Standardizing Self-Transcendence & Psychological Attributes to Deliberately Converge Prevailing Consciousness

Since none of us were probably invited to NYC for the United Nations General Assembly last month, they just announced the roll out of a Futures of Education initiative with a ‘Learning to Become’ theme. It “invokes the need to develop the capacity to imagine a good and fulfilling life.” Sounds like Statecraft as Soulcraft, doesn’t it, taken to a current, global level? If anyone is still wondering too why there is so much hype about how all weather disasters must be due to Human-Caused Climate Change, we have this next quote as part of the Learning to Become agenda:

As we come to terms with human-caused changes to the planet and face the possibilities of fundamental transformations in social organization, human consciousness, and human identity, humanity needs to devote attention to the question: What do we want to become? Knowledge and learning are at the core of transformations in human minds and societies. Learning to Become invites us to become something we have not yet become.

As usual, I think that ‘we’ is rhetorical and ‘we’ are not supposed to really have a choice. I have warned repeatedly going back to Credentialed to Destroy how learning standards really work, but this NSF-funded paper “Understanding Standards” from Michigan State’s Center for the Study of Standards and Society really does an explicit job of laying it out. The paper is from 2011 and is part of this Social, Behavioral, and Economic Sciences 2020 Agenda.  https://www.nsf.gov/sbe/sbe_2020/Abstracts.pdf Yes, that would be next year.

We live in a world in which we are surrounded by standards for people, processes, practices, and products. These standards structure the sociotechnical world as well as the behavior of people in a variety of ways…Standards may best be understood as a means of governance that fall (largely) between laws and social norms…Standards are exemplars against which people and things are judged…[They can also be used to mandate] ethical codes of various sorts…Since standards are all about what and whose values shall be incorporated in products, processes, and practices, they are as much ethical as technical phenomena.

That is especially true when the ‘standards’ are prescribed to organize how the human mind and personality are to work, with that mandate carried out through poorly understood educational processes, locking in the desired changes at a physiological, neural level. When I was reading about both the Vatican’s Humanity 2.0 Initiative and the Jubilee Centre’s new curriculum on Virtue, as well as the Templeton Foundation’s mega-million funding of planned social evolution, a name kept cropping up, Professor Candace Vogler, a philosophy professor at the University of Chicago. I located this interview with her on a Templeton supported research project https://news.uchicago.edu/story/qa-philosopher-candace-vogler-virtue-happiness-and-meaning-life where the repeated use of the term ‘self-transcendence’ struck me as the newest euphemism for what George Will called ‘soulcraft’, Amitai Etzioni calls ‘communitarianism,’ and the Marxist Humanist vision called little ‘c’ communism to be enabled by a high level of technological prowess and inventions.

Professor Voglin also came up as involved with numerous Lumen Christi Institute presentations including those pushing something called ‘Right Reason,’ which I am probably not exhibiting in writing this blog post. Templeton has now launched this initiative https://www.lumenchristi.org/news/2019/03/lumen-christi-receives-john-templeton-foundation-grant-for-science-religion-project to fund research at the so-called “intersection between science and religion”. Just imagine how useful learning standards are to THAT agenda, and why it would provide multiple incentives for think tanks with common funding to Professor Voglin and George Will to misrepresent how those Catholic Curriculum Standards REALLY work. Professor Voglin said the Virtue, Happiness, and Meaning of Life Project had its ‘genesis’ in her “thinking about what the difference was between the people whose daily lives could be a source of happiness and purpose, and the people whose daily lives were a giant to-do list that was mostly a slog.”

I will let everyone guess which expletive I wrote in the margin after that quote rationalizing this push towards collectivism, but the next quote did strike me as far more truthful:

We are mostly investigating the possibility that a fundamental attachment and orientation to a good can make your daily life into a source of happiness that can sustain you through struggle and trial and give you resilience and a sense of purpose.

That rang true because Hillsdale Barney Charter Initiative has used similar language, as do the Catholic Curriculum Frameworks, and the concept of a moral compass and guiding North Star also shows up in charters being funded by the Chan Zuckerburg Initiative. Tell me this next passage does not sound like Mihaly Csiksentmihalyi’s definition of Excellence as aligning what is thought, wished for, and felt as the goals of Education. Remember too that various civil rights mandates now require Excellence and Equity as an education requirement as a matter of law.

What does virtue mean to you in the context of this project? Virtue is a kind of strength of character that helps you organize the things you take in from the world and the way you respond to them in the service of the actual good. And virtue helps to do that by harmonizing your thoughts, feelings, actions, and aspirations in good ways.

There is a new Personal Growth Framework out that calls precisely that-‘self-authorship’- and we now know UNESCO calls it Learning to Become. A 2011 book I just finished called From Brain to Mind: Using Neuroscience to Guide Change in Education says  educational practices designed to create such harmony intend to get at, and rewire, something called the Anterior Cingulate part of the human brain. That’s one way to turn Mind, Brain, and Education into a true science, isn’t it? Let’s see what the two-day capstone project held in October 2017 had to say about this so-called virtue of ‘self-transcendence’ so we can appreciate what it means to enshrine it in learning standards, a school charter, a Portrait of a Graduate, or Curriculum Frameworks:

Our conviction that virtue is essentially related to self-transcendence has grown out of engagement with research throughout the humanities and the social sciences that has continued to suggest that individuals who understand themselves to be practically oriented to something greater than the self–a family with a long history and the prospect of future generations, a spiritual practice oriented towards due reverence for the sacred and the need to live right by and be consciously united with others, work on behalf of social justice and the improvement of one’s community–often feel happier, have a deeper sense of purpose and meaning in their lives, and have overall better life outcomes than those who do not. Some psychologists have labeled this necessity for locating one’s self within a broader context ‘self-transcendence’.

That phrase has more universal appeal, doesn’t it, than when George Will defined those same aims as ‘Conservatism’? We have a global convergence going on now to use education, governments, regulations, think tanks, and faith-based organizations, among others, to push a vision that seeks to instill, via each person’s central nervous system, “a deep attachment to an overall good (happiness or living well) that individuals cannot attain through dispositions of thought, action, and feelings that are ordered to securing individual benefit…One commonality explored in this volume [from capstone conference] is the way that virtue is intimately connected to a social or communal vision of happiness, and how virtue can play an instrumental role in securing this goal for us.”

All this manipulation via education and, quite frankly, also the media is because we apparently don’t know what is best for ourselves or our children so we need a reimagining of education to lock in the desired visions of transformation. Plus lots of deceit about what is really going on so not enough of us can balk at the requisite neural nets of ‘new citizenship’ in time.

As usual, I have too much going on to continue today, but I want to get back next to what is planned for us to force the so-called Better Angels of Our Nature to bloom. George Will used that Better Angels phrase a great deal and it showed up tied to yet another Kennedy School of Government Initiative from this summer.

I said I had to take a break from writing. I did not take any break from my reading.

Totalitarianism or Rightful Regulation? The Reasons for the Redirection of Education Fall into Place

When I wrote Credentialed to Destroy and then later started this blog, I knew I could trace what was actually occurring, even if I did not always understand precisely why or the reason for so much deceit. After all, I am a lawyer and so many of the changes were being enshrined into law so that the tracking was easy and the intended results mandatory. When I wrote about the Social Reconstructionists I did not yet grasp that in the early 1980s, after a series of lectures at Harvard’s Kennedy School of Government (no wonder it later created a PEPG-Program on Education Policy and Governance to implement its aims), that laid out how Conservatism was now to be redefined in terms of a new role for government that would create institutions and new ideas that would “retrace our cultural steps, and rethink what we think.” That would certainly explain the sudden interest in using the techniques of Tranzi OBE and mandated learning standards, wouldn’t it?

Apparently, after “two centuries of cultivating the physical world, Americans have been prodigies of productivity” so that now it was time to “place the focus of government on the intellectual and moral world within us.” Do tell. I am quoting from a George Will 1983 book called Statecraft as Soulcraft: What Government Does that I found as I was following up on both this push for Cultural Evolution using a so-called Science of Virtue as well as the communitarian push I kept stumbling across as supposedly necessary for ‘citizenship’ in the 21st century in a Republic. Brought to us by the same people who work for think tanks that cannot manage to accurately explain what the Common Core is really about and what competency-based education really entails. Perhaps this is why:

that inner world is what ‘concerns fitness for republican government’…the most important revolution of all is the ‘revolution in sentiments, manners, and moral opinions’. It will be said, instantly and energetically and broadly, that ‘sentiments, manners, and moral opinions’ are none of the government’s business. Are they not ‘private’ and properly beyond the legitimate concern of public agencies? No, they are not…

political order needs to be concerned about the inner lives of the people…and the character of the citizenry…By the legislation of morality I mean the enactment of laws and implementation of policies that will prescribe, mandate, regulate, or subsidize behavior that will, over time, have the predictable effect of nurturing, bolstering, or altering habits, dispositions and values on a broad scale…

Government would do better if it admits what it is doing.

Yes, it would, but since that might create a public outcry, create repercussions at the ballot box, or affect fundraising for think tanks, it is left for me to lay that out. Explains so much, doesn’t it? Especially my documentation of the affirmative, normative use of the law in a revised vision of education. George Will emphasized his point by quoting US Supreme Court Justice Felix Frankfurter, in a famous case concerning compulsory flag salutes, as writing that “Law is concerned with the external behavior and not the ‘inner life of man.'” Then Will responded with “The purpose of this book is to explain why that proposition is radically wrong.” I had called attention in my last several posts of the use of Greek philosopher Aristotle as a substitute for a vision that I recognize as Marxist Humanism. Hyping the Claasical roots in antiquity lets the vision escape the infamy of that ‘M’ word.

Will may well be the originator of this substitution as he expounded on how Aristotle was “a founder of:

conservatism, properly understood, because his realism did not preclude a politics that takes its bearings from what ought to be. The United States acutely needs a real conservatism, characterized by a concern to cultivate the best persons and the best in persons…A purpose of politics is to facilitate, as much as is prudent, the existence of worthy passions  and the achievement of worthy aims. It is to help persons want what they ought to want. Politics should share one purpose with religion: the steady emancipation of the individual through the education of his passions.

