Not Subtle Enough–Enslaving Us All in the Name of Health, Equity, and Well-Being

That was a longer break than I had intended, but sometimes real life interferes with explaining plans for the future. Luckily it did not interfere at all with documenting those plans so here we go with Part 2 of this Trilogy with even more pertinent facts from just the last week. So what’s this reference to ‘subtlety’ and is the verb ‘enslaving’ accurate or hyperbole? I will let each of us decide that when this Trilogy is complete. The reference to subtlety though comes from a February 2016 paper setting out “a means to conceptualize, regulate, and shape development processes.” Now given what I have been hammering on all summer, virtually everyone reading this can rightfully predict this refers to what a student, or the adult they become, has internalized as their guiding values, beliefs, and mental models. It also refers though to physical spaces like cities, schools, workplaces, and virtually any institution in a community.

Whole Society means precisely that. Under various UN and national pushes (HUD for example, under Julian Castro began to roll out all the Habitat III goals in December 2014. Did you get the memo?) implementing the “Post-2015 Sustainable Development Goals” we find a repeated and explicit insistence on new “Modes of Governance.” Now I am quite sure all the public policy think tanks suddenly calling for a constitutional convention in the US is just coincidental, but in case it is not, let’s listen in on the nature of the shift, especially as student competencies are pitched as being about ‘self-governance in the 21st Century.’

“Governing can be considered as the totality of interactions in which public, as well as private, actors participate with the aim of solving societal problems or creating societal opportunities; attending to the institutions as contexts for these governing interactions; and establishing a normative foundation for all these activities. Commonly phrased as a shift from government to governance, the notion of governance entails a process of interaction between different societal and political actors and the growing interdependencies between the two as modern societies become ever more complex, dynamic, and diverse…In hierarchical governance the focus is on the steering role of the state in respect to governance. The state has shifted its pattern of steering away from direct legislative intervention and control to more subtle forms of regulation and oversight.”

See what I mean about not subtle enough if I am reading the plans before they are even enacted and writing books and blogs about what learning standards, School Choice, and Social Determinants of Health really mean? Let’s pick up one more quote as “Self-governance refers to the capacity of people to govern themselves, where actors come together to frame their own collective solutions.” Now when you hear the terms ‘self-governance’ or ‘autonomy’ is Priming for Collectivism a definition any of us have in mind? See how the Subtle Steering comes in? When we hear someone calling for Health as a Human Right or Equity in Outcomes for all Students, do we immediately recognize this is another subtle agreement telling politicians at all levels to mandate “positive and constructive changes in social arrangements”?

That Success for All and Excellence are about education where schools, public or private, must concentrate on the “cultivation of those habits, dispositions, required for virtuous activity and enlightened change. Furthermore, these creative habits can flourish only with the proper social conditions. This is one reason Dewey placed so much emphasis on education–education that begins when a child is born and continues through and beyond formal schooling.” That was from Richard Bernstein and is cited as “Creative Democracy-The Task Still Before Us” and is available as a Blueprint for the Planning and Public Policy set who fully intend to steer away in what is being pitched as a People-Centered Society. Oh, Joy.

When I was looking into the Community Schools mandated in the US by ESSA, the new federal statute signed in December 2015, it led me to a new acronym–HiAP. Health in All Policies was a new phrase, but following it has taken me on a global Internet journey to the rationales for the very programs now being foisted on us by various federal agencies and local governments all over the world, especially in the US. First up was the 2010 Adelaide Statement on Health in All Policies: Moving Towards A Shared Governance for Health and Well-Being” that left me not feeling very well after I read it. Like the Culture as Sustainability paper quoted above that will be covered in Part 3, HiAP is grounded in an insistence that “increasingly, communities, employers and industries are expecting and demanding strong government action to tackle the determinants of health and well-being and avoid duplication and fragmentation of actions.”

That unpublicized aim insists the “causes of health and well-being lie outside the health sector and are socially and economically formed.” Meeting the supposed demands of local employers and industries, which is after all the new role of K-12 education, becomes about a need for “joined-up government” and “another approach to governance.” I am really learning to hate that little ‘-ance’ suffix that seems so innocuous. Suddenly and out of sight we have the implementation of a ‘new social contract’ that sounds just like a Karl Marx Blueprint for where history should lead. Subtly and via education especially, we have a call where “Governments can coordinate policymaking by developing strategic plans that set out common goals, integrated responses and increased accountability across government departments. This requires a partnership with civil society and the private sector.”

