False Selling of Education Terms as Remedies Obscures Real Function as an Accelerant

When a false narrative is set out with respect to education, such as misrepresenting concepts and practices like standards, School Choice, social emotional learning, or labeling NAEP and PISA as ‘tests,’ parents and taxpayers who believe they are getting accurate information from an ‘expert’ get led astray. Worrying about the wrong things and not paying attention to the real functions, they are unable to best protect their children or their tax dollars. Most never seem to think in terms of conflicts of interest or the agenda of the paymasters of the various think tanks. I want to deal with the admitted agenda of the Declared Leftist Radicals first and then show why I disturbingly keep finding language on the supposed Conservative, market-oriented, or Libertarian side that is clearly headed to the same place.

Let’s start with this paper from 2010 http://www.tellus.org/pub/GTI%20Perspective%20-%20We%20the%20People%20of%20Earth%20-%20Toward%20Global%20Democracy.pdf

It started by declaring that “we confront daunting twenty-first century challenges hobbled by twentieth century institutions.” Now I read enough Leftist sites and books to know they repeatedly call for “new forms of social organization.” What if we cannot see that schools have become a radically new form of social organization because we assume we have a choice? Then all the limitations now placed on how schools and students must interact and offer instruction would be hidden behind obscuring misdefinitions. We would have an illusion of choice, but a reality of unappreciated prescription. That same link ends with “As with any democracy, the legitimacy of global governance rests with engaged citizens who demand rights and assume responsibilities. The globalization of the human project sets the historic condition for a corresponding enlargement of identity and community.”

What if that goal for creating “a worthy planetary civilization” relies on governments at all levels stipulating performance and achievement ‘standards’, which regulate what anyone  must know or do? What if those same levels of government describe the desired values, dispositions, ethics, and beliefs that students are to internalize? What if those stipulations get hidden as social emotional learning, character, or civics education? What if parents never grasp that both NAEP and PISA are looking to assess for whether the desired internalized, prescribed attributes have taken hold at a neurobiological level? Parents might then never know that their child was being socially reengineered at school because they believe those measures are ‘tests.’ They would have been misled and might fail to recognize the existence of a PDM–a Political Disciplinary Mechanism–used to make sure that the subsidiary levels of government remain faithful to the desired national or global implementation.

Remembering my Pincer Action metaphor from the last post, let’s shift to what UK Sociologist Anthony Giddens wrote in his 1994 book Beyond Left and Right: The Future of Radical Politics where he talked about shifting from a welfare state to Positive Welfare. As I have documented previously, that fits with what various members of the Atlas Network state they are seeking when you read the fine print and the declared agendas of some of their touted speakers (my bolding).

“Happiness ‘does not depend on outside events, but rather on how we interpret them’; it is ‘a condition that must be prepared for, cultivated.’ It depends less on controlling the outer world than controlling the inner one. ‘People who learn to control inner experience will be able to determine the quality of their lives, which is as close as any of us can come to being happy.’”

Grammarians will notice Giddens was quoting someone, which I will get to in a moment. What if social emotional learning and quality learning are actually designed to change how the child perceives the world just as Giddens desired and parents are unaware because they have been trained deceitfully like Pavlov’s Dogs to simply worry about databases of Personally Identifiable Information? The proclaimed needed cultivation and internalized control would be put in place through the schools to be lasting and unconscious with parents none the wiser. Giddens was in turn quoting Mihaly Csiksentmihaly, who is the creator of what Excellence actually means in education. http://invisibleserfscollar.com/excellence-means-education-putting-what-we-feel-wish-for-and-think-in-harmony/ Long time readers will also recognize Csik’s involvement in GERG–General Evolution Research Group with some of the systems theorists I have tagged to this post.

Now remember that civil rights laws are now being interpreted to REQUIRE Excellence and Equity in education. It’s just not the Webster’s definition of Excellence in play. Now I am about to introduce yet another one of those nerdy words that occasionally are necessary. This time though the word autotelic is not mine. It is once again Giddens, quoting Csik so here we go.

” A person who pays attention to an interaction instead of worrying about the self obtains a paradoxical result. She no longer feels like a separate individual, yet her self becomes stronger. The autotelic individual grows beyond the limits of individuality by investing psychic energy in a system in which she is included. Because of this union of the person and the system, the self emerges at a higher level of complexity…[this, however,] requires determination and discipline. Optimal experience is not the result of a hedonistic, lotus-eating approach to life…one must develop skills that stretch capacities, that make one become more than one is.”

Now if that development of the autotelic self is actually what social emotional learning standards and the hype over Grit, Perseverence, and a Growth Mindset actually get at, this letter to Congress http://truthinamericaneducation.com/wp-content/uploads/2016/06/Final-Ltr-NAEP-legal-and-privacy-concerns-06272016.pdf would be setting both Congress and parents in the wrong direction. Plus the supposedly proscribed and even boldfaced for emphasis, “fundamental theory of liberty upon which all governments in this Union repose excludes a general power of the State to standardize its children by forcing them to accept instruction…” would continue unabated. That’s the effect of either deliberately False Narratives in education or just confusion or ignorance about the true nature of these reforms. No need for Personally Identifiable Information to thoroughly standardize a child at an invisible level.

I want to quote Giddens one more time and then show why I am so sure that as currently set up under federal and certain state laws, money following the child is designed to get precisely that kind of proscribed standardization at an internalized, neurobiological level. I also think if parents got in the habit of reading school or district charter language and private school mission statements they would quickly discover it is not just Giddens and Csik wanting to foster an autotelic self. I think we may also have found the reason why my research into the Positive School Climate mandate back in 2012 led me straight to Professor Amitai Etzioni and his communitarian ethics (italics in original).

“A generative model of equality, or equalization, could provide the basis of a new pact between the affluent and the poor. Such a pact would be an ‘effort  bargain’ founded on lifestyle change. Its motivating forces would be acceptance of mutual responsibility for tackling the ‘bads’ which development has brought in its train; the desirability of lifestyle change on the part of both the privileged and less privileged; and a wide notion of welfare, taking the concept away from economic provision for the deprived towards fostering the autotelic self.”

As a supernerd who keeps a 1962 two thousand page Webster’s in her vicinity at all times when she writes, I can affirm that the word autotelic has no entry in the version that goes back to the 1940s. Telic, however, made it in and means “directed toward an end; purposeful.” Autotelic then would mean being unconsciously directed towards ends someone else has picked out for us and may not have told us about. We might also have been given a false narrative about what standards, School Choice, and social emotional learning are really all about and falsely believe ourselves to be well-informed. Going back to Excellence, if someone has used school and instruction to manipulate what we each feel, think, and want, do we really have our own purposes anymore?

Back in early July, the publication Education Reimagined cited the Reschool Colorado: Creating a New Education System template as an exemplar. That caught my eye not just because of Columbine, but also because Colorado is where the GERG template for Achieving Excellence was first piloted in the 80s. What I found was something called the Learner Advocate Network, that is still in the design phase, but is where money following the child is intended to end up. I also was familiar with the phrase Capacity (Skill, Content, Disposition) from the Human Capabilities and Development work of another admitted Leftist Martha Nussbaum and Atlas Network preferred speaker Amartya Sen. Interesting coincidence, huh?

That recognition made the need to locate Reschool Colorado’s Framework for the Future of Learning https://www.dropbox.com/s/zz7ohda2mfetsfv/Framework%20for%20the%20Future%20of%20Learning.pdf?dl=0 all the more crucial. If that’s not another way to express an engineered autotelic self without admitting that reality and convergence of the Right and Left, I don’t have a mountain of research leading to this exact same place through the decades, across continents, and with differing declared rationales. Isn’t everyone else excited about being assessed as Academically Prepared under those definitions, being a Self-Manager, Socially Intelligent, and a Solution Seeker all under the standards put in place quietly by a state or local school district? Pertinent to the fed’s new statute mandating Success for Every Student, we have Colorado avoiding any PDM by insisting that its “definition of success should include the multi-faceted ways individuals may seek meaning in life and contribute to the world.”

Oh, joy. Maybe they too can cease to think of themselves as an individual and instead look to their membership and responsibilities to the broader systems they live or work in. Now Reschool Colorado is an initiative of the Donnell-Kay Foundation that hosted this Book Event for political scientist and educational researcher Rick Hess http://www.chalkbeat.org/posts/co/2015/03/30/rick-hess-teacher-leadership-can-and-should-be-more-than-an-empty-phrase/ of Atlas Network member, American Enterprise Institute. If that seems coincidental, the foundation is also a major advocate of public charter schools. See what I mean about where School Choice is actually headed? In a world where Stanford’s Hoover Institute partners with Harvard’s Kennedy School of Government to publish Education Next it shouldn’t be such a surprise that the so-called Right and Left Pincers are herding us to the same place.

What is harder to know is that the Kennedy School of Government’s Elaine Kamarck, then Executive Director of their new Visions of Governance for the Twenty-First Century, was part of Giddens’ 2001 Conference and book called The Global Third Way Debate. That would tie the Hoover Institute and its work in education to that vision as well, which may be why School Choice now leads to that Framework for the Future of Learning that wants to prescribe internalized capabilities every bit as much as Professor Nussbaum, Amartya Sen, or Csik. Remember my concern about the Process Theory of Law in the last post where something gets declared to be a “matter of public policy” and then the law becomes an unappreciated hand-servant to force the vision on us as if we were all just subjects and the governed? My research journey on that point led me to a 1998  Columbia Law Review paper called “A Constitution of Democratic Experimentalism.”

Want to guess what that theory and affirmative view of a radicalised Constitution needs? It needs practices in education that get to and shape personal “identities and capacities.”

Precisely what the Left has admitted it seeks to do repeatedly.

Precisely where that Reschool Colorado Framework for the Future of Learning went as well.

That’s quite a convergence and plenty of reasons for all the obfuscations we encounter from people who claim to be education experts.

As always, Follow the Money.

 

Hic Sunt Dracones: Decreeing Public Policy as the Boss of All of Us Without Genuine Notice or Consent

Hic Sunt Dracones is Latin for the warning phrase “There be Dragons” which seemed a perfect way to end this Trilogy. I have been warning of the coordinated convergence of what can only be described as a Left and Right pincer action to shepherd people blindly in a common direction. The rationales vary, the soothing euphemisms differ, and the admitted alliances among various public policy think tanks shift nominally. Behind all the deceit though, the distant social, economic, political, and personally enslaving destination never varies anymore. Since the Left at least admits what it intends, let’s start there and then I will show how the Right Pincer works as it seeks to guide to the same place in our respective futures.

