Redemptive Constitutionalism, Sector Strategies, ESEA Rewrite, and a Curriculum Designed Around Caring

Sometimes timing is everything. The last post was based on insights developed just days before I wrote it. Then I caught a plane to St Louis, Missouri to the Educational Policy Conference. Listening on Saturday morning I heard repeated references to phrases like “Power in the People,” ‘local control’ as the ubiquitous answer, and “community solutions to community problems.” I was in a position to recognize that these phrases played right into the themes I knew the Rockefeller Foundation also sees as a way to advance its views of the US Constitution via Metropolitanism, the National Center on Dialogue and Deliberation, and the work involving the Democracy Handbook we examined here.  http://www.invisibleserfscollar.com/silently-and-seismically-shifting-sovereignty-away-from-the-individual/

I do not know if the overlap of memes between what is being pushed as progressive federalism, Rockefeller-funded Deliberative Democracy, and at the Heritage Foundation-sponsored EPC is deliberate or innocent although at some level I am darn sure I am NOT the only one aware there is an overlap. Not wanting good people hearing these themes and still feeling protected by the Constitution to be blind-sided and then sucker punched, I have taken a few days to mull over my concerns and do a bit more research. The post title should give the first clue on where I came out.

First, the book on the aims of progressive federalism The Constitution in 2020 arrived laying out a “framework for developing a political community committed to justice.” The UN and the Club of Rome are not the only institutions now formally advancing a vision for using ‘the rule of law’ as a means “to imagine our collective future.” Emphasis there on the collective. In fact, when I saw the reference to “our successes will come from new mobilizations that emphasize a new constitutional vision that better articulates enduring constitutional values,” the reimagining of K-12 education’s purposes, practices, and policies via the Common Core immediately came to mind.

Plus there are all the references we keep coming across for preparing all students for a reimagined view of Citizenship. Knowing how tied all the social and emotional learning and Positive School Climate mandates are to Nel Noddings work (see tags), I pulled her classic book The Challenge to Care in Schools: An Alternative Approach to Education and read that the subject content focus must go because:

“Neither prudential nor ethical arguments move most affluent citizens [to make the alleviation of poverty and economic justice the purpose of politics and social institutions like schools]. This state of affairs suggests strongly that there is something radically wrong with the education that produced these citizens. Both wealthy and poor experience a morally deficient schooling. Is there an alternative?”

Noddings’ curriculum themes to develop caring and pedagogy of the oppressed and of the oppressors bears a striking resemblance to what we are now seeing pushed in AP and IB English and history classes and throughout the disciplines down into elementary school. In fact, the very phrase of the “New 3 Rs” of Rigor, Relevance, and Relationships bowls down at its core to making sure students now perceive the world and its social problems in terms of responsibility to care and act and otherwise fulfill Noddings desire to make education “primarily concerned with what kind of relations we should establish.” That’s not making me feel better about what is intended by think tanks and scholars from what is commonly nicknamed, the Left and the Right, by 2020.

What about “redemptive constitutionalism”? Any hope there? http://moritzlaw.osu.edu/students/groups/oslj/files/2012/01/Schwartzberg.pdf alarmingly informs us that:

“Progressives and popular constitutionalists have two central commitments–one to political equality, one to forward-looking change…Progressives might focus on the achievement of political and social equality, popular constitutionalists on formal equality in political decision making. Both, however, are squarely focused away from the Framers’ intent, and towards the future, in their conceptions of constitutional interpretation. The progressive ambition is to interpret the Constitution in such a way that it helps us to ameliorate deprivation and suffering–i.e., to respond to the felt needs of our community today and in the future.”

Alarming overlap of themes between the Left and Right rhetoric about the Constitution and between K-12 education and the use of the law. Good things to be aware of though to avoid being sucker punched in the future. Especially as redemptive constitutionalism wants to take interpretive power away from the courts and give it to “the People” and ordinary citizens for majorities to decide. All the more reasons then to use education to change what is widely believed and valued. That law review paper called for its aims to be achieved in the future via a constitutional convention called by the states that “ought to focus on majoritarian, popular forms of amendment” which sounds remarkably like what many state ‘conservative’ think-tanks are asking for as the ConCon.

The article called for the adoption of the “progressives’ ambition as a durable alternative vision of constitutionalism, oriented at least in part towards special concern for the most vulnerable populations.” That hope is what was enacted by a bipartisan Congress in July 2014 as WIOA [see tag]. That’s precisely what the ESEA Rewrite hurdling at light speed through Congress plans to do. It’s also what the Sector Strategies, integration of CTE into academics for all students, and Career Pathways for all students that we covered here are explicitly designed to do.  http://www.invisibleserfscollar.com/banishing-any-distinction-between-academic-technical-and-lifeemployability-skills-active-deceit-everywhere/

As this paper I pulled from Colorado makes clear https://www.colorado.gov/pacific/sites/default/files/PGL%2008-05-WIA%20Attach8%20PY08%20NGA.pdf what is being put in place in K-12 education now under the misleading banner of the Common Core and Equity is to “align its efforts in support of a workforce development system that is employer driven and locally led with those in economic development and education. This model requires the workforce development system to partner with industry to provide a trained workforce that possesses the desired skill sets business requires.”

Honestly, is there any confusion on why progressive federalism is hiding under a variety of labels but involves an alliance between Big Business, the Chambers of Commerce, and the admitted hard Left that wants economic justice as a Constitutional obligation? The third leg of the Sector Strategies/Career Pathways/Employer Partnership vision for the economy that is typically omitted until we start reading the powerpoints from their conferences is a “New Social Compact with Young People.” That’s why several of the witnesses from yesterday’s ESEA Rewrite came from federally-funded Promise Neighborhoods. That’s why this “Community-Based Learning through Community Partnerships” blueprint was recently released. http://www.communityschools.org/assets/1/AssetManager/MBLT%20Boston.pdf It’s why KnowledgeWorks Strive Together model of Cradle to Career is being cited as the exemplar of such a social compact with young people.

http://www.brookings.edu/research/reports2/2015/02/03-advanced-industries#/M10420 released yesterday is yet another example of this envisioned taxpayer-funded vision of an economy built around government direction, blurring of public and private, and providing ‘jobs’ for the least privileged members of American society. It does not appear to be sustainable at all to me once the taxpayer funded spigot runs dry. The difference though between just pointing out the connections among all these things and how they benefit the public sector at all levels, connected Big Business, and community organizers intent on managing the redistribution of existing wealth to their patrons (obvious and mostly invisible) is I have quite a library I use for appreciating the likely consequences of all these plans and mandates.

