his freedom and his fulfillment. Now the individual needs (i) to live, and (ii) to live satisfactorily. The first need makes a demand on the private economy to supply goods and skills for subsistence, the second on culture to provide comprehension and a solution to the problemmatic aspects of experience.”
When I keep hyping why the language in these rewrites about Competency and Higher Order Understanding and Skills is so crucial and indicates such a transformation of the historic purpose of schools that is why. I want us to remember all the deceit from the Pols surrounding this Rewrite when I give you the name of the book these next quotes are coming from: Individualism Collectivism and Political Power. Political Power, Laszlo recognized back in 1963, before the original ESEA, could advance collectivism in those countries that has historically reverenced and protected the Individual if K-12 education could be altered for the purpose of “preventing individuals from evaluating and comprehending societal and general reality in unbiased, objective terms.” Boy, does that add further spin to all the revelations in my book.
Aspirational Collectivists, be they UN officials, Congress members, school supers, or profs, need citizens that “view reality from the subjective context of need,” even when they are dealing with objective matters. That filter needs to become the prevailing mode of comprehension of the masses and it needs to be practiced repeatedly from preschool on so it becomes a Habit of Mind and mental strait jacket. Laszlo gives the needed frame of mind or Worldview that once again fits right in to that Young Adult Success Framework linked two posts ago. It also fits with what Harvard called ‘performances of understanding’ and what is more commonly called now Formative Assessment. In other words, this is where Opt Out is really going:
” In a Communist climate, on the other hand, all things and all relations are evaluated subjectively, following the Marxian formulation of practice as the proof of knowledge, and the good of man as the criterion for the desirability of political activity. It follows then that knowledge in a Communist society represents the comprehension of the environment in the context of its effect upon man, more precisely upon the collectivity.”
And we wonder why we keep being told school must now be experiential and the experiences must be relevant and successful students are those who are “meaning makers.” Now I am switching to what it is clear both versions of the ESEA Rewrite intend to force as a matter of law. It’s why it is so atrocious for Pols to be touting this all as a return of power to the states and local schools when the feds are actually requiring by law that every other governmental entity and charters track and manipulate what Norbert Weiner called, in italics, a change in taping. That’s what he wrote that Cybernetics is all about. When that change in taping is educational and involves a student at a neurological level, as in “There is no Maginot Line of the brain,” that is called Learning.
It could be physiologically put into place and would work in human beings in a manner akin to an anti-aircraft gun’s taping of the internal calibrating mechanism: “which alters not so much the numerical data, as the process by which they are interpreted.” The feds are saying that the student’s internal taping is what must be focused on. It is disingenuous to then say that what the states and schools do is up to them. Not in the essence of what truly matters to our children and our future it is not. This Weiner explanation of cybernetic feedback, I am stating here, fits with what the House is calling Student Success and the Senate calls Every Child Achieves. Maybe this is a good time to remind also Laszlo’s point that most minds are inferior and only capable of a subjective mode of comprehension of experiences. If the same standards are required for all and the achievement gaps must be closed and Universal Design for Learning is enshrined in the legislation, this is what school becomes by default.
“feedback is a method of controlling a system by reinserting into it the results of its past performance…If the information which proceeds backward from the performance is able to change the general method and pattern of performance, we have a success which we may well be called learning.”
That’s also why it matters so much that the Senate version prescribed that the states must allow ‘performances’ to be the means of showing that its ‘content standards’ were met. Before I give the next quote from Weiner, who actually was troubled by the possibilities for governmental control of the masses all this entailed once computers truly came into their own, [Remember ECAA’ s digital mandate] let’s look at a quote from Weiner on what happens when the human mind’s ‘taping’ is being targeted for political or other purposes (italics in original):
“I have spoken of machines, but not only machines having brains of brass and thews of iron. When human atoms are knit into an organization in which they are used, not in their full right as responsible human beings, but as cogs and levers and rods [Career Pathways!], it matters little that the raw material is flesh and blood. What is used as an element in a machine, is in fact an element in the machine.”
A machine then is the person, manipulated by political power via education, but the machine extends to the workplace, society, the economy and all those other areas governments are now proclaiming as their turf. And one savvy reviewer in 1948 when Cybernetics was originally published saw the potential for governmental mischief and manipulation of human processes for political gain from the beginning. A Dominican friar, Pere Dubarle, wrote in Le Monde that these theories would tempt Pols to set up what he called machines a gouverner . I am asserting in this post that this is precisely what is occurring and why we have so much deceit surrounding this Rewrite.
“the human processes which constitute the object of government may be assimilated into [probability] games…Even though these games have an incomplete set of rules, there are other games with a very large number of players, where the data are extremely complex. The machines a gouverner will define the State as the best-informed player at each particular level [city, state, nation, global], and the State is the only supreme co-ordinator of all partial decisions. These are the enormous privileges; if they are acquired scientifically, they will permit the State under all circumstances to beat every player of a human game other than itself by offering this dilemma: either immediate ruin, or planned co-operation.”
A sobering quote, but DuBarle felt better that the computers then available lacked the capacity to determine and control the “system of psychological reactions of the players in the face of the results obtained at each instant.” That is no longer the case and the Common Core and all the other State learning standards for students the Rewrite will require are to produce exactly the mounds of data adaptive learning has always needed to change the taping at the level of the mind.
Now, given what we know (see Chapter 7 of my book especially) about the actual implementation in the classroom, we clearly are looking at education being used as a tool by Political Power at all levels for “mechanical manipulation of human situations” as DuBarle worried about. It allows Pols now and their administrative co-participants to “plan a method of paralyzing the consciousness of the masses.” Crucial since both Weiner and Laszlo admitted that is necessary for collectivism to be possible.
DuBarle said this cybernetic vision would create “a world worse than hell for every clear mind.” The Pols and their cronies thus intend, or are choosing to remain ignorant of, the use of K-12 education, enabled and mandated by federal legislation, to make sure there are no longer enough clear minds to alter the needed, prevailing subjective comprehension in enough of the masses of voters.
They may prevail, but this Clear Mind will keep telling the story of what is really transpiring in our schools and universities.