When I started this Trilogy, I had come across a phrase “the process theory of the law” that seemed to fit with what I had been seeing on how to reliably lock the real Education and other local initiatives that we now know fit with the Social Determinants of Health or what Urie Bronfenbrenner called the various levels of his Bioecological Systems Theory into place. When we read references to the ‘rule of law’ now, most times it actually (and invisibly) references an affirmative, normative use of the law to bind individuals to a vision selected for them, whether they recognize this reality or not.

The Process Theory of the Law was developed at Harvard in the late 40s and spread to other elite law schools. It was apparently an elective 2nd Year Course there that has greatly influenced what many in our federal judiciary here in the US and also the professorate see as the new late 20th Century and 21st Century use of the law. Since SCOTUS member Stephen Breyer is considered an exemplar and he does like to write books, let’s take a look at what he laid out in Active Liberty: Interpreting Our Democratic Constitution. In my mind what Breyer is saying is that the law and cries of public policy, human flourishing, and democratic purpose can all be use to enslave the individual. (my bolding)

“…a certain view of the original Constitution’s primary objective…sees the Constitution as furthering active liberty, as creating a form of government in which all citizens share the government’s authority, participating in the creation of public policy. [See why I have been warning we will not like where the phrases governance or self-government actually shift us?] It understands the Constitution’s structural complexity as responding to certain practical needs, for delegation, for nondestructive (and hopefully sound) public policies, and for protection of basic individual freedoms. And it views the Constitution’s democratic imperative as accommodating, even insisting upon, these practical needs.”

Now, not to be sidetracked by political theory here, but when someone starts to insist that meeting human needs is an obligation the State at all levels and each of us has, we have shifted to Uncle Karl’s Human Development Society, whether anyone cites the bearded old destructive theorist or not. This relates as well to what I covered here back in January http://www.invisibleserfscollar.com/niti-nyaya-government-by-think-tanks-and-every-student-succeeds/ If anything the drumroll of deceitful false narratives and the offered rationales have simply become more profuse in 2016. Let’s go back to someone who at least admits to where this is all going and who remains alive in a place to see it implemented.

Let’s look up Stephen Breyer’s definition of the law and how a legal text should be interpreted: “law that helps a community of individuals democratically find practical solutions to important contemporary social problems.” See how it is not about the individual anymore except as needed to bind him or her to the stipulated common vision? Anyone still wondering why the actual definition of Career Ready Practices for the Classroom or mandated Positive School Climate for the school all end up pushing practices backed by communitarianism theories? Breyer hypes a theory he calls ‘cooperative federalism’ because of the federal government’s limited “ability to control the activities of individuals and businesses.” Get a different level of government to do it then and then hype it as “preserving a more local decision-making process.”

Does that sound to anyone else like the official talking points on ESSA–the new federal education legislation? How about what a recent paper from the RSA in the UK told us about New Public Governance and “Changing the Narrative: A New Conversation Between the Citizen and the State”:

“it is actually the local state rather than the national state that is best positioned to re-negotiate its relationships with citizens, communities, and businesses. Potentially at least, local government operates at a scale of accountability, with a degree of accessibility, and with a sensitivity to identity and diversity that it would be hard for central states to match.”

Potentially at least, but not when the mayor, state legislator, city council members, or other local political figures go to presentations by local think tanks or go to national conferences to be trained in viewing their cities, schools, area businesses, etc. as systems that can be planned and directed by political power and the affirmative use of the law. As part of the right pincer, supposedly opposite side of the Guided by Public Policy Sluice, we get lots of talk these days of ‘subsidiarity.’ Yet if we have School Choice that actually leads to internalized changes in beliefs at the level of the human mind and prescribed practices that make responding from emotion an unconscious habit, are we not playing right into what Stephen Breyer called a “lawmaking process…[that] involves changes that bubble up from below…this ‘bubbling up’ is the…democratic process in action?”

Under Standards- or Competency-based education and where School Choice actually leads under current legal dynamics in charter language or when money follows the child, what is in place to ‘bubble up’ is still to be very much of a planned, directed blueprint down to the ‘internalized capabilities,’ beliefs, and values of the students. Suddenly the Right and Left pincers, education policies, and the actual use of the law mean that every level of any human activity system, including people individually, are being guided in a coordinated, planned manner so that “laws will work better for the people they are presently meant to affect”  as Stephen Breyer put it.

At least he is honest with his declared “better to translate public will, determined through collective deliberation, into sound public policy.” My problem is when I hear a think tank fellow tell a group that they must adopt his recommended education policies or a state will never be able to afford the health care costs of its aging population when I know the policies do not actually work as prescribed. Likewise when I heard about the speech of Donald Trump Jr at the Republican Convention, it was apparent to me that someone had incorrectly explained to him how School Choice operated in reality. Since he cited FH Buckley of George Mason Law and his book The Way Back, and Professor Buckley agreed he was the advisor, I decided to take a look.

That April 2016 book may be one of the more obnoxious books I have ever read. We have to wonder why the Bradley Foundation that owns Encounter Books wanted this particular narrative to be disseminated. “Socialist Ends by Capitalist Means” is the declared premise and it envisions a future where “everyone is provided with the opportunity to flourish.” Stephen Breyer calls that active liberty and Amartya Sen considers that to be what individual freedom is now to mean. See what I mean about right and left pincer action once we recognize the underlying theory and what the admitted Left states they intend to do with it?

Interestingly, we may want to tell Professor Buckley about the BRAIN Initiative I have covered and the Science of Virtues Project the Templeton Foundation and the NIH are pushing at the University of Chicago since he sarcastically declares that: “I haven’t heard of plans to rewire our brains to eliminate it” [referring to the acquisitive instinct of individuals throughout history]. I do not know why Professor Buckley chose to cite so many radicals and admitted Marxists from the Left to frame his desire that “the promised land of equality might follow.” I recognize them because I have to read so much from the Left to accurately locate these blueprints. I do not want the US to become Denmark as the book cites and I know Buckley knows his Marxist theory because he states:

“As the most advanced capitalist country, America should have been the first place where socialism triumphed, according to Marxist theories of history…Today America is both unequal and immobile. As that becomes more apparent, we might begin to see the kind of class consciousness that Marx thought was missing in 1850s America, and with this a greater support for wealth redistribution schemes.”

Does that sound ‘Conservative’ or pro-market? When I say this is Uncle Karl’s vision and both sides are pushing it using euphemisms, I am not using my imagination to chase ghosts. At least Justice Breyer states honestly where he intends to go with the law, even if he is prone to taking a political theory like ‘deliberate democracy’ and stating it as a factual tool to now be used. He also cited a revisionist historian Bernard Bailyn who is associated with what James Block in A Nation of Agents called a major effort to “frame fundamental historical divisions as the precursor of a new organization of society.” See what quotes I can locate when I recognize a cited fact as actually not true?

Block went on to say that this so-called “republican reading of history” should be seen as “at least in part as a quest for participatory community composed of virtuous civic actors living for the common good.” Sounds like what Stephen Breyer wants as an active liberty, ‘bubbling up’ process and what Uncle Karl pronounced as the Human Development Society. So where’s the tie to Buckley’s book? Well, Block stated that other proponents of this republican misreading of history, as I will call it, “were Gordon Wood and JGA Pocock.” Gordon Wood is the historian Buckley kept citing to in The Way Back. Methinks The Way Back is actually the way forward to Uncle Karl, which is why the book really exists and if I were not a lawyer, history major, AND a maniac researcher I would never have recognized what was wrong with the framing of the book and where it really goes.

Accept the offered vision and defer to the prescribed path from a so-called pro-market public policy think tank. No need to actually accurately inform all of us people being affected. Buckley ended his book with the phrase “Ye are Many, They are Few” and called on a rejection of an “America…increasingly riven by class distinctions, best explained by the sociobiological imperatives of parents who wish well for their children.” Such poppycock, but intended to be influential and deferred to nonetheless.

If we are able to still rely on facts, habits of logical thought, and an accurate understanding of all these coordinated Public Policy sales pitches, we might not go along with the planned vision. We may still be capable of climbing off the Public Policy Sluice or departing the Planned Pathway and jumping free. That’s why we adults get spoon fed euphemisms if we are not on board with the declared Left Fundamental Transformation. Students are just to get neurologically reshaped via Preschool through high school until they are amenable to this entire planned process.

Who else is ready to step off the clearly set out pathway prescribed by the admitted Left and aped by the so-called Right? Ready to move away from the Pincer Action of a Planned Upravleniye Society?

 

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Fascinating coincidence since this paper http://frameworksinstitute.org/assets/files/PDF/UKCJ_MM_July_2016_Final.pdf that is technically about the UK has a title “New Narratives: Changing the Frame on Crime and Justice.” It goes a long way towards explaining why all these bad actions by actors deemed from underprivileged groups get overlooked and misrepresented in the prevailing ‘narrative’ of what happened. Its conclusion is that the “most effective strategy for preventing crime may well be to strengthen other social services, such as those that relate to education, housing and mental health. Building the political will to strengthen these systems is a crucial objective.”

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

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

 

Orchestrating an All-Encompassing Conception of the Legitimate Domains of Government Control over Individuals

If anyone managed to avoid the fury over this past weekend over the Obama Administration’s Transgender Bathroom decrees http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201605-title-ix-transgender.pdf and this http://www2.ed.gov/about/offices/list/oese/oshs/emergingpractices.pdf , you either have a set of headphones we would all like to acquire or you had a loved one just graduate. Most of the coverage and outrage is directed at imagining the physical intrusiveness of this edict. Occasionally we will get someone stating that this is not the role of the federal government. Reading both those releases though makes it quite clear that we have governments insisting they can command ‘citizens’ to defer to personal perceptions that disregard physical reality.

