All the references to Global Competency or World Citizenship may have us looking for a new flag we will be expected to salute or a quiz on world capital cities, but that is not what these terms actually mean. I took on Global Competency and the CCSSO’s explicit push of it in US K-12 classrooms in Chapter 7 of my book so please look there for the initial foundation for what is coming. We are off to Finland today, not to get frequent flyer miles or to look for stunning vistas in majestic fjords, but simply because professors there have been far more graphic in what the required Human Dignity Paradigm/Justice for All inclusive classroom looks like. They have also laid out with stunning candor what it intends to do and why. It explains why US suburban high schools would be nonconsensually shifting students to ‘problem-based learning’ with an affirmative Student Code of Conduct that most parents are unlikely to even catch in time.
Before we take off though I want to lay out the known links of the same model to the US beyond the descriptions to the Folk School vision laid out in the previous post. I noticed last May that all the school principals and district administrators in the high achieving part of Metro Atlanta’s Fulton County had switched to referring to classwork under the Common Core as either being ‘STEM’ or ‘Humanities.’ Recognizing this meant a jettisoning of academic content as something to be transmitted from what STEM meant (also in book), I have been keeping an eye out for a means of explaining explicitly what the shift to a Humanities focus would specifically mean in the classroom. Professor Martha Nussbaum, so usefully loquacious as to what is really intended that we have given her a tag already, thankfully laid it out in a 1997 book called Cultivating Humanity.
Using classwork to “cultivate in ourselves a capacity for sympathetic imagination.” Such empathy in all students is necessary “in order to foster an informed and compassionate vision of the different.” This “narrative imagination is an essential preparation for moral interaction. Habits of empathy and conjecture conduce to a certain type of citizenship and a certain form of community.” A Blue Ribbon for Astuteness to each of us that picked up that this compassion towards others is the consistent core we are finding in K-12 ‘reforms’ all over the world. It is desired because it “cultivates a sympathetic responsiveness to another’s needs” that is in turn necessary for a world determined to make meeting needs the new focus of the global economy. What Karl Marx called the Human Development Model of Society and Harry Boyte now calls the cooperative commonwealth.
One more well-connected American prof willing to reveal what is being laid out in meetings we are not invited to is Wharton’s Jeremy Rifkin. Since his discussion of the “new pedagogical revolution emphasizing empathic development” is in the context of a broader 2009 social vision called The Empathic Civilization, Rifkin is also usefully forthcoming. In fact he discloses that “Collaborative education, at its core, is concerned with shifting the center of educational concern from the individual mind, to forms of relationship.” We have encountered this before http://www.invisibleserfscollar.com/distributive-justice-is-not-enough-we-must-break-the-illusion-of-the-unitary-self/ in the early days of this blog so I know even beyond the clear links to the Positive School Climate mandate that these mentions of a ‘relational self’ as the new focus are truly an insistent, very real, aim of K-12 education reform globally.
Let’s quote Jeremy one more time as he explains that the “new classroom emphasizes cooperation over competition and the sharing of minds. [Exhale, please! Some of you dear readers are now turning Blue in the Face with Outrage.] Education becomes a collaborative venture rather than an individual pursuit. The aim of all knowledge is existential: that is, to come ever closer to understanding the meaning of existence as well as our place in evolution through our shared experiences and the meanings we glean from them. Technical or vocational knowledge [like digital learning] becomes merely instrumental to the pursuit of this larger goal.”
Now we can go to Finland where we will recognize the curriculum as merely the more graphic announcements of the same classroom intent that we are supposed to be transitioning to in the US, Canada, Australia, the UK, Hong Kong, and everywhere else that ever cherished the individual. The Finns stated that the solutions to the world’s problems are to be found “in a shift in our view of how we see ourselves and our relationship to society, and its future…Whatever lies in the future, the ability to collaborate with others in the identification and resolution of problems is crucial. If humankind does not have this capacity, our fate is sealed. If it does, the skills for collective action must be nurtured and strengthened.”
Hence all the ties we are seeing between deliberative democracy and participatory citizenship and the actual K-12 required classroom implementation. I highlighted evolution above not to talk about Darwin or Apes but in the Brameld/Huxley sense of cultural evolution laid out in my book. Or as the Finns have decreed: ” the function of education is not only academic skills, but the skills needed to play a protagonist role in the evolution of society. Rather than working for socialization to the status quo, schools can create pro-active agents of social change.” Now before I shift to quoting from the actual intentions so that parents will have it as a guidebook for the future whatever happens to Professor Margaret Tuomi’s research, I want to make two more points.
First, the Finns state this is based on the Baha’i Curriculum for Global Education. Like the UN as we saw, the Finns like that the Baha’i do not merely speak of rights, as in the Universal Declaration of Human Rights. These guidelines also speak of obligations. Such duties to others are believed to be important to drill into each student at an unconscious level that will guide action. Secondly, please do not let all this high-minded talk of Equality and Success For All conceal the actual reality of what is being attempted here. The creator of Cultural Marxism theory in the 20s, Antonio Gramsci, did not just come up with an intention to March Through the Institutions of Power in the Individualistic West. He also developed the concept of the Integral State that all that marching was intended to create.
Civil Society would not be just an area of activity in his vision, existing independently of the State. Gramsci conceived of Civil Society, which would especially include schools and higher ed, as the terrain where the political elite’s world vision would be imposed. Troublingly the word he used translates as a required consensus. We encountered the same concept of few posts ago as the Rockefeller Theory of Communication For Social Change. The classroom would become the place where the psychological reality perceived by each student when they entered the classroom would give way to a Shared Understanding of Physical and Social Reality.