I keep thinking of the Chinese Social Credit System that so-called ‘conservative’ writers keep calling attention to, and wondering if the real concern is simply that the Chinese are being too overt with their Reeducation or Recrimination Program to get desired Results. What precisely are these ‘worthy passions’ and ‘worthy aims’ in a vision that goes on to describe a vision of education where “true conservatives have a soft spot in their hearts for organic collectivity.” So do admitted progressives and they too have big plans for also using education for “nurturing of the shared ‘national mind’.” Heck, at least the Progs admit that the desired transformation of the individual’s ‘inner life’ is just  a tool to get a desired global consciousness amenable to the desired changes and the “bridling of egoistic motives.”

My accurate tracking all these years using the law makes far more sense now that we have found this reimagining that “we must rethink today’s constricted notion of the legitimate uses of the law…It is time to come up from individualism.” After all, in this new vision of Conservatism, “a function of government is the modification of [citizenry] habits.” The Diversity of this country back in the 1980s, which is nothing compared to what immigration has done in the interim to now, was supposedly a reason that necessitated “law concerned with values as well as actions–with mind as well as body. They necessiate law as a ratifier and stigmatizer, in which role law is a tutor.” In other words, government at all levels and education as its favorite tool committed to realizing a vision where:

what is at issue is not coercion, it is not compelling persons to act against their settled convictions, it is not a collision of wills, the state’s and the citizens. Rather, it is a slow, steady, gentle, educative and persuasive enterprise. Its aim is to dispose citizens toward certain habits, mores and values, and to increase the probability that persons will choose to will certain things.

One of the discussions I have had when I first called attention to Tranzi OBE and commenters I later found to be involved with the False Narrative would treat the problem as simply a wrongful area for the FEDERAL government, while I saw the shift as Totalitarian for ANY level of government, came to mind when I read this passage from Will’s reenvisoning:

…proper conservatives proclaim, as Burke did, the gentling functions of government. Proper conservatism teaches that authority does not form on high, in the clouds, and clatter down, painfully, like Kansas hail stones. Rather, conservatism teaches that authority grows organically from the rich loam of social mores and structures.

…the urgent tasks of government include mending and maintaining the ‘chain of community’…The political system must also incorporate altruistic motives…Altruism–principled regard for others–is not optional.

No wonder we have had such a dance over what social and emotional learning is and whether it can be discussed, if, quietly, the authors of so many books or articles have their income from a source that pushes covertly this reimagining of what Conservatism and a new role for governments actually is. Someone who believes in the following quote needs the tool of Tranzi OBE, whatever they mask it with as a euphemism:

Justice depends, therefore, on a certain disposition, It depends on–in a sense, it is– a state of mind. A society that is organized socially and justified philosophically the way ours is must take special care to supply itself with the rhetoric, institutions and policies that encourage that state of mind.

And try to silence interlopers like me who accurately lay out what education is really altering and who actually benefits from the shift. After all, this may be a vision that wants to use the “skill of disposing persons to think of public as well as private interests,” but if the history of the consistent outcry over Outcomes-Based Education tells us anything it is that no one really wanted this level of forthcomingness to be tied to these education reforms that have functioned the same in terms of the true desired results over the intervening decades. Virtue and Character sound so good as a major goal of ‘student-centered education’ that is holistic and creates agency. Those euphemisms sound so much better, don’t they, than the actual aspiration:

That is why I am so concerned about the shaping of passions and desires in the direction of virtue. By virtue I mean nothing arcane or obscure. I mean good citizenship, whose principal components are moderation, social sympathy and willingness to sacrifice private desires for public ends.

What happens to citizens in a polity where education is being covertly hijacked to “nurture the habit of regarding our fellow citizens as united in a great common enterprise”? Especially one that touts School Choice as a feint to obscure the actual coordination and sought transformations in the student and to the polity?

Good to be back. Hopefully there will be no more unexpected interruptions as there is so much going on now.

Snuffing Out the Old World That is Dying to Hatch a New One Via Public Policy

Building on the last post’s explanation of the importance of targeting people’s internalized mental maps to effect external change, let me cite this recent article https://www.alliancemagazine.org/feature/systems-change-and-philanthropy/ on how crucial it is for foundations to support “reframing the narratives people hold” because of the necessity that people be “mirroring internally what is sought externally.” Did you also know that the National Science Foundation is pushing something it calls CHANS–Coupled Human and Natural Systems–research as part of its Social and Behavioral Science work currently? That research wants to model and control human decision-making, just like UNESCO as we saw in a 2018 post on creating desired Anticipatory Assumptions that the Rockefeller Foundation was funding. It turns out that “fuzzy concept maps (FCM) are potentially very useful in modeling human decisions and behavior in CHANS.”

So the NSF and UNESCO want to target what is internalized to control decision-making and say so. No one who looks at their work and funding would disagree that it aims at a transformative vision to a human well-being centric future. Let’s skip over to Classical Ed or religiously oriented schools, since they are often asserted as the alternative to the Godless and Progressive public schools. https://members.classicalconversations.com/article/book-review-norms-nobility makes it clear that education is all about the “person education should produce (norms) and the way this person should act (nobility)… education [is] preparation for virtuous thought and action,” but the instilled virtues that guide who the person is, what he values, how he perceives, and what motivates him to act are not up to the individual. The community supposedly decides what will be instilled and practiced until it is an unconscious habit.

My point is that there is a convergence in the vision for education in the 21st century between Left and Right that is rarely being shared accurately with the public. If something called Agile Governance globally is all about controlling each individual’s knowledge and beliefs in order to aid declared public policy goals and we have “State Capability, Policymaking and the Fourth Industrial Revolution: Do Knowledge Systems Matter?” laying out the need to “change the nature and meaning of knowledge production and use in policy decisions” using think tanks across the globe, all of a sudden we have the best explanation yet of why there has been so much deceit and False Narrative coordination coming out of think tanks when it comes to what is really going on in education.

If we envision think tanks in the 21st century as both the executioners of the old vision via their White Papers or testimony that create a certain perception of what is currently wrong, and the midwives guiding the birth of a new vision, things start to make far more sense. Then aspirationally quoting Antonio Gramsci, without pointing out he wrote from prison in the 1920s for being an admitted Communist, and noting he “has described a situation like this as a ‘solstice’ and an ‘interregnum,’ where the ‘old world is dying, [but] the new one has not yet been born'” fits the Midwife role. It also turns out there is something else at U-Penn beyond AISP, Positive Neuroscience, prospective psychology, and the other transformative social systems research we keep encountering. It is called the Think Tank and Civil Societies Program (TTCSP) and it publishes a Global Go To Think Tank Index Report on the “role policy institutes play in governments and civil societies around the world.”

Sure enough, we find so many of the think tanks that pretend to be ‘conservative’ while misrepresenting competency-based education, social and emotional learning, data initiatives, or deceiving readers about what Marxism is being celebrated by the Index for their effectiveness as think tanks or having one of the Best Advocacy Campaigns of 2018. If the new purpose of education globally is to create a planned citizen with the characteristics of altruism and motivations governments and connected corporations desire, it makes sense to be targeting what they clearly are:

all aspects of what it means to be human: feelings, intuition, connection to others and the cosmos, as well as the more familiar ground of the mind and intellect. Whole Person Learning is intimately linked with how the individual sees themselves and, supremely, how they view others.

That is what has now become a matter of ‘public policy’ to change. That’s what it means to declare that in the 21st Century Knowledge and Education are “global public goods” and that think tanks are to act as the “intermediaries” between legislators and bureaucrats and ‘advocates’. Anyone motivated to act must be guided in what they believe and value. In this new paradigm for education grounded in public policy:

Instead of focusing on the improvement of students, Education must start focusing on the improvement of the world, enabling each individual to be an active part of that process…Indeed, learning is not the ultimate goal of Education, seeing that individuals learn in order to attain/create useful, desired goals. Specially in a time of relentless possibilities created by technology, which creates the scenario for people to learn, work, and exist in a close yet heterogeneous network, individuals may now be empowered to learn and attain great goals with local/national/world impact.

That would certainly explain the convergence of visions around controlling what a student’s Identity is and what they value, believe, and what principles motivate them to act. How many people appreciate that these skills of active participation in a project of transformation in the human and natural worlds is what it means to be a Critical Thinker in the 21st Century?

Sure enough, if students are being educated to become critical thinkers, it is aimed at serving a higher purpose still: that these individuals become equipped to devolve into active, participatory agents in the world–of work, surely, but also of their surrounding (and our global) community. This is possible since critical thinkers are prone to approaching common public challenges with a hands on conduct ignited by an ethical and committed attitude.

That vision of education creates the needed ‘citizens’ to fit with a global vision for the 21st Century that “with effective multi-stakeholder cooperation…the Fourth Industrial Revolution has the potential to address–and possibly solve–the major challenges that the world currently faces.” What is necessary to this vision of the future? –“a population that can think critically and in interdisciplinary and cross-disciplinary ways.” Precisely what the Disciplinary Core Ideas, Cross-Cutting Concepts and Topics of those instilled Fuzzy Cognitive Maps are creating. No wonder US federal law requires Higher Order Thinking Skills to be assessed annually on at least 95% of each state’s students. It’s a necessary component of this global transformative vision of what it means to be a citizen in the 21st century where Knowledge Systems must evolve so that “Governments have the opportunity to design policies to prepare the knowledge systems of the future to make better decisions for the wellbeing of all.

I bolded that last part because it is what Uncle Karl called his Human Development Society vision where little ‘c’ communism would be enabled by a certain level of technology. It is also called Marxist Humanism, which I have documented is another area where certain colleges, publications, and think tanks have made a concerted effort to mislead. Few can recognize what no one has accurately explained to us, Plus, creating False Narratives to guide human decision-making apparently gets a think tank recognized as Effective. That State Capability paper tells us that “Both citizen and professional knowledge are important to successful implementation [of the 4IR/Human Development/Wellbeing of All vision]; ignoring them weakens the potential for success.”