Let’s take a look at how useful that command ability is for those who have long sought to bring fundamental transformation to human societies, targeting what people value and how they must behave. Anyone think it is a coincidence that the sacred point for deference–personal perception–is precisely the point that the cyberneticists have wanted to control going back to those Macy conferences in the 40s? I just happened to have an essay from 1973 from Heinz Von Foerster (who edited the conference reports) telling researchers that “Since there are only 100 million sensory receptors, and about 10,000 billion synapses in our nervous system, we are 100 thousand times more receptive to changes in our internal than in our external environment.”

Is it any wonder governments have decided to target that internal ‘Simplex’ at a biological, neural level to gain the compliant citizens they (and their donor class like the Chambers of Commerce) want for the 21st Century? Refuse to believe me because it seems too horrible to contemplate? Let’s go looking for well-connected confessions from people at two places that have been ringleaders in these plans for us going back decades–MIT and Harvard. When I found out that in 1987 Stewart Brand wrote a book called The Media Lab: Inventing the Future at MIT, I got a copy.  The last chapter has a fascinating, matter-of-fact conversation with Peter Schwartz that called attention to something I warned about in the early days of the blog. http://www.invisibleserfscollar.com/why-the-world-makes-far-more-sense-if-you-add-dirigisiste-to-the-things-you-understand/

“Schwartz: No, I think most of the world still believes it is appropriate for the government to control what the people will know. It’s really quite amazing–to me at least, having grown up in the United States. Regimes everywhere are–a term that is not well known in the United States–dirigiste. French word. Literally, it means state direction. It isn’t socialism, it isn’t fascism, it’s essentially the idea that part of the central role of the state is to direct society–as opposed to take care of a few things and let everybody else take care of themselves, which is [was?] the US philosophy. Most every country in the world is in some sense dirigiste.”

Now even if I had not explained recently what Upravleniye meant or the Science of the Individual or the required state and local economic planning now in WIOA or the change and then monitor the mental models of each student laid out in ESSA–the new federal education legislation, anyone want to venture a guess as to which direction global education reforms emanating from the UN would be taking the US on the dirigiste template? But the MIT conversation was not over and the other speaker was Jay Ogilvy, formerly director of research of the Values and Lifestyles Program at SRI International. Now I know SRI used to stand for Stanford Research and was involved in a hugely troubling task force called Changing Images of Man among lots of other things. Let’s listen in decades later to what Ogilvy said to Brand:

“Ogilvy added: What gets me is how utterly inappropriate our basic economic categories are. We need to recast the concept of property for one thing, because in Marx’s terms property is by definition alienable: that is, unlike your elbow which is you and not yours, property must be transferable to another (alia equals other). I sell you the cow. You got the cow. I don’t have the cow anymore. I sell you information. You got the information. I still have the information. That’s one anomaly.

Another anomaly: intrinsic in information is the ‘difference that makes a difference’–to a receiver. So the condition of the receiver is an important part of whether a given signal is or is not information. Is it news or isn’t it news? Well, that depends on the receiver and the receiver’s ability to understand it. That’s not true of a ton of steel. It’s not true of a ton of wheat.”

Where else do we get such a chance to eavesdrop on insiders so we can recognize that we, and especially students with still malleable minds, are the receivers (author’s italics but my bolding) whose ability to understand needs to be manipulated at the internalized (see ratios above), neurological level. Still resisting? When I kept encountering references to the book Harvard and the Unabomber and the social science experiments it laid out going on at Harvard in the 50s involving some of the Macy Cybernetics conference participants, I decided I should read it too. Turns out the author Alston Chase had also graduated from Harvard in the 1950s and he was rather matter-of-fact as well about how “Psychology came to be seen as a powerful tool that could be used for good (when employed by an enlightened elite) or for evil (when used by Hitler).”

On the list of things the Enlightened forgot to mention was the “rise of psychology in public policy” because “the masses could not be trusted, or, as the historian Ellen Herman put it, summarizing the thinking of this time, ‘mass opinion was dangerous as well as fickle…[It] was a real threat to rational planning.” Another word for such planning is dirigiste and the most effective and hard to observe place to enact such planning would be to go after what the so-called receiver has internalized to guide their perceptions and then interpretations of daily experiences.

Still want more quotes as to intentions? “Yet in their heart of hearts they had lost faith in people and embraced a new paternalism. They became what historian Brett Gary calls ‘nervous liberals,’ beset by ‘propaganda anxieties.’ Saving democracy, these scholars concluded, required new psychological techniques that would point public opinion in ‘correct’ directions. Social science was seen as not just a way to understand man, but to control him as well.”

Well, I am ready to leave Cambridge and whatever is in that air along the Charles River beyond world-class hubris. Let’s get back to why all this is clearly relevant to what the planners want to achieve with these Transgender Edicts. When I wrote my book Credentialed to Destroy , a professor–Ernst Von Glasersfeld and his theory of radical constructivism–figured prominently in what was known in the 90s as the Math Wars and what is really being changed via math classes now. What I learned recently was that Glasersfeld’s theories were a part of cybernetics aspirations and that he had written for a 1984 book called The Invented Reality.

Now if governments wish to guide societies and control citizens at a neural level without that really being appreciated, how useful is a theory of education or philosophy (depending on the department of the advocating professor) that preaches to students and future doctorates and administrators that:

“it does not matter what an object might be like in ‘reality’ or from an ‘objective’ point of view; what matters is exclusively whether or not it performs or behaves in the way that is expected of it, that is, whether or not it fits.”

Getting at perception and controlling it gives a means to literally change how students will act in the future to alter reality and how they will insist on interacting with others. That’s why the physical reality of anatomical parts and other ways to protect privacy and feelings are not enough for the Civil Rights Advocates. They know, and we should to, that all these theories on how to turn students, principals, and people in general into Marx’s Makers of History ride on using education to control perception. People may not like the bathroom edicts, but is anyone questioning the legitimacy of legally compelling how the world must work simply on the basis of a student’s declared perception of being transgender?

In 1979 Glasersfeld and a Viennese prof, John Richards, published a paper called “The Control of Perception and the Construction of Reality.” I am really not speculating here on how crucial controlling individual perception has always been to transformational plans to a planned society that meets all human needs. The transformationalists, showing their fondness for italics, want to shift the purpose of education away from What is the structure of the real world? to a cognitive, internalized emphasis on What is the structure of our experiential world? That is precisely the point of emphasis in the Transgender Edicts: Does the student perceive themselves to be a different gender? No need for psychiatric or medical evidence. A personal declaration will do and must be accepted at face value.

This is simply a furthering of the governments’ desire for to be dirigiste and to plan using psychological techniques. As that 1979 article in Dialectica stated, that desired shift simply needed that “We thus redefine ‘knowledge’ as pertaining to invariances [like how they subjectively perceive gender or racism or White Privilege]  in the living organism’s experience rather than to entities, structures, and events in an independently existing world. Correspondingly, we redefine ‘perception.’ It is not the reception or duplication of information that is coming in from the outside, but rather the construction of the invariances by which the organism can assimilate and organize its experience.”

Anyone beginning to see why all mandates now push a concept-based, activity-oriented [project-based learning] focus for education for everyone? We need to recognize that the theorists are using education to enact their observation that “the brain’s model of reality, as far as consciousness is concerned, is reality–there is nothing else to perceive.” By manipulating that model of reality through educational practices and then insisting that we must all defer to that manipulated perception of reality, the Transgender Edicts are not just about bathrooms and privacy. The government is continuing to insist that individual perception is a legitimate area for it to manipulate. Then we must all accept the results of the consciousness that was intentionally fostered to believe in the need for change.

A Haverford philosophy professor cited in a footnote concluded that ” today [writing in 1988] the type of dialogical communities that are required for its flourishing are being distorted, undermined, and systematically blocked from coming into existence.” The Transgender Edicts with their deference to personal perception over actual reality, the Science of Virtues and other pushes of Character and values first, and the ubiquity now of a Whole Child emphasis and emotions as an integral component of learning are all means to remove the barriers to the desired communities that promote the desired “solidarity with our fellow human beings.”

I am not the one who throughout the 80s in elite higher ed kept quoting from Marx on what must be done to change history. This is how Richard J Bernstein concluded his book on Beyond Objectivism and Relativism:

“Marx’s second thesis on Feuerbach, especially his claim that ‘man must prove the truth, the reality and power, the this-sidedness of his thinking in practice,’ is a fitting conclusion to this study. We can no longer share Marx’s theoretical certainty or revolutionary self-confidence. There is no guarantee, there is no necessity, no ‘logic of history’ that must inevitably lead to dialogical communities that embrace all of humanity and in which reciprocal judgment, practical discourse, and rational persuasion flourish.”

So ‘standards-based education reforms’ were called on to alter perception to force what was never inevitable at all. Now we get legal decrees to further that same actual mandate and restart the hoped-for transformation.

See how this is not really about locker rooms and bathrooms?

Locating the Internalized Information Guiding Human Behavior So It Can Be Controlled and Transformed

Dictating such a transformation via preschool through high school, students would then essentially have a common core of prescribed values, attitudes and beliefs. For our Want-to-Be social and economic planning set that means future actions of most people would be both predictable and manipulable. The Planning Set, as I will call them, that we now know contains many different groups intent on fundamentally transforming the world that exists whether anyone consents or not, will know precisely what Values and Beliefs have been internalized and what visual Images, Words, and Phrases instilled. All become unconscious triggers available to command action.

To better appreciate why, let me quote Alexander N Christakis from a 2006 book How People Harness their Collective Wisdom and Power to Construct the Future in Co-Laboratories of Democracy (my bolding to show what Planners take for granted):

“Different people in different situations cooperatively develop different interpretations of realities, especially social realities. In our efforts to understand social realities and design better futures, therefore, we must not assume commonly agreed upon linguistic domains. People come from different cultures and have different cultural sensitivities. They see things differently; have opposing ambitions; prize different values. The first priority, then, in a designing effort is to create a consensual linguistic domain among many diverse voices.”

Students, adults, cities, economies, and societies have each been designated by the Planning Set as subject to their designing efforts. We may start with differing values, beliefs, and experiences, but the new vision of education puts all these things on the table for change. Keeping us lulled as to what is being done to us and our children we get euphemisms like Classical Education as we have just covered, OBE, or Competency-based education to describe the new techniques. Stated goals of ‘Learning’ and ‘Student Growth’ make the changes seem salutary. As I mentioned in a comment to the previous post, that internalized set of Images, Ideas, Principles, Concepts, Values, and Beliefs gets assessed via initial Benchmarks, and then changed and monitored through assessments. Can you say Continuous Improvement?

