Controlling Consciousness and Planning Society Via Politicalism-a New Helpful Description is Born

Before I turn the term-Politicalism-into the most apt metaphor since Axemakers Mind for describing the true intent behind K-12 education reforms, let me offer up some timely quotes on controlling consciousness. The first is from a December 20, 2016 report called “Behavioural Insights at the United Nations–Achieving Agenda 2030.” I will be bolding or italicizing the passages or phrases I most want everyone to remember.

“Agenda 2030 can only be achieved if we critically examine the behavioural factors that lead people to utilize programs effectively and efficiently. Research in behavioural science–regarding how people make decisions and act on them, how they think about, influence, and relate to one another, and how they develop beliefs and attitudes–can inform optimum programme design. Behavioral science research reveals that even small, subtle, and sometimes counter-intuitive changes to the way a message or choice is framed or how a process is structured, can have an outsized impact on the decisions we make and the actions we take.”

So the areas aimed at by what is now called competency-based education and that used to be called Transformational Outcomes-Based Education (both covered in depth in my book Credentialed to Destroy) are the areas the UN believes are crucial to achieving its agenda of Equity for All globally by 2030. Let’s use a shorter quote from another paper released by UNESCO yesterday from the WEF in Davos, Switzerland. The report on the vision for education needed to achieve that 2030 Agenda was called “Partnering for Prosperity: Education for Green and Inclusive Growth” and its section on the Social Determinants of Health and Inequity led with this quote from Professor Bell Hooks:

“There must exist a paradigm, a practical model for social change that includes an understanding of ways to transform consciousness that are linked to efforts to transform structures.”

If that seems vague please search out the papers on Equity and Empowerment Lenses from Multnomah County, Oregon that public health policymakers are now quietly nationalizing. Many of the links are in the most recent comments to the previous post. Finally, we have a quote from a 2013 edition of the book Violence and Social Orders: A Conceptual Framework for Interpreting Recorded Human History. Before I get to that, I want to reiterate how I research at this point in my work.

I am literally working off of footnotes where people with money and political power are confessing what they intend to do with the models and theories they are creating. One of these books cited a Professor Douglass North and that he had been a Marxist and then laid out a quote from that book that struck me as still thoroughly Marxian in its view of the mind and molding consciousness. That’s not an insult, but a shorthand phrase for a particular view of history and how it can be used to mold consciousness deliberately. When a used copy of the book arrived, the authors thanked the Hoover Institution profusely as well as the Bradley Foundation for its financing of the project of a “new framework for the social sciences.”

So the Hoover Institution behind the Koret Task Force and what I regard as an attempt to create a deceptive narrative around the Common Core in the 2011 paper Closing the Door on Innovation, which is also one of the named partners in the PEPG–Program on Education Policy and Governance at the Kennedy School of Government we have covered, wanted this new framework. And the Bradley Foundation behind that concept-based approach to History from the 80s that also finances PEPG’s publication Education Next and many of the think tanks and other entities pushing School Choice and that owns the book publisher, Encounter Books, financed the framework. Let’s take a look at what it aims at.

In the chapter entitled “A New Research Agenda for the Social Sciences,” we find an explanation for what I keep finding when I dig behind the facade of the ‘School Choice’ slogan.

“A full account of human behavior would begin by asking how the mind deals with the process of change. A necessary preliminary is to understand how the brain interprets signals received by the senses and how the mind structures the results into coherent beliefs. ..How do we think about social processes when individuals, at best, have a limited understanding of what is happening to them as they continue to confront new experiences and novel situations that require an awareness of the dynamic nature of the process of change in which they are participants? How do we deal with the novel problems that emerge as humans reshape the human environment in ways that have no historical precedent?”

So we know that both Hoover and the Bradley Foundation are quite interested in consciousness, how it works, and its use for examining and driving cultural change. Before I get to one more quote, let me go ahead and define Politicalism. Politicalism is how politicians at all levels of government, public policy think tanks across the spectrum, academics, and others believe they can use the law and education to force the transformation by 2030 to what Marx called his Human Development Society where human needs are supposedly met. Politicalism feels empowered to ignore the prohibitions of the First Amendment where governments are rarely allowed to restrict speech and go straight ahead to restricting thought by using education reforms to control consciousness. That’s why the phrase ‘decisionmaking’ just keeps coming up.