So I turned to a 1939 book written by a German, Gunter Reiman. Called The Vampire Economy: Doing Business Under Fascism it reminds us that:

“An Italian economist and editor who is familiar with present conditions in Italy was asked by the author: “What are the relations between businessmen and the State bureaucrats in Italy?’

‘I can answer in one word–corruption,’ he declared. ‘The businessmen in Italy has as much influence as he has money to bribe the bureaucrats. Without cash, you are a helpless subject of the State.’

The word ‘corruption’ is not to be taken in the sense in which we normally use it in democratic countries. Under fascism, it is not primarily the power of money that corrupts, but rather does corruption spring from the power of the State.”

From progressive federalism, Sector Strategies, seeing Equity as a Civil Right, the mind arson I have documented as planned for K-12 education, we are looking at a vision of an all-powerful State where the individual is to be nothing but a member of the collective, the subject under political power, and a workforce participant. All these plans for the US Constitution and changing the purpose of the “rule of law” are designed to ensure that this hoped for power “is not illegal but grows naturally out of the system and is organized and made legitimate by the State.” That’s what Reiman saw in Italy and Germany and wrote about without knowing the rest of the story.

We do now so there’s less ability to be blind-sided with a sucker punch than there was a week ago. Does anyone though wonder anymore why WIOA insisted that one of the required skills that all students must have to be “workforce ready” was “systems thinking”?

Just because a great deal of political and economic power is now focused on using the law and education to design and create such systems, starting at the level of the student’s mind and personality, doesn’t mean any of us are obligated to sit still and wait for that sucker punch.

Not Serfs Yet.

62 thoughts on “Redemptive Constitutionalism, Sector Strategies, ESEA Rewrite, and a Curriculum Designed Around Caring

  1. Researcher Antony Sutton wrote in 2002, regarding the the disastrous and destructiveness of Hegelian influence in modern America: “In great part, this can be attributed to an educational system based on a statist-Hegelian philosophy, and which has already achieved the “dumbing down” of America.

    This disastrous, destructive philosophy, the source of both Nazism and Marxism, has infected and corrupted our constitutional republic…

    Hegelianism glorifies the State, the vehicle for the dissemination of statist and materialist ideas and policies in education, science, politics and economics.

    Wonder why we have a “dumbed-down” society? Look no further than the …Prussian education system in.. the U.S. in the 19th Century. A political philosophy in direct opposition to the classical liberalism nurtured in 19th Century British and American history. In classical liberalism, the State is always subordinate to the individual. In Hegelian Statism, as we see in Nazism and Marxism, the State is supreme, and the individual exists only to serve the State.

    Our two-party Republican-Democrat (= one Hegelian party, no one else welcome or allowed) system is a reflection of this Hegelianism. A small group – a very small group – by using Hegel, can manipulate, and to some extent, control society for its own purposes.

    Right and Left – A Control Device…

    Progress in the Hegelian State is through contrived conflict: the clash of opposites makes for progress. If you can control the opposites, you dominate the nature of the outcome…

    By dividing science and learning into narrower and narrower segments, it became easier to control the whole through the parts….

    Dewey was an ardent statist, and a believer in the Hegelian idea that the child exists to be trained to serve the State. This requires suppression of individualist tendencies and a careful spoon-feeding of approved knowledge. This “dumbing down” of American education is not easily apparent unless you have studied in both foreign and domestic U.S. universities – then the contrast becomes crystal clear.

    This dumbing down is now receiving attention. Two excellent books are The Deliberate Dumbing Down of America, by Charlotte Thomson Iserbyt (Conscience Press, Revenna Ohio, 2001), and The Dumbing Down of America, by John Taylor Gotta. Both books trace this process to the impact of education, and both give remarkable detail of the process.”

    • Anon-I actually sent an email Sunday morning to someone that I felt like I was listening to the synthesis and it hurt that it fit so well. I left out of the post the references to the tradition of self-government that were in the context of governments at the state and local levels. Silly me. Hope no one takes back my Phi Beta Kappa key since I remember that phrase being about the individual and their sphere of autonomy. Remember that even the king supposedly needed permission or a good reason to cross other wise.

      Hegel and his view of history has come up before. I explained it here as it pertains to the view of education. http://www.invisibleserfscollar.com/pulling-up-the-moorings-once-again-to-transform-reality-into-the-history-of-desired-desires/

      In reading these constitutional plans, they remind me of historicism. That history and the law are a progression and no one can go back. I disagree, but that philosophy is everywhere in what I cited in this post.

      Welcome to ISC.

  2. Robin, have recently received an email containing a press release from the University of Central Oklahoma that demonstrates what you have written about over the past month or so. This press release announces a $7.7 million grant from the US Department of Education Strengthening Institutions Program. “The grant will fund Central’s Student Transformative Learning Record (STLR), the first effort of its kind to track, assess and provide information to help students develop and use skills critical to their workplace, citizenship and personal success. ‘At Central we endeavor to educate the whole person–going beyond the skills needed to master a student’s chosen discipline. With transformative learning, we foster a spirit of lifelong learning in our students,’ said UCO President Don Betz.” This was released in September of 2014. The grant will last until 2018. This is exactly what has been warned against again and again. http://broncho2.uco.edu/press/prdetail.asp?NewsID=18041

    The conference you attended is an example of the dialectic at work. Thanks for sharing some of your insights into what was happening. You, I’m sure, did not hear anything about what is actually going on, but were subjected to attempted distraction into the arena of Stop Common Core–a dead end game that keeps people from seeing how far down the road we’ve been taken by the likes of what some people would call “conservative” organizations. So glad you don’t have your blinders on!

    • Oh, blinders, would have been nice at a couple of points. There were good people there and there were Sound Byte people and it shouldn’t take my depth of knowledge to recognize that there was a dangerous game afoot. Luckily I had promised chicken chili for a Super Bowl party. I cooked, mulled, and added up most of Sunday.

      I write a lot about how you can change the student from the inside-out without personally identifiable information. Isn’t STLR though an addition to the longitudinal record that is on a prallel line being put together on students and what it takes to change them?