Some Planners and educators call what is targeted–’Worldview,’ as we just saw in the last 3 posts. Others use the phrases ‘Mental Models’ or ‘Cognitive Maps’. All are phrases with the same Target and the same aim of where the Bullseye is. To show just how long this has been a target of official Global Policy Planning, I was even able to chase these to the Oval Office of Bush 41 in May 1989.   https://bush41library.tamu.edu/files/memcons-telcons/1989-05-23–Finnbogadottir.pdf To prove that this still matters, here is the recent NSF letter announcing the Brain Observatory to develop a research infrastructure for neuroscience with the same target, techniques, and bullseye.  http://www.nsf.gov/pubs/2016/nsf16047/nsf16047.jsp

In all my posts from 2016 I have been building up from a theme of what is wrong with an Ideas or Concepts first curricula that are not built up from facts. Instead, the purpose of the provided Concepts and Categories is to interpret experiences in a classroom emphasizing activity. Sometimes the activity is physical as in group projects or role-playing. Sometimes it is virtual reality where only the software designer controls the Cognitive Map being created or shifted, mostly out of sight of the student, the parents, and maybe even the teacher. https://libertymuseum.org/in-the-news/groundbreaking-evaluation-study-released/ is a new curricula and assessment designed for building character and civic purpose by “exploring the concept of liberty as a living moral construct in contemporary society.”

Everyone ready to sign their kids up for one of the bedrock principles underlying the American heritage? Not so fast if we read the report and discover that Liberty has been reconceptualized to be “grounded in the notion that liberty must be just and must serve the common good…liberty [must be] reciprocal and responsible…[Otherwise] when liberty is de-coupled from one’s responsibilities as a citizen, it threatens to become selfish and divisive.” I have linked to the report and know both American and English history and, unfortunately, the fundamental tenets of the Marxist Humanist political philosophy. I get to recognize when Liberty as a guiding concept has been completely redefined to mask committing the student to a notorious normative vision for how the world might operate.

Students and parents though do not get that opportunity. They are not likely to recognize that Liberty “as conceptualized by the Museum and this study…becomes the bedrock for societal flourishing and ethical growth of both individuals and society” just turned into a tool for achieving Marx’s famed Human Development Society. Like the Classical Education we just examined the web-based curricula and interactive exhibits with Young Heroes is designed to create “pro-social changes in student behaviors” grounded in the stipulated virtues.

Most parents though will just think of Liberty in its historic meaning and not know that on top of the above redefinitions students also get experiences designed to change their knowledge, attitudes and behaviors with regard to “the liberty of society as a collective (collective liberty), as well as the liberty of each individual within society (relational liberty).” Think of this then as a Comrade Reinterpretation of the Concept of Liberty, which gets even more troubling because part of the assessment is looking for signs that the Young Heroes Outreach Program “participants consistently evidenced greater retention of all five pillar virtues associated with liberty…lasting at least three months after their involvement with the program ended.”

Why is that post-program search for continued changes in behavior so crucial? Because it is looking for proof the learning experiences created a change at a neural level in each of those student’s Cognitive Map, Worldview, or Mental Model. When researchers found “increased action-oriented civic and social engagement, identifying a number of social issues, upon which to focus their community projects,” they found that the changes in what was believed and valued were driving a change in behavior in desired directions. Desired first, of course, by the Planning Set and now by the students themselves, if they are even aware of why they are now interested in things they may have previously never noticed, much less acted to change.

Anyone else noticing that Liberty has been quietly redefined in much the same way and for the same purpose as how Amartya Sen defined Freedom? Yes, the nuisance of people who actually read the small print and footnotes. That Torchbearers Report and the redefinition of Liberty was supported by the John Templeton Foundation and the Jubilee Center on Character and Virtues in the UK. When the Report used this quote from Sir John Templeton: “perhaps true freedom is not the freedom to do but rather the freedom to become all we can be,” I recognized the sentiment. Since I found a treasure trove back in January when I searched for the connections between Sen’s philosophy and the Atlas Network members, this time I searched for “Templeton Foundation Amartya Sen.”

http://scienceofvirtues.org/ came up as the Templeton-funded Project at U-Chicago to create a New Science of Virtues. If that sounds like an excellent way to get at the values part of the Cognitive Map, I thought so too. There were conferences in 2010 and 2011. Perusing the Virtues Project Abstracts I discovered that the Divinity School was involved since Virtues were seen as a means to achieving ‘new spiritual knowledge.’ Chicago’s Center for Cognitive and Social Neuroscience administers the Project. Now would probably be a good time to remember Chapter 6 of my book and how the Planning Set wants to use education to gain a cultural evolution since biological change takes too long.

In the last post we talked about the sudden ubiquity of phrases like self-rule, self-regulation, and self-government. We can now add the Virtue of Self-Control where one of the members of the team of investigators is psychologist Angela Duckworth of Grit and Perseverence fame. More importantly she is involved through her Character Lab with the national Growth Mindset study being pushed by the White House Behavioral and Social Sciences ‘Nudge’ Team. That means this Science of Virtues is involved too. That certainly puts new meaning to this expressed goal:

“The proposed research will produce a comprehensive framework for formulating and evaluating economic and social policy with deeper psychological and ethical foundations than are traditional in economic analyses. It will develop a more comprehensive understanding of the origins and consequences of human differences.”

Very exciting then for the Planning Set! Another investigator on that same team is a Philosophy prof with a focus on ancient Greek and Roman philosophy. That’s a useful link to what we saw as we examined Classical Ed which somehow also loves to name drop Aristotle, Plato, and Socrates while making the point about enacting their ‘virtue-ethics.’ More rationale for transforming the internalized cognitive maps controlling behavior. Another part of the Project seeks “The Transformation of Virtues: Imagination, Vision and Dreams and Sources of Human Excellence and Practical Knowledge.” Sounds good even though it intends to prescribe and create an internalized Worldview of guiding values and beliefs to help students “understand the virtue of being able to face up to a collapse of the virtues when a culture is collapsing or being destroyed-as well as the virtue of living well in the aftermath of such catastrophe.”

Oh, Joy. The Planning Set creates the catastrophe while prescribing the beliefs and values to supposedly adjust to what is now broken. The 4-H Study of Positive Youth Development again defines “virtues, then, are psychological and behavioral characteristics that guide a person towards integrative and positive, or even noble, purposes for self and the world. In short, virtues are understood to play a key role in a person’s positive life trajectory and in the quality of civil society.”

But those characteristics are being prescribed and instilled via education without notice or even consent. Like the experiences obtained though the reconceptualization of Liberty, the curriculum is designed to guide and motivate certain behavior from a subconscious or even unconscious level.

Cool for the Planning Set who get power, grants, and promotions for pushing this transformation of the purposes of education.

Not cool at all for parents and students unaware of what ‘brain-based learning’ now really means or the taxpayers being asked to fund all these transformations.

Before anyone thinks that the answer is just to monitor what philanthropies or the NSF are funding in the name of education, please appreciate the National Institutes of Health is also launching research with the same Target and Bullseye. http://grants.nih.gov/grants/guide/rfa-files/RFA-DA-16-009.html

Theories about Mental Models or Computational Neuroscience are not innocuous terms for research either.

 

 

 

Strange Bedfellows but All Seeking to Build Unmarked Bridges Between Matter and Spirit

Since the last post I have really dug in to figure out why Classical Education as described by the books I have quoted in the previous two posts functioned so similarly to the educational vision I shorthand as cybernetic. I have those answers now, but before we get to that discussion I want to quote something from another book in the same series called Freedom, Justice, and Hope: Toward a Strategy for the Poor and Oppressed:

“Pulling a utopian vision into practice does little harm if the people involved participate voluntarily in the experiment and always have the right to opt out.”

I bolded that because I am not picking on Classical Education, Christian education, or those with a worldview that “Biblical categories of thought” should provide the framework for understanding all of Life and transforming culture. My problem is when this change in emphasis in education is not accurately explained and parents or taxpayers remain unaware. That’s why we are talking about this. To borrow one more quote from that book: “Ignorance is not harmless; in the real world our illusions can have awful consequences.” Consider me to be the Illusion Disperser. I am not disparaging anyone wishing that “Christians should use their God-given intellects to structure society along Biblical lines.” I am insisting though that if that’s the aim, say so when you are pitching your new view of school, education, and the learning philosophy.

Do not hide an aim to circumscribe mental activity and create action guided by religious faith so that a person’s thoughts are bound by the “use of reason within revelation” by pitching such actual goals as some kind of Classical education, the Trivium, or a return to the Medieval Mind. I cover both John Dewey’s real goals via education as well as what were called the Social Reconstructionists in depth in my book Credentialed to Destroy. Recognizing the essential template made perfect sense then when I get to the last chapter of Herbert Schlossberg’s Idols for Destruction: The Conflict of Christian Faith and American Culture and it laid out a “strategy for action” whereby “we must consider further how to move toward bringing political, economic, and social life into conformity with the gospel.”

I bolded the latter because the basis for the vision varies from the Social Reconstructionists laid out in my book or any of the Marxist Humanists or humanist psychologists we have covered on this blog, but the institutional aims are the same. So is the belief that the place to start with societal transformation in reality is by targeting what the individual has internalized as his or her values and belief system. Again, the visions vary but every time I track these new philosophies of education that are currently hyped as Common Core or competency-based education, invariably I find someone wanting to provide a normative vision that will guide and motivate future behavior.

That vision again is to serve as the source from which each targeted student will “draw the understanding of the nature of humanity, the meaning of history, the legitimate values of society, and the place of biological creatures in the creation.” That was not the only Schlossberg book I read. I also read Turning Point: A Christian Worldview Declaration that he wrote with Marvin Olasky so there is a consistency as to what is being asserted that has nothing to do with me inferring anything or taking quotes out of context. What is so fascinating to me is the consistent misstatements of what has actually been going on in educational psychology. In both books education is stuck on Behaviorism and Marxism on materialism, even though factually that was absolutely no longer true when any of these books was written.