The five goals of Global Education then are [verbatim]:
1. To adopt the values necessary for the evolution of a global human society. (Ethics)
2. To acquire knowledge of mankind’s development, current state and achievements. (Knowledge).
3. To include in the world view a discernment as to how mankind has always formed ever greater social systems, and how this process has been encouraged by man’s natural urge to work in cooperation. (Understanding)
4. To see the future of mankind as bright, and to picture in one’s mind how mankind can through cooperation reach unprecedented achievements. (Vision)
5. To learn skills concerning cooperation and the management of information, and become directed towards acquiring skills necessary for the development of mankind. (Skills)
To give some idea of the sort of things the new Common Core assessments will actually be looking for, especially the formative assessments or assessments for learning, let’s look at the listed subgoals under 5. My bolding.
5.1 To learn and explore sources of knowledge logically in order to form holistic pictures and to apply the understanding thus gained to different challenges and activities; to learn to express clearly and logically one’s considered views for the development of human society.
5.2 To learn the skill of consultation in which the purpose is to promote the common good, not to advance one’s own interest; in which the aspiration is to achieve a common understanding; in which one’s view is expressed clearly and freely, but politely; and in which all participants seek to build their opinion based primarily upon knowledge and understanding.
5.3 To learn to consider those skills and capabilities that are needed for the realization of mankind’s future in practice when orienting for studies and choosing professions.
Well I must admit reading through all this that I did NOT become a lawyer to help realize mankind’s future. Interestingly enough though, having a solid base of unapproved factual knowledge and an Axemaker Mind is quite a useful tool in accurately perceiving the likely consequences of all this Manipulation and Mind Arson. That must be why the political elite and cronies are trying to discontinue these useful Mindsets all over the world right now.
Talking about it in the sunlight truly is the only antidote. Next time I will continue some quoting that will make the need for an affirmative Student Code of Conduct quite obvious.
Maybe we should nickname it the Fulton Comrade Code of Conduct Necessary for the Cooperative Vision of Our Future. Brought to us by people lying to our faces about what is really intended.
Some cooperation. No denial of self-interest by the public sector here. No wonder these coercive common good schemes always lead to kleptocracies.
Doesn’t this fit right in.http://radicalscholarship.wordpress.com/2013/08/21/an-alternative-to-accountability-based-education-reform/
The IEL group that provides the Education Policy Fellows Program that our Code of Conduct lawyer participated in is excited about this bill just introduced.http://www.capwiz.com/mobilize/issues/alert/?alertid=63282466
Click through to the actual bill summary and you get how tight this aligns to WIOA and what I described in the book as the Career Pathways link to what was Transformational OBE.
Also here is the draft equity framework being created. I know you are eyeing the full social vision. http://www.communityschools.org/assets/1/AssetManager/CS%20Equity%20Framework%20-%20Final%20Working%20Draft.pdf
And one more on the ties to the Promise Zones. http://www.urbanstrategies.org/programs/schools/docs/FSCS%20Equity%20Framework%20Concept%20Paper.pdf
Fire up the printer one more time for this graphic 9 pager http://partnerforchildren.org/storage/documents/13-CommSchool-LevelingReportNew.pdf
Levelling. Just like what Van Roekel of the NEA said.
LL-go to page 25 quickly. Creating an Equity Consciousness in Community Schools. Community Organizing in the Schools, which it declares is NOT about community service. http://www.communityschools.org/assets/1/AssetManager/IEL-CCS-National-Forum-2014-Program-Book-FINAL-WEB.pdf
Looks like the community school has turned into a hub to sign up for services. I see data gathering centers. What a picture they can have.
In the equity paper Sun schools are mentioned. I have encountered this vision before.https://multco.us/sun/sun-community-schools
There are 70 schools in OR at this time. Not about education at all, this is a social program.
It sounds hyperbolic to say this is Socialism except when you put all the pieces together using the own words in the documents and in the Workplace Innovation and Opportunity Act’s vision and who gets Priority treatment and couple it not just what to Uncle Karl wrote but to what professors openly declared to be his vision, there really is no dispute. Plus I hear there were unambiguous references in a presidential speech today as to what is being sought.
Found the quote from a fundraiser in Seattle last night: “part of people’s concern is just the sense that around the world the old order isn’t holding and we’re not quite yet to where we need to be in terms of a new order that’s based on a different set of principles, that’s based on a sense of common humanity, that’s based on economies that work for all people.”
I had suspected for a while that the schools were being used for this purpose. You know me though. Until I can find that gotcha quote from someone with the power to make it so I am careful to keep my suspicions between me, the cat, and occasionally one of my kids if we are stuck in the car on a long drive.
I think Hoyer waited until WIOA was signed. I wish the full SEnate would read this old post to recognize what ratifying the UN disabilities treaty would really do. http://www.invisibleserfscollar.com/how-disabilities-law-is-already-being-used-to-gain-ehrlichs-new-mind-and-the-future-earth-economy/
That passed out of Committee yesterday.
I will dig deeper. This has been in PDX for awhile. Remember how I have a theory that they are experimenting here.
Did you notice that the AFT was involved in that community organizing?
LL-in his 1998 book on Regional Equity before it got renamed Metropolitanism, Bruce Katz said Portland was furthest along, followed by the Twin Cities in Minnesota and then Atlanta. I suspect HB 186 I described in the book on Career Pathways and Isakson as co-sponsor of WIOA means Atlanta is trying to catch up fast. I have no doubt that is what that Conversion Charter was really intended to do.