      Thank you so much. I can remember telling a legislator several years ago spouting the talking points that soft skills was actually not about who could tie their shoes. Or understand the reason to be punctual.

      • Think I have mentioned before how controlled the “stop common core” online movement is. Only selected info is allowed to be posted. If the ‘managers’ do not agree with your message or it is controversial material you will be taken down. If you as a community attempt an online campaign and they dislike the message you will be controlled and shut down. Any mind arson information strictly prohibited. Very sad situation.

        • I have heard that about the huge facebook group based here in Ga, but with a national following. Someone over the weekend emailed me in frustration about that.

          My personal experience involved suggesting to someone who gets paid to write anti-Common Core material that she write a column about all the interest in using Stephen Covey’s work and how that is to be a strong component of Student Achievement under the Common Core. Her work is on the approved list on the stop common core site. After spending more than an hour talking about the implications she stuck to treating the Common Core as a dispute about the curriculum and what is being included in it. Next thing I know she is off to Hamilton College to be part of the conservative program there. When I look at the Board of the ‘conservative’ center though, it’s the same type of venture capital, tech execs, rent seeking business execs one would find pushing Leftist ideas.

          It’s like there is an organized pincer action intended to make people think local and federalism and uttering the words Constitution, liberty, and freedom 3 times like a mantra is asserting the historic views. Meanwhile everything is actually targeting the concept of the individual and genuine free enterprise and pushing the same progressive federalism and constitutionalism vision.

          I am now more than halfway through the 2020 book and it’s scary how well it fits. Also not wanting to talk about the SEL fits with it being the focus of so many of the charter chains so many on the ‘Right’ seem to be investors in. The core agreement created to be a quality charter as Colorado, AZ, Ohio, and Dla are piloting has the purpose of the school and curriculum has building character. Everyone it seems with Staist plans wants to target valuesm attitudes, beliefs, and tether that rational Left Hemisphere to the experiential.

        • This was the full incendiary comment. When I posted this you had left a comment. It seems to be gone now too.

          Must not allow anyone to plug the full story.

          “Glad we finally got a chance to meet. As my book Credentialed to Destroy explained in detail, until the hold of accreditation over these schools is broken, having the money follow the child just spreads the poison of Radical Ed reform.

          Your readers should also be aware of progressive federalism or polyphonic federalism since education starting with the NCLB is given as the prime example of all levels of government now working in harmony to drive the vision of a just, equitable society. http://www.invisibleserfscollar.com/progressive-polyphonic-federalism-invisibly-binds-people-and-places-to-the-just-society-vision/ explains it with cites.

          None of us will ever hear the term “locally-controlled” the same again. Especially after reading that governments should act as a stew for progressive change and no longer view themselves as a “marble cake”.

          James Madison and Monroe must be rolling in their graves over what is being done to the protections they created.”

          Pathetic when you think about it. It’s also more proof that at some level this is about an intended synthesis and outcome. Remember what I have written about Inadvertant Change Agents still having a role as they do what they are told and believe as desired. Much like the intended future for our K-12 students.

        • Did you see this? http://www.garrisoninstitute.org/component/civicrm/?task=civicrm/event/info&reset=1&id=557&Itemid=534

          We know how much these mindfulness practices are being pushed in the classroom as contemplative education. Wrote a trilogy about it.

          Read about the external meditation practices and the guided dialogue. That sounds a great deal like Structured Design Dialogue and the Discourse classroom. Remember we have already encountered many of the declared New Age practitioners and trainers working with the teachers and also calling the same practices under far more innocuous, secular names like positive psychology and anti-bullying cultural practices. Creating a “shared perspective” is always the goal of all these and the purpose of a “common core curriculum” going back to the 80s when James Comer wrote about that too.

          • We can trade links. This one is ground zero for the real admission that Common Core is the Bait and Switch, keep the controversy at bay, for School to Work. http://forstudentsuccess.org/resources/resources-for-policymakers-business-leaders/

            The synthesis and overt manipulation is very apparent here. I also recognize most of those partners as active in the Sector Strategies component or active in deceit on the Common Core. Notice this is a project of the New School Venture Fund. That would solidify what I have said to people that at their 2013 annual meeting that was invite-only, there is/was a video I watched of David Coleman saying that by 2016/2017 we will be “through with Common Core”. Yes, because the full School to Work/ Managed Economy/Human Development orientation around meeting ‘needs’ will be in place. Notice Student Achievement Partners and Fordham are also listed partners.

            The funding listed here http://forstudentsuccess.org/about/ also aligns with the push for Competency-based education and that 2011 summit I wrote about. Interestingly, to add to CPW’s concerns, teo listed panel members at the 2011 CBE Summit, Michael Horn and Sajan George, headlined luncheons that GPPF put on in 2012 on digital learning. I was at both of them. The one with George was packed with legislators and others who have now been appointed to the Georgia Governors Task Force on Transitioning Education. The one with Michael Horn is the one I mention in the beginning of Chapter 4 of my book when I address Competency. He recommended that the answer to the dispute over the Common Core and the federal vs state role was for the states to move on to what was clearly a state-led effort of a competency-focus. That was before I knew of the 2011 summit. George and Horn were on a panel there with a senior federal DoEd official adding to the reality that this is all the progressive federalism synthesis.

            I was told by the person who sent me the link that this is the group that paid Bill Bennett for his editorials and advocacy. New Venture is also very tied to federal DoED and the tech companies involved in digital learning.

  3. There are internal controls. Each state has a group leader or moderator. These leaders have a secret online group that cannot be seen. Internally they discuss other leaders and materials that group members want to post. It is a small group that control the workings. They filter the content that is allowed to be shared. If it does not fit with the message they want to send or they feel it will hurt the ‘movement’ it will not be posted. There is a coordinated effort to hinder information that is deemed to be hurtful to the ‘movement’ Well meaning people and those efforts squashed.

    • Wow Anon. That fits with what I have seen and been told, but I am too busy to have spent much time around those sites. Someone sent me the Hoosiers post.

      I met Terri of the Stop Common Core site at the initial hearing on the federal role in education in Georgia. She recognized my name and said “You’re the lady who writes such scary stuff.”

      Yes, because I do not want the intended scary intentions to get fulfilled. Shame Terri did not stay long enough to hear Gwinnett and Broad Prize winning Super Alvin Wilbanks say up front as he testified that the purpose of the Common Core was to jettison the traditional high school. Relevant info for all those followers.