Readers of my book Credentialed to Destroy will recognize that alliance as the Turchenko vision for achieving little c communism in the West. Interestingly enough we now know that the Adelaide Statement in 2010 reignited a global agenda launched in 1978 in Alma Ata, USSR. All these coincidences, huh? That Alma Ata Declaration was also trumpeted in the October 2011 World Conference on the Social Determinants of Health in Rio where we also failed to get an invite. That Political Declaration insisted that “health equity is a shared responsibility and requires the engagement of all sectors of government, of all segments of society, and of all members of the international community” to “achieve social and health equity.”

How? Glad to be asked. We have all been committed to “improve the daily living conditions; to tackle the inequitable distribution of power, money and resources; and to measure and understand the problem and assess the impact of action.” On the latter, I had never heard of Professor Donald Campbell, his Experimental Society, or Democratic Experimentalism until this past month as I tracked all these initiatives. Apparently back in 1969, social scientists decided “The United States and other modern nations should be ready for an experimental approach to social reform, an approach in which we try out new programs designed to cure specific social problems.”

Back to Rio and then on to Finland in 2013 and Shanghai this November, as we are all being bound to an agenda that insists that “health inequities arise from societal conditions in which people are born, grow, live, work and age” and are known as Social Determinants of Health. This agenda cares a great deal about addressing power imbalances so all the Hype about Black Lives Matter and trying to gain equivalence among the “killings in Dallas” and the “shootings in Baton Rouge and St Paul” (as if murderous intent was no longer pertinent) makes so much more sense if the only acceptable remedy is for action on the Social Determinants of Health:

“both for vulnerable groups and the entire population, is essential to create inclusive, equitable, economically productive and healthy societies. Positioning human health and well-being as one of the key features of what constitutes a successful, inclusive and fair society in the 21st century is consistent with our commitment to human rights at national and international levels.”

To bring the discussion back to just education for a moment, we have the draft document for Shanghai’s upcoming 9th Global Conference on Health Promotion in its Social Mobilization Brief insisting that “Critical to success will be maximally mobilizing the unique enthusiasm, spirit, and social media know-how of youth, ensuring that they are fully engaged in social action and political processes.” Fully engaged and trained through school to help shift to what Marx called the Human Development Society with all the implementing measures subtly hidden away lest enough people rebel in time.

This past Tuesday, about two weeks after I originally planned to write this HiAP post, NAS released a paper on a February 2016 Workshop called “Framing the Dialogue on Race and Ethnicity to Advance Health Equity.” Beginning to see why Michael Brown’s actual activities in Ferguson, Missouri that fateful day or what Trayvon Martin was really up to and how he no longer looked anything like the pictures chosen by the media are so useful to the True Transformational Agenda we are not supposed to get until it is too late? It calls for all institutions, including schools and universities, to “develop an equity lens.” That lens is defined as “understanding the social, political, and environmental contexts of a program, policy, or practice in order to evaluate and assess the unfair benefits and burdens within a society or population.” The workshop also stressed how to ‘frame equity’ in terms of “privilege and oppression.”

The “Reframing Communication to Advance Racial Equity” insisted that “the primary factors that shape the health of Americans are not medical treatments but rather the living conditions they experience. These conditions have become known as the social determinants of health. Our health is shaped by how income and wealth is distributed, whether or not we are employed, and, if so, the working conditions we experience. Furthermore, our well-being is also determined by the health and social services we receive and our ability to obtain quality education, food, and housing, among other factors. Health and illness follow a social gradient: the lower the socioeconomic position, the worse the health.” The Workshop was citing work from the Frameworks Institute that I first wrote about here.

Fascinating coincidence since this paper that is technically about the UK has a title “New Narratives: Changing the Frame on Crime and Justice.” It goes a long way towards explaining why all these bad actions by actors deemed from underprivileged groups get overlooked and misrepresented in the prevailing ‘narrative’ of what happened. Its conclusion is that the “most effective strategy for preventing crime may well be to strengthen other social services, such as those that relate to education, housing and mental health. Building the political will to strengthen these systems is a crucial objective.”