The way Randi gushed over Wade Henderson in her Intro to his speech in the previous post and his statements then about aft, nea, and maldef left little doubt that using the schools to radicalize the students through how they would come to frame reality was the intention. When I wrote this post I was not just quoting what Nussbaum said in her book about Ellison’s intentions with The Invisible Man book and how it related to what she wanted to go on now in classrooms, I know backwards and forwards how cybernetics works.
I know for certain that ‘rigor’ as used in the Common Core assessments and the curriculum and formative assessments are all going after the same emotional intention that community organizers call the ‘capacity for ambiguity” necessary to ensure continued action as desired.
I have been quietly building an airtight series of confessions as to what is really going on, created in print before any of this stalled previously. Stunning stuff.
Quite the collaboration effort.
https://multco.us/file/27631/download
And at the same time and year as this was established Vicki Phillips arrives to be Portland School Super. http://seattleducation2010.wordpress.com/2010/05/10/vicki-phillips-director-of-education-college-ready-united-states-program/
Then leaves later to head up the College and Career Readiness Ed Program at the Gates Foundation. Overseeing much of their ed reform philanthropy.
Once worked with Marc Tucker and the author of “Irreversible Change” with the same Sir Michael Barber who wrote the Oceans of Innovationreport we covered on a previous post thread today. The comment to JT this morning.
You would almost think there was a global coordination effort going on here over the decades.
This is great! So on target. Every word is true. Definitely a coordinated effort, worthy of ‘Uncle Karl’s’ appreciation. The new legislation to be introduced again this year arranging for funding and establishment of delivery of coordinated services to students and their families and communities creates the Hub all community education promoters have wished to achieve since the ’70s. If we went back and studied the 1930s we would find out where this leads– and maybe we would be encouraged to know “they” can be stopped or diverted.
Thanks for a great post.
CPW–look at this. http://nj.gov/state/planning/publications/156-creating-communities-of-learning-2004-04.pdf The Rockefeller Foundation is not just funding the Deliberative Democracy Communication for Social Change in the classroom, it funds grants to Education Law Centers to push the integration of the Smart Growth regional land planning, Community Schools as the remedy for the NJ Abbott litigation the ELC brought in the first place, and the Communities of Learners concept. All pieces now to be fitted together in a Bespoke manner.
What is the purpose of the law in these scenarios? Transformative nonconsensual social change by legal fiat or a set of rules and accurate disclosure to public officials of what the actual legal effect of the policies they are adopting will be?
How many publicly elected officials even know there is now a dispute on the purpose of the law in the US? It’s not exactly being covered in CLE. When I have been in programs where the use of the law as a tool for social change was implicated in a cle seminar, I will usually ask “Do you mean…?” I usually get a matter of fact “Of course that’s the intention” from the presenting lawyer. Leaving me to mutter “Ok. Thanks.”
Then lawyers will come up to me on the break and want to know how I knew to ask. I am always attempted to say “21st century learning.”
From the linked report:
In this way state governments are poised to play an
active role in linking planning for schools and smart growth
Don’t try to tell me linking Agenda 21 to Radical Ed Reform sounds like a conspiracy theory. Apparently it’s simply 21st century policymaking via legal edicts.
Where does it end? http://aestheticrealism.org/workshops-for-teachers/
Carol-that’s a great link and fits with an offline discussion LL and I have been having on how the SUN template she linked to yesterday as quite the collaborative effort is tied to the Transformational OBE vision I explained in the book. In an additional document from state on all this community in schools it not only fits with WIOA, but makes a mention of “an integrated system of care.” Brought to you by government officials so we can look forward to the actual delivery of the VA hospitals. That mention of ‘care’ not only fits with your link but with Riane Eisler’s work. She has a tag and I called attention to her as a co-creator with Ervin Laszlo and Mihaly Csiksentmihalyi (definition of Excellence as aligning what is felt, thought, and wished for) of GERG–the General Evolution Research Group. Eisler is the creator of something called Caring Economics. Your link thus implicates that and what Excellence means and the idea that people can be changed for purposes of political manipulation and subservience through consciousness. Which is of course what cybernetics is all about as well.
As I said Eisler has a tag and is also tied to Nel Noddings who has one too and her work also fits. I am off at moment reading a document that also fits with all this and the Student Code of Conduct. It was created when Richard Riley was federal Ed Secretary and lists him as in charge of what was called the 1998 National Symposium on School Design. Then VP Al Gore was also actively involved. It all fits with the new high school design announced in the local paper to be centered on ‘problem-based learning.”
It is not pleasant but we do actually have the blueprints for what is intended once the book is joined with the contents of this blog and what is in my head ready to turn on like a light bulb as I have “I know where it fits” epiphanies.
This was in one of the lesson plans given in the realism teaching. http://www.rootsofempathy.org/en/news-room/news/517-sir-michael-barber-in-conversation-with-mary-gordon-roots-of-empathy.html
Oh my goodness. I left the Roots of Empathy part of Rifkin’s book out even though it influenced what I wrote. Not enough space in a post but it guided what I pulled together. It was at the heart of the Finn vision, Nussbaum’s view of compassion, and the affirmative obligation Student Code of Conduct.
In both The Fourth revolution book I mentioned as well as Rifkin’s, knowing that Penguin Press published told me where Pearson and Barber wanted to go. I ordered both books because of the implications of who was cited and why. When they came I looked at the publisher and appreciated the totality of the aspiration.
Now you just augmented all that without knowing what was bugging me. We do have a coordinated, lucrative effort going on seeking transformation.