  4. Just heard an advertisement for an online university located in the Super Bowl city this year that assured those who wanted a “meaningful degree aligned with what industry wants” that it was available through their program. “Aligned with what industry wants.” Says it all, doesn’t it?

    As far as the “conservative” or rightwing branch of our political spectrum, the groups who make up their population are completely duped into believing they are actually “conserving” anything important. Somehow the leaders of these organizations–from the Heritage Foundation/Georgia Puiblic Policy Foundation to the members of the Council on National Policy, the John Birch Society, Home School Legal Defense, and most of the Tea Parties–have managed to corral a broad segment of the populace who seem to enjoy having their ears tickled and being led in a group to believe they can accomplish something by signing petitions and finding common ground with their counterparts in the Council on Foreign Policy, the Heritage Foundation (yep, both sides of the fence), and others. Prossessing through the dialectic is visible and awful. Wake up and think for ourselves or serfs we’ll be before we know it.

    Thanks for letting me unload.

    • Left.Right. Hegelian dialectic. No one is who they say they are anymore. It is nearing the point where the question may be do you value the constitution or do you feel it needs a rewrite? I listened to a conversation today where the individual is highly conservative yet is worried that the job of tomorrow will be gone and the children will not have education for future jobs. Really, that sounds familiar. Are they as Robin says, inadvertent change agents or wolf in sheep’s clothing?
      Conservatives are getting a bad wrap. I find the big ones are not standing for what the little people are. Will suffice these days to say pro constitution and anti progressive? A topsy turvy world these days.

    • CP-have you ordered your bumper sticker yet?

      Did I tell you about the GPPF forum put on with Google down at Ga Tech where the argument was whether the government should pick the actual companies in this Corporatist Industrial Policy Public-Private Partnership vision or just set the guidelines. I simply have not been able to take any quotes from Bastiat, Von Mises, or Hayek as the shields deflecting genuine analysis since. Shame because all 3 when it comes to recognizing what was being advoacted for and the likely consequences, do know what they are talking about.

      There was also the time Education Trust’s Kati Haycock was a speaker and she was simply touted as one of the most influential figures in national education policy. Completely different from the cv she normally is described with and ET’s politically radical, progressive vision.

      I had not really written about what I have been noticing for a while because I like to see enough instances that I know I am not dealing with an aberration.

  5. LL, please don’t narrow the debate to support for the Constitution or not. That will prove that the dialectical process has been successful. Unfortunately, that’s the corner they want to force us into. Give it up or find common ground. No, no, no. Neither of those is an acceptable position. Isn’t it interesting that a ConCon rewrite position is held by the head of Home School Legal Defense–Mr. Conservative–and a similar position is held by the Progressives? Which would you want to choose? And the conservative who is worried about future jobs perhaps should be more concerned with the children getting a good, basic education that would equip them to adapt to doing any number of things. Just a thought.

    • And CP is comment #5000 for the blog. Hooray for all of us that the Internet is not regulated YET.

      CP-this ESEA post that went up today http://abcsofdumbdown.blogspot.com/2015/02/pa-press-release-on-esea-violations.html?m=1 really marries with the Neuroscience Mind, Brain & Education research I have from the OECD, Staford, and Harvard especially. I have mentioned it in posts, but not yet done a dedicated post.

      I also know from old research that is quietly in some of the books I now have that “Engagement’ and ‘Dispositions’ are both Right Brain guiding phenomena at the unconscious level. An Axemaker Mind gets in the way and teachers are being told that academic instruction around reading, writing, and math in particular in a sewuential, traditional way sets up those kids for what is phrased as the Damaged Disposition Hypothesis. The teachers are told children so taught are at risk for never having the ability the think creatively and imaginatively in the way 21st CEntury Learning now wants to lock in. When I read it I recognized that it was the Axemaker Mind being suffocated or never ignited in the first place. Few teachers though would be in a position to read that passage and have the scholarship from other sources to see, once again, the pincer action going on.

      The comments on citizenship dovetail with what The Constitution in 2020 book lays out as the way to mobilize the desired changes across a sufficiently large spectrum of voters. The reality that $4 trillion annual budgets are a Ponzi scheme waiting to blow up gets left out.

      Lots of references to electing our “rulers” too. No.

    • CP-if you look at the bottom of this story on the Buffalo Billion you will see a reference to the Brookings-Rockefeller Program on State and Metro Innovation. http://www.brookings.edu/blogs/the-avenue/posts/2015/02/06-buffalo-billion-governor-andrew-cuomo-howard-zemsky-liu-washburn

      Progressive Federalism. Also notice that the ‘private investment’ is a voltaic panel company called Solar City. Now what are the chances that much of that company’s revenue comes from the federal government or other unsustainable green initiatives? How much of the uplift comes from issuing bonds to build infrastructure hoping business will come and solar energy will cease to need taxpayer subsidizing.

      Notice the Regional Economic Development Councils–that’s WIOA. Now think of that indictment handed down in Albany last week and Cuomo supposedly being in the sights and think of Reiman’s comment on the corruption inherent in a politically-directed economy where the State is the dominant player.

      Now notice this from a story yesterday. http://www.buffalonews.com/business/orsi-joining-ub-as-leader-in-economic-development-20150205 This is absolutely the Turchenko model described in my book now being put fully in place in real time under WIOA authority.

      We are on a precipice here in what is being put into place. All with taxpayer money or public debt and pushing mind arson and personality manipulation to try to lock in students who will submit to being ‘ruled’.

      If you look at that Student Success link above, its Executive Director after the 2014 election, puts out a statement about politicians “ready to govern” like John Kasich. That would be the Governor accusing others of ‘lying’ about the Common Core in recent articles. “Ready to govern” is code for ready to rule in a ruler/ruled view of 21st century governments where the individual is now to submit to this ‘stew’ of overarching political power at all levels that wants to be in charge of the economy and virtually every other aspect of people’s lives.

      It’s parasitic and the parasites are openly disdainful of the hosts they are draining the life-blood out of.

  6. Robin, actually I do have a bumper sticker that seems appropriate under the present circumstances. It reads “SCHOOL CHOICE/CHARTERS WILL KILL PRIVATE EDUCATION.” If anybody else wants one, let me know!