Politicians and public policy think tanks have a political, social, and economic vision for the future that requires the monitoring and control over the internalized basis of individual action in order to work effectively. If that aim does not justify a special Proper Noun descriptive term like Politicalism then what will? Not wanting to get called out in advance and have this behavioral science technique prohibited, we get all sorts of euphemisms like competency-based ed, Tranzi OBE, Higher Order Thinking Skills, or School Choice to name a few. The Hoover Framework, with Bradley financing, actively seeks to alter social science research by targeting institutions, which it italicized and defined as follows:

“…the rules of the game, the patterns of interaction that govern and constrain the relationships of individuals. Institutions include formal rules, written laws, formal social conventions, and informal norms of behavior.”

In other words, institutions are not necessarily physical things, but also the values, attitudes, beliefs, ethics, ideas and concepts, and desired behavioral norms we have come now to associate with social emotional learning or Positive School Climate, for example. Anyone sensing why a Bradley Foundation funded think tank would want to misrepresent targeting these areas that govern future action and decisionmaking and pretend it’s about Personally Identifiable Information or a Student Unit Record controversy? Before we leave that book, there was a statement that “we do not have a general theory of belief formation and human cognition,” which strikes me as absolutely not true. If it is technically true, go have lunch with your colleagues at CASBS in Palo Alto or the MBE professors at the ed school at Harvard or the constructionists in the AI work or Media Lab at MIT. They certainly do.

The rest of the statement though suggests our authors do know what their colleagues would pass on. “…we have tried to come to grips with two aspects of beliefs. First, beliefs about causal relationships ultimately affect people’s decisions. Second, the cultural environment–the political, economic, social context–fundamentally influences beliefs.”

That would explain why so much of the actual research at Stanford, MIT, Harvard, and other places goes to using education to influence both those aspects of beliefs. The new federal education legislation, ESSA, even calls for assessing for this at least annually. Note that changing these beliefs or any of the other internalized bases for decisionmaking is what is now called Learning. The reason Learning must be standardized, monitored, and regulated by governments is to get to a broader vision of how society and its people and their relationships are to be structured (both the regulation of Learning and the restructuring and planning are covered by the term-Politicalism).

There was one last recent report we need to cover, released yesterday, called “Communities in Action: Pathways to Health Equity.” It is intended to bind the federal agencies and governments at all levels to the UN’s 2030 Agenda and what is also called Marxist Humanism, whatever President-Elect Trump’s wishes. Apparently, his confirmed political appointees were never to even know. In this vision, ‘quality education’ is simply one of the Social Determinants of Health and public policy and regulation needs to be used to restructure “the conditions in the environments in which people live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks. For the purposes of this report, the social determinants of health are: education; employment; health systems and services; housing; income and wealth; the physical environment; public safety; the social environment; and transportation.”

So first we had to wade through all the false narratives surrounding education reform and then accept that ‘quality education’ is a defined term tied to an all-encompassing plan of transformation. A plan that we are neither supposed to recognize in time nor object to. See why everyone involved wants to target consciousness? Now the reason I think it is not only us normal taxpayers and parents being snookered is that late in that report, we get the revelation that about one week after the Presidential election shocker, President Obama signed an Executive Order establishing a Community Solutions Council on the importance of equity and the determinants of health and well-being to foster “collaboration across [federal] agencies…to coordinate actions, identify working solutions to share broadly, and develop and implement policy recommendations that put the community-driven, locally led vision at the center of policymaking.”

As far as I can tell then all these changes started by President Obama that Hillary Clinton would have continued are still to roll along under President Trump unless he and all his appointees know of their existence and how they work. They simply cannot rely on anyone in Congress to tell them because they benefit from all this intended geographic redistribution and mayors, governors, or school boards will not tell either. The think tanks all seem to think pushing this while misrepresenting it to their readers and petty amount donors is why they exist.

It is up to each of us to appreciate that Politicalism targets all these different levels and sectors of society, down to the neural networks and emotions internalized in our students. Anything that an individual uses, consciously or unconsciously for decisionmaking, is regarded under Politicalism as fair game for manipulation and monitoring. Because the vision of Equity and Empowerment for ALL apparently justifies even the most Preemptive Authoritarianism.