It is simply not true that Marxism still failed to emphasize that “what people desire and purpose will have any bearing on the future.” Neither was it true that “We are part of an intellectual world that has judged there to be an unbridgeable gulf between matter and spirit.” Fusing those without consent so that “faith and action” become combined and targeting mental models has absolutely been a major occupation of researchers in educational psychology from the 70s forward as Schlossberg could have easily found out instead of erecting these False Narratives. My concerns over what the goals of Classical Education actually were when it hypes Ideas first, instead of facts, makes far more sense as an alluring sales pitch for School Choice dollars instead of confessing:

“anyone wanting to systematize knowledge on the basis of revelation will have to do it within a framework completely different from the common ones that have come to dominate Western philosophy…We must not accept any formulation that erects an impermeable barrier between the sensible and rational, object and subject, matter and mind.”

Dewey could have said that, except pithy expression was never his forte. Sounds precisely like all our so-called systems thinkers as well. Norbert Weiner, who created the term cybernetics back in the 40s, thought so highly of its potential to neurologically unite mind and matter that he equated it to breathing life into a clay Golem in a 1964 book. He also wanted to expand cybernetic controls using data and control via communication in remaking those very same economic and social institutions Schlossberg intended to target for transformation. First though Weiner wanted to start applying the theories in engineering and biology. Biologically–that’s us folks.

Same aim but with a different description might sound like this if you were writing a book you only expected fellow acolytes to read. “For the disciple of Christ is to bring every thought and every action in obedience to Christ.” Substitute Marx for Christ and you will see why we have a problem. If that sounds blasphemous, it is simply the reverse of a point made regularly in these books. Systems thinking exists though because even mentioning Uncle Karl is risky to any PR or sales campaign. Much better to describe such aims to control thought and action in terms about ‘interdependence and systems and mutuality” as both Schlossberg and the Marxist Humanists who call themselves systems thinkers do. “Brain-based learning” sounds better as well.

Here is how another proponent of Classical Education describes its ‘philosophy of education’ to “enable us to make progress in the life-long endeavor of self-rule.” The euphemism the OECD uses now for cybernetic control over what a student has internalized to guide thought and motivate action is “self-regulation.” Awfully close to self-rule, isn’t it? How about curricula that “is conducive to liberating the mind and heart” so that the student can make the ‘vital connection’ between “acknowledging the truth with one’s mind and choosing the good through the exercise of one’s will. Knowing the truth, willing the good, and apprehending the beautiful lead to true human happiness.”

I am not saying parents or adult students may not choose such neurological, normative, and emotional emphases in education as helpful to living one’s life. My problem is when anyone buys into this programming vision without understanding they or their children are being programmed. Too often now ‘classical education’ is simply a euphemism for cybernetic programming. People need to appreciate what is in that breath and that their child is being treated as a Golem. Best to fully understand what ‘spirit’ is being biologically fused. If the goal of these Christian Worldview Reconstructionists is to create a worldview that will guide all of life and change culture then that’s the same goal again of Dewey and the Social Reconstructionists.

What does differ is how it will work, not what is targeted or how via education. Here is the Turning Point again: “There is nothing really secular, out of reach of God’s dominion. Therefore, everything is of legitimate interest to God’s people. Biblically, we are charged with making disciples of all nations and with working toward bringing all things into conformity with God’s revealed will.” I bolded that again because I have been reading Alexander Christakis’ plans for Structured Design Dialogue and the new concept of ‘planning’ hatched in Bellagio in 1968 and the belief that a normative vision of What Ought to Be can be laid out and then willed into being. How? By changing prevailing values, attitudes, and beliefs at an internalized level. Let’s substitute the ‘Vision of Society and the Economy as It Ought to Be’ for what I bolded. See the reason for the interchangeability of aims and reasons?

In all these cases it’s not a matter of individual control anymore. Idols for Destruction tells us why. “Calls for the reformation of society that do not insist upon both orthodoxy and orthopraxy, therefore, are futile.” Must target both what is thought, believed, and valued as well as action in other words. Something all reconstructionists apparently recognize. It also fits with the definition of the kind of standards states must adopt under the Every Student Succeeds Act, what they must assess for, and why everyone must adhere to Universal Design for Learning.

We have noted the rampant Communitarianism required as part of the actual Common Core/Positive School Climate edicts. Schlossberg too was officially hostile to the ‘outdated’ Enlightenment ideal of individual autonomy. It is a vision he believed provides an “amazing answer in the sphere of human relations to the ancient conundrum of the One and the Many. It shows why we are not required to be either the isolated atoms of individualism, nor links in the great collectivist chain that is enslaving the world.” I will interrupt this quote to ask that it also be read as consistent with being a part of a system and a member of an interdependent society. Here we go again where I stopped:

“If each of us is related to the whole of the community as, say, the eyes to the body, then the reason we cannot exist alone is clear; our needs, purposes, and functions must be related to those of the other members of the body. At the same time, the eye performs a vital function for the body and cannot be written off as unimportant or peripheral.”

This autonomous individual with non-circumscribed reason says yuck to that vision whether it is put out in the name of Christianity, Buddhism, or by an acknowledged systems thinker. I have no patience for any of these desires to insist we individuals can only find our meaning “within the context of a larger society.”

Anyone else getting the idea that a whole lot of people want to be the Oligarchs in charge of us? If all these people want to apply for that job they can be forthright about it and quit hiding behind euphemistic terms of education and definitions too few understand.

 

Stimulating the Inner Springs Fundamental to Real Personality Change and Harmonious Social Progress

Did anyone guess that we had embarked on another Trilogy, except this time it was in Reverse Order as my personal experiences starting with a phone call to my home on December 17 sent me looking for answers? For a while now, the false narrative being constructed by various employees or allies of the Atlas Network members has both interested and angered me. Angered because it is frequently built on parroting some of my insights and research conclusions. Read Robin’s book, pretend to be an expert, get people to trust you, and take them somewhere I would never go.

For example I would never describe Bill Ayers and Linda Darling-Hammond as “Marxist Humanists” because they are admitted Marxists and rather proud of it. Hint: this is why Ayers was willing to promote violence. Marxist Humanism (see tag) is a belief that because capitalism has reached a certain stage of technological feats, namely computers and the Internet and communications technology generally (abbreviated ICT), there is now enough prosperity in the world that there need be no poverty anymore within countries or anywhere around the world. It’s why the UN’s Post-2015 plans for us are called “Dignity for All” by 2030. As one of my UN news blurbs put it after New Years, we are now Post-2015 and this agenda has begun. Understanding it accurately is very important.

That gets me back to that phone call. After hanging up in anger at what was said and pouring myself a glass of wine while I made dinner, I began to think about what had changed that day. Well, I had made a comment on the blog that I had ordered William Easterly’s book The Tyranny of Experts that had been an Atlas Network supported Hayek Lecture in London. So I decided dinner could be late, went down and wrote up notes on what was said in the phone call, started looking for financial connections among the known players, and examining commonalities as they popped up. In other words, I started behaving like the Due Diligence experienced lawyer I actually am analyzing a set of facts. I also got up early the next morning and proceeded to see what was in the Easterly book that people might not want me to grasp.

That’s what I meant about a Reverse Trilogy as we started with explaining what a Nyaya concept of justice was and how I knew that Easterly’s book did not accurately portray Hayek’s thoughts on the subject of economic and social rights. I have more than a provided talking points knowledge of Hayek as that post laid out. I also know what Marxism Humanism looks like and Easterly’s book and the Atlas Network’s support for it does give good reason to start to whitewash what the term actually means. For parents, Linda Darling-Hammond’s (LDH) pushes in education and Bill Ayer’s past make them known nightmares to be avoided. We have talked about Amartya Sen and his Justice concept and Development as Freedom in the first two posts. He is laying out a Marxist Humanist vision as nyaya and really so is Easterly in his book. If no one has ever actually explained MH correctly though and you now connect it with Ayers and LDH, that actual reality will be missed.

Sen coordinates a great deal with Professor Martha Nussbaum (also tag) on what they call Human Capability Theory, which also describes where P-12 education globally is going. If anyone is thinking I cannot actually tie all this to Uncle Karl, they do not have a copy of Democracy in a Global World covered in the last post. I went into that described alliance for good reason. Nussbaum also wrote a chapter and she tied the vision repeatedly to Uncle Karl by name. It’s also another reason why I found the open-ended Con Con advocacy from the Texas Governor so pernicious. The Chapter was called “Constitutions and Capabilities” and here’s a sample of the kind of direct ties I mean.

“When liberal democracies make constitutions, they typically base their work on a small core of intuitive ideas to which specific constitutional entitlements are referred…The basic idea of my version of the capabilities approach…is that we begin with a conception of the dignity of the human being, and of a life that is worthy of that dignity–a life that has available in it ‘truly human functioning’ in the sense described by Marx in his 1844 Economic and Philosophical Manuscripts.”

That’s what Easterly called for too without tying it to Marx. It’s what the Atlas Network’s members are actually promoting when they push his work or Sen’s. Back to my story of why I spent so much time researching over the holidays. I know John Dewey backwards and forwards from researching my book, but until I saw this post http://www.greattransition.org/publication/the-earth-charter-at-15 I did not know that Steven Rockefeller of the famous family had also written a bio on him published in 1991 called John Dewey: Religious Faith and Democratic Humanism. I ordered it in part because so many of the people who appear determined to control the narrative about what is really going on with the Common Core also aggressively wear their religious faith front and center. In fact, it seems to be a selling point on why their analysis can be trusted.

An example that had flowed out of my research was the Stand in the Gap Tour in fall of 2014 that David Barton had participated in. I had listened to a video of his speaking at a church in Dothan, Alabama and his description of what was desired reminded me of the cybernetic prearranged structuring of the Mind the behavioral scientists and admitted Leftists also want. That made Rockefeller’s book even more pertinent. As I read the chapter on “Democracy, Education, and Religious Experience” in particular I could see that this same Deweyan vision would create a desired worldview and amenable personality that would also work for a Muslim theocrat wanting to reconstruct the world starting at the level of the human mind (Tarbiyah) or a Christian fundamentalist also wanting to push social justice in the here and now.