    • I’ll take you up on that. Am on the search committee for a principal for a small private school. I believe it is going to be terrifying.

      I’m just discouraged by the entire dynamic of this situation. I do understand the seriousness.

  7. Read this paper last night on assessing competencies through virtual reality.
    Interesting how it incorporates the SCANS report referenced in your book. Every portion of online movement is treated as information. Not a difficult read, and if you apply it to the online gaming in classrooms you can imagine the data that is gained. Oregon has all of education based on competencies. Fooling parents to believe it is about knowledge.

    http://dl.ifip.org/db/conf/ifip3/kcks2010/IbanezGK10.pdf

    After reading that paper I was looking at the SCANS info online. I guess I did not realize how involved Resnick and Tucker were in previous planning.
    http://www.edweek.org/ew/articles/2001/08/08/43standards.h20.html

    • Charlie Hales, Mayor of Portland, Oregon http://mac.madwolf.com/sites/default/files/Mayors_Challenge_Launch_Letter_.pdf

      I thought I would do a search of makers movement cte workforce ready . Boy did it pull up a lot. It also shows the indisputable links to STEM. I was thinking about the desire in Texas to have the Dana Center do the teacher training and how it is really about quietly blending cte into academics for all students and that stem=cte.

      There’s the Mayor of Dallas, Texas. I told some Dallas residents when I was in St Louis that the transit MPO has been touting that the greater Dallas area has an economy larger than 33 states. A guarantee this is all related to a desire for political planning of the economy despite intervening jurisdictions like a Ft Worth or a Highland Park.

        • I was working on Texas this morning and in 2011 they created the Texas High Performance Schools Consortium to be the alternative to the Test. Test. Test. and “guide the future of Texas public education. It’s “about accountability, just not high stakes testing.” There’s an 11 minute video on it on TASA’s website where everyone being interviewed has an odd affect.

          Vision looks like the New York Performance Consortium with alternative, authentic assessments and formative assessments. http://www.transformtexas.org/wp-content/uploads/2012/07/matrix.pdf is the implementation matrix. Quite cutting edge. Plus at the TASA convention last year there was a representative from KnowledgeWorks to acquaint Texas teachers and principals with the Recombinant Education vision KW created with Institute for the Future that I found so alarming.

          Learning and Engagement Modules are quite “out there”. http://www.tasanet.org/domain/169

          As I have said before, Texas did not need the Common Core.

          • A good amount of activity this week in Oregon. Corruption included. You have brought Cylvia Hayes to my attention before in connection with Green Growth. Check out this article. This is a quote from the Governor. Cylvia is the live in girlfriend Called first Lady.

            “The website can initially be an educational tool to introduce people to the concept of — and need for — a new way to measure economic success and its relationship to social and environmental well-being,” Kitzhaber wrote. “We will need to be strategic about how and when we roll this out from both a policy standpoint and a political standpoint (both in terms of the legislature and the outside-the-building politics).”

            http://www.oregonlive.com/politics/index.ssf/2015/02/john_kitzhaber_controversy_cyl.html#incart_m-rpt-1

          • That GPI–Genuine Progress Indicator–is the New Economy Coalition and Democracy Collaborative and from your article the George Soros-funded group Demos. It also includes the Institute for Policy Studies which has a rather radical past as well. http://www.neweconomyworkinggroup.org/

            I bring up the Soros factor because this new kind of economy and its components fit with the Equity for All vision of the Constitution in 2020. The 2009 book itself notes that his Open Society Institute funded both its publication and the original 2005 conference at Yale I uncovered when I was tracking the concept of progressive federalism. As you probably remember it was my recognition that what I was hearing in a League of Innovative Schools/EdLeader21 district now fit with Comer’s vision of Democratic Schooling from the 80s that also brought up that term progressive federalism.

            That article mentions Maryland as already adopting the GPI and clearly Oregon is targeted. That’s progressive federalism. Using the states as the laboratories to put the shifts into place. Cylvia and her dancing in the gray zone selling advocacy for profit is precisely the kind of corruption we see in this kind of economy. Everyone wants to cash in on the conflicts among roles without having that be legally actionable.

            http://www.neweconomyworkinggroup.org/about-us/nine-action-clusters says upfront that the desire is to shift the “locus of decision-making from global to local”. Again, that’s progressive federalism the fraemwork is created at a global or national level but the ability to force compliance with the vision is forced at the local level with its powers over individuals and property. Just as we are seeing in K-12 education and for comparable reasons.

            Any incentive to push systems thinking in K-12 classrooms and require it to be workforce ready in WIOA here? http://www.neweconomyworkinggroup.org/about-us/our-working-premise

            The Ford Foundation has also pushed similar concepts and created what it called the Line of Plenty focus. In the book I explained this is relation to nef–the new economic foundation and its US affiliate–the New Economic Institute in Boston. Remember Professor Neva Goodwin?

          • Plus Portland is hosting the international conference pushing this vision at the end of February http://www.localfutures.org/event/the-economics-of-happiness-conference-portland/

            There’s even a trailer and Discussion Guide for the film. http://www.localfutures.org/the-economics-of-happiness/the-film/

            One more thing, all the discussions talk about the need for a new narrative. That would be an appeal to the Right Brain, which is precisely what all these K-12 ‘reforms’ are prepping to be dominant instead of the rational, analytical Left.

        • This is a quote from the 1949 Liberty: A Path to Recovery. Given these all government plans for us, It’s a reminder of why this cannot work apart from the intentional mind arson.

          “It is commonly believed that the “democratic process” will assure progress. But there is no way of designing excessive governmental activity so as to assure that it will aid progress rather than stop progress.

          Progress arises in every instance out of an extreme minority of opinion, not the majority of opinion. The seedlings of progress are often so small and unnoticed that they are ignored by those who would otherwise destroy them in ignorance as “evil” thought or acts. But if everything were to be subjected to majority rule, every step of progress would presumably be destroyed in its infancy. “

        • Deborah -if you go to the Student Success link upthread and look at the sponsors, it has the pro-Business Colorado group.

          There is also this http://coloradomakerhub.org/2014/07/01/moving-the-economy-the-future-of-the-maker-movement/ and this http://coloradomakerhub.org/2014/07/27/how-the-maker-movement-is-moving-into-classrooms/

          The Maker Movement is how CTE and the experiential focus come to the classrooms in affluent suburbs with well-educated parents without a complete uproar from recognizing what is going on.