That’s an understatement. The political will in other words gets built via education and the hyping of Privilege, Oppression, and Inequities at every opportunity. Meanwhile the solutions compel all our modern nations towards collectivism, while reframing Marx’s obligation to ‘meet needs’ as Health Inequities that must be remedied via governmental power.

Binding but invisible was the game plan. Luckily though these mandates are Not Subtle Enough for a Diligent Parent and Researcher just following the laws, regulations, and tracking down mysterious definitions.


54 thoughts on “Not Subtle Enough–Enslaving Us All in the Name of Health, Equity, and Well-Being

  1. Where Did The Social License to Displace Parents Come From?

    My understanding of “social license” is twofold: 1) when there is an emergency or crisis we generally would defer to some “authority” to take over; or 2) when there has been a long process of discussion, debate and different levels of consultation until some degree of acceptance happens.

    This takeover of social and emotional development of children smacks of a coup having happened, and we didn’t even know it!

    The reporting by Robin of the brick-by-brick laying on of a “new social contract” certainly fits with my observations and fears. And, “governance” certainly explains the self-appointed character of implementing social-emotional learning programs without any elected or representative government involvement.

    It takes guts of steel to report and draw inferences about this development. I thank you, Robin, for laying it out so clearly and backing up with ”smoking guns” evidence.

    Just today, two items came in to my regular networks:

    # 1 — An article — Are Schools Replacing Parents?
    which further provides a link to a story about Tennessee becoming a pioneer in creating social and emotional standards (along with 7 other states, CA, GA, MA, MN. NV, PA, WA) and with a toolkit already field tested.

    #2 — Where I live, in British Columbia, Canada, we are right there with all this stealth, without public discussion, roll-outs of the “social” impositions. Here is today’s article, “Character a key to school and life” about a model, called “Roots of Empathy” that is “evidence-based and been field tested for 20 years already ! “The program is based on monthly visits to the classroom by an infant and his or her parents.”

    These programs, and the many dozens already described by Robin do not fit the definition of “social license” nor “new social contract” — yet . . .

    • Yes, all the hyping about education in Finland appears to really be about there willingness to be an experimental society acting as the alpha pilot for this evidence-based governance collectivism.

      This is also pertinent.

      Remember when I wrote that the Atlas Network think tank model was actually pushing this vision as well and that is why they misstate Hayek and hype Amartya Sen? Also that public policy seemed to be the way in for upravleniye and the scientific management of society with stipulated outcomes and data? The June 2013 Global Conference on Health Promotion in Finland actually stated that “the way forward must lie in new modes of developing and governing public policy that cuts across sectoral interests and mandates.” Consistent with the Habitat III summit in Quito this October that is what Julian Castro is already implementing quietly in the US as mentioned in this post: “the local government, community, civil society, and other local interests provide fora where stakeholders can decide on actions to protect and promote health.” The people who want are just as much stakeholders as the people they intend to bind and take from and these fora bind all, like it or not.

      Communitarianism isn’t a philosophy to Amitai Etzioni. It’s the means to accomplish his Active Society agenda while masking it as evidence-based policymaking and What Works Cities.

    • says that lots of states wanted to participate but that only eight were chosen.

      A total of 26 states were represented in a bidder’s call on May 3, and by the proposal due date of June 1. 40 states had expressed interest in participating. On July 8 CASEL notified eight states that they had been selected to participate: California, Georgia, Massachusetts, Minnesota, Nevada, Pennsylvania, Tennessee, and Washington, A larger group of 11 additional states and one territory will also have access to resources emerging from the CSI and eventually will be invited to participate in a broader community of practice for state teams.

      Terrible news but not surprising in our progressive polyphonic federalism world of evidence-based policymaking.

    • Common Core is micro-level and this is the bigger picture as I was pointing out above to Tunya.

      Education is the means.

      From that link We as voters and readers of media unrealistically demand perfect 20:20 policy vision from our political masters.

      Political masters. Does enslave seem to be the appropriate verb yet?