I pulled the post title from the book and Stimulating the Inner Springs also fits with what the Hewlett Foundation and the CCSSO today push as the requisite Deep Learning. Isn’t this the real reason for wanting to control the narrative on education? Common means and common ends among interest groups and think tanks that are supposed to abhor each other? When I also mentioned the other day that Charter Schools that use cybernetic methods and adaptive personalized online learning are in a position to reap huge sums under the new Every Student Succeeds Act since those methods of manipulating the Inner Springs are effective and thus “evidence-based,” suddenly a drumbeat began online. That ended in that Project Veritas video that the Common Core was about textbooks companies wanting to make money. Well, they do but that is disinformation in an education environment where textbooks are going away.

In other words, like the phone call at home, do not write about the CMOs or online curriculums that also stand to benefit financially from insisting they are “100% Common Core Free” or who the financial backers are. No one may notice that the methods used are cybernetic and target those inner springs while telling parents this is a form of Classical Education. John Dewey understood that education “is a means of creating individuals” and David Coleman, Bill Ayers, LDH, and UNESCO are not the only parties at the education table interested in creating a certain kind of personality to fit with a desired vision of society and the future.

Last year I went to the Educational Policy Conference in St Louis and yesterday I noticed in a flyer trying to get me to attend that someone was parroting my Chapter 7 title language again, but also promoting the idea that the feds want to create a database of those values, attitudes, beliefs, and behaviors on students. Not really, educators want to know this so all those things can be changed. That actual cybernetic purpose keeps being ignored. The fact that Charters target these same areas and have to to expand and get their contracts renewed gets left out. Making Classical Education about ideas and not facts is another way to say it is also cybernetic. Looking into the Barney Charter Initiative Hillsdale has put together and its mention of the Circe Institute and its description of what is Classical Education, I thought “That’s cybernetic too and a good reason to control the narrative about the Common Core and shut down anyone who knows what ESSA actually says and who would actually benefit.”

I have long wondered in all the discussions of the College Board’s shift in its AP courses to Conceptual Frameworks and the use of core ideas as ‘lenses’ why people with Social Anthropology PhDs never accurately explain what a cultural lens is. APUSH’s restructuring was never about what facts to teach and yet people who by specialty are thoroughly trained in using cultural lenses never explain what they are. Now I know. If something reeks of the cybernetic means so many of the Atlas members are also pushing, it must not be part of the approved narrative. The truth is it is not only the admitted Left wanting to use education to force a “thoroughgoing democratic reconstruction of society” that “must be child-centered in the sense that it begins with the impulses, interests, and initiative.”

In other words, what ESSA calls “personalized learning with adaptive data” that entitles its pushers to funding as 21st Century Schools. It’s not just the admitted Left wanting to target, like Dewey, “the whole feeling, thinking, and willing person.” That’s why the parroting of values, attitudes, beliefs, and behaviors functions to inoculate the listener from recognizing that the person they are listening to may also have a comparable agenda. It’s not just the admitted Left and Dewey who want to frame what ideas are salient to the listener and what is likely to get ignored. Politics by Think Tank is all about controlling the Narrative.

It’s not just John Dewey or David Coleman who understand that “emotions are the reflex of actions” and that “if we can only secure right habits of action and thought, with reference to the good, the true and the beautiful [see what I mean about a Classical Education as the cited Circe Institute described it]“, then education will have created “a means of social control that does not violate the freedom of the individual child.”

Well, yes it does because all the false and controlled narratives keep the nature or existence of that control invisible. They make it seem like only a David Coleman, Linda Darling-Hammond, Bill Ayers, or other admitted Leftists have this goal for education in the 21st century.

I have run long again, but let me close with another quote from that chapter and a reminder that there are a whole lot of people pushing a vision of restructured American education using digital learning that they intend to financially benefit from. They also want a fundamental social and economic transformation where:

“To work and think in a community governed by this kind of democratic moral life is for Dewey the only sound approach to moral education in a democracy, which must rely to a large extent on a voluntary spirit of cooperation growing out of a multitude of common interests to maintain social order.”

Again, it’s not just the admitted Left that wants to enshrine collectivism invisibly and without outcry via education creating a “free play of instinctive sympathy and understanding.”

Lots of good reasons to control the Common Core narrative and guide and frame popular perceptions. Call me the mom who refused to play along and notices too much.

 

Leapfrogging Via Deceit that Crucial Last Obstacle to the Long Sought Convergence to Collectivism

Collectivism is one of those loaded words that sounds like I am trying to create a furor. Unfortunately, in this case, whatever the personal intentions of Texas Governor Abbott when he called Friday, January 8, for a Constitutional Convention, the actual release http://gov.texas.gov/files/press-office /Restoring_The_Rule_Of_Law_01082016.pdf may be one of the more deceitful documents I have ever read. It is deeply irritating to continue to be referred to as one of ‘the governed.’ Although since I live in Georgia, perhaps it is only Texans that are to be quietly subjugated at this point. Perhaps the author of the paper, a Texas Public Policy Foundation (another Atlas Network member) employee, Thomas Lindsay, who was previously with the National Endowment for the Humanities, is unaware that the phrase ‘We the People’ is now being used by radicals all over the world to promote the concept of a binding, collectivist, normative view of ‘democracy’.

Maybe the call of UT-Texas prof Sanford Levinson in his 2006 book Our Democratic Constitution: Where the Constitution Goes Wrong (And How We the People Can Correct It) for just such a Con Con that is tied to the Soros-financed American Constitution Society’s desire to have a new Constitutional vision by 2020 (began in 2005 as explained here) http://www.invisibleserfscollar.com/progressive-polyphonic-federalism-invisibly-binds-people-and-places-to-the-just-society-vision/ was somehow news to TPPF and Dr Lindsay. It certainly looks like a Convergence, however, especially given all the insistence in the paper that the Rule of Law is the core value America was founded on. Excuse me?

Maybe it’s just a coincidence that ‘We the People’ just happens to be the name of an initiative Community-Organizer Extraordinaire Harry Boyte, who inspired President Obama and has worked on White House education initiatives, has created to be the so-called Third Way, neither Left or Right, to use education to get his ‘cooperative commonwealth’ vision in place. https://www.kettering.org/sites/default/files/product-downloads/We_The-People_Politics.pdf Maybe it’s a coincidence that Boyte created that paper originally for a Dewey lecture in 2007 and it just happens to fit John Dewey’s vision for how to create the right kind of consciousness via education to fit a normative democracy where the law would bind everyone to the common good vision. The one laid out in the 2008 Democracy in a Global World book that I tracked from looking at Amartya Sen’s work covered in the last post.

Let’s start pushing on all these ‘coincidences’ headed in a common direction. The quote that “Our nation was built on one principle above all others–the Rule of Law” is not simply false, it is false in a way that is useful in jettisoning the principles our Nation and its existing Constitution were founded on–the primacy of the individual. Lindsay is correct that at the federal level, politics is broken. That dysfunction, however, is no reason to reverence the Law so state and local governments can turn each individual into merely the Governed. It is facetious to argue, as that Con Con advocacy paper does, that “The whole point of the rule of law is that we comply with it even when we do not want to; otherwise, it is the will of man and not the rule of law that reigns supreme.” Huh? That’s the kind of sophistry a wannabe tyrant would assert.

As Daniel Hannan quoted Baron de Montesquieu as saying in his 2013 book Inventing Freedom: “I am in a country which scarcely resembles the rest of Europe. England is passionately fond of liberty, and every individual is independent.” When the phrase ‘We the People’ is used in various American 18th century documents it is referring to independent, sovereign individuals who believe in a “unique legal system that made the state subject to the people rather than the reverse.” That TPPF framing of the Rule of Law is the Continental View of the Law that Hannan contrasted with the very different “philosophy…from the common-law conception of a free society as an aggregation of free individuals.” It is a view of law grounded in collectivism, as Hannan noted, and “in particular, from Rousseau’s belief in the ‘general will’ of the people in place of the private rights of citizens.”

A conception of the Law grounded in the visionary who gave rise to both Fascism and Communism as the basis for a call to jettison the current Constitution is apparently what the admitted Left as well as quite a few Atlas members want as well. A reverence for individuality is an obstacle to the Convergence apparently. The US Constitution is in the way.  I am going to use a particular essay “The Global Public and Its Problems” to illustrate what was meant by John Dewey by the term ‘Creating a Public’ through educational practices. In 1927 Dewey wrote a book The Public and Its Problems which called for a communitarian form of citizen loyalty as being necessary to create the public will and values to make democracy sustainable. This is not democracy as some kind of representative government with periodic elections, but democracy in the sense that Boyte calls the cooperative commonwealth, Marx called the Human Development Society, and the UN now calls Dignity for All by 2030.

In other words, there are reasons that the concepts from a 1927 book remain relevant in the 21st Century as the first chapter of my book Credentialed to Destroy made clear. Dewey defined the Public as a community where “its members recognize a common interest in confronting problems they all face and see resolving these problems by means of collective action as a common good.” Regular readers will recognize the current concept of Fostering Communities of Learners as the measure of what constitutes being an Effective Principal as using the school to now prepare students for a future where they get to be a mere member of Dewey’s concept of a Public. Needless to say, Dewey’s Public needs a strong, anti-individual view of the law to bind individuals to this broader vision.

Here is where the story laid out in the essay gets really interesting and directly relevant to our Convergence today. “Problem-solving is used as a self-building process” where “education figures prominently.” In fact Dewey called on it, like Boyte,  for “bringing a certain integrity, cohesion, feeling of sympathy and unity among the elements of our population.” This, of course, can only happen in socioeconomically integrated schools with no tracking. The kind of deliberative democracy envisioned then and now can really only go on at the local level. In the late 1960s, that essay announced that (my bolding):

“the Eurocommunists (misleadingly so described because they included Communist party theorists and leaders from Japan and parts of South America as well as from Italy, France, Spain, and Great Britain) rejected this standpoint [the bourgeois/proletarian distinction] in favor of one that posited general democratic and political norms, potentially shared by them and by champions of capitalism within their respective nations.”