          Glad I got to hear your voice last week. We will get the accurate story out, won’t we?

          • We’re trying. My testimony to the Colorado House Ed Committee tomorrow:

            Thank you, Mr. Chairman and members of the Committee. My name is Deborah Cole, and I am a founder of CMCA in Colorado Springs some 20 years ago and am presently a consultant with James Irwin Charter Schools, also in the Springs. I would like to talk about the issue of the secrecy surrounding the PARCC/CMAS assessments from a perspective I have not yet heard addressed.

            The apprehension parents feel about data mining could be dismissed as paranoia, but sometimes paranoids have enemies. As it happens, parents have good reason to be worried about the kind of questions their children will be asked and the kinds of data on their responses that will be collected.

            The CDE has formally defined education K-12 in the state of Colorado as Postsecondary and Workforce Readiness, or PWR. It has also defined the elements that constitute this vision of education, one of which is the “demonstration of 21st century skills.” These include information literacy, invention, collaboration, critical thinking, global and cultural awareness, and self-direction. With the possible exception of information literacy, these “soft” skills are content-free and abstract or else they are non-cognitive and non-academic – that is to say, affective or psychological. There is, by the way, nothing particularly “21st century” about the inclusion of these elements; since John Dewey a century ago, similar “soft skills” have been part and parcel of the progressive vision of education. They are ready-made for survey-type probes or “higher order” problems that are constructed to elicit the “correct” opinion – and to make note of unacceptable deviations.

            There are other differences between the traditional understanding of education and the one currently adopted. One of CDE’s documents provides a helpful graphic of a traditional or classical understanding of education side by side with the Common Core vision: traditional education is coverage centered and based on topics and facts, while the Common Core vision is idea centered and based on concepts and interpretations. A concrete comparison is given: “We will learn important dates and facts about the Civil War” vs. “Through the study of the American Civil War, we will learn about the patterns of conflict/change over time and across nations.” The first is labeled as “intellectually shallow,” while the second is labeled as “intellectual depth.” (These labels are obviously not parallel grammatically, but I am citing them directly from the document.) The first, the traditional view, respects facts for their own sake. The second, the progressive view, simply exploits an historical event – in this case, the Civil War — in order to introduce naïve learners to an interpretation that must be, given its scope “over time and across nations,” relatively fact-poor, allowing only those facts to be introduced that fit the narrative. Students taught in this way can easily be led to biased conclusions and never have any idea that there are competing facts to challenge those conclusions.

            Do parents have a right to be concerned that their children’s responses to fact-poor and subjective assessment questions might become a part of their permanent data profile? Well, the TSGold Assessment, given to our youngest children, has already revealed a publicly available template of highly intrusive data mining concerning social and emotional – that is, affective, non-cognitive — skills. As I have said, CDE has given clear indications that the current Colorado vision for education is a move away from education as parents have understood it from time immemorial: that is, the mastery of a body of objective knowledge. Given all these warning signals, parents have every right to worry that these highly secret assessments will include probes of student attitudes, values, dispositions and beliefs, and that deviations from the “approved” answers may very well be recorded and flagged for correction.

          • Wow Deborah, Everything you are saying is unfortunately true and easily identifiable from publicly available documents.

            Hearing other people getting it and telling it makes my day. We all wish you well. Please report back.

            If anyone says you are wrong, ask them if they are willing to bring me out to testify.

  8. Robin
    Happy 5000 comments! Congrats!
    So lending my madmommy 2 cents in here i need to say how discusting it is how so many are willingly deceptive as to run distraction Ops by way of anticcss blogs. I suspected one in my state as soon as they appeared. Reasons just from Talking to them. So like Acorn they have infrastructure for misinfo. This took some strategery. And chaching!
    The david coleman comments now seem staged for effect and his inexperience tells us he is just another propped up windmill.
    Humanists create their own reality, word definitions, rules and like socio/psychopaths feel no guilt shame or sorrow for the harm the inflict on others. This breed ohumanist is lethal. They are everywhere like termites impossible to get rid of. Lamar alexandrr and shirley nut wagon mclure koo’s nest make a great pair. Republican progressives means both parties have been taken.
    Going to bake brownies with espresso to eat away my dismay. Baking is real truth. You can count on it.

    • Given your relocation, this 2010 article on how Florida, Texas, and New York State took the lead in integrating cte, humanities, art, and STEM along with career pathways should interest you. http://www.edutopia.org/blog/TEAMS-model-unifies-arts-humanities-CTE-jim-brazell

      It also means the STEAM acronym essentially obscures the previous use of TEAMS to describe this new vision of general education for all–Technology, engineering, arts, math, and science. Also, instead of genuine knowledge as in books, it is knowledge gained from experiencing the world in certain ways. Much different and very poorly understood. This obviously ties to the Maker Movement I have been poking all morning since finishing The Constitution in 2020.

  9. Oh my goodness, Robin. You were right! Opt out is pushing us right where they want us. This was posted this a.m. in the Oregon group. A teacher was excited about this.

    Copy of a letter sent to OEA Members (Oregon Teachers):
    Saturday, February 7, 2015

    Dear OEA Members,

    Over this past year we have been sounding the alarm on the harmful impacts of high-stakes standard assessments on students, and the need for Oregon to find a better way to support student learning.

    Today, I am excited to let you know that we are ready to share preliminary recommendations for a system of assessment that focuses on student learning rather than the over-emphasis on high-stakes standardized tests. An OEA team of 16 teachers from across the state has been working in partnership with the OEIB, the Governor’s Office and the Oregon Department of Education (ODE) to build a system of assessment that provides “a better way” for both students and educators.

    As a group, we believe that with a much more strategic and balanced use of assessment strategies we can transform learning in Oregon classrooms. We’ve met regularly over the last year examining current assessment practice in Oregon, strategies used in other states and are ultimately working towards a co-created, shared vision for assessment that best supports student learning and provides educators time to teach.

    As educators, we know that the over-emphasis on the Statewide Standardized Assessment gets in the way of inspiring our students. Good assessments should be used to guide instruction, helping teachers understand where students are excelling and where they need more work. But improving student learning and fairly assessing teacher quality should be based on a more broad assessment process.