Let me end with a tip to Ms DeVos after yesterday’s testimony. Please read up on Teaching for Competence and Teaching for Growth. When you said you were not familiar with either, you were saying you are unaware of the very tools being used to control and monitor what students internalize as the basis for decisionmaking. If everyone involved in education policymaking wants to target consciousness, best to know now the how and why.

Also, please be careful about throwing out Local Control as the panacea. That would be the Briar Patch in our Glocal, Community Solutions Council world, under Politicalism.

 

Leveraging the Information-Sphere of Society as the Fulcrum for Involuntary Change

Anyone else watching the tragic events of this summer in Dallas and Orlando and wondering why there is such a determined effort to mislead us all about the nature of what happened and why? To stir up group grievances and even hatred, even if the relevant facts have to be either ignored or lied about? Some days I think the only nice thing about understanding this program of wholesale change in people’s internalized mental models is having access to previous blueprints from my personal library of declared intentions. Today we will look back to a 1988 book The Cassandra Conference: Resources and the Human Predicament edited by Paul R. Ehrlich and John P Holdren. Recognize those two names? I thought so.

That would be the year before his book New World New Mind covered in this post http://invisibleserfscollar.com/how-disabilities-law-is-already-being-used-to-gain-ehrlichs-new-mind-and-the-future-earth-economy/ . Most people recognize Professor Ehrlich from all his hyping of pending environmental catastrophe that never actually happen, but did you know he also has a close working relationship with the very Stanford psychology prof, Albert Bandura (see tag), pushing education as a means for Resistance-Proof Biosocial Revolution in the June 14, 2016 ISC post? Pertinent to our story, in other words, so let’s remind ourselves of how John Holdren fits into our current onslaughts.

He has been at the White House https://www.whitehouse.gov/administration/eop/ostp/about/leadershipstaff/director since 2009 in the Office of Science and Technology Policy. It means that the League of Innovative Schools with its neurological focus reports to him as does Digital Promise. The BRAIN Initiative does too, as well as the NSF and thus its Science of Learning Centers. Last but not least, he oversees the nudge-oriented Behavioral Science Team and its push for a national Growth Mindset study.

Now that we have established both men’s pertinence to what is actually being pursued, let’s go eavesdrop on a chapter written by another name we should all recognize–Donella Meadows (see tag) of the Club of Rome’s Limits to Growth fame. The chapter was called “How Can We Improve Our Chances?” and it was seeking a means at more effectively shaping “the thinking and the policies of our society.” Tool Number 1 listed was developing new concepts to be used to frame public perception and discussion.

Wouldn’t it be useful to know now what Holdren, Ehrlich, and Meadows said was the “primary social leverage point” in their pursuit of fundamental social, economic, and political change? That would be “the source of ideas.” All three people and, I suppose, the Conference attendees in general, declared as follows so let’s listen in: “we are a part of, though by no means all of, that elect set of people in any society who are its idea generators–the people who interpret society to itself, set up its arguments, frame its issues, define its categories, coin its phrases.”

Just the declared intentions we want from someone in a position to specify, with federal funding, what will be the Next Generation Science DCIs–Disciplinary Core Ideas and CCCs–Cross-Cutting Concepts and Themes, to be imposed and then assessed for in all K-12 education. In fact, this quote from influential, but misguided, economist John Maynard Keynes was cited approvingly in full:

“The ideas of economists and political philosophers, both when they are right and when they are wrong, are more powerful than is commonly understood. Indeed the world is ruled by little else. Practical men, who believe themselves to be quite exempt from any intellectual influence, are usually the slaves of some defunct economist. Madmen in authority, who hear voices in the air, are distilling their frenzy from some academic scribbler of a few years back. I am sure that the power of vested interests is vastly exaggerated compared with the gradual encroachment of ideas.”

Listening to President Obama (from yesterday’s speech that doesn’t really count as a eulogy any bereaved person wanted to hear) and the media’s portrayal of what led to Orlando, and how Minneapolis, Baton Rouge, and Dallas are somehow all equivalent ‘killings,’ it is apparent that all these events must be interpreted to make Group Equity the point. Neither politicians nor the media seem to want to give up the desired narrative, whatever the actual facts or the deadly consequences of the politically useful ideas. Useful that is if fundamental transformation is what is actually sought. This post actually starts a Trilogy to show that is precisely what is going on and how the language used fits with broader goals that track to the UN and its 2030 Dignity For All global focus.