      Here’s the immediate pertinence to the classroom. “This makes it hard for adjustments, reversals and tweaks when, say, developing new approaches to
      teaching children in schools, or tackling crime on our streets. But we can – and do – already experiment in these areas. Even in sensitive areas experimentation is possible.”

        • Wow! This is incredible, and am I wrong to see the experimentation here in relation to ESSA’s waiver provisions, allowing experiments that will give way to innovation?

          • No, you are not wrong in the least. Creating the desired ACES which I have all the blueprints for=evidence-based policymaking at the most microlevel of all. It’s why ESSA features numerous references to evidence-based. It’s also why SEL standards are needed as those links made clear. Those create the desired personal characteristics in the governed, manipulable ‘citizen’ of the 21st century who will abide by the will of the ‘community’.

            The CA CORE waivers are actually mentioned on the CASEL site. When I read the New Hampshire high school remake plan it reeked of the same language on the total citizen being sculpted and the Nashua, New Hampshire Center for Assessment is where so much of the innovative formative assessments originate and then get used by ‘innovative’ districts wishing to socially engineer desired characteristics in children at a neurological level. Something to think about as those school buses roll tomorrow in so many metro Atlanta school districts pursuing this vision in earnest.

  2. Apparently the Oregon model has been used throughout the country as an example. Mr. Zeno has received training in many countries on anticipatory governance. Below is from cv.
    “Zenn is one of 12 certified trainers in the U.S. for the International Association of Public Participation’s certification courses. He has provided presentations on Public Participation and taught classes for IAP2 in Portland, Seattle, and Madison; Ottawa, Ontario; Atlanta; Sydney, Australia; Glasgow, Scotland; and Montevideo, Uruguay.”

    Now with Hdr.Inc take a look at the shaping they do.

    • The ability of the group to bind the individual is not in the least bit of doubt in these participatory models that are an essential component of all these visions. The draft docs for Quito are linked to in the previous post with the Shambahar doc from barely a week ago.

      Also take a look at the statements here now that we know so much more.

      This report complements the work of the CEO Forum on Education and Technology, which developed the STaR (School Technology and Readiness) Chart. That work focused on building a technology infrastructure and support system in schools. The challenge now is to emphasize other key elements of learning and leverage existing technology to truly make a difference in student achievement. This is an ambitious challenge, but one that should engage and energize education leaders, teachers and parents alike. In the Partnership’s view, nothing is more important for education today than beginning to make 21st century skills a reality.

      The CEO Forum on Education and Technology.

      • Thank you. Did you notice the Baldridge Education Criteria for Performance Excellence paper I linked to yesterday (which we know is the competency-based model as the links to Chugach are explicit) states that “In 1999, categories for education and health care were added to the original three categories: manufacturing, service, and small business.” So President Bill Clinton set up the template for subjective well-being and evidence-based policymaking in these two areas invisibly before he left office. Bush 43 must have been a willing participant as the blurb also says that “In 2007, a nonprofit category was added.”

        I did find the frustration in the Maroochy Shire model that the on-board elected politicians were losing reelection to be rather funny. Would be nonconsensual steerers to collectivism piss off electorate who do not even know what they are really pushing. Did you notice that a panel representing 4% of the population was deemed sufficiently participatory to bind all? The line about anticipatory governance “empowering the many’ is laughable. Reminds me of Southern apologists maintaining that slavery kept its victims well-fed.

        No thanks.

    • That fits with this from New Zealand and where I can see wioa going from what CLASP is recommending for its regulations.

      I went back to look at Capabilities after waking up in the middle of the night mulling over where Jane Robbins was leading her readers in this column on what SEL standards are really about. As usual, the reader is being treated to a mixture of misleading and beside the point, but there is clearly a desired narrative being put out to advance School Choice as supposedly the remedy. Yet most charters have comparable language to what the SEL Standards are calling for and to be an eligible provider to get ESA money one must agree to a comparable point of emphasis under Whole Child.

      Given that change is the whole point, whether it be called Growth as John Dewey used or Progress as those new assessments use, it is disingenuous to keep hyping this as if it was a static data base of personal characteristics education wasn’t intent on changing. Joined to the incessant mischaracterizing of what the Common Core really is about as learning standards, and it appears that the think tank express and its media channels want the benefit of systems, planning, and a Social Determinants of Health Society without that being recognized. The truth is those SEL Standards are getting at what Martha Nussbaum calls internal capabilities and italicizes just like that.