Well, neither is being ignored, but the targeting of both is not being accurately explained either except here at ISC. Going back to all the misinformation out there now from think tanks makes it clear that the disinformation is being manufactured in what appears to be a coordinated manner in order to “influence or change the system’s purpose, which is the level of intervention capable of instituting the most profound change in the system.” Student-centered, personalized learning that is brain-based and evidence-centered sounds so much better than that long quote and works the same way, doesn’t it? No need to get parents all upset by referring to students as ‘systems’ that need a new form of Governance at an internalized level in order to get the desired transformation in the external, material world.

Do you remember my research on the Global Education Futures Forum and GEFF’s ties to the World Economic Forum? GEFF’s true focus makes more sense when we are familiar with the January 2018 White Paper “Agile Governance: Reimagining Policymaking in the Fourth Industrial Revolution.” The need to transform education globally goes hand in hand with a need for “positioning values that promote societal benefit and well-being as priorities for governance.” And what precisely does governance now mean if that’s the new vision of education in the 4IR?

In its simplest form, governance refers to making decisions and exercising authority to guide the behavior of individuals and organizations…The concept of agile governance aims to shift the manner in which policies are generated, deliberated, enacted and enforced in the [4IR]…to enable policy-making that is more inclusive and ‘human-centred’ by involving more stakeholders in the process and allowing for rapid iteration to meet the needs of the governed.

References to the Governed are straight out of a 1971 Soviet book called The Scientific Management of Society that I covered back in 2016 when I introduced my readers to the term they used for such comprehensive management at the level of the mind and personality–Upravleniye. Hello again old friend with a new name and sales pitch.

No wonder that WEF White Paper pitches what looks like what governments in the West are now calling evidence-based policymaking (while certain think tanks mislead about its true nature) where:

The combination of systems and design thinking provides an iterative and cumulative learning process by exploring a complex and fast-moving ecosystem, sensemaking [using FCMs?] of observed variables, and shaping of possible outcomes, while analysing the influence of those outcomes on the status quo…Adopting system and design-thinking approaches fosters a shift from planning and controlling to piloting and implementing policies to get rapid feedback and iteration…Feedback loops allow policies to be evaluated against the backdrop to determine if they are still meeting citizens’ values and needs.

Those would be the deliberately instilled values and needs created by a new singular vision of education in play under the Common Core in public schools in the US and in charter language or school mission statements for those parents opting for School Choice. The deceit makes more sense now, as well as the very term–School Choice–in a vision of education designed to get at the internalized basis for human decision-making as an invisible lever for social control.

All this to enable, without scrutiny or effective challenge, a vision of the 21st Century where think tanks and governments get to specify “the outcomes we should be striving for as a collective endeavour.”

No wonder all these visions push the community as the determining source of what the individual must now be.

Systematizing Human Nature Via Internalized Marxian Standards of Truth, Goodness, and Beauty

Welcome to 2019 as we continue to watch where all the education reforms converge under a variety of names and rationales. We get to watch where various narratives that appear coordinated misinform and whether we can draw a useful picture of omission that we are supposed to be unaware of, while we lobby in outrage for remedies that simply make the neural enslavement worse. Time for some specifics then that I kept track of amidst the wrapping, cooking, and decorating that dominated last month’s activities. A 2003 book by Georgetown law professor Robin West called Re-imagining Justice: Progressive Interpretations of Formal Equality, Rights, and the Rule of Law is being brought back into print later this month so let’s look at what it sought to make operational and how it pertains to education. West explained in her conclusion that:

the idea that subjecting human behavior to governance by rule is, all things, considered, a morally good thing to do–is gaining adherents, worldwide, as the force of positive, international law extends its reach around the globe, and domestic law, both here and elsewhere, deepens and broadens its penetration into social life…law is gaining momentum as the preferred vehicle for control of social relations between nations, entities, or individuals.

Professor West then cited the ubiquitous Positive School Climate mandates as an example of how “the schoolyard playground, once a sphere of insulated political sovereignty dominated, Lord of the Flies style, by bullies, has been tamed by the intrusion of positive law.” Now, I am not as optimistic as Professor West on the ability of new rules, learning standards, and Graduate Profiles to remake human nature, but there is no question whatsoever that the schools intend to try and do just that. Nor is there any question that this admitted Progressive desire to remake human nature, with frank admissions like “the goodness of law lies in its paternalistic capacity” or “subjection of human behavior to the governance of rules, at times, better promotes human wellbeing than does the sovereignty of choice” also hides behind banners about School Choice, Classical Education, Conservatism, Founding Principles, holistic education, and learner agency.

It can even be found, most alarmingly, as Chapter 1–“Character Development and a Culture of Connectedness” of the Final Report of the Federal Commission on School Safety released December 18, 2018. It’s no secret I believe that there is a correlation in both timing and locations between the push to use schools to neurally install a new code of ethics and morality to drive a cultural evolution, and school shootings, where the shooter clearly sought mass murder on the school grounds. It is horrific therefore to follow the cited materials in the Chapter 1 bibliography to people who make no pretense of wanting to turn the human mind and emotions into a system that can be manipulated for purposes of political transformation. I guess that’s what we get for a federal Ed Department staffed with Jeb Bush lackeys.

If the federal Commission cited this paper called “Towards a Science of Character Education” https://irp-cdn.multiscreensite.com/e9b8fc57/files/uploaded/berkowitz_bier_mccauley_jce_2017.pdf , which they did, then all the aims of what is in its bibliography come in as well. I have read many of those books and articles over the years. I know where all this is going. I know precisely what Professor West means by using the law as a positive force to remake social relations and that is exactly what that Federal Commission intends to have done, at a local level, to be binding on people and places and easier to monitor. Insisting that the answer to school shootings is to use the PRIMED character education program so that schools can “help youth internalize ethical and performance values. Effective programs focus on integrating activities that promote self-growth, such as personal goal setting” is to make schools the vehicles for the Marxian moral revolution at a subjective level that both Uncle Karl, and his acolyte John Dewey, said would be necessary for the desired transformation.

See what I mean about how the remedies touted actually bring in more of the poisons that created these problems in the first place? Professor West and other admitted progressives would like nothing more than to make school about character development as “key to a successful society.” They are all on board with the transformative potential at an individual and collective level of “intentional efforts to foster both the academic advancement and the moral, ethical, and social-emotional development of students.” Communitarians of every creed and political party love the idea of school being centered around “the promotion of core ethical values such as fairness, respect, and personal responsibility can create a caring community that fosters students’ self-motivation and positive interactions.”

The idea that the Commission pitched “practices to help students develop a growth mindset” as a solution to school shootings when its creator, Carol Dweck, was originally a Vygotsky scholar seeking to implement his theories on using new classroom practices to create the transformed mindset needed for a new kind of Soviet Man, would be funny in an ironic way if it was not so ridiculously ignorant of these practices. Tragedies like Parkland and the rule of law get used to force poisonous collectivist ideas down this nation’s throats and into our children’s minds and hearts. https://www.learningandthebrain.com/blog/we-can-no-longer-ignore-evidence-about-human-development/ from November 29, 2018 from Professor Immordino-Yang involved in both the US and UNESCO’s neural redevelopment efforts via education is at least honest about the intentions to use new practices to”support the development of our full humanity.”

Do you believe the purpose of education is for students “to question and rethink their ideals, to build their deep desire for inventing themselves“? If not, wouldn’t you want to know if the remedy of a new kind of education to supposedly avoid mere workforce training actually used the techniques of transformative learning? Wouldn’t you want to know the documentable transformative aims of the practices being recommended as the remedy?

I covered Harvard education professor Howard Gardner’s books and goals for a reimagined vision of education and its ties to Lev Vygotsky in my book Credentialed to Destroy so I was quite taken aback to learn that he had a new book come out in 2011 called Truth, Beauty, and Goodness Reframed since it essentially tied the motto of the remedy–Classical Education–as a solution to the hyped concerns over the Common Core to Ken Wilber’s Integral Theory. It turns out to be Integral Theory’s motto too. How’s that for a convergence? In the book Gardner talked about his work on Ethics with Mihaly Csiksentmihalyi without noting that it was Csik and the General Evolution Research Group’s Achieving Excellence transformative template being piloted in certain Colorado districts (introduced in the 80s) that had been used in the Columbine district for years before that 1998 tragedy.

Let’s see what Gardner wanted, since it reminds me so much of what Professor West and that Federal Commission report also seek:

we reserve the term moral for these interactions that exist between or among human beings by virtue of their common humanity, their mutual recognition of this fact…socialization by the community–whether carried out in a harsh or benign fashion–entails broadening and leavening the sense of the good so that it becomes less self-centered, less egocentric, more cognizant of the welfare of other members of the group, and more alert to the ‘common good’. I contrast morality, a neighborly concept, with ethics, a concept appropriate to complex societies…[where] one thinks of oneself in terms of roles. The ethics of roles entails a crucial additional component…that feature is the concept of responsibility.

That quote is long enough for us to catch the drift that the moral transformative revolution Marx said was necessary for his Human Development Society once a certain level of wealth and technological development was achieved, and what John Dewey sought in the name of Democracy, is what Gardner seeks in the name of Truth, Goodness, and Beauty. It’s the Character Development the Federal Commission on School Safety seeks even if it’s unaware of what its admitted bibliography really ties to. What Gardner wants, just like where I have documented the phrase School Choice consistently leads us to, is for Young Americans to have “an ethical compass that governs their own behavior.” It is for curricula and classroom practices that create “a new, truly universal belief system, which could be religious or spiritual in tone, to emerge and to help individuals carry out various roles in a more ethical manner.”