Today though, we need to appreciate why the so-called Information Sphere is so crucial that we have politicians and the media determined not to let mass, intentional, planned-in-advance murder get in the way of their determination to Use Ideas to stir up useful group grievances and cultivate useful personal guilt. Both education and the media are the two critical components of communication in any society and we all need to understand what Ehrlich, Holdren, Meadows, and all the entities and institutions they have worked for since 1988 all knew and were relying on when they made their plans for us: “To prevail, we are going to have to use the power of ideas more skillfully than they do. That means, I think, understanding fully and profoundly, first how ideas create societies and, second, how they create our own selves and our effectiveness.”

So when http://www.discoverthenetworks.org/printgroupProfile.asp?grpid=7876 Black Lives Matters calls for ‘quality education for all’ as part of its manifesto, it’s not about facts and teaching reading properly. It has a particular meaning that makes a student amenable to the desired fundamental transformations. Quality Learning was first proposed by not defunct in the least despite decades of being deceased, political philosopher John Dewey, and his plans for education I covered in my book Credentialed to Destroy. He too wanted to control the prevailing Information Sphere at the level of each student’s mind and personality. Back to 1988: “our terribly complex socioeconomic systems are shaped by two basic forces. The first is the physical operation of the universe…”

Guess what? Cause and effect in that physical universe is not affected as “what we say or believe about them has absolutely no influence on how they behave.” In this age of deliberate Mind Arson I would add that whether we even accurately know anything has no effect. Physical laws are “the least changeable parts of a system’s structure. They are the constraints within which a system has to operate; they are not the ultimate or guiding force.” These are not my italics, by the way, and the true guiding force is precisely the reason for all the hype about brain-based learning and student-centered education. Let me quote the next paragraph to the quote we just finished as it is so explicit:

“The source of system structure, the real leverage point for change, is its information–the shared, slowly changing, often unspoken set of social beliefs, and the locally available, always changing streams of specific information [Can we say ‘Individual-in-Context’?], which together influence all human decisions, actions, technologies, and organizations. The human information system works on the physical universe, constrained by its laws, but within those laws there is scope for all the varied inventions, organizations, and cultures that human beings have produced over the ages.”

Guess what? Everyone targeting the Information-Sphere via education and media memes and narratives has plans for a new culture that is politically controlled and coordinated at every level of government. That will be the focus of the remainder of this Trilogy. Meanwhile, we have the admission that in the Information-Sphere “things are very much influenced by what is wished, believed, and said.” That’s the reason for all the lies around race, Islam, Climate Change, how to teach reading, and so much else. That’s why it is apparently OK to stir people up so they falsely believe and feel they are under attack because of race and then turn around and falsely assure people that they are not at risk from some evil-doers because they are not adherents of a certain religion. Let’s quote our influential transformationalists yet again down to what they chose to italicize for emphasis:

“Over the very short term social systems are indeed dominated by their physical setups…But over the long term social systems are shaped almost entirely by the information-sphere, within the constraints of physical laws.” In the age of constructivist math and science those would be the unknown or misapplied (via Transfer to new situations!!) physical laws, but at least there will be no constraints from facts imperiling fundamental transformations. Does this sound giddy to anyone else? “Do you begin to see how easy changing a system can be, if the right information is just put into the right place?”

Why yes I do and now so does everyone reading this post. Does yesterday’s Presidential funeral oration and national and local news coverage suddenly make sense when we eavesdrop and learn “That is our work, to shape the information-sphere of society so that it supports systems of sufficiency, sustainability, and justice, instead of scarcity and waste, degradation, and oppression.” None of us apparently are the insiders who have been designated to be the transformational Idea-Generators although I think I am establishing my reputation as an Idea-Explainer, even if it is unauthorized by the Elect Set of People described above.