      Joy Pullmann’s post in The Federalist yesterday just reeked of the communitarianism the Heartland Institute was pushing in the 90s. That’s why they had Amitai Etzioni write the Foreword to the Education Reform book I have written about.

      Did you see Williamson Evers of the Hoover Institute is a finalist for Alabama’s State Schools Super?

      • The same smarmy condescension marks an August 9 The Federalist piece by John David Danielson, “Like Trump, Right Should Speak to America’s Forgotten Fishtowns.” Perhaps members of the Saguaro Seminar on Civic Engagement in America at Harvard University’s Kennedy School of Government can go to Fishtown and preach to the poor white trash there that they could ameliorate their condition by joining the volunteer fire department or joining or starting a local mall-walking group and having coffee together afterwards or hanging out at the town dump and chatting with their neighbors as they sort their trash at the Recycling Center. These are only three of the 145 brilliant suggestions for cultural regeneration that Joy Pullman links us to in her piece.

        This guy nails it:

        • Thanks Deborah. I am learning quite a bit from the memes being pushed that I know are false and so does the pusher.

          What does the falsehood and pushing it now accomplish is becoming a daily contemplation.

          Joy works at the Heartland Institute and the Chair of their Board of Directors, Herbert Walberg, is the same H Walberg whose book Building Academic Success on Social and Emotional Learning: What Does the Research Say? from Columbia’s Teachers College Press is constantly cited in the biblio all over the world on the real purpose of social and emotional learning standards. So no, she’s not going to write an accurate story and neither are people working at fellow public policy think tanks tied to the Atlas Network.

          This is not personal, but if public policymakers get to steer all these ‘systems’ from people at the level of their brains and personalities to cities and state legislatures deciding what businesses will be designated providers of ‘necessary’ services, it is terribly helpful to have control of public policy think tanks or online publications in a position to put out false narratives on the purpose of education reforms and what ‘standards-based reforms’ are really all about.

          Joy’s book on education reform is being published by Encounter Books that is owned by the Bradley Foundation. I certainly hope she does not footnote to as many admitted Marxists as the FH Buckley book published by them in April did. It’s not just Thomas Picketty either. When I was reading an admitted Leftist and they cited something I knew wasn’t true, I looked up the source as Bernard Bailyn. That research on his agenda and use of false histories also pulled up a Gordon Wood. Wood was the exemplar Buckley loved to cite. No wonder these people just want to push principles and concepts in Classical Education and the Common Core implementation. No one well-informed enough then to catch the specious narrative.

          I catch it, but then again I think history tomes make fine beach reading.

          • Interesting link from Deborah. Having spent the day in West Texas, in very affluent Highland Park, I would prefer a visit with Mr. or Mrs.Redneck over Mrs. Upscale Highland Park who has no clue what life is like outside her Bentley and high end shopping center. Interesting that you can have a custom licence plate with HP on it so no one mistakes the part of town you live in.

        • This brochure lays out the reality of change and the real reason social emotional standards are needed.

          Build that steerable and invisible keel. It’s that planned steering mechanism and the entire steering process through public policy, education, and an affirmative, normative use of the rule of law that all these think tanks and their employees do not want parents and typical voters to grasp. Hence all the coordinated deceit and why a Pioneer paper on big data ends up calling for the same remedies as what admitted radical MIT prof Sandy Pentland called for in his Social Physics book that I have also read.

          They just do not want to admit that standards, competency-based education, and School Choice all actually lead to the Social Physics vision as well.

          Look at that Howard Gardner quote: “The most important purpose of education should be to help children become good people, good workers and good citizens.”

          • I hadn’t intended to respond to L.L., although I agree absolutely, but then I came across this in some Newsweek comments:
            The horror of Stalin is that his actions killed many more Soviet citizens than Hitler ever could. And this is the murderous ideologue who is Putin’s most admired person.
            Like · Reply · 3 · Jan 26, 2016 12:11am

            Darryl Mitchell · Highland Park High School
            Simply not true.

            America’s Best and Brightest.

            I highly recommend Update Brazil’s most recent Youtube interview, with Trevor Loudon, which I just finished listening to. You may remember that Robin interviewed with them some months back.