When Gardner mentioned responsibility in italics he wanted students to assess “what is ‘good’ (or ‘not good’)” by applying these abstract notions to “human relations: the relations that govern how we human beings act toward one another, locally and globally.” That would be the same as Professor West’s belief that human behavior can now be governed by positive law. I guess Professor Gardner would add “and student-centered learning via prescribed standards and goals of what is to be learned as the basis for future behaviors and motivations to act.” I want to end with this recent essay https://www.lawliberty.org/2018/12/11/civility-and-the-challenge-of-ordered-liberty/ because it illustrates well how the same Progressive concepts and ends can be pitched with different terms by someone with ties to supposedly Conservative publications and think tanks.

The author, Alexandra Hudson, came on my radar yesterday after Politico reported she was leaving her job as an advisor to Betsy DeVos to work on a book with the working title of Redeeming Civility: How the death of true civility threatens America’s future.” Civility struck me as another euphemism for what Gardner called Goodness and Professor West called positive law. I had to wonder if she was leaving because the Federal Commission report was now out, especially with its emphasis on Character Development as its first remedy, so I looked up the author and found that essay. I eventually also found out she has a Masters in “comparative social policy” from the London School of Economics. Perhaps she stood there below the Fabian window thinking that if only she could be an advisor to a US Education Secretary she would in fact be in a position to advocate global policy to in fact fit the motto at the window’s top to “Remould it nearer to the heart’s desire.”

Hudson is reviewing a 20-year old book by a Yale law prof called Civility because she thinks it “could just as aptly describe today. Civility adds a moral dimension to the way we interact with our fellow citizens–our ‘fellow travelers’ as Carter calls them. He makes two distinct but related moral arguments for civility. First, our shared humanity gives us all a duty to respect one another. Second, life of our republic requires us to show regard for one another through our actions, great and small.”

See what I mean about the banners varying, but how the remedies, destinations, and aims do not? If you read the whole essay, notice her citing of the National Coalition for Dialogue and Deliberation as an exemplar and remember we covered the Rockefeller Foundation-funded NCDD when we covered their advocacy of Communication for Social Change.

Small world, isn’t it? Also, notice how Ms Hudson uses the terms democracy and republic interchangeably. Let’s finish with a piece of history I learned from Professor West’s book on Re-imagining Justice because it fits so well with what Professor Gardner wants–people working together to achieve desirable goals.

Whether or not a government is republican, [Thomas] Paine urged, is entirely independent of the form it takes: a democracy, monarchy, or aristocracy all might be, or attempt to be, a republican government. Rather, a republican government is defined by its purpose, which is to serve the well-being of its citizens.

Just like Professor West said was the purpose of Positive Law and where Professor Gardner wanted new notions of Truth, Beauty, and Goodness to lead. Do you know another word for something that is guided by purpose, whether italicized or not?

A human system. All it needs apart from instilled purpose is shared sense and meaning-making. Precisely what all these visions of standards-based, student-centered education hope to instill.

 

Coups, Culture & Consciousness: Contrived to Shape Our Future Character and Behavior

It’s the holiday season so let me provide the gift of clarity on the true direction of education at any level, in both the US and globally. This time we are going back to 1994 to another book from the last post’s James Moffett called The Universal Schoolhouse: Spiritual Awakening Through Education. I went back and reread it a few weeks ago after so many of the new papers and stories in just the last month reminded me so much of his earlier vision. Remember my motto about how the intentions of the architect for his plans follow automatically if anyone chooses to implement those plans, whether that actual purpose is known or not? Moffett told us though so let’s listen. Moffett, after all, believed that Culture and Consciousness should provide the dual focus for a new sort of education. He asked:

“How may public education best affect culture and the individual consciousness it interacts with?…I argue that personal development must be central, because all solutions to public problems, no matter how collective the action, depend on mature, enlightened individuals to call for and indeed insist on these solutions. Democracy simply cannot work otherwise, and we will lose it if political leaders continue to have to pander to the selfish, childish, bigoted, and short-sighted elements of the electorate. [No wonder citizen science is needed!] So it is not only for the sake of self-fulfillment that individuals should set and assess their own educational programs but for the sake of the commonweal, which needs members who, in learning to think and do for themselves, can think about and take care of each other.

All learners would participate in community service, and social agencies would be built into the educational system as major arenas of learning. Expanding awareness must occur socially, as part of transforming the culture. Only individual maturation will make either capitalism or democracy work, because freedom in both the market and individual behavior, presupposes a consciousness and identity that go beyond mere egoism.”

I will stop there as alert readers will recognize those aims are not just those of the admitted Left in transformational plans. We have also been told repeatedly, as I have documented here at ISC, that such a balance of instilled virtue is the very essence of modern Conservatism. So if I watch this video https://lp.hillsdale.edu/barney-charter-school-initiative-townhall/ sent out less than a week ago, I am told this new vision of education is all about instilling desired Character and tools of meaning-making and sense-making in viewing the world. Moffett would approve. Likewise, when a Hillsdale alumna who writes often about education wrote in The Federalist on November 10, 2018 that “all K-12 public schools should be duty-bound to instill in the next generation of voting citizens an understanding of their own country and the habits of mind and character befitting our historically unparalleled constitutional republic,” we get a substitute of the ‘republic’ term for Moffett’s Democracy, but the desired Citizen Science and internalized transformation in Consciousness is there all the same.

When I wrote Credentialed to Destroy, I covered much of the misleading narrative that sought to obscure the real aims of the Common Core and competency frameworks and how they fit with what was laid out above as well as the “students need common skills and understandings” called for here  https://www.crpe.org/sites/default/files/crpe-thinking-forward-new-ideas-new-era-public-education.pdf and the “system of learning designed to ensure that all learners are prepared with the knowledge, skills and dispositions to be successful lifelong learners” from here https://www.inacol.org/wp-content/uploads/2018/11/Moving-Toward-Mastery.pdf . Since I am providing those links, I want to focus on what all these links and references have in common, no pun intended.

The common core is not something external, but rather something internalized as a new form of consciousness just as Moffett intended. Those CRPE and iNACOL papers fit with what Moffett said would be “Subjects and methods are reorganized around individual learners forging their personal curricula in interaction with others doing the same across a whole spectrum of learning sites, situations, and technologies. This is what I am calling the universal schoolhouse.” Today, we simply call it Project-Based Learning around a student’s built and natural environment. I get so frustrated when the False Narrative around these reforms makes Fed Ed the boogeyman because Moffett then, and the ESSA in the US, and UNESCO and the 0ECD globally, all know that “Part of this radical proposal is that the functions and funds of government be redeployed so that each level of government from municipal to federal does only what it can do better than the others.”

Since Moffett was so forthcoming that “without personal development you cannot hope for the enlightened electorate that democracy requires,” let’s go back to his vision that “Governments themselves will have to undertake this redirection, because they have charge of resources, and through them people must take action. [Higher standards enforced via the Rule of Law]. The state has to sponsor personal development for the sake of the social body, because there is no public problem one can name–unwanted children, unemployment, corruption in government–that would not be dramatically improved if the people involved were more mature, capable, and moral. Selfishness, ignorance, and immaturity can spoil any political and economic system, as indeed they have with both capitalism and communism.”

In case the real intention of learning standards is not yet evident, even though the eulogies for Moffett from NCTE members when he suddenly died, laid out that his work was “always on a quest for a better society” and the “culture we should create,” let’s go back to his admission that “education must prepare for the future…Evolution seems to press forward with a will of its own that gives history a direction no government ever planned. We must become conscious of this direction and try to interpret its import for future society…The more we take evolution into our own hands, the less destructive it needs to be.”

I don’t think you or I are included in that ‘our,’ but the political potentates at any level of government certainly are. They enact learning standards mandates and then give an erroneous sales pitch on why it is necessary as we saw above. Meanwhile, we get the law, my specialty, being used for “creating social coherence while fostering personal self-realization–the trick of our era–requires an education tuned to human evolution.” That OECD ABCD Framework from the last post makes total sense when we appreciate that the impetus for learning standards from the beginning was part of a vision where “nationhood is evolving into something better, based on relegating different sorts of governance to different levels of affiliation within and beyond itself, according to where different concerns can best be handled.”

The Powers-that-Be have decided some of those concerns are best handled at the level of instilling desired Habits of Mind and a Revolution of the Heart and they haven’t exactly been forthcoming in that purpose. It’s dangerous to keep hyping Workforce Development as the intended new role of education globally, when the architects of the tools being used tell us that “Since it is within familiar human realms that we have to transform education, however, let’s designate consciousness and culture as the new framework replacing nationalism and economics but understand that transformation itself aims to make consciousness and culture cosmic.” No wonder we keep stumbling across references to Ken Wilber and his Integral Theory behind all these plans for educational, political, or social transformation.

Remember that the ABCD Framework put the focus on developing the Learner’s Attention, Belief Formation, Choice, and then Determination? Compare that to what Moffett called “Sociality for Individualization”:

“Public education will have to do what the culture has so far failed to do–develop the individual’s inner resources to match the freedom we have been granted. Freedom is not enough; one has to learn how to use it. This means practicing it all while growing up by making decisions about how to spend one’s time…developing good judgment and learning how to make decisions is precisely what a good education ought to feature for the sake of both self-fulfillment and effective employment. Public education needs to be more personal [personalized learning?] in order to connect with individual will and intelligence. Exercise of will and mind go together. The school system cannot reserve will to itself and leave mind to the learner.”

I think I will close on that quote.

Happy December everyone.

 

Healing the Psychological Split Within Ourselves is the Learning Transformation Goal Few Openly Express

Let’s see if I can bring together a wide variety of sources from people of varying political labels which appear to me to be headed to the same place. The first part of that explicit and startling goal came from a 2013 book Dawn of the Akashic Age: New Consciousness, Quantum Resonance, and the Future of the World from our old friend with his own ISC tag, Ervin Laszlo. We have also met his son Alexander, in connection with introducing us to Pavel Luksha and GEFF-Global Education Futures Forum, and his son Christopher, who is involved with transforming business schools globally through a UN-affliated entity called PRME and executive leadership retraining programs. If all three are interested in transforming human systems, Ervin wants to make it all humanity and his sons specialize in schools and businesses, respectively. Influential, in other words, in hugely crucial domains, whether we are aware of their work or not.