    Vision for an Assessment System:
    Develop a system of Assessment for Learning that inspires students’ natural curiosity and supports their desire to learn.
    Weave assessment more deeply than ever before into the teaching and learning process to more effectively meet the needs of each learner in real time.
    Preliminary Recommendations:
    As a group we’ve completed a list of preliminary recommendations that span policy, systems building, and professional development.
    The new Oregon model of assessment proposal will:
    Increase time for learning
    Emphasize the use of assessment to support that learning
    Empower students and teachers
    Increase assessment literacy among all educators
    Make assessment more efficient by ensuring that assessment and instruction are aligned
    Next Steps:
    Over the course of the next few months we’ll be engaging extensively with our members and other stakeholders across the state seeking feedback on the preliminary recommendations and a proposed timeline for implementation.
    It is time to stop spending millions of dollars on standardized assessments, and instead invest in our schools to give every child the opportunity to succeed. That means smaller class sizes and more funding for music, art, p.e., and libraries. We are excited to hear your input, and we hope you will join us in crafting a new system of assessment that restores the love of learning for all of our students, and truly gives all educators an opportunity to teach and inspire.

    Thanks for all that you do,

    Hanna

    CONNECT WITH US:

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    Oregon Education Association
    6900 SW Atlanta Street
    Portland, Oregon 97223-2513

    • That’s close to verbatim where the Texas High Performance Schools Consortium Matrix dealing with Learning Standards, Assessment, and Accountability end up as well. I am actually going through it right now after I finished that link to Competences you provided earlier in the week. I had already written in the margins how it fits with the Gates-funded Achievement Standards Network as well as what the White House initiative League of Innovative Schools is piloting as well.

      The kind of altered permission Texas needs would be created if the ESEA Rewrite allows Districts to use their own measurements as long as they are “high=quality.”

      Apparently my ability tp speak ed and translate is being called on in real time now. I was just thinking Texans in any of those 23 districts really need to put the matrix on a powerpoint, have a meeting with parents, and have me stand there translating the level of social engineering at a noetic level these educators are actually declaring they intend to do.

      Good thing I also speak cybernetics even if the pushed practices simply describe the function instead of using offensive buzzwords.

      Don’t forget Competency, authentic assessment. and formative assessment were already in the ESEA Rewrite before Lamar Alexander said he wanted it to be bipartisan. All of those are elements Murray will be enthused about.

  10. I hope you do not think this a silly question. In reading your past posts about the new authentic assessments and assessments for learning, I understand what you say they are looking for. However, my question is what does it look like in the classroom? What does it look like to the parent who knows nothing about this angle. Is it embedded in classwork? Is it another computer adaptive test? Pen and paper? How does a student partake in the assessment? What would you describe that the child is actually physically doing in the classroom? Hope that makes sense.

    http://www.ascd.org/publications/books/61193179/chapters/The-Changing-Face-of-Educational-Assessment.aspx

    • It is embedded in the classwork and videogames or the group project all constitute an assessment. Looking at that Texas matrix, the district and school are actively gathering a great deal of data flowing off of the Positive School Climate mandate. It is described, but not named.

      I asked the Director of Accountability for our LIS/EdLeader 21 conversion charter district this question specifically in January since I really know how much “change the child from the inside-out” data will be flowing into his office that has nothing to do with the state assessments. There’s no intention to share that with parents as schools and districts literally use it to resculpt the child noetically.

      I even put it in the context “if a parent took off from work and came to meet with you to access the other data and what it means, can they”? No was the answer as the parents seemed to not understand why I was asking what they thought was an odd question. They still believe the assessments are tests of knowledge because that is what the administrators have told the school board members. No one, parents or school board members, seems to recognize what ‘rigor’ actually means or what a “high-quality assessment” is. I will tell them if they ask.

      Oh, and the school board members have been told that no one without an education degree has any right to input even though most of the administrators seem to have no intellectual understanding of what they are pushing or what it was actually designed to do. All I can do is watch and use tnfo to continue to examine who knew what and when and who is actively lying vs repeating a falsehood they do not recognize as one.

      http://www.invisibleserfscollar.com/using-the-common-cores-performance-assessments-to-create-a-new-kind-of-person/ should also help. Also look at the discussion of formative from when the OECD created them described in Chapter 7–the Willem & Black documents.

      • To push and find out what private data is being collected by the school district would you suggest a parent do a request for all assessments given on their child not just state exams? Is their a portfolio on each child that can be accessed by a parent or at least requested by a parent? What term would you use to request it? Do we need to get parents to start asking in order to expose what we are not being given access to?

        • A–I have explained how the desired noetic changes can be made by personal characteristics without any need for personally identifiable information. Lots of changes can go on without any need for a snapshot that goes into a permanent record. That’s simply how Knewton’s adaptive software works and with all this new data flowing in it will just get better at changing children without bothering to take snapshots. All that interaction is technically ‘assessing’ and then bringing in what is needed for a desired adjustment.

          First raise these questions respectfully in public forums as I did until more parents begin to catch on. Secondly, recognize that this intended wholesale manipulation technically qualifies as “being for an educational purpose.” Makes sense when the actual definition of learning is changing values, attitudes, beliefs, or behaviors. CC calls itself learning standards now and that Texas matrix also proclaimed the shift to a Learning focus. Parents and taxpayers are being told of the shift in focus, but they are still filtering the announcement through assumptions about the traditional purpose of schools. The reality is we have an almost constant announcement that the traditional purpose has been jettisoned.

          http://www.personalizelearning.com/2015/01/infographic-10-trends-to-personalize.html?utm_source=Personalize+Learning+List&utm_campaign=4ec1233b9a-Personalize_Learning_Updates5_17_2012&utm_medium=email&utm_term=0_11294c02bb-4ec1233b9a-339681165 has formative assessment as #8. Notice it is under a different name and that it also has a graphic showing that a Student Profile is the End Game. The reality though is that Profile may involve Backward Mapping to change the student until they get to the Profile.

          I would ask where any online curriculum is coming from. You can also search the materials of the Learning Registry. It explaines how it intends to function last time I was on that site.

          Ask the school district for a written definition of what they will be looking to to ‘assess’ your child. Again look at that Texas matrix because it’s not just about Texas. It’s a useful template. Remember that much of the purpose of the Common Core is to ‘level’ what all kids know and do. If you live in a prosperous suburb with traditionally high-achieving schools, the students are thoroughly in the crosshairs and parents need to understand that. I have to onder if the Learning Registry will not have a special section of materials that could be nicknamed “How to totally screw with the minds of UMC white kids in homes of two professional parents.” We cannot have levelling if they get to keep the advantages of tens of thousands more words spoken annually before the age of 5.