  3. Your second-to-last paragraph is an excellent summation of the breadth and scope of all this that is difficult to get your head around. Researching education is how I got here, but the schooling, in all its intentional reality-denying and time-wasting glory, is only a tool and the ‘means’ as you say, to a much broader collectivist goal beyond ‘just’ mindwashing K-12ers. Diabolical indeed.

    • Thanks Joel. When you get into this the clarity with which all human interactions are to be invisibly regulated is truly stunning. When I first came to the comment of Urie Bronfenbrenner and Leontiev about the Great Experiment in the West, I assumed it was just education. That the Soviets look to what the child can become and then use education to change him or her at an internalized level accordingly. The student though is just one of the targeted ‘systems’ for social engineering using education and the law. One has always been my specialty and the other has become one.

      This morning I found a 2010 Amitai Etzioni paper that plays right into the “not subtle enough theme.” He writes that “In addition, there is room for adding considerations that deal with the kind of variables covered by macro- rather than microeconomics. Neoclassical economists tend to assume that the main actors are individuals whose choices are aggregated, and in this way guide the economy. In contrast, a new paradigm might benefit from the assumption that individuals are not freestanding agents, but members of multiple groups, and the attributes and dynamics of these groups greatly affect individual choices. Said group attributes and dynamics, in turn, are shaped by emergent macro-attributes of which the individuals are often unaware, and which are not subject to their deliberations. The attributes are shaped and reshaped by collective processes, such as social movements including religions and political ones; cultural changes (e.g. spread of consumerism as a core value); and structural ones (e.g. the effects of massive immigration.”

      That is so true and is what is going on when what happens in a classroom is guided by a Positive School Climate edict no one will talk about or when the Common Core is mischaracterized as about the best way to teach math or reading. It’s what is going on with the active deceit surrounding what goes by the heading School Choice that the think tanks of all spectrums are pushing in earnest in disregard of provable facts. It’s what is going on when there is active deceit in calling performance assessments ‘tests’ or in acting like the problems with SEL standards is about a massive database of personal information.

      What’s more diabolical though? Being openly in favor of a Human Development Society as the UN, Amartya Sen, or Martha Nussbaum are or pursuing an agenda that ends up in the same place while people are looking to you as providing ‘conservative’ commentary or being an ‘expert’ on education that misportrays what is at stake.

        • Get them when they are most malleable. Remember how my book showed the awareness that age 13-14 is the witching hour essentially for treating the brain and personality as if they were just Silly Putty in the Hands of politicians and public policy think tanks?

          This is interesting and related to where I am going apart from getting my youngest away to college. was pushed by the Frameworks Institute yesterday in a special mailing. Yet the paper is from 2015. It fits with where all this legislation, assessment grants, incorrect explanations of standards-based education or social and emotional learning, and these Habitat III and Social Determinants of Health are all taking us. Plus it makes it crystal clear that ‘high-quality assessment’ is about Upravleniye and evidence-based policymaking with new forms of unexplained ‘governance’ generally.

          • Take a look at this too.


            By the way I found this today in one of the books that came out of the nanotechnology links. Published by MIT Press in 2011: This is from a 2011 book published by MIT Press:

            “The evolution of human technological competency in nanotechnology, biotechnology, and other emerging capabilities, potentially subjects the entire material world, including the biological world (which of course also includes the human itself, both physically and cognitively), to human design.”

            Ding. Ding. Not a dispute about what is actually going on if only the think tank employees would quit misrepresenting the nature of education reforms. At least a streetwalker is recognized for what they are. People treat these think tanks as if they are intellectually truthful. Instead they are generally trying to control the narrative for the benefit of their donors. This steering of an economy and society and controlling innovation benefits certain existing interests. They all seem to be donating to think tanks to blur perception until it is too late.