One more point, the Educational Leadership doctorate is supposedly going away although the recipients still expect to be referred to as ‘Doctor.’ When the Fulton Super first thought an OK response to a respectful but factually to the point question was to give me the most malevolent look of my entire 30+ years of practicing law, I came home and looked into the nature of his doctorate degree. At that time it still said that Educational Leadership was intended to give a basis for implementing Human Development Theory. This was before I knew that Karl Marx had written that theory per the same Robert Tucker of Yale I cited in the book. Instead, it was Martha Nussbaum’s writings on human rights in the affirmative, progressive sense laid out in this post that were directly implicated in what these Principals and district and state administrators had been credentialed to force into place.
So this all matters more than is commonly appreciated to what is being attempted invisibly via the schools.
Not shocked to find that Annie E. Casey helped fund the sun schools. Also grants from fed 21st century community learning centers, nearly 17 million from 1998 when the program planning was said to begin through 2001. All during Rileys term.
http://johnwgardnertestsite.pbworks.com/f/S4+Readings+-+Casey+Report.pdf
NEA is there with this as well.
http://www.nea.org/assets/docs/Family-School-Community-Partnerships-2.0.pdf
LL-you are out of the comment purgatory imposed by multiple links.
Have you ever read this post explaining the NEA’s Project Love training and its creation of values character curriculum at the same time the Common Core was rolled out? http://www.invisibleserfscollar.com/does-purple-america-come-with-a-toy-dinosaur-or-is-it-just-more-sel/
Remember ASCD used to be a formal subsidiary of the NEA and there remains active coordination. ASCD created a Whole Child emphasis for the Common Core and its work influences, for example, what it now means to be an Effective principal. Hint: it involves implementing Ann Brown’s Fostering Communities of Learners Theory that also has its own tag on this blog.
I would appreciate if you and other readers would also begin checking to see if your states, like Georgia as of 2012, have obligations that school board members get mandatory training. I know from a session I attended in June 2012 that I wrote about here http://www.invisibleserfscollar.com/who-is-really-in-charge-the-school-board-the-super-the-accreditors-or-unesco/ .
The reason I am asking has to do with that emphasis on creating shared beliefs and visions and a common understanding in that Schools as Community Centers: A Citizens Guide document from the federal Department of Education website that Riley was so involved with. Wouldn’t mandatory school board training provided by school district lawyers be a perfect way to cultivate that in elected officials? It would fit why people I have known for years seem to now believe that I should defer to whatever the School District Super says “because he has an education degree and you do not.” It fits why they do not know what the Conversion Charter did and still believe they adopted it to preserve academics.
As a factual matter there are definitions to the terms used in that document and as the holder of the 1993 WHO document defining what ‘life skills’ actually means and who created the underlying theory I get to interpret that document with or without an education degree. As I said I know contractual language and I know what those terms mean. If ‘education law’ is coming to mean implementing John Dewey’s vision, which also fits with the ABA’s involvement with the term Competency that I described and footnoted to in my book, then we taxpayers and just ordinary corporate-type contractual lawyers get to recognize that the law is being used as an affirmative tool for nonconsensual transformational change.
That report was reissued as a toned-down rhetoric 2003 Second Edition with a different cover that specifically referenced Knowledge Works as a sponsor. Riley is also involved with that entity and it owns the High Tech High/New Tech Network that is the new model for so many charter high schools (like in New Orleans CPW) as well as those Early College High Schools. So we have lawyers training and advising school board members on what their duties and obligations are and simultaneously linked from every direction seemingly with using education for transformational social change to what political scholars consistently frame as Marxist Humanism. The lawyers may not know that, but these theories being imposed via documents they are drafting do have a traceable ancestry.
I am not picking on anyone here but when lawyers are tied to a document that talks about the need for “members of a group” to “hold in their minds the same picture of the preferred future” and that “shared beliefs and a vision grow out of common understandings about what is and what could be”, it rather matters that they are in a position to create such beliefs and common understandings through mandatory training of elected officials.
I really do suspect this is a common problem in other states. It fits with AdvancED, in North Carolina in dealing with the Wake County school board several years ago, wanting to be able to dictate which law firms it would be acceptable to hire.
Homework Assignment. Also check to see if the designated School Board Lawyers in your states have become a subsidiary of the state school board association. If that’s not happening elsewhere, it probably will be soon.
I really am not picking on anyone, but I know history and the US Constitution and contrary to what that Riley-Cultivated Citizens Guide says, no good is going to come from trying to quietly enshrine via legal documents a vision where ‘freedom’ is now to be reinterpreted in the 21st century as required collectivism and a right to “interaction, participation, and social relationships.”
Phooey!
Looks like the nea and aft want to get Republican governors and legislators unelected. http://www.educationdive.com/news/teacher-unions-launching-campaigns-to-unseat-republicans/290386/
Don’t you love the insight that campaigners should mention that they are teachers and where they teach to increase persuasive power. Your tax dollars at work since that is what funds those dues in the first place.
Empathy being taught in school. Its a whole business. Making sure it is completely seperate from judeo christianity and parents, family values… It is attached to “community”…
http://www.changemakers.com/community/empathy
“Transference” using a multitude of techniques.
Personal Learning Technology Electronic Modular Online / Offline Delivery System (PLT eMods)
>> >
>> >
>> >
>> > Awareness Communication Technology, LLC.