          We parents and taxpayers have to come to understand what is being sought better than the Principals and administrators. Most of them in my experience do not actually have an intellectual, grounded in extensive knowledge, of what they are imposing. It simply comes with the job description and requiring it and advocating for it is necessary for the next promotion. Parents also need to stop forming alliances of convenience with teacher groups for whom John Dewey’s vision of the schools and society is the ultimate goal. That was one of my first clues as to where National Opt Out was really going.

        • http://freedomoutpost.com/2014/06/the-common-core-face-off-hiding-the-truth-about-school-choice-and-charter-schools/

          As stated in this well written expose , the definition of FAMILY has been changes and according we as PARENTS are bundled with the STaTE as ” PARTNERS” in our CHILDREN’S education welfare etc.
          Womb to tomb. PARTNERS. wonder who gets the patriarchal role?
          This all solidifies with LAMER’s reauthorization of ESEA scam.
          ( sp intended )

    • It is embedded in the classwork and videogames or the group project all constitute an assessment. Looking at that Texas matrix, the district and school are actively gathering a great deal of data flowing off of the Positive School Climate mandate. It is described, but not named.

      I asked the Director of Accountability for our LIS/EdLeader 21 conversion charter district this question specifically in January since I really know how much “change the child from the inside-out” data will be flowing into his office that has nothing to do with the state assessments. There’s no intention to share that with parents as schools and districts literally use it to resculpt the child noetically.

      I even put it in the context “if a parent took off from work and came to meet with you to access the other data and what it means, can they”? No was the answer as the parents seemed to not understand why I was asking what they thought was an odd question. They still believe the assessments are tests of knowledge because that is what the administrators have told the school board members. No one, parents or school board members, seems to recognize what ‘rigor’ actually means or what a “high-quality assessment” is. I will tell them if they ask.

      Oh, and the school board members have been told that no one without an education degree has any right to input even though most of the administrators seem to have no intellectual understanding of what they are pushing or what it was actually designed to do. All I can do is watch and use tnfo to continue to examine who knew what and when and who is actively lying vs repeating a falsehood they do not recognize as one.

      http://www.invisibleserfscollar.com/using-the-common-cores-performance-assessments-to-create-a-new-kind-of-person/ should also help. Also look at the discussion of formative from when the OECD created them described in Chapter 7–the Willem & Black documents.

          • Show us the tests. Show us ALL curriculum and materials before us for our approval. Problem solved. Because if its sooooo great and smart and deep and holistic then dagnabit we parents will Looove it too! Right?
            The fact that they wont tells us different.

          • They are not tests in any traditional sense of the word. It appears to me that a great deal of what will constitute ‘formative assessment’ will be the adaptive learning interaction with the computer. The virtual reality will shift depending on what it wishes to accomplish with an individual student.

            One of the few papers not in French attached to that Competences link, the one from the Prospects magazine, stated several times that there is a desired Student Profile and it is tied to the new vision of society. http://www.bief.be/docs/publications/prospects_110324.pdf That is consistent with what personalized learning means.

            That Texas matrix made numerous references to the extent all of this is digital and I know that is how the Learning Registry works. It provides activities or virtual reality interactions or projects based on the desired changes coupled to what has worked well for students with comparable personal characteristics.

          • Meaningful student learning is another phrase where the word ‘meaningful’ is significant. It’s telling you students will be reacting to what is measuring them from a Right Brain experiential, grounded in emotion interaction designed to look for or create the desired neural pathways.

            I have a book from the 80s on Project-based learning that is very graphic on what engaged means, meaningful interactions, and what dispositions are and what prevents them from arising. Hint–I describe it as the Axemaker Mind. It is in the way of those dispositions arising and teachers are told that sequential, explicit, traditional academic instruction in elementary school leads to the Damaged Disposition Hypothesis. I kid you not.

    • This is his education plan http://americanext.org/wp-content/uploads/2015/02/America-Next-K-12-Education-Reform.pdf

      “Soviet style rationing”–now that’s a loaded phrase intended to evoke horror rather than a rational discussion. There is a real coordination now among these same messages. The Laffer Report in Texas that came out in January, this, the push for this at the epc and the refusal of the anti-CC sites to allow any mention of the poisons being left out of consideration, this new group http://band-of-mothers.org/ out of the Heartland Institute with an expensive tour planned. Quite a coordinated drumbeat.

      • I am familiar with their speakers. One founded the largest ccss info site. Truth site. Do you think Inadvertent change? Would be surprised at two of them.

        • I do not know if inadvertant or not. At the level of Joy’s bosses, definitely not. Remember I have that Heartland published book from the 90s that sees this as a means to promote communitarianism. Amitai Etzioni wrote the Forward. I was very surprised.

          I can see precisely what the vision is and where the holes are, but it’s because I understand accreditation, NAEP, the civil rights laws, the nature of digital learning, what ‘performance’ charters are tied to, things the National Center on School Choice at Vanderbilt’s website used to say. etc.

          Just love that that report still wants students to learn Grit and Tenacity a la Dweck’s Growth Mindset. That was an ooops I suspect. Not because this is not a Whole Child orientation, but because many of the anti-CC crowd used that report to spread the hype. Now they want to keep it as a learning goal because the “Left” and “Right” are both interested in changing the child’s values, attitudes, and beliefs. http://www.competencyworks.org/reflections/chugach-school-districts-performance-based-infrastructure/ though explains to me why there had to be a reference. Make sure you notice the reference to “all students need to know being on the classroom walls.” Told you this was about limiting knowledge.

          No wonder there has been so much stage management and my book is treated as anathema. Unfortunately for Jindal, some of the charter management companies involved in Louisiana have also bragged about what is really going on. I looked into Rocketship Education a long time ago because GPPF kept hyping it and New Orleans generally. Bloomberg also did a story on how they really like the New Orleans vision too.

          I am not quite sure why I ended up knowing all this and being able to see right through that doc but I can. Lots of chance remarks in places I have oddly enough been asked to be at and then following up have all added up. That document is the progressive vision with the language of the traditional vision, but not the substance.

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