In education, Laszlo was involved with pushing intentional cultural evolution in the mid-80s with other ISC favorites with their own tags like Riane Eisler, Csik with his Excellence template, and Bela Banathy who created the vision for charter schools as a place to practice theories of reform. All these troubling quotes, in other words, have a way into the school or online learning platform near you whether that is appreciated or not. Let’s see what Ervin intends now:

“The need to integrate and heal the psychological split within ourselves and embrace a unified and harmonious political partnership is essential if we are ever to shift the balance and co-create with the systemwide sociopolitical systems in existence today. It will require psychologically integrated and spiritually balanced humanitarians to guide twenty-first century humanity in a new direction. It is such people who can offer the greatest potential for the evolutionary transformation of humanity and a peaceful and sustainable global community.”

Ervin stated that “global authority systems” can be used to “integrate an intelligent and sophisticated vision of collaboration”, which is exactly what learning standards like the Common Core or competency frameworks do when properly understood. Hence the reason for so much deceit. These plans are not supposed to be recognized nor the alignment in visions among different groups. Let’s use one more Akashic quote before we pivot to what is being put forth in the name of Conservatism: “The level of change required for the planet to shift toward a sustainable, harmonious, and more equitable future calls for us–awakening humanity–to draw on all our physical, creative, and visionary capacities. This is no sudden call; We have been forewarned. Our human systems and our worldviews have been undergoing preparation for some time for the transition to a global paradigm. A new era of social organization, communication, and understanding has been unfolding in the twenty-first century as the old systems reached their peak and began to decline.”

It’s no secret I have been tracking why self-billed Conservatives now push a vision I identify as communitarianism and Amitai Etzioni’s New Golden Rule, while also misdirecting readers on the true nature of education reforms, so when I read about a 2017 book called Patriotism is Not Enough on the Ideas that supposedly “Redefined American Conservatism,” I found the book.  I learned that Conservatism now aspires for social sciences such as education to be normative, not just descriptive. “This requires a political science of an entirely different disposition, one that is concerned first and foremost with the condition of the human soul rather than the structure of government institutions or the foundations of the law.” That quote is not an aberration as a few pages earlier, we have the quote: “Politics, if practiced as anything but an art of the soul, is bound to fail.” I also learned that Conservatism now views the “formation of character” as the “principal duty of government.”

Suddenly Classical Education’s pitches about Moral Virtues and Good, True, and Beautiful as new educational goals makes more sense if Conservatism itself wants to impose an “objective moral basis of human life. Ultimately, this cannot be done without a view to the good of the human soul, with an idea of human excellence and happiness that is not just an idiosyncratic individual exercise of the will.” Not a matter of personal choice then, but imposed and something held by a group. Boy, that sounds just like the goals from the Classical Education promoting Circe Institute in a September 5, 2018 blog post called “False Happiness and Human Flourishing: Part Two.” See if this doesn’t sound like Ervin Laszlo’s collective goals for transformation with presupplied purposes, but with a different rationale for the new kind of education.

“The great secret, as C.S. Lewis asserted many years ago, is that God is a hedonist at heart. God tells us to say no to many things, but only that we may say yes to higher and better thing! God instructs us to say no to avarice and prodigality in order that we may say yes to generosity. He commands that we say no to selfishness and self-centeredness so that we may say yes to love and community. If we make higher things–God’s things–our goal, our lives will flourish and they will be filled with moments of unexpected ecstasy and joy…”

Now let’s pivot to one of the withdrawn books I alluded to in the last post, which is interesting as the book The Next Enlightenment: Integrating East and West in a New Vision of Human Evolution was published in 2003. It is definitely New Agey in its approach and is by the author of the Esalen book–The Upstart Spring.It used a member of the GEFF Board, Howard Rheingold, as a back cover blurb advocating for the book. Relevant in other words to where global education, especially in the US, is really going. That became even more clear since the already tagged Robert Kegan and his desires for new forms of consciousness were laid out in the book. For anyone who has not read Credentialed to Destroy (shame on you!), it is Robert Kegan’s work that PISA assesses for as Key Competences and higher ed is also being reimagined around his Cognitive, Intrapersonal, and Interpersonal Competencies work.

Omnipresent in other words as a goal of both K-12 and higher ed reforms, which makes this quote all the more relevant as The Next Enlightenment urged us to “master new cognitive skills. The most important of these skills is what he [Kegan] calls the ability to ‘objectify’–to recognize as socially constructed and contingent rather than as God-given and eternal fundamental concepts such as selfhood, nationality, or religion. That doesn’t mean rejecting them, only seeing them as matters about which some sort of decision can be made. Without developing such an ability we remain trapped in our social structures.”

Those pesky existing social structures then need new forms of consciousness and new values, which is exactly what everyone I have quoted seems to be in agreement on. The sought change may be marketed as a “global ‘skill revolution’ that often takes the form of political action [as with last week’s G20 Declaration from Argentina Betsy DeVos committed the US to] but is fundamentally psychological.” Learning standards and competency frameworks in K-12 are examples of tools for “cognitive development in individuals [which] leads inevitably to the larger subject of cognitive evolution in societies and the human species.” It’s just that some writers like Laszlo or Anderson (quoted just now) admit that is what education reforms are all about and others do not. As Anderson said, if “enlightenment is cognitive development, and the various approaches to that development, whether we call them spirituality or psychology [or political science, Conservatism, or Classical Ed], are just different ways of groping the same elephant.”

That elephant is the human mind and personality and the big bullseye all these plans have placed on it to be purposefully transformed are just not well enough understood. Let’s use a different Robert Kegan quote from The Next Enlightenment that may be why the public library put it in the Discard bin. After all, it was Kegan the Hewlett Foundation hired to make sure the Common Core assessments would be assessing what it pushes as Deep Learning.  Anderson rightfully called Kegan “another of the big time moral development researchers” without pointing out that his mentor was Lawrence Kohlberg whose Moral Development Theory became the basis for the reimagined Hong Kong compulsory citizenship push Communist China imposed. Everyone then interested in individual or collective transformation wants to get at the level of values and beliefs. Quoting:

“the key process in epistemological change is what he [Kegan] calls ‘objectification.’ That means as you grow, you periodically turn around and look at parts of your worldview–values, beliefs, ideas, ways of doing things–that you experienced uncritically as subject, part of yourself and the way things simply are, and begin to experience them in a new way, as objects–things whose origin you might wonder about and whose ultimate truth you might question…In any case, you are quite a quite different kind of person from the individual in a premodern, traditional society who did not have to make such decisions at all because he or she never began to see the society’s beliefs as objects that could be thought about and questioned.”

That thinking about and questioning is precisely what every one of these educational paradigms seeks to do. Everybody wants a new kind of consciousness and political, social, and economic transformation, but some of the shifts are gift wrapped for sales pitch purposes as about God, Conservatism, or Classical Ed. They all want to get at Orthodoxy and Orthopraxy–Right Thinking and Right Actions. What Ervin Laszlo called “the wise way to think and be” and is willing to use social media to create collective pressure to force adherence so that we are “Democratizing the way we do things, how we relate to others, but also in the very way our minds work–in consciousness itself…a model based in shared interest as opposed to self-interest” fits with that Circe quote above to create Human Flourishing.

Another Circe quote from September 6 in “Language as Belief and Practice” begins with this statement: “Right belief and right action are necessary aspects of growing in virtue. Intellect and knowledge alone cannot save. If knowledge does not reach to the level of heart and action, we are left with smart people who are intelligent in their sinning and their avoidance of consequences.” Sounds like Whole Child and ‘objectifying’ the subjective, internalized realm to me. Let’s close then with another quote from Ervin Laszlo who makes no bones about the integration that will heal this psychological split between heart, mind, and will and the reasons why:

“the tipping point can be encouraged by a change in people’s perceptions…No real change can be achieved without a corresponding change in consciousness.”

Let’s pull these common aims for transformative education of consciousness into the realm of each of our conscious attention.

 

 

 

 

Surreptitiously Subjugating Our Locus of Control: Whose Choice?

Tracking what is really going on in education through what is being legally mandated means I frequently know what is crucial long before I fully grasp why the shift in practices is so important. It lets me know through the decades and all over the world, that whatever the current name and given rationale, certain aspects of people’s Identity formation, the basis for their decision making as they live their lives, and what motivates them to act and guides their perceptions are being systematically targeted. When I wrote Credentialed to Destroy I had grasped that Transformational Outcomes-Based Education (Tranzi OBE) and constructivism targeting how the world and reality is viewed were being pushed all over the English-speaking world in what appeared to be a coordinated effort to drive now drive human evolution, along with its institutions, via planned changes to culture rather than genes.

Genes just take too long for transformation plans apparently and if I have learned anything in just this year’s posts alone, we have many people in a hurry to redesign how the world works. Just last week was “Forty Years of Wicked Problem Solving” that will really make use of the new HOTS mandate in the US federal ed law that was designed to be virtually impossible to Opt Out of. Why must everyone be subjugated to such a prescription of what concepts they use to analyze wicked problems that have no fixed answer or have never been taught to the student? I think Brian Head supplied that answer in the above paper when he admitted that “the nature and significance of the policy problem is shaped through debates on ‘framing’. [No need for debate if the frames are mandated learnt predispositions set out in learning standards]. This is crucial for how the debates about problems, contexts and responses are represented…framing [is] a way of selecting, organizing, interpreting and making sense of a complex reality to provide guideposts for knowing, analysing, persuading and acting.”