>> >
>> > A New Wave of Education & Psychology
>> >
>> > A Licensed AwareComm®
>> > Strategic Partner
>> >
A New Wave of Education and Psychology
>> > Psychological Interventions
>> > Psychoanalysis
>> > Commentary on Psychodynamic Therapy
>> > Psychoanalysis & PLT-eMods
>> > Dyadic Developmental Therapy
>> > Dyadic Therapy & PLT- eMods
>> > Cognitive- Behavior Therapy (CBT)
>> > Commentary on Cognitive-Behavior Therapy
>> > Cognitive- Behavior Therapy & PLT-eMods
>> > Dialectical Behavior Therapy (DBT)
>> > Dialectical Behavior Therapy & PLT-eMods
>> > Humanistic/Existential Interventions
>> > Maslow
>> > Maslow & PLT-eMods
>> > Gestalt Therapy
>> > Gestalt & PLT-eMods
>> > Rogerian/ Person Centered Therapy (PCT)
>> > Commentary on Rogerian Therapy
>> > Rogerian Therapy & PLT-eMods
>> > Logo Therapy / Existential Analysis
>> > Logo Therapy & PLT-eMods
>> > Positive Psychology
>> > Positive Psychology & PLT-eMods
>> > EMDR (Eye Movement Desensitization & Reprocessing)
>> > EMDR & PLT-eMods
>> > In conclusion
>> > References
>> > Appendix
>> > Appendix A: Topics, Books & Theories that Apply to PLT- eMods
>> >
>> >
As a mom this is my turf they are stomping on. With cheap shoes a teacher degree and a labcoat because now they
are ” practitioners”… transformation agent buddies of our kids.
( the stuff worked on them in college, it works)
Creepy and appalling.
They are experimenting on our children getting false consent via the school handbook…. They are using techniques conceived by a bunch of sinister sadistic psychopaths in the 40’s and 50’s…
Watch this abc news documentary from aaprox 1977…
Dusted off, renamed… Same stuff.
http://defendressofsanity81.wordpress.com/2013/10/08/watch-cia-mind-control-techniques-mk-ultra-program-brainwashing-on-youtube/
Then….
http://greatergood.berkeley.edu/article/item/how_to_integrate_social_emotional_learning_into_common_core
“For example, before beginning a lesson, have the students practice a couple minutes of mindfulness. Research suggests that this will calm their emotions and focus their attention. For longer-term impact, help students see how their personal goals align with math outcomes. Scientists have found that this will help students develop hope—one of the most important factors in student academic success. Click here for specific science-based suggestions on cultivating hope in students.”
In Georgia, there is a Charter School System that that thinks it is ok to not allow parents to vote for all of the parental positions for the School Governances Positions and let a School Governance Board have the Principal nominate 5 of the 9 voting positions. Taxpayers also have no legal recourse for the rights of the 1000+ families to even have their most basic right to vote for other parents for the School Governance Board that controls their children’s school and taxpayer’s money. The State Charters are written in such a way, parents have no voice and the District Supers can do whatever they want and hide behind lawyers and the Charter stating there is still a “Parental Voice”.
There is something rotten to the core and just wrong with Charter Systems with no recourse for the taxpayers in Georgia.
Thanks FT and welcome to ISC. It has been my experience that the very term ‘governance’ tends to be used in ways that nonconsensually bind individuals to the effects of ‘collective decision-making.’
I don’t know what school system you are having this experience with, but that is my reading of the language of Fulton’s Conversion Charter. It also fits with the stated purpose of charters in the 1988 federal DoED documents that first laid out using contractual charters to bind schools and communities to consenting to this Deweyan vision of education. I have a copy of those documents too and they lay out precisely not just the vision of education, but the idea that when the community recognized that this new vision of education involved changing the child at the level of values and beliefs and rejected the traditional transmission of knowledge model, the students, parents, and community would remain bound anyway. The charter would be used to force a long-term experiment that no amount of outcry could force a pullback from. I am not alleging that’s the function of the role the charter was envisioned to have. I am saying the federal DoED document states that’s the intended purpose.
Doesn’t that sound like what you are now dealing with?
Are you discovering that your school board officials and parents who attended the public meetings before the Charter was adopted were never told the actual effects of the language?
When I was at the (co)lab summit last September, Fulton’s Chief Innovation Officer in glorifying their Charter told the group that the principal was to be a non-voting member of the integral School Governance Council. Now you are saying your system is telling you Principals have the power to name a voting majority. Sounds like Charter as usurpation to me if your charter reads like Fulton’s.
This just gets more interesting. I sat in a public meeting back in the fall of 2012 where a woman who provides School Governance training for Fulton was lying up a blue storm on the nature of the school board oversight of public schools. I told her that her statements were contradicting what I had heard in June from a representative of the Ga School Board Association as well as the then President of the Fulton School Board. Her response to my question was that I “must be confused.”
As John Wayne said in True Grit with such disdain–“Not hardly.”
These Conversion Charters and School Governance Councils and the affirmative Student Code of Conduct I have also written about all really do seem to be about trying to bind students, parents, and taxpayers to a vision of transformative broader social change using K-12 institutions. Most will never notice the shift. If they do, they discover as you have, and I am hypothesizing would be a problem from the stated purposes once the language is properly understood, on what the effects are.
It’s fascinating to me that all this can go on and there truly be no recourse. Good thing we at least recognize all this for what it is. I guess that is why the Individual and the Axemaker Mind are so targeted in these visions of education to create a desired future. It takes away that capacity to recognize those effects of written language.
No wonder a Law School Dean admitted to me a few years ago that they were under tremendous pressure from their accreditors to make “fulfilling the common good” the primary focus now of a legal education.
Thank you Robin, you have a great handle to the reality of the world and how voting rights and “fair” elections don’t even happen for parents in a Charter School. It is a school lesson no one should have to learn and especially at the taxpayers’ expense.