Might as well then reiterate the preferred method before we move on to the admitted goals. Remember also that for the Elect Schemers, a person is just another form of system:

“Systems arise, in the long term, from information and ideas. They can be changed most easily through information and ideas. Like the atmosphere, the information-sphere flows through us, through our minds, so thoroughly and constantly that we are hardly aware of it. We take information and put it out. Every word we speak, every action and gesture either reinforces and endorses the socially shared information-sphere or challenges and changes it.”

So much of what must now occur in classrooms globally tracks back to the people who we have just quoted. Let’s all start the rebellion against the schemers using education and the media to fulfill these plans where “with every word we are literally shaping reality for ourselves and others.”

At least we no longer need to speculate on the organized desire to control our very vocabulary and the concepts and categories we are to use to perceive the world and interpret our experiences.

Or as President Obama phrased it yesterday–‘our obligation to reach a consensus.’

No wonder no one wants Axemaker Minds in the room anymore.

Knitting Binding Fidelities of Consciousness Individually and Globally Because the Test of a Knife is If It Cuts

We already knew the essence of what makes us individuals was being targeted each time the social science profs described us a a ‘system’. Now it appears the social scientists and educators are comparing us to cutlery. Assessing whether we will perform and behave reliably and as expected. That really is a translated quote from Dilthey as to what the Human Studies, or as he also called them–‘the moral sciences,’ were interested in monitoring and measuring. “Dilthey was anxious that his methods should be put to practical use. [Actual quote translated from German] ‘The usefulness of methods emerges from their use, just as the test of the knife is if it cuts.'” Since this is 19th Century Germany and the aspirations for the future, we now know that ultimately the knife could cut and the Germans would march thoughtlessly and emotionally to war.

Now remember all the data being gathered on students, the formative assessments, the open-ended questions on mandated tests, and the soon to be federal requirement to use digital technology to push ‘personalized learning’ and read this quote.

“So, how people think and feel, how they perceive the world and what they strive for, is due to a mental structure which has resulted from the moulding influence of physical, social, and cultural factors upon the innate configuration of the mind.”

Learning standards like the Common Core in the US and a Competency orientation generally seek to grasp the essence of the innate configuration of each student’s mind. Then activities, projects, or group problems can be chosen in a personalized, individualized fashion to manipulate that mind, at a physiological level, to interpret the world as desired. To act in it and on it, reliably. I will let that unfortunate social engineering reality sink in while I tell you where the first part of the title came from. In 1976 Harvard sociology prof Daniel Bell wrote a blueprint for aligning the social, cultural, political, and economic systems in the US away from the focus on individuals. Called The Cultural Contradictions of Capitalism, it sought to shift the US to what he italicized as state-directed economies and state-managed societies.

To accomplish that shift without a full-scale uproar over coercion and the loss of liberty required a ‘public philosophy.’ I believe that K-12 education, first via what used to be called Tranzi OBE and now going by Competency, Excellence, and a Whole Child emphasis was picked to be the means for shifting the prevailing consciousness of each student away from “an individualist ethos which at best defends the idea of personal liberty, and at worst evades the necessary social responsibilities and social sacrifices which a communal society demands. In sum, we have had no normative commitment to a public household or a public philosophy that would mediate private conflicts.”

Now remember that imperative every time you hear Collaboration as a necessary 21st Century Skill or ponder why the targeting of new values seems to pop into every assignment.  Bell bemoaned that “without a public philosophy, explicitly stated, we lack the fundamental condition whereby a modern polity can live by consensus (and without it there is only continuing conflict) and justice.” By the time Bell wrote the Afterword for the 20th Anniversary Edition of the book, he added another way of describing the needed public philosophy: “the binding fidelities of consciousness, rooted in history and tradition, kinship and race, religion and nationality, that shape the emotional consanguinity, literal or fictive, among individuals and make them one.”

In 2015 we seem to be calling such a still desired mandate Deeper Learning and required Communities of Learners in each classroom and the entire school. Anyone hoping that the plans for economies and societies have gone stale has not read the nature of the proposed  regs under WIOA just issued by the federal government. Between what is required in each state’s plans, sought in each plan, and who must benefit from the various programs, the long-sought vision is unquestionably here. What I am also saying is that the true purpose of the ESEA Rewrite, now in Congressional Conference, is to force schools to inculcate the needed public philosophy in each student, to be instilled via ‘meaningful’ assessments and required state academic goals (misleadingly labeled ‘content standards’ to deceive) grounded in behavior.