So nice of governments now to dictate that, isn’t it? All in the name of High Standards and Success for All we get our very subjectivity itself mandated and then put under regular surveillance via poorly understood assessments for compliance. Apparently if someone doesn’t get caught as a K-12 student there’s always higher ed and management leadership retreats targeting that very same locus of control. Everybody suddenly wants to get at and manipulate our “perceptions, values and interests” that control “how issues are scoped” and how we will likely interpret our daily experiences. Over and over again we come across a belief that in the 21st century we must all ultimately have “shared understanding and shared meaning about the problem and possible solutions.”

What better way to do that than to use learning standards and competency framework to:

“develop this psychological capacity…to not only model and manage its external environment, but also to model and manage its internal adaptive processes. It can develop mental models of the pre-existing physical, emotional, and mental adaptive processes that determine how it behaves and acts. The models will enable it to understand consciously how its pre-existing adaptive processes operate, what useful effects they have, how they might be modified, and what the consequences might be. Through self-knowledge they will develop the capacity to gain control over their internal adaptive processes. Increasingly, this will enable them to manage their physical actions, emotional and motivational states, and their beliefs and other mental processes in whatever ways are necessary”

to fit with whatever learning experiences a school mandates and whatever objectives and outcomes it now imposes. That passage really struck me because the Principals and School Supers most aggressive in pushing this vision tend to be the ones being promoted now to ever more lucrative job opportunities. Is this what any parent imagines as higher student achievement? Yet every legal instrument from statutes, to charters, to what HOTS assesses, actually gets at manipulating, and then tracking via data whether the desired adaptions are occurring to these internal adaptive processes. If the same new prescribed “norms, moral beliefs, and other rules of behaviour” can become instilled across a large group as “learnt predispositions” governments will have successfully created a common internal manager guiding future behaviour with nary a heads up, much less consent.

If that seems to be overly ambitious, let me quote that “a distributed internal manager is formed of a set of hard-wired predispositions that are reproduced in each of the members of a group of organisms…[Student-centered learning sounds so much better,doesn’t it?] A distributed internal manager clearly has the potential to organize a group cooperatively…so that they treat others in the group as self… or by hardwiring specific cooperative behaviours in individuals.” In other words, all these plans we keep encountering from UN Sustainable Development Goals to supposedly Balanced Communitarian visions in the name of Founding Principles, Learning Liberty, or a New Golden Rule can all be put into effect through the right type of prescribed learning experiences.

In this vision “each individual is controlled by its particular set of predispositions”, which he or she may not even know were instilled intentionally from preschool through higher ed. The group as a whole can only be controlled and coordinated if a “common set of predispositions is reproduced across the group.” How does the Common Core ever actually go away if it is about hardwiring learnt predispositions? If we wonder why, we have a confession that “if we had different emotional goals and motivations, our technology would be different, as would our systems of government and other social arrangements.”

Sounds like learning standards and competency frameworks then prescribed for the vast majority of students would be a highly effective way to invisibly alter ‘civil society’, just as so many of my links have laid out is the current aim. Just have education or that weekend seminar or management retreat target the “internal adaptive goals” of students, an executive team, or all too often, the elected members of your local school board or private school trustees go through learning experiences that are actually designed to alter their ‘psychological software’, even if the supplied promotional materials and consent forms deny that. It’s the practices that matter and when those practices and participatory experiences whether in a school, woods, or luxury hotel are designed to force someone to “drop their emotional attachments to any ideas, attitudes, beliefs, norms, values, religious systems and moral principles,” we have a targeting of this psychological capacity to change internal adaptive processes.

This ‘distributed internal management’ is an excellent way to prescribe planned and coerced transformations starting at the level of the individual mind and personality without their being the telltale levers of control of a gulag or overt censorship. We should all be alarmed to know such plans exist and that they fit how learning standards work so well. “The hold of the manager over the individual would be greatly strengthened if the individual’s mental modelling of the world led him to believe that the codes and norms were in his best interests” is not a phrase any parent wants to read as the school year starts, but it is essential to grasp how these plans actually work. This is not just a matter of the UN and admitted progressives wanting to use education to fulfill John Dewey’s desire to instill the habits and dispositions essential for his vision of democracy.

I have been looking at Classical Education for a while and the deceitful narratives designed to support it. It too, at its core, seems to want to alter the fact that “particularly in the last two hundred years, a significant proportion of individuals in more complex human societies has developed a strong capacity to use internal linear modelling to critically evaluate their own beliefs.” Apparently that will not do, because our “behaviour is now guided largely by internal reward systems that are mostly self-centred, except for the legacy of the kin selection and reciprocal altruism mechanisms.” Those don’t reconcile us to the desired communitarian ethos prescribed for the 21st century so we get the Good, True, and Beautiful instilled for us and new definitions of Freedom and Liberty. It’s for our own good you see. Needed to solve those wicked problems as a matter of public policy.

Learning standards, properly understood, have “the potential to change how each of us sees ourself, what we do with our life, and the meaning and purpose we see in our individual existence.” Too important to be a matter of personal choice, these have become a matter of prescribed public policy imposed surreptitiously using the law to force compliance with a vision that isn’t our own in most cases.

Shouldn’t we all be aware? If “our thoughts, beliefs, motivations and emotional states, as well as the methods we use to influence them, must become objects of consciousness” so that we can be forced to develop new “psychological software”, don’t we get to at least see what is to be altered and why?

Isn’t actual knowledge, instead of prescribed conceptual ‘frames’, the only way to avoid what has been quietly put in place in a most coordinated manner? Especially with the commencement of the new school year?

Parents may well be rejoicing in achievement that can quite frankly be more accurately seen as brainwashing when properly understood.

What happens to the student or adult who is forced into adopting “new psychological software” despite their reluctance to change?

Somehow it seems likely to be more impactful than a notation “doesn’t have a Growth Mindset”?

 

 

Eureka Moments Pierce Through the Hoax to Hype Student Privacy to Control Student’s Minds and Actions

A Eureka Moment is when a piercing epiphany takes an area of concern over the effects I am seeing from some education reform and I discover that those very effects were part of the original design. It’s not as dangerous as a heroic rescue from a Thai cave, but it may be about as painstaking in its approach to detail. Regular readers know that I have been concerned for a while, especially in discussions in the comments of these posts over the last two years or so that the widely circulated narratives surrounding student privacy and the social and emotional learning standards simply do not track to the documentable facts about how learning standards like the Common Core or a competency framework really work.

The second Eureka moment I will lay out was the one I wrote the previous post while expecting to explain it here and tie together a trilogy of disclosures around GDPR. That was before I saw a reference on the Acknowledgments page to the 2013 book Big Data to a Rueschlikon Conference on Information Policy that seemed to be linked through some of the same people to that Eureka Moment. Searching that out pulled up the ultimate epiphany as I learned a new earth shaking term-‘data-driven governance’ and the recommended technique–education–to gain control over people’s thoughts, emotions, and motivations to act while pretending that the regulation is a dispute over how and what to teach or, necessary to protect student privacy. The 2017 article in the European Journal of Social Theory was called “Digital, politics, and algorithms: Governing digital data through the lens of data protection.”

‘Data-driven governance’ turns out to “lie at the very heart of governing people and things” so that we begin to “understand governance not as a set of institutions, nor in terms of certain ideologies, but as an eminently practical activity that can be studied, historicised and specified at the level of the rationalities, programmes, techniques and subjectivities that give it form and effect” to quote from the above article. If you want to believe that is not what learning standards, learning technology standards, Project Unicorn, and interoperability standards actually do, when they are accurately described instead of misexplained for purposes of creating the hype that gets more data regulation like GDPR, let me quote from a different book called Reinventing Data Protection? which described the shift from a disciplinary society with a multiplicity of ‘detention’ facilities to a “control society that can increasingly do without physical constraint and direct surveillance [because] it is individuals themselves who have to impose themselves not only to respect but also to adhere to the norms, who have to integrate those norms in their biography, through their own actions and reiterations.”

If that creates a gulp moment how about the desire to accomplish these feats via the italicized “will to govern through data and the will to govern data“? All the False Narratives I have encountered and fought to dispel through my book Credentialed to Destroy, and subsequently through this blog as they arise, make perfect sense suddenly if the accurate truth might defeat the desire of the “socio-political actors” funding those narratives and enacting the tools of ‘data-driven governance’, to “straightforwardly implement technologies of governance without meeting any kind of resistance.” In other words, FERPA redrafting or Student Data privacy Toolkits will not do anything to impede the data-driven governance agenda and GDPR actually helps cements it.

Let me give another example, on June 26, 2018 Cheri Kiesecker wrote a post for the Missouri Education Watchdog blog that mentioned a World Bank paper as supposedly bolstering the workforce readiness agenda. I had previously been mystified by Cheri’s work on Project Unicorn as it appears contrary to documentable facts so I read the linked “From Compliance to Learning” paper that covered “harnessing the power of data in the state of Maryland.” The report confirmed my continuing concern that the False Narrative treats student data as a static database instead of the changes in the student at an internalized, neural, level, which are what constitute “learning.” Secondly, in the “institutionalizing a data System” the paper accurately lays out how Project Unicorn really works without calling it that. It explains in ways pertinent to ‘data-driven governance:

“Across the public, private, and social sectors in the United States, an array of organizations, associations, and communities helps to expand and institutionalize data utilization by strengthening data standards and easing interoperability issues…The first category, Consistent Data Definitions, focuses on providing a common language and structure for data, a necessary step that makes it possible to share data across different systems and applications. Structuring data so that the data can be used across different systems makes institutionalization possible. From an International perspective, UNESCO’s International Standards Classification of Education (ISCED) is a similar framework that enables comparison of educational statistics and indicators across countries on the basis of uniform and internationally agreed definitions. ISCED 2011 is the most recently revised version of the framework.”

And precisely what I warned about in the previous post that the Common Core was benchmarked to. It’s a means of governing through data at the level of the mind and personality and it has nothing to do with PII. I promised two Eureka moments and the second intends to use “bottom-up standards”  https://globalcxi.org/ where “systems thinking can help us avoid repeating past failures stemming from attempts to control and govern the complex-adaptive systems we are a part of. Responsible living with or in the systems we are a part of requires an awareness of the constrictive paradigms we operate in today. Our future practices will be shaped by our individual and collective imaginations and by the stories we tell about who we are and what we desire, for ourselves and the societies in which we live.”