          • Did this arrive in your email also?
            Washington, D.C.- August 10, 2016 – P21, the Partnership for 21st Century Learning, applauds Congressman Ryan Costello (R-PA) and Congressman Dave Loebsack (D-IA) for introducing the Critical Thinking, Collaboration, Communication, and Creativity for Careers Act or the Four C’s for Careers Act (H.R. 5663). Mr. Costello and Mr. Loebsack serve as the co-chairs of the House 21st Century Skills Caucus.
            Congressman Dave Loebsack (D-IA) and Congressman Ryan Costello (R-PA) recently reestablished the bipartisan Congressional 21st Century Skills Caucus (Caucus). The Caucus advances discussion about effectively promoting 21st century skills in the nation’s education system and fosters partnerships among education, business, community, and government leaders working to prepare Americans with the right knowledge and skills for learning and work in a global economy.

            As a leading advocate for equipping students with the deep knowledge and skills they need to succeed after graduation, P21 applauds Congressman Loebsack and Congressman Costello’s leadership and vision. We hope that the Caucus will provide a platform and ongoing forum that allows thought leaders, advocates, practitioners and organizations from the public and private sectors to brief Congress about the importance of 21st Century Skills toward readiness for college, career and life for every student.

          • Yes. I even looked up the other members of the caucus to see if anyone was from Georgia. Yesterday also kicked off this

            Except it’s not a new vision, it’s the old one that Richard Riley tried to get into place when he was Ed Sec under Clinton. There are also references to PTA Standards that states are adopting that stipulate the kind of interactions between schools and communities. This is not just the microlevel of the student’s brain and personality or the macrolevel of declared public policy like the Social Determinants of Health or what is being enacted in the name of Habitat III. Those standards for community and school interaction truly regulate the mesolevels.

            Urie must be smiling somewhere. Probably with Paulo Freire.

          • The current false narratives-new visions for schools, new freedoms to innovate following the passing of ESSA and the URGENCY of needed change to remain globally competitive–are ubiquitous. A bell sounded and hungry dogs are drooling. Though the ideas are not new, what worries me most is witnessing the conditioning in action on a global scale. The false narratives work, which means we’re in big trouble.

  4. Thank you for your reply, and all of the hard work you continue to put in researching these things. I’m trying to wade through the alphabet soup presented here, and I have your book on the way to help get me up to speed. I’m a second generation homeschooler who became interested in education even further shortly after my children were born a few years ago, by reading authors like Gatto, Iserbyt, and Lionni. You are certainly taking it to another level by bringing together the tools and purposes of the global collectivist population control crowd.
    One thing that I continue to think about, and I hope you may have a suggestion for — the more I research and the further down the rabbit hole I go, the more I realize how little (my friends, many of whom are) the average parent of a school-age child knows about what they are sending their offspring into (besides what we’re exposed to on TV and through the news media). How does one go about introducing the concept of all these facts you have broached, considering the magnitude and importance of them, while trying to prevent the glassy-eyed look sure to come if you were to tell them about the Matrix a bit too quickly?

    • The book will help. Remember it came first. I finished it before I started blog when I realized how fast things were being put into place. Everything in it remains the story and where to begin. It’s just that I now know the rest of the story in part because I had so accurately gathered together the foundation by following the regulations and statutes locking a particular vision into place.

      Another good place is to go back to the first few months of the blog back in May 2012 through that summer as you have time. Those posts are shorter and more discrete topically. Four years in I have a lot more moving parts now. I use tags to try to link to what I know is relevant in previous posts. I have to assume people have read the book or we would never get anywhere.

      Thanks for your kind words. As I joke about, this is not a story I went looking for. It found me and writing is the only way I know to alert parents to the actual agenda.

  5. Speaking of the Matrix, if you’ve never watched the movie “Lawnmower Man” (one of Pierce Brosnan’s first movies), now is the time! Or read Jeremy Rifkin’s “Holonomy.” We are in the middle –the middle, not the beginning–of science fiction’s predictions of the world to come. If you follow the historical trail, like you are doing, Robin, you will find we have been being led down this path of global citizenry-building for many years by the same cabals for many decades.

    Help! We’ve got to stop this!

    • Yes, indeed. I have all the evidence needed to show just that and have just finished outlining the end of the Trilogy and the next post. Getting it up is tricky as all my children are actually at home. They of course think my highest calling is not to think and write but to cook and chauffeur.

      I guess because I am reading the first hand accounts of the aims and recognize the unstated aims of the cited authorities I am in an “it is what it is” mode about all this. To me it is factual and it is clearly coordinated collusion around political power at all levels.

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