We do have training through the OR state school board association. I am not certain it is mandatory by legislative action. I will look further into it. Osba and the superintendents confederation are trouble makers here.
http://www.osba.org/Resources/Article/Board_Operations/Boardsmanship_101.aspx
One more thing. Does what passed with the workforce bill align with the workforce development boards in Tuckers Hillary letter? He is quiet but not innocent.
It does when you fully appreciate what the reimagination of high school looks like. I have a book from the 90s on School to Work as a model of high school reform. The alliance with it is essentially 100%. I am going to write about it as soon as we talk a bit more about that Finn model of classroom conduct to be developed over years because as all these programs keep taking as their name “Putting the Pieces Together” is the whole point.
Middle child had today off from work so she wanted to go see the movie Lucy. It was not very good, but she will be back to college soon leaving me with the kids who do not talk to me as much.
I have Tucker’s Shanghai book and I do keep an eye on him.
Released today. Lord help us.
“Personalized Learning is now required for the Oregon diploma in order to ensure more Oregon high school students are prepared for postsecondary success. To provide students the best possible experience in successfully meeting this requirement, the Oregon Department of Education (ODE) is working with Regional Education Laboratory (REL) Northwest to learn how best to support schools and students complete Personalized Learning activities.”
Good thing we both speak ed fluently.
You feed me the documents and I will tell you who created the earlier version of the same template and what it used to be called.
May have to reread David Conley’s Roadmap to Restructuring.
Remember it’s Friday and already 5 o’clock in St John’s, New Brunswick. We went there years ago to see the Reversing Falls and the Bay of Fundy. By the time we got to St John’s we were further east of Atlanta than north. People are not aware how the Eastern Seaboard juts out into the Atlantic like that.
For you from 2 days ago. Relational skills. http://dailyedventures.com/index.php/2014/07/23/david-conley/
CCSSO and the Stupski Foundation quietly set up what is called the Innovation Lab Network to create was is called Next Generation Learning. The Personalized Learning edict is part of that. The states are Oregon, Wisconsin, Maine, Kentucky, West Virginia, Ohio, New York, and New Hampshire.
EPIC, SCALE, and SCOPE are all involved. That should get you downloading away.
It is a good thing I have figured out the underlying theory and know what ‘rigorous’ and ‘cognitively complex’ and higher order all actually mean.
I came across this as I was researching INL and tying it into the Finland connection too. Its just under 8 minutes. http://www.2revolutions.net/index.html CCSSO is actively working with this Education Design Lab that states that creating a “Human Capital Continuum” is “Society’s New Purpose.”
Someone needs my Mrs Astor’s ballroom critique.
http://www.siia.net/PLI/presentations/PLI_ELEM_scenario.pdf
An interesting view on personalized learning. The statement on home learning appliance made me think of Turchenko. Then I had to laugh because my kitchen aid mixer has taught me many things as well.
Just ran into this. It’s making an online stink in FB world. See advisory board and supporters. http://www.timeandlearning.org
They have changed their header. Tucker has been involved with this for a while. It used to have what looked like a waist watch there. I said he had remained on my radar.
What set off FB? This as you know is integrally tied into Competency as the true focus of what CCSSI is bridging to.
This article.
http://newyork.cbslocal.com/2013/11/13/meriden-superintendent-praises-longer-school-day/
Take a look at this 2012 CCSSO publication to begin education at birth. http://www.ccsso.org/Documents/Educare-booklet-03_07_12.pdf
Oh my, oh my. In doing a bit of research into schools in the area we are about to move to, I stumbled across this gem of a district, which has clearly gone whole hog on everything 21st Century and common core and beyond. Here is a link to the 5th grade ELA draft :
http://webapps.milton.k12.pa.us/moodle/pluginfile.php/33642/mod_resource/content/1/Grade%205%20ELA%20Common%20Core%20Curriculum%20Draft.pdf
From my brief scan, the standards from all elementary grades appear to be basically the same(perhaps because it spirals ever upward?). Looks like grades at the elementary level are “standardized” vs. the traditional averaged percentages. Wow. High school at least, has grades by percentages. (No calculus, though. Stats and Prob. is offered.)
The district also uses the H.E.A.T. (Higher Order Thinking, Engaged Learning, Authentic Connections, Technology Use) Framework… ” … an acronym that is synonymous with digital-age learning (i.e., 21st Century Skills) and represents Student Output in terms of student H.E.A.T.”. The organization behind this framework is the LoTi Organization, out of Carlsbad, Ca. http://www.loticonnection.com/index.php/more/frameworks/42-heat-framework I’m sure you’ve heard of it..!
I’m sure it’s not all bad, as no school usually is, but the only safe bet, would seem to be to take courses not covered by PA Core Standards or the Keystone Exams!
I don’t dare to look at the student handbook….
Well Pa Momma, at least you will be able to tell the other parents what book to buy and then where to come to best protect their child. The ability to translate all the educationese and accurately track the now consistent intentions comes from what I discovered about the true nature of the Reading wars and Math and Science Wars, what Competency really means and its links to OBE, along with laying out the true implementation in Chapter 8. The Innovation Lab Network component of the CCSSO has recently confirmed precisely what I cited in the book as not just the US vision but the global vision being pushed via the Global Education Leaders Program.
The 2012 meeting was in Helsinki and the CCSSO participated and Gates sponsored along with Cisco. There is Irreversible Change Vicki Phillips now of the Gates Foundation in the pictures. Tying into what I said in this post, the documents state that Finland has such a revered education system globally because of its focus on Equity and the “schools remained places for learning and caring where holistic development of personality comes before testing.
Becoming more like Finland and trying to do well on PISA is thus all about that holistic personality development now called the Human Dignity Paradigm. It’s the essence of 21st century learning actually.