Of course education standards get at those levels quite well and the co-sponsor, along with MIT Media Lab, is an entity called IEEE that also happens to have created the Learning Technology Standards that are a part of Project Unicorn when it is properly described. Good reason I suppose not to accurately describe it lest there be that warned  about resistance. I revisited IEEE’s involvement recently after I cited the Hoover paper on math that did not reflect what the Center for Curriculum Redesign said was the new global purpose of math activities. One of the co-authors, Ze-ev Wurman, was shown as now working for IEEE, which seemed awfully coincidental. He has been speaking at Anti-Common Core forums for years. A bit more research into the acclaim for GDPR as supposedly protecting student privacy instead of enabling noetic manipulation led me to discover that Wurman is also listed as a fellow at the American Principles Project that has done so much to create so many of the False Narratives surrounding K-12 education reforms.

It also bolstered my instinct that articles like this recent https://spectator.org/goodbye-privacy-how-new-edtech-is-turning-students-into-lab-rats/ hype function to create a demand for “data protection” that magically turns into an enacted tool of ‘data-driven governance” per international design. CXI Global wants to “develop and use broader metrics…that governs setting goals and measuring success…These metrics for success must be utilized in the setting of standards, ethical principles and policy that holistically reflect the explicit values and expectations of the communities where metrics are deployed.” We always get back to that communitarian and normative function, don’t we? We actually don’t need to speculate either on the specific type of education desired for the “evolution of our species” that will “serve inclusive and sustainable development that increases political autonomy and global democracy.”

The CXI vision cites to the template on “Happiness and Well-Being Policy as embodied in the first Global Happiness Policy Report,” which I happened to have read when it came out in February when it was released at the World Government Summit in Dubai. It pushes a vision of Positive Education that I noted after last year’s summit aligns with Betsy Devos’ rhetoric and recommended policies. http://invisibleserfscollar.com/subservient-and-malleable-students-devos-federalizes-our-moral-obligations/ What this year’s released report adds in that Policy Report is an address at the end that ties the entire agenda to a seminary across the street from Riverside Church near the Columbia University campus. In other words, what happened in Dubai was never meant to stay in Dubai at all.

Getting at the true function of data in education is not a side issue at all. I think it is why the Program on Education Policy and Governance is housed at the Harvard Kennedy School of Government as well as that Rueschlikon Conference I mentioned above. It may take place in lovely Switzerland but the Information Infrastructure Project apparently includes you and me and our children and grandchildren even if we never make it to Switzerland at all. Let me close with a recent blog post tied to this agenda https://www.oii.ox.ac.uk/blog/understanding-the-potential-of-ai-for-lifelong-learning-the-need-for-a-critical-perspective/ because the goals, outcomes, prescribed learning, and metrics created for us and embodied in learning standards few will accurately describe are intended to create and “support a democratic and socially inclusive future.”

Without accurate information we are left tilting at windmills while all these plans avoid the needed scrutiny that would cause virtually all of us to resist. I hope these Eureka Moments can be the beginning of the resistance that is not bound up in narratives on data that serve as useful Guiding Fictions that actually enable ‘data-driven governance’ in the 21st century.

 

Rising Like a Phoenix from the Ashes Despite Repeated Autopsies and Pretend Burials

The last line about Pretend Burials is my addition to a quote I took from a translated book from 1970 called Three Faces of Marxism .The active disinformation campaign we started looking at in the last post contradicts the informed contents of that Leonhard book, which quoted one Eastern European after another from the 1950s and 60s on the “true renaissance of Marxism … that is the beginning of an event, the beginning of something historic that concerns the future of us all.” I think that same something is going on now and it’s behind the documentable deceit surrounding (1) what learning standards like the Common Core are and why they are needed; (2) the determined effort starting in the late 80s to pretend the MH aspiration never existed and pretend that Soviet Communism=Marxism; and (3) the misrepresentation of what Martin Luther King aspired to engineer through civil rights laws and in the name of the Beloved Community that essentially coincides with the MH aspiration and the purpose of learning standards.

That interconnection woke me up over the weekend and covering this up made me think of the need for pretend burials to protect these theories from the infamy of their history. If you think I am being disrespectful to Dr King, last week I noticed that part of the brigade pushing the organized disinfo campaign about the Common Core was involved with “The Life and Legacy of The Reverend Dr Martin Luther King” https://www.baylor.edu/washington/index.php?id=951374 .The event was somehow sold out before it was even publicly announced. That suggested to me that KIng’s legacy and the civil rights laws and their use to push Equity and Excellence in education had turned into a vehicle for something else that King may or may not have imagined. Since one of the speakers, Cornel West, wrote a book on the ethical dimensions of Marx’s thought I had an idea what that theory might be.

Since Excellence in education means to combine what is felt, thought, and desired into a single active performance, learning standards are an awfully practical vehicle for gaining access to a means of invisibly implementing those ethical dimensions. That insight turned out to be true as I tracked down another book West had written in that momentous year of 1989 where the MH vision seems to have been renamed as ‘prophetic pragmatism’ with John Dewey and his Democratic Education as its exemplar. Ding. Ding. No need to follow just bread crumbs anymore as everyone who has read Credentialed to Destroy will appreciate, but West went on to quote the architect of the MH view of culture and the role of action (praxis), Antonio Gramsci, and his desire for “a new cultural process, different in character from its predecessors,  a process in which practical movement [performance standards like the Common Core?] and theoretical thought [like Enduring Understandings or Thinking Like a Historian?] are united [Higher Order Thinking Skills?] (or are trying to unite through a struggle that is both theoretical and practical).”

See the role of learning standards in these goals of real world transformation and a reimagined future? See why we keep coming across a push to pretend Marxism has no interest in ideas even though categories of thought are actually front and center to the whole scheme? West himself wanted to shift the conception of knowledge to something that would promote “power-laden people’s opinion” as a means of engineering his desired “culture of creative democracy by means of critical intelligence and social action.” Sounds like the MH vision again and after all I have these old books telling me that back in the 1960s there had been “a renaissance of Marxist thinking” that had begun to “crack the ice of Stalinism and to become a stream once more.” A similar observation proclaimed that “After several decades of grave crisis, we may today speak with assurance of a renaissance of Marxism. It rises like a phoenix from the ashes even though it has repeatedly been subjected to an autopsy.”

It’s much harder to autopsy something that is supposedly buried and past history. If renaming it allows a theory to be operative without scrutiny or infamy that’s an excellent reason for deceit. Sure enough when I looked into whether that renaissance in a certain perspective influenced Dr King I found https://acton.org/publications/transatlantic/2018/01/15/3-reasons-martin-luther-king-jr-rejected-communism a recent attempt to misrepresent what MLK believed from a think tank active in pushing School Choice and once again falsely treating Communism and Marxism as synonymous. That whitewashing makes perfect sense if School Choice is actually a Trojan Horse to spread that unity of “practical movement and theoretical thought” in every type of school or education initiative. Let’s compare to this http://ownershipeconomy.net/2015/08/30/martin-luther-king-called-for-a-higher-synthesis/ as well as http://rajpatel.org/2010/01/18/martin-luther-king-we-are-not-interested-in-being-integrated-into-this-value-structure/ and we get a more accurate feel for where Dr King fits with our MH template.

It turns out that everywhere we look into this vision of how to bring about a more just society sooner or later we find a forthright declaration of the need for “comprehensive information” and a new value structure that will be the “powerful force for altering the internal psychological structure of a human being”. We learn that a NEW kind of education is needed that will “develop the skills and deep habits of partnership and working across differences…the work of rebuilding our world requires a revitalization of abilities to see beyond what is to what can be. [This] combines a sacred and public spirit with the work of culture change to rebuild the moral and civic fabric of our society.” Now if that spirit gets wrapped up in the Good, True, and Beautiful or as a return to “the principles of America’s founding” will anyone notice the shift in the definitions or principles from what is historically accurate?

The three areas of deceit not only come together when MH is properly understood, but framing as a civil rights issue brings in the rule of law as the enforcer. If we compare the quotes from my last post or in the comments there to Leonhard laying out the disdain of the USSR as representing a ‘historically transient form of socialism”; and “the humanist Marxists of different countries all agreed that neither the economic model of the Soviet Union (state ownership of the means of production; economic management by central, hierarchically structured planning), nor the political structure of the Soviet Union (dictatorial rule of the Party apparatus over all spheres of social life” and compare that with what so many so-called ‘conservative’ or libertarian think tanks are telling us Marxism is about, it is clear there is even more of an organized disinfo campaign trying to hide the MH vision than there is over what the Common Core is and what competency-based ed is really about.

Student-centered learning as the convergent aspiration pushed by the Aspen Institute, Jeb Bush, and iNACOL makes sense once we know that “the humanist Marxists consider it necessary to move the human problem once more into the foreground of Marxist theory.” Sounds just like King’s ‘higher synthesis’ and what the state of Massachusetts recently said was the inspiration for all standards-based ed reforms. Personalized learning and Betsy DeVos’ repeated hype that students be educated to their’ full potential’ fits right in with the MH “emphasis on man as the starting and finishing point, as the ultimate objective of the entire practical and theoretical work of Marxism.”

If ‘human socialism’ or ‘the socialism of self management’ need ‘ ideas and concepts’ to become operational and “create the social and political prerequisites for any further development,” suddenly all the deceit about outcomes-based ed in the 90s, and the Common Core and the reasons for data collection now, makes sense. It is no longer a shock that when we looked at the National Constitution Center’s curricula we found communitarian redefinitions of Liberty and Freedom. The deceit makes sense if we understand MH theory from Kolakowski’s actual books instead of lectures about him. Perhaps we should remind Mr Kimball from the last post that Kolakowski quoted MH theorist Erich Fromm who “regards the Manuscripts of 1844 as the fundamental exposition of Marx’s doctrine…Totalitarian doctrines and Communist regimes have in his view nothing in common with Marx’s humanistic vision, the chief values of which are voluntary solidarity, the expansion of man’s creative powers, freedom from constraint and from irrational authority.”