Couldn’t we describe that as the model for today’s Convergence we are seeing by the so-called Left and Right think tanks? Doesn’t that fit with the video in the comments of the previous post of Pastor Rick Warren this year moderating a forum with Professor Cornel West and Professor Robert George, the founder of Atlas member–American Principles Project? Have we once again returned to Dewey’s view of education, political life, and social policy that the Eurocommunists also used that “resisted both sides of this orientation by seeking common democracy building social projects.” I was at a forum last week where Policy Link founder Angela Glover Blackwell was the Keynote Speaker and the admitted radicals seem just as hesitant to admit they are now working with Big Business and Chambers of Commerce to advance their vision of a Just Future.

Yet we know that is already going on in the required local and state WIOA boards. It sounds just like the Eurocommunists who were “prepared to respect those with procapitalist attitudes, including capitalists themselves, insofar as they were sincerely prepared to engage in joint democracy-enhancing projects.” Isn’t that arresting to read as we continue to stumble across these clear collaborations and common visions among public policy think tanks and politicians that supposedly have nothing in common. Governments at all levels are in charge of us with the law as the enforcer of the vision in a world where suddenly “a Deweyan public comprising adherents of both egalitarian and neoliberal philosophies is possible, provided that neither camp is hypocritical in its professed commitment to solving common macro problems.”

No wonder Atlas member employees suddenly seem so fond of citing Justice Brandeis that “it is one of the happy incidents of the federal system that a single courageous state may, if its citizens choose, serve as a laboratory; and try novel social and economic experiments without risk to the rest of the country.” If the citizens consent. That must be why the University of Texas-Austin is working with Stanford on the national Growth Mindset study and doing such a loud and explicit declaration of experimenting on students to change their conscious and unconscious mental models. All consensual. Not.

Reverence for the Rule of Law and Education for Democracy are just the thing in a nation where a Republican Governor calls for a Constitutional Convention with a paper that tells us again that “It is wise, therefore, in every government, and especially in a republic, to provide means for altering, and improving the fabric of government, as time and experience, or the new phases of human affairs, may render proper, to promote the happiness and safety of the people.” That’s the view of Law from the Continent where as Aldous Huxley noted, rights are taken, but never given.

That’s the world of the Governed, the serf, and the subject, which is indisputedly where both WIOA and ESSA and a world where the White House has a Behavioral and Social Sciences Team working to change the nature of citizens at the levels of their minds and personalities. I just was not expecting the State of Texas to play such a prominent role in launching this new view of education and what it will now mean to be an American in the future.

Remember with Dewey’s methods comes the totality of his underlying vision. Suddenly the title’s reference to Collectivism is perfectly on point.

Can Bicameralism and Proper Presentment now bind individuals to everything 21st Century state and local governments choose to impose?

No wonder there is such a consistent push to teach through ideas, concepts, and themes now instead of a body of facts. Facts are a useful tool of the individual, but inappropriate without permission for the ‘Governed.’

 

Scientizing Public Policy: Implementing Orwellian Tyranny by Statute Via the Mind and Personality

I have spent the last several days since President Obama signed the “bicameral and bipartisan” Every Student Succeeds Act (ESSA) on December 9 reading the false and misleading statements from various think tanks and reporters, supposedly representing a wide spectrum of political visions. Probably the most intrusive and impactful federal legislation ever and hardly anyone writing about it seems to feel compelled to actually read the legislation before explaining what it will do. In school a false Cliff Notes explanation of a book is likely to get a failing grade and an inquiry into cheating. In public policy and journalism now, creating false beliefs about transformative legislation seems to be all the rage. I guess it is to be expected that legislation seeking to physically reengineer the human psyche using behavioral science research would also use a bit of that research to create these false, or simply incomplete, talking points being used to describe the legislation.

If that other “bicameral and bipartisan,” fundamentally transformative legislation from summer 2014-WIOA-was the federal legislation that no one who enacted it wanted to even speak of, its partner-ESSA-is the transformative statute that no one intends to describe accurately. Unfortunately though, the actual statutory language and its real purpose control what must now occur in P-12 classrooms. It lays out what has really been authorized for meaningful change at the level of our children’s minds and personalities. Remember that. Talking points and articles may influence how ESSA is regarded by parents and the voting public, but it has nothing to do with the actual required implementation. Because the points raised and language ignored have so much commonality article to article, I shifted the actual quote I pilfered for the title from ‘scientizing politics’, which is what I believe ESSA was designed to do, to ‘scientizing public policy.’

The reference to Orwell is not me being a clever wordsmith and trying to hype attention. There really was a conference in August 1984 (like his book title) in Cambridge, UK on George Orwell and the “potential for tyranny if the enterprise of politics is interpreted as being analogous to that of science.” I believe that is precisely what ESSA is designed to do. A huge number of reports I have read from the US as well as from all over the globe back that up. Recognizing that makes me want to at call attention to what is at risk and why it matters. This, I believe, is the true reason politicians of both parties and public policy types across the spectrum refuse to accurately describe ESSA. No one seems to want anyone to have much of a chance to recognize the purpose of all those euphemisms used in its language or the Red Herrings designed to be a cited focus.

What does it mean if politics is being falsely analogized to science? Instead of politics being about competing interests within a set of rules that values the individual, scientizing politics uses education and the law as its primary tools. These allow coercive implementation without consent from those actually bound and treat politics as a truth-discovery process. What’s the truth to be compelled for belief? I have warned before that there really is such a thing in political science as the Human Development Society. Karl Marx wrote about it and all its tenets are being put into place now legislatively via all those unread, except by me, provisions of WIOA and ESSA. That is not an ideological smear, but a factual recognition of the background of these ideas.

Whether widely known or not http://buildinitiative.org/Portals/0/Uploads/Documents/Four_Ovals_paper.pdf   lays out the federal/states framework of using federal money to intervene in meeting ‘needs’ from birth on. The two think tanks, AEI and Brookings, have recently published definitive plans called “Opportunity, Responsibility, and Security: A Consensus Plan for Reducing Poverty and Restoring the American Dream” that would also please Uncle Karl immensely. Notice that as much as certain groups have capitalized on criticizing that video of Congressman Tim Ryan saying social and emotional learning is to be the primary focus now of education, that cited paper calls for the same focus. Since I have already read that paper, I know that it makes it clear that the primary reason to have funding follow the student and vary in amounts based on categories of ‘needs’ at federal and state levels is a desire to force socioeconomic integration on all public schools.

I mentioned that goal last week at a program on Student-Based Budgeting and having it be portable like a backpack that was being put on by two Atlas Network members–the Reason Foundation and the Georgia Public Policy Foundation. Both acknowledged that was the goal, but it was a long way away. I pointed out that parents and taxpayers were not being told that was even the long-term goal in all the public programs around changing the nature of student funding. Following up on that discussion, I discovered that both Reason and the Cato Institute had published papers urging a shift in welfare policy to Universal Basic Income. In other words, the so-called Left and Right public policy makers seem to have agreed on implementing Uncle Karl’s vision with the only question marks being how much should be publicly provided vs merely publicly funded and provided under stipulated standards.

Since that apparent reality would probably not be politically popular in a world where a majority of Americans do want to close the borders and not work as a beast of burden for everyone who can physically make it here and then start having children, we get the very lies and misstatements about WIOA and ESSA and what they are really intended to accomplish that I have been noticing. As always when confronted with any attempt to politically install a false picture of reality in the minds of boys and girls and the adults around them, I turned  to a 1988 French book by Jean-Francois Revel that was translated into English in 1991 as The Flight from Truth.

Revel noted just how unusual it is to find people “who possess a taste for facts and an interest in truth.” He called it the “anomaly of intellectual curiosity” and since I have definitely been driven by that curiosity all my life, his descriptions seemed like a good way to describe what ESSA, its required Higher Order Thinking Skills and Understandings (HOTS), the embedded Competency-based education, the required behaviorally-oriented performance standards and assessments, etc. are all hoping to foster in the minds and personalities of the students who will be tomorrow’s voters.

“The power of ideology is rooted in a human lack of curiosity about facts. When a new piece of information reaches us, we react first by wondering if it is going to reinforce or weaken our habitual mode of thought…The ideas that interest us the most are not new ideas, they are ideas we are accustomed to. [or which preschool through higher ed intends to make us used to as Relevant, Engaging, and Culturally Responsive]. The prodigious progress of science since the seventeenth century prompts us to invest human nature with a congenital appetite for knowledge and an insatiable appetite for facts.

But what history teaches us is that if Man does indeed display an intense intellectual activity, it is above all to construct vast explanatory systems as verbose as they are ingenious-systems that induce mental calm by providing an illusion of global comprehension, rather than by encouraging us humbly to explore reality and to expose ourselves to unknown information. To grow and develop, science has always had to struggle against this primordial human tendency which surrounds it and combats it from within: indifference to knowledge.”

The refusal to describe WIOA and the deliberate inaccuracies surrounding ESSA build on that recognized general indifference to knowledge most people possess. As Revel recognized and so does every behavioral scientist and educator seeking to ‘scientize politics’ in the 21st Century: “Man’s major foe is deep within him. But the enemy is no longer the same. Formerly it was ignorance; today it is falsehood.” Those mental systems that can induce calm or motivate action from a deep, emotional level must be created by education under ESSA in each and every student.

Looking for that presence, and manipulating what is found as needed to create the desired dispositions and generalized knowledge and skills to be the future citizen a Human Development Society needs, is precisely what ESSA prescribes. It is what assessing for HOTS, personalized learning based on data, and ‘well-rounded learning experiences’ are all about. The entire concept of 21st Century Schools required to receive all that funding under ESSA goes back to another reason why education and the law are being used now to Scientize Politics without permission and with organized, active deceit from the public sector and its public policy advocates. We are being forcibly shifted from our historic emphasis in the West of a community organized around moral order to a moral community organized around shared common purposes.

ESSA, WIOA, and those reports I provided as examples above, all assume a shift to an “overriding community interest” where everyone’s designated needs must be met. Individual rights to pursue our own interests and, apparently, our own knowledge of actual facts, get trumped by the desire to plan people, places, the economy, and supposedly ensure economic justice for all, regardless of background or personal productivity. Again, since being honest about this shift and a widespread recognition of what the consequences are likely to be is simply not good for a political career or even fundraising prospects for the typical think tank, we get lies and descriptions of legislation based on talking points with no actual curiosity for the facts.