Remember my receiver analogy from the last post? Dilthey recognized that the Human Sciences needed to assess each student because “if we wish to know the meaning of behavior we must know the meanings of the behavers.” How’s that for putting student-centered learning into its true context? Dilthey recognized that out of man’s psychological reactions and attitudes to the world (now accessible on each student via all that DATA flowing into state longitudinal data systems) “grew world-views. World-views were the result of the giving of content to the forms of the mind by the historical stream. [now the Learning Registry or SAS, Pearson, Amplify, AIR, etc] They were the primary patterns in which the sensory impressions of the external world were organized. They, therefore, basically determined the thoughts, values, and action of the individual.”

Anyone beginning to get nervous about what personalized, brain-based learning actually means?  And world-views need not be true or factually grounded. Dilthey again: “Worldviews, then, were not universally valid views of the world, but rather systems of values which were widely shared.” Wrong, but commonly believed is simply not going to end well for any of us not currently in public office at the local, state, or federal levels or working for one of the agencies pushing this. Speaking of data, Bell in his 1996 Afterword also reminded us that the essence of the Post-Industrial Society is that “information, not production, became the control system of the economy.” So all the hype about manufacturing is more to aid the transition to state-directed economies and state-managed societies than anything grounded in fact.

The employers concerned with inadequate skills are actually seeing the real effects from the pushes in the 80s and 90s to make instilling a public philosophy the primary purpose of K-12 education. Back in the original 1976 body of the book, Bell explained that the public philosophy was to be “the single overriding principle…to which all persona, as members of the community, must subscribe.” In fact, Bell sought “to find a social cement for the society” in 1976, interestingly enough about the same time as state or national think tanks hyping liberty, freedom, and free enterprise began popping up.

Wouldn’t it be ironic if part of the actual purpose in some funders’ minds was to deceitfully create a means to quietly guide, and shut up, anyone noticing a shift in values and political programs? In the name of School Choice all schools, public, private, or online, could be forced to be institutions that would force the “restatement of what is legitimate (the grounded values) in a society.” That reality sure fits the facts I personally have encountered and what teachers in private schools and charters now tell me. Bell was aware and annoyed at how much the West, and the US especially, reveres the individual. His goals were:

“Where bourgeois society separated the economy from the polity, the public household [and now WIOA] joins the two, not for the fusion of powers, but the necessary coordination of effects. The public household requires a new socio-economic bill of rights [WIOA again!] which redefines for our times the social needs that the polity must try to satisfy. It establishes the public budget (How much do we want to spend, and for whom?) as the mechanism whereby the society seeks to implement ‘the good condition of human beings.'”

We can see why politicians, university profs, and district administrators are being less than forthcoming about what is really going on. All the known facts, statutory language, regulations, and anything else designed to control the classroom implementation and the social and economic consequences dovetails with all these declarations. Our students are living in a world where education is to become a means of human study. The declared intentions are to use the behavioral sciences and data from students to instill the requisite values, behaviors, and beliefs to be the needed social cement. Grounded neurally as the prevailing consciousness among a majority of future voters.

In a February 14, 2015 post I covered the just released America Next Education Reform report and its declared ties to the Heritage Foundation in particular. I just did not equate an acceptance of a welfare state as being a conservative position. Bell also called for what was laid out in that 2015 report except he attributed the same idea to economist Alice Rivlin, with an emphasis “not on public provision, but on public financing of care.” In fact, Bell reiterated his preference by saying that “what some liberals and some New Leftists have rediscovered are the virtues of decentralization and competition.” Maybe, after two failed attempts at fundamental transformation in the US, we can see why everyone with aims to steer public policy might be shouting “Local Control” in the kind of Bipartisan manner we saw with WIOA and now with the ESEA Rewrite.

I know it is quite mean of me to read what no one ever assigned to me and grasp what no one ever intended to tell me. That’s just how language intended to have legal effect works sometimes. That’s why this vision needs Axemaker Minds and to a large degree print itself to go away. Much better to embed the students in a controlled virtual reality that can be made to function in whatever way best produces the desired Public Philosophy.

I have a Public Philosophy too. It is to save as many students as possible and this great nation and other countries from a toxic vision that has already caused too much unappreciated harm.