Just the way learning standards and competency frameworks really work and consistent with West acknowledging that he needed Gramsci’s thinking to get to his desired social transformations. We also have Kolakowski marvelling at how Gramsci and Marx got to the same place even though Marx’s manuscripts were still not known when Gramsci went to prison in the 20s. Both men were interested in “the question of the relation of human thoughts, feelings, and will to ‘objective’ social processes.” I just boldfaced those words to remind everyone that those words combined are what the definition of Excellence in K-12 actually means and what the civil rights laws are imposing in the name of Equity. I am going to close with a quote that in my mind connects all these aims to why these psychologically transformative techniques for a political purpose may be partly behind the rise of mass school shootings in places using them.

Kolakowski was greatly worried decades ago about Herbert Marcuse and his advocacy for an “ultimate all-embracing synthesis in which thoughts, feelings, and desires are merged in a higher ‘unity’. Such an aspiration is only possible when a totalitarian myth claims supremacy over thought–a myth based on ‘deeper’ intuition, so that it does not have to justify itself, but assumes command over the whole of spiritual and intellectual life.” Kolakowski was right to be worried, but wrong that this desired unity would have to be accomplished by “replacing the tyranny of logic with a police tyranny.” Learning standards represent another way to get around what he said has been “corroborated by all historical experience: there is only one way of making a whole society accept a particular world-view.”

If no one can recognize the psychological manipulation and there is organized deceit around learning standards, Marxism, and Dr King’s vision, who can even see the coercion creating the desired worldview? Once we can see what is being imposed through the mind and learning standards, we can share Kolakowski’s concern of what will happen when power decides that “normative essences must prevail in every domain.” Like him, we may come to see that the words Freedom and Liberty are being used in ways that have “taken on the contrary of its normal sense.”

But that requires accurate factual information and that’s the last thing this vision of education for the future has in store for us or our children.

Hijacking Concepts to Control a Student’s Framing, Sense-Making, and Thus Their Minds

This post arose from my watching two different videos in the last month that left me deeply disturbed at the implications. The first was Learn Liberty’s “Marxism Explained in 2 Minutes” by Deirdre McCloskey where she said “Ideas themselves create consciousness. It’s not an outgrowth of the world’s material condition and the class struggle as Marx believed.” All of my extensive collection of books on what I shorthand as the MH philosophy–Marxist Humanism–regard Marx as believing that Ideas matter very much because they guide and motivate action in the present to change the nature of the future by transforming the nature of society. After I finished researching this post, we had the 200th anniversary this past weekend of Uncle Karl’s birth. This generated yet more pushes like this https://www.americanthinker.com/articles/2018/05/karl_marx_at_200_his_lethal_legacy_lingers.html pushing the idea that Marxism=Stalinism in Russia and that Marx did not believe Ideas mattered.

If Ideas do matter in the MH vision and especially if the needed ideas can be sales pitched as ‘conservative,’ ‘grounded in the principles of America’s founding,’ or ‘necessary for self-governance’, then the MH vision comes roaring into everyday perception and actions via a new kind of education that gets at the neural structure of the mind and sells it as ‘learning to think critically’. That last quote was from a recent Freedom Center video touting the need for a Code of Ethics in K-12 and rightly complaining of Indoctrination. My problem though is that if the admitted Left wants a child to perceive and act through White Privilege or Racism as the motivating Category of Thought and the so-called Right hyping for School Choice wants the Child to think using “Do the Good. Seek the Truth. Create Beauty,” they are both providing Categories of Thought. All these concepts are designed to change behavior in the present in order to transform existing society by altering prevailing consciousness.

See the problem? We have “conceptually synonymous lexical” phrases with the same function. If the MH vision is all about transforming ourselves and the world, we are headed down a troubling pathway with nary a head’s up as to what is really going on. I said there were two troubling videos. The other was a speech David Horowitz of the Freedom Center gave to a Young America’s Foundation luncheon on March 16 at the Reagan Ranch that was touted as “Unveiling the Left’s Agenda of Destruction”. Horowitz used language about America’s inspirational vision that “all people are equal in the eyes of God and therefore must be equal in the eyes of government and that they are endowed by their Creator with the right to Liberty” that reminded me a great deal of the humanistic slogans used in the MH vision.

That created my working hypothesis that if the Left and Right can create shared understandings and motivating ideals in a substantial group of people under a variety of names and rationales, then the MH vision, especially in its cybernetic form, can come waltzing into the America that we love, or other free societies, without people being aware. Saying Marx didn’t care about Ideas makes that easier to do. Taking noted MH philosophers who fled to the West and taught, like Leszak Kolakowski, and then misrepresenting their criticism of what they called they called wrongheaded fallacy of Institutional Marxism of Stalinism as being what Totalitarianism is all about as this paper did https://www.newcriterion.com/issues/2005/6/leszek-kolakowski-the-anatomy-of-totalitarianism or giving essentially the same speech at a Hillsdale College forum in October 2017 on Soviet Communism and never mentioning all of Kolakowski’s MH work means that not only do Ideas matter, but few people even trying to listen in the 21st Century are likely to hear an honest representation of the continuing collective goals that must be accomplished via the mind.

Unlike Kimball, I did not study under LK at Yale in the early 70s, but I do happen to have his translated into English book from 1968 called Toward a Marxist Humanism so we do have some ability to still eavesdrop on what must have been said. Contrary to what McCloskey stated above the MH philosophy is very much desirous of “replacing economic laws” with the “influence of ideology”. We should be very afraid in 2018 with all the talk all over the world of evidence-based policymaking that LK wrote that “theoretical knowledge of society continues to be a condition for the successful struggle of the communist movement.” Remember how I keep warning about a little c vision that we keep encountering as a communitarian ethos hiding behind supposedly conservative terms like Liberty and Freedom?

LK wrote a great deal about the need to gain control over “man’s conceptual apparatus” so that what was True would not be about whether a theory accurately described existing circumstances. It would be measured by whether a Theory was useful in motivating action to Change Circumstances. “Is the model useful?” would become a new criteria of truth. That might explain all the false narratives we have encountered surrounding education reforms that seem to be financed by the same think tanks or philanthropies now driving a misperception of Marxism as a historic philosophy of how to change the future via Ideas that are believed and that drive changes in behavior. LK knew the necessity of getting at people’s “intellectual organization of material” that were “an integral part of the most elementary activities of the human mind.”

Imagine the transformative power of first prescribing, and then being aware of, what a student was internalizing as a Habit of Mind that would then guide his seeing “the world in such terms and from such points of view as are necessary for him to adapt to it and transform it usefully.” And predictably too in known ways if you happen to be the prescriber aware of what the Categories of Thought are that are being inculcated into a student’s “conceptual apparatus.” What makes something totalitarian is actually not the existence of a gulag, but rather prescribing the categories that “constitute the total apparatus of concepts permitted in use and [that] are imposed as the sole and obligatory system of organizing one’s thinking.” Anyone not recognizing that concern of LK’s having been made operational in the new federal law that applies to the next school year’s requirement that all students must be assessed at least Higher Order Thinking Skills and whether they guide behavior?

When Horowitz said in that same video mentioned above that the new Code of Ethics was needed because “You can’t indoctrinate young people. You have to let them make up their own minds,” I couldn’t understand how that rhetoric could be squared with how Learning Standards actually work or his call to Teach the students to Think Critically. Critical Thought requires the use of prescribed abstract categories. How is that actually making up your own mind? It seems more like the semblance of autonomy where the actual coercion gets internalized and becomes the driver of our decision-making but out of OUR sight (but not the prescribers in education, philanthropy, or the think tanks).

Here’s another quote from 1964 discussing the role of cybernetics in the USSR after Stalin’s death unlocked the Role of Ideas again. These same ideas were coming to the US, which is why Notre Dame’s Press published the book The Social Impact of Cybernetics and we should all be aware that “the abstract ideology or the utopia expressed in concrete terms plays a critical role in defining social purpose and hence in conditioning social decisions.” Acting on goals is one of the hallmarks of competency-based education all over the world so its ties to cybernetics and the real MH aims become clear when we read that “action upon the environment is regulated by a continuing process of perception in which the perceived external reality is compared with the end state to be achieved.”

Is Project-Based Learning then about academics to be learned or simply a means to change the child at the level of their mind and personality? If you think changing the child neurally will always come with rhetoric about social justice, any category of thought that seeks to impose a “viable system of value and perceptual relevance (ideologies)” will actually do. Notice the same language from Classical Education and the Barney Charter School Initiative being used back in 1965 from “The Development of Cybernetics” in The American Behavioral Scientist: “Hence in dealing with social systems in which men form the ultimate self-regulating components, we must deal with the problem of the adequacy of perception and of value to effective action within a natural and human environment. The analysis of men and societies as self-regulating systems brings us back to the perennial philosophic problems of the Good and the True.

We need to consider now whether all the deceit about the Common Core and now Marxism may well be hidden in language about ‘conservative thought’ or ‘principles of self-governance’ as used in this press release. http://www.bradleyfdn.org/Portals/1/PDF%20Files/GEORGE%20WILL_Press%20Release-23Apr2018.pdf .After all, one of the other historic terms for the MH vision that I did not have a chance to cover yet is the “socialism of self-management”.

What if self-governance, self-regulation, self-discipline, and self-management are all conceptual synonyms describing a person with the desired internalized systems of thought and value that can act as a steerable rudder for anyone with power who knows they exist? That would be the MH vision of Freedom and Liberty and that really should give us pause.

We are all in agreement though that Ideas do Matter. It’s why they need to be known and discussed accurately and not just in terms of their Usefulness for Social Planning Purposes.