It was a busy weekend of downloading so I could securely write again.
Dear Robin and LL, I can’t thank you enough for your diligent and focused work on the matters of K-12 education systems. The more I learn from you two the more shocked and distressed I become… distressed because so few people really understand the depth and breath of the machinations in action to “coax”, or better yet, coerce the desired development of our children.
What happened to the elegant classical liberal education which imparted depth and breath of intellect, wonder in the discoveries of our incredible universe, and nobility of human spirit in the face of inner and outer adversities a la Homer?
Compassion for our fellow man is a noble thing, it has been the purpose of religions past and present, teaching us to love God and to serve Him by serving our fellow humans in need … but to straight-jacket the minds and spirits of children in the pursuit of some demented utopian ideal is horror indescribable!
Perhaps, I am being a bit dramatic here… but, I read your posts with difficulty… I can’t breathe through it.
I am sorry I can make no worthy contribution towards your work other than telling everyone I meet about what is going on and recommend your book and this site.
With appreciation,
Fariba
Hi Fariba.
I hope you thought I handled the Baha’i aspect of the Finnish curriculum fairly. I did think of you when I wrote it.
This shared understanding aspect that the Finns want and that I found in the Communication for Social Change process being pushed now globally and that I believe to be the purpose for the affirmative Student Code of Conduct creating an obligation to demonstrate empathy and prepares the pathway for the ladder I described in the most recent Fabian Window post was news to me. I can see how it needs Constructivism and why the wars simply keep coming back with new names. It truly has been a stunner for me as well.
This is not an incidental aspect. It is the whole point of this new view of education that is actually grounded in John Dewey’s Democracy work. So glad I explained that in the book and had read so many bios of his real intentions. He is getting cited constantly as the creator of this vision.
Next one should be cheerier if only because it really does explain why all this is so essential to an authoritarian state trying to get itself into place consensually in countries with a historic respect for the individual.
Someone else told me the same thing about feeling breathless. Now you know why I felt compelled to write the book and keep the blog going to react to the weekly attempts to put this vision into place. Whatever happens I have tried my best. There is absolutely no ambiguity to what I have explained and am now interpreting. The consistency across decades and countries and in function is stunning to me as well. So I will keep at it and hopefully more and more people will buy the book and accept it is what is so we can start the process of defeating these pernicious ideas before they are fully in place.
I have learned so much from Robin. I’m greatful for her communication.
Do you think Texans have any idea just how far along the Competency and integrated Corporatist vision of the economy they actually are?
http://www.c4eo.org/ is the roll-out being celebrated by the Statists nationally. Truly Texas did not need CCSSI. Like Va it was already at Transitional OBE already. Her is clearly Transformational.
Here is the full story. https://www.edsurge.com/n/2014-07-29-how-tstc-s-siri-is-helping-adults-get-the-job-done
Most have no clue. There is a small movement aware that they have CCSS without the proper naming. My long time friend still boasts of the lack of TX not being involved. I do not take the bait any longer. You can lead a horse to water….
Well, this morning I feel a bit like the camel that can find that one Watering Hole in a Sahara size desert, except instead of following my nose I follow the function. Read this and it all really comes together. http://umanitoba.ca/unevoc/2002conference/text/papers/wilcox-rohr.pdf
Now I really do. This is the 2013 publication on creating the Workplace ready standards and industry developing what it wants students to know and be able to do. http://tssb.org/sites/default/files/wwwpages/publications/GuideDevRecUseSS.pdf
Nothing that would displace their current sources of revenue you can be sure. Precisely the essence of why the Axemaker Mind gained that name.
What a smooth transition. The initiative by one POTUS picked up by another. Change the name of the initiative and bingo, a new one is born. He didn’t even pretend new efforts went into recreating, only that hands changed.
Reminds me of a local Chinese restaurant that everyone kept getting sick at. Quickly changing names didn’t fool folks here though.
Why can we not recognize it in our Government?
The local workforce investment boards in WIOA quietly seal the deal. Like a giant vault closing…..
Look at this. http://www.oei.es/eduytrabajo2/Allum.PDF Anthony Carnevale in that announcement is the one who brought up the similarity to the National Skills Standards Board.
My reaction to WIOA and what I have read of the reimagining of the high school model keeps reminding me of the School to Work controversies of the 90s. That’s what WIOA set up, but it is mandatory and in all states and could hardly have been more quiet. With California pushing Linked Learning as the high school remodel and Texas pushing Competency, the 2 biggest states are really forcing Beck’s polytech vision on all students. It’s just not fully visible yet.
Do you think Teaxs was waiting for WIOA to be signed to roll this out?
I knew we were deeper into this as a pilot project then what the districts were saying.Quote from OR waiver.
“In addition to implementing ccss and transitioning to sbac assessments, Oregon, is prepared to develop new measures and processes to reflect a more learner-centered, self paced system. As part of the ccsso and ILN Oregon will move forward a plan to pilot performance-based assessments aligned to ccss in several districts. Working with technical assistance from David Conley from EPIC and Linda Darling-Hammond from Stanford, ODE will develop a plan for developing comprehensive professional development and training around implementing ccss and deepening instruction through the use of performance-based assessments such as College-readiness Performance Assessment System (c-pass). These measures and processes would include assessing thinking and behavior skills, more rigorous content knowledge and assuring alignment across the continuum. Educators must be empowered to use meaningful data from assessments to evaluate evidence of a students proficiency and deliver meaningful individualized instruction.”