We are now where Bell hoped to get to back in 1976 and then 1996. We had best all grasp the implications in time. Our Governors, Senators, mayors, and legislators do not intend to tell us.

It is what it is and we must deal with this head-on.

 

Liberating the Sought Generalized Ears Primed in Advance for Plannified Collectivist Societies

Generalized Ears have nothing whatsoever to do with Dumbo and they will not allow us to fly. In fact, I would argue that the phrase ‘generalized ears’, like the hyped Competency or K-12 education built around Equity and Essential Skills for All, is designed to make sure NONE of us is likely to go off the provided script for our future predictable behavior. Maybe instead of the ‘script’ metaphor we should use ‘prescribed path’ since the current K-12 rhetoric is all about Career Pathways and Multiple Pathways to a Degree. Before we get to the whats and whys again, I want to give everyone reading this hope despite these dark designs. Even though Pols refuse to listen as enabling legislation at every level comes up for a vote, as has happened this past week in Congress on the ESEA Rewrites.

Congress has made the fundamental blueprint and points and implementation detailed in my book Credentialed to Destroy an even more crucial set of revelations than it was when I published it in 2013. That remains the foundation. Serendipitously it seems, but not really because of the actual connections of cybernetics to constructivism, I happened to be researching a sequel when I saw the language of these intended federal mandates. I have been able to call on some of that research and my Axemaker clear understanding of what is being sought to sound the alarm. It did not prevent passage, but we know for sure what we are dealing with. In light of my revelation in the last post of the alarming machines a gouverner , I want to first add more confirmation that the minds of men and their underlying personalities have long been viewed as the way to invisible social control over the masses of voters in Western countries. Quoting Karl Mannheim summing up Fascist Ideology:

“The superior person, the leader, knows that all political and social ideas are myths. He himself is entirely emancipated from them, but he values them…because they…stimulate enthusiastic feelings…and are the only forces that lead to (the desired) political activity.”

If you want to fundamentally transform and have a database in place to do just that  http://nypost.com/2015/07/18/obama-has-been-collecting-personal-data-for-a-secret-race-database/ and you have been using federal grants and contracts to lure state and local politicians of both parties into supporting the various needed component parts, you also need the K-12 and higher ed systems on the same page. That’s what these ESEA Rewrites were designed to do and it’s why the outrage of We the People is being ignored. Let me tell a little secret all the Social Control advocates know that they do not want us to know. It’s why I write this blog sounding the alarm and determinedly wrote the first book. To quote E.A. Ross from a 1953 essay by Professor Roger Nett published in Ethics with the Orwellian title “Conformity-Deviation and the Social Control Concept”:

“[E. A. Ross] concluded that ‘one who learns why society is urging him into the straight and narrow will resist its pressure. One who sees clearly how he is controlled will thenceforth be emancipated. To betray the secrets of ascendancy is to forearm the individual in his struggle with society.”

I would add politicians at every level to that struggle given what we are now seeing. To the progressive polyphonic federalism and Metropolitanism this blog has already laid out,  this week came http://www.spatialcomplexity.info/files/2015/07/Making-Sense-of-the-New-Science-of-Cities-FINAL-2015.7.7.pdf . Won’t that go nicely with the above database and required federal education policy that is all about social and emotional learning, internalizing desired Generalized Ears, and then monitoring to check on action in the real world (Mastery)? http://gettingsmart.com/2015/07/personalization-new-frame/ shows how dramatic the confessions are now that there will be desired federal legislation.

So what are Generalized Ears? It’s the idea that what a person is likely to perceive from a given experience or provided information “depends upon anticipatory sets.” What has already been cultivated in a student’s, or anyone’s, mind and personality. In cybernetic schooling those anticipatory sets or Lenses are carefully manipulated, monitored, and rearranged when needed for desired political purposes. See Karl Mannheim again above. The same Kenneth Boulding I discussed in my book and we met here http://www.invisibleserfscollar.com/reimaging-the-nature-of-the-world-in-the-minds-of-students-alters-future-behavior-and-social-events/ is the one who said that “one of the main objectives of General Systems Theory is to develop these generalized ears.” Boulding wanted a theory that would reliably predict “the dynamics of action and interaction” and Axemaker Minds get in the way.