Education necessarily has to be altered at all levels to support this clear, but unheralded shift, because a society that locates its sources of social cohesion in moral community is “necessarily more vulnerable to shifts in attitudes and behavior patterns that might reflect individual departures from the shared purposes of the community.” At least we know now why a communitarian ethos and shared understandings just keep popping up in the required implementation of a Positive and Safe School Climate.

Everything from the Career Pathways requirements to the new descriptions of K-12 as Workforce Development to the mandate that all educational practices promote Equity and meet needs actually trace back to this shift to a moral community where:

“Persons are tied, one to another, by their common identification to the collective, with their shared sense of nationhood, race, class, or ideology.”

As an anomalous seeker of facts with an insatiable curiosity about the likely effects in the reality where we all dwell, let me be the first to point out that this has historically been a tragic path for any society to actively cultivate.

Just because our elected public officials have arrogantly voted to impose this vision on us using education and the law, with an assist on the falsehoods part from the media, doesn’t mean we have to acquiesce.

The way out, as usual, is the recognition of what is really going on.

Even is it is not a politically approved pathway anymore under federal law.

 

Greed as the Driver to Force Education to Create Socially Engineered Human Beings under Federal Law

The only good thing about the huge Every Student Succeeds Act (ESSA) dropped on Monday, November 30 that sailed through the House Wednesday evening, December 2, to move on to the Senate is that we finally have a truly fixed body of language to analyze. After writing my book Credentialed to Destroy: How and Why Education Became a Weapon back in 2012 examining the actual implementation and what its true effects would be, and now this blog dealing with real time subsequent confessions, I have joked that ESSA read to me as smoothly as if it were written in Latin and I was Cicero.

Before anyone jumps to the conclusion that my reference to greed is merely the Pay for Success language that is unmistakably there, let me say the Greed I am talking about is not just for Success or Social Impact Bonds. It is Greed for Compliance that permeates ESSA. What local school districts and governments as well as states must agree to do, in schools and to children, in return for those luscious federal dollars. First though here is a news release from a well-connected organization bragging that just the Pay for Success components of ESSA add up to $2 billion a year. http://results4america.org/press-room/press-release-michele-jolin-evidence-based-policy-provisions-essa-game-changer-federal-education-funding/

Results for America with its ties to President Obama’s Office of Social Innovation and Civic Engagement and Cass Sunstein’s Nudging initiatives along with the UK Behavioural Sciences Unit and its interest in cities (Remember my Learning Regions post November 11, 2015) http://www.bloomberg.org/press/releases/bloomberg-philanthropies-announces-first-cities-selected-to-join-what-works-cities-initiative/ . They also created a relevant vision back in March with Atlas Network member AEI. http://www.results4america.org/wp-content/uploads/2015/03/2015-3-18-Moneyball-for-Education-Report.pdf

The co-author of that report, Bethany Little, is a partner at the same Education Counsel that is tied to Clinton’s Ed Secretary Richard Riley. It was hired by the Common Core’s sponsor, CCSSO, to create the competency-based education successor for the Next Generation States pushing innovative practices. Not a surprise then to see that paying for Success or just Compliance with the same reading, civics, or math constructivism that political radicals who call themselves Social Reconstructionists have fought for decades to impose on K-12 (Chapters 2-4 of my book, which is how I recognized what ESSA described)  features so prominently in what ESSA really forces. The local school district, charter school or any eligible entity, wanting those luscious federal dollars to flow to their local economy (think of students as just the excuse), agree to do whatever is specified. Is that really returning ‘control’ to the states and local schools with just federal ‘guardrails’?

The answer of course is it depends on what those requirements are. In addition to the insights only my book covers that are now more pertinent than ever because of what is in ESSA, I think the best summary of what schools must do in return for federal dollars is contained in Title IV–21st Century Schools. Of course every state and school wants those funds so let’s see what they must agree to do. First, provide “access to, and opportunities for, a well-rounded education for all students.” Secondly, create “school conditions for student learning in order to create a healthy and safe school environment.” Lastly, provide “access to personalized learning experiences supported by technology and professional development for the effective use of data and technology.”

Anyone out there saying, “what’s wrong with that? Next thing she’ll be complaining about apple pie.” Here’s the problem. ESSA was trying very hard not to have any damnable sound bytes that might have stopped passage. Most of the egregious language in what passed the House or Senate originally is gone. Instead we get euphemisms. Fortunately for us Tyranny Busters with Axemaker Minds my research is like a glossary of euphemisms. Part 1 on well-rounded education is the UNESCO term used all over the world now to denote non-transmissive or examination type education. Instead education must now be geared to develop the human personality as a harmonious integrated being. (Tarbiyah calls this education for shakhsiyah (personality/identity) for anyone craving an explicit link to the previous post.)

Maybe not such a good euphemism then to fend off scrutiny from what is really being promised in return for federal dollars. Part 2′s promises also sound glorious and vague. Apart from implicating all the Positive School Climate and that nesting a la Matrushka doll model from the previous post, what do I really have against Part 2? Well, in researching that last post I spent time researching what is going on the UK. The madrassas there are terribly pleased about legislation adopted since 2000 imposing obligations of social cohesion and racial equality on every school and community. Ofsted is the inspector to check for school compliance in the UK and in 2009 they defined the legally required community cohesion that schools must also demonstrate as follows:

“…working towards a society in which there is a common vision and sense of belonging in all communities; a society in which the diversity of people’s backgrounds and circumstances is appreciated and valued; a society in which similar life opportunities are available for all; and a society in which strong and positive relationships exist and continue to be developed in the workplace, in schools, and the wider community.”

I know everyone reading will be shocked that this also fits with Intercultural obligations UNESCO adopted in 2004 and has now moved to force globally as part of its Rapprochement of Cultures decade and the initiatives from the last post. There goes the supposed ambiguity attached to complying with Part II’s obligations. How about Personalized Learning and that data obligation? That of course is where the true manipulation and reengineering of each student at a neurological level comes into play. I have written about this some and it is what my second book’s research covers in depth.

Luckily for us this  http://www.educationdive.com/news/new-measurements-promote-efficacy-of-personalized-learning/409798/ states Gates has spent $5 billion promoting personalized learning. Part 3 is not terribly ambiguous either in its intentions. This is especially true when the chosen evaluator Rand is also who the White House chose to create the Intrapersonal and Interpersonal Competencies it wishes to make the new focus of education. http://www.invisibleserfscollar.com/confessions-of-a-coordinated-cabal-intent-on-psychological-rape-with-impunity/

Rand was also the chosen evaluator for the federally-financed Change Agent Study in the 70s that was used to create strategies for effective implementations of the behavioral sciences in schools going forward. I am sure none of their Effective Schools template is embodied in ESSA.That would be why the new chosen statutory phrase is ‘evidence-based.’ It is how the compliance of the local schools is to be judged. Literally as in “is the school or district providing programs, activities, and experiences that comply with these listed objectives for 21st Century Schools?” Compliance and greed is how the Social Reengineering gets forced with hardly anyone, I suppose, truly aware of what Congress is mandating.

The real problem is the total reimagining of economies in the 21st Century by think tanks supposedly on the Right and Left, by governments at every level, and on a Bipartisan and Bicameral basis (as Congress is describing its support for both ESSA and 2014′s related WIOA (see tag)).  In a 2014 report called “Impact Investment: the Invisible Heart of Markets” the true vision of the 21st century global economy is laid out. This is what both WIOA and ESSA (as well as other legislation and programs) intend to quietly force on the US. It is to be quite lucrative as well for the insiders, foundations, and investment banks cited in the report. Would anyone be shocked to know Gates and Soros are both involved and all the UN entities and the OECD?

As former Obama Treasury Secretary Larry Summers is quoted as saying “This is ground zero of a big deal.” Under Paying for Outcomes, we learn that “impact-driven organizations need access to markets in order to generate income from the products and services they offer.” Me too, please. It’s thus not people creating a market for things they want. It is governments creating markets by mandating that every person in the world has a right to have their needs met. Think of impact investing as trying to monetize poverty for the benefit of politicians wanting political and social control and high-net worth individuals looking for a certain return. To quote:

“the largest markets, however, could be provided by governments paying for impact. There is an urgent need for a revolution in government purchasing, with paying for the successful delivery of specific outcomes at its core.”

Precisely what Ofsted looks for or Rand. What impact investing or as it is now called in the US–Moneyball for Government–needs is specific standards or measures of ‘success’ or when objectives have been ‘achieved.’  Can anyone say Common Core or Competencies? In fact, it was the constant recurrence of words used in both the House and Senate ESEA Reauthorization drafts that first caught my eye. This is also how charters, and whether they get renewed or the lucrative ability to expand at taxpayer expense, really work. Fascinatingly enough though the well-connected KnowledgeWorks that is tied to Education Counsel and thus Moneyball issued a frightening Forecast 4.0 this week. It not only made reference to Impact Investing as the “New Civic Funding,” it also mentioned under ‘Educating for Impact’ that “What if School Social Impact Scores became critical metrics for attracting funding, partnerships, and community engagement?”

It would also go well with a forced community cohesion mandate a la UK or all the communitarian obligations in Positive School Climate and Democratic Education too. There is a lot of information in this post so let me close with another document that came out today as the UN announced a “Global Alliance to Monitor Learning.” Interesting timing, huh? With ESSA just passing the House, but there is a mention of A4L. Not a lot of new acronyms in my world at this point, but that was one. When I looked it up http://www.uis.unesco.org/Education/Documents/assessment-for-learning.pdf , it showed me a Theory of Change that fits completely with what ESSA has just set up to send money to local communities in return for compliance with the UNESCO vision. The one no one locally has to even now about.

Quality Learning for all children and youth turns out to be first about Activities, then Intermediate Outcomes, Outcomes, and finally Impact. All in a document tied to the Brookings Institute and its sunsetting Learning Metrics Task Force. I wrote about LMTF and its use of Competencies and the nice Rockefeller Foundation letting them use its Bellagio retreat. That would be the same foundation that coined the very term ‘impact investment’ back in 2007.

How coincidental, huh? Behind a push globally along with others about using tax dollars to force “measurable social outcomes” including reengineered human personalities. Each to be primed and motivated for fundamentally transforming existing social, political, and economic structures.

Perhaps to a motto of Not Serfs Yet, we should add “And No Ambiguity Left as to True Intentions.”