LL-this is the Center for creating the new types of assessments listed as working with CCSSO’s Innovative Learning Network to create a new kind of accountability around assessment.
http://www.nciea.org/slo-toolkit/
The design team creating the new kinds of assessments for Next Generation Learning included your Conley and Scott Marion, Bob Linn, and Rich Hill from NCIEA. When I looked it up it was the same Center for Assessment working with ILN piloting Competency. That was back in 2010.
If we were not using this blog to talk among the states and with other countries this would be so much harder to track. Like the Texas Industry criteria it is all designed in one state but to be used elsewhere. Same with EngageNY being used in other states. The Competency emphasis spreads while people believe the issue is do the feds get to dictate content standards.
Wade Henderson in his keynote used New Hampshire’s Competency Frameworks as an example of where other states needed to go to gain Equity. So Paul Leathers comes up talking about both Competency and those shifts and Next Generation Learning and it’s all the same shifts. Ever more behavioral and vocational and social and emotional learning and mostly invisible unless you know it exists. Then it is easy and consistent to trace.
Welcome to the cutting edge of Radical Ed Reform.
OR students show readiness for a diploma and college by demonstrating the 4 c’s. They did not call it that but glad I know what it is.
Goodness, it is going to take awhile to plug all these sections into what part of the transformation they go into.
Did not want your August to be boring or lacking a purpose.
This is short, but hugely telling on the real link to creating the cybernetic mindset that will reliable perceive everyday experiences as desired. http://www.k12.wa.us/CurriculumInstruct/WA-TPL/pubdocs/BuildingontheCommonCore-Conley.pdf
What higher order thinking skills and rigor and high quality assessment are all synonyms for.
I also know that Oregon uses the term proficiency to mean what the feds call competency-based learning in the RTT apps (not in Wednesday’s testimony either) and other states call performance-based learning. I was on the radio this morning with a New Hampshire radio station and read some of Paul Leather’s presentations on Next Generation Learning getting ready for it. Basically it was like having a crystal ball because the explanations he was giving for what New Hampshire has done to “Go Where No One Has Gone Before” are precisely what Fulton officials have been saying on remaking the nature of high school. It also fits with the erroneous definitions School Board members have been taught to parrot. Never realizing the words actually do not mean what they believe. I had been noticing that phenomenon for several years.
Take a look at this as well in the context of all the now required social supports you are seeing. http://smhp.psych.ucla.edu/pdfdocs/commcore.pdf
Love how paper keeps referring to CCSS as “curriculum” standards since the advocates always deny that is what is going on.
Of course I get straight to the point by recognizing they are really behavioral standards, which is why the emphasis is on ‘do’, not know. Just like John Goodlad wanted back in the 60s version of these same reforms.
Page 16 and its obligation to create feelings of competence etc goes directly to why an affirmative Student Code of Conduct is now needed. The schools are implementing this mental health improvement model under the Positive School Climate mandate that most parents remain unaware of as well.
This is the evaluation framework for teachers that explicitly references the waivers and Student Growth as a requirement in all states. It fits with my hypothesis that Ga’s Student Growth Model is to be nationalized and plugged into what NCIEA was already doing.http://www.nciea.org/publication_PDFs/A%20Framework%20to%20Support%20the%20Validation%20of%20Educator%20Evaluation%20Systems_EH071114.pdf
In the hearing Wednesday Robert Avossa, Fulton’s Super on the committee, who was not forthcoming about LIS and federal involvement or last May to Fulton parents on what rigor actually means, said in a question he asked that he was please with the vendor Georgia had signed its Milestones contract with McGraw Hill because they would finally be “high-quality assessments”. I knew when he said it it was a term of art tied to Competency. Just so as it is explained precisely in this NCIEA rubric for Rating the Quality of Student Learning Objectives.
http://www.nciea.org/wp-content/uploads/2_Rubric-for-Rating-the-Quality-of-SLOs-3-31-13.pdf
As we discussed, I speak educationese and take thorough notes. The remainder of the discussion about who else calls its math course Coordinate Algebra was really just a Red Herring pretending that Fulton’s problem is about teaching discrete content. Honestly, I read those Cambridge Education Quality reviews and know they criticized any teacher trying to teach content sequentially or systematically with examples. I guess no one else did. Cambridge Ed was hired precisely to stop precisely the kind of “rule-based, rational instruction of content Flyvbjerg wrote went to the essence of the new social science purpose of transformative education.
Spence Rogers’ PEAK for teacher training is in the same mode. It’s the shift to behavioral programming via the same techniques that Piotr Galperin conceived and called cybernetics. That’s what Competency wants to instill too and Higher Order Thinking Skills. It’s what high-quality assessments are looking for.
http://www.nciea.org/publication_PDFs/RILS_KS2011.pdf
University of Oregon presentation by Kathleen Scalise to the 2011 Assessment conference. Powerpoint is called “Considerations when combining information from multiple innovative item formats for inference about students.”
LL-look at this rather confused paper from the Clayton Christensen Institute on competency-based ed in postsecondary credentialing. http://www.christenseninstitute.org/wp-content/uploads/2014/07/Hire-Education.pdf . The authors are not dumb. You only get that kind of sloppiness when you are Backward Mapping from a desired end result.
It makes the workforce emphasis indisputable. The Toyota example also aligns with training to do at an unconscious, non-analytical level, just like Csik’s view of flow that means Excellence and Flyv’s view of Competency as intuitive action.
I also find the acknowledgment that this is all grounded in Dewey’s Education by Occupations to be hugely revealing. You know my motto, the intentions of the creator of a theory come with its use, whether they are known by the implementer or not.
The School to Work book from the 90s as a vision of high school reform also states it is grounded in Dewey’s Education by Occupations.