To quote Ervin Laszlo again on how to shift away from Individualism to Collectivism, planners and politicians must NOT leave the “individual free to think of general reality as he pleases.” He further noted, echoing Mannheim and predicting what we now are calling Understanding By Design or Core Disciplinary Ideas or Cross-Cutting Themes, in 1963  that “unlike previous ages, plain force is [not] the most effective means of winning people today; ideas prove to be the most efficient tools for that end.” Is the bias in the new AP US History conceptual framework making more sense now? It’s not about facts, but criteria to guide what is noticed and ignored. This brain-based instruction article even admits to using a  “perception-action” emphasis in the classroom to physically rewire the brain. http://www.districtadministration.com/article/neuroscience-builds-students-brain-power The motto this week after ECAA passage in the Senate seems to be Go Ahead and Admit It Now, no one can stop us.

Back to Boulding because his view of Knowledge is everywhere in the Common Core and any subsequent state learning standards that will fit the ESEA Rewrite’s mandates.

“Knowledge is not something that exists and grows in the abstract. It is a function of human organisms and social organization…Knowledge however grows by the receipt of meaningful information–that is, by the intake of messages by a knower which are capable of reorganizing his knowledge.” That would be what the ESEA Rewrite and Tom VanderArk above called personalized learning and what gets hyped also as a Growth Mindset. It is why Ervin Laszlo in Essential Society knew a social philosophy stressing the fulfillment of individual needs was necessary to push a more collectivist orientation and that “ideas act on individual minds.” His italics–remember that italization for emphasis every time you hear ‘student-centered learning’ being hyped.

What’s wrong with the use of the words Success or Achieve in the ESEA Rewrite or in the Parent Checklist the federal DoED issued Friday, July 17, which talked about ‘development’ and Success in Life as the purpose of K-12? They all reek of the behavioral scientist and system science social engineering goal with its “strongly felt need to get inside the ‘black box'” of the human mind of young people. They treat students as “homeostatic biological organisms with purposive, adaptive psychological properties.” Now when the school or teacher manipulates those properties, they get acclaimed as ‘effective’ and Growth, Achievement, Learning, or Success are all proclaimed. The actual result of psychological manipulation for collectivist, fundamental transformation purposes is obscured.

Laszlo openly laid out how the needed all-encompassing belief and value system needed for a transition to collectivism would work. He saw the desired model as what “reigned in the Middle Ages, during the prime of Christian influence on thought. The individual had only to believe in a doctrine which was offered everywhere, among the learned as among the simple [a precursor to Equity for All], to obtain what was held to be the full truth. He then received a fully comprehensible, satisfactory picture of the world, with God as the supreme ruler and source of all things, and man as the centre and finest example of his creation. As we are dealing here with social, and not with absolute values, we are not interested in the analytical truth of any statement, but merely in its effect if taken at face value.”

Axemaker Minds, clear and rational, well-stocked with their own personally selected store of facts, specialist minds instead of Generalized Ears, are notorious at not taking the Narrative as provided or the Sound Bytes on offer. If an individual’s perception of reality must be controlled so must curriculum and the concepts to be used to make “intuited experience” comprehensible. If all this seems still too far away in time or too abstract in principle, let’s once again bring this down to the classroom in the here and now. This week an article called “Geocaching is Catching Students’ Attention in the Classroom” was being hyped to illustrate the new need for “active learning as when students engage in developing projects in a more meaningful way than when concepts were simply presented using traditional methods by teachers.” The old way stressed the mental and the rational instead of activity and may not have involved emotionally charged content, triggering that all-important subjective mode of comprehension.

Building on the discussions of constructivism in reading and math and science in Chapters 2 and 3 of my book, we learn that engaging instruction and teacher professional development focus now on “ways that constructivist learning environments can help create active, reflective, student-centered learning that is socially relevant and personally meaningful to learners.” Triggering Laszlo’s sought subjective mode of comprehension that cannot see reality clearly and now to be mandated by Congress AND the states AND the school districts AND the accreditors AND generally in a charter school’s agreement for renewal that nobody but me seems to bother to read.

I will close with the best example of the now to be required Higher Order Thinking Skills and Understanding once again from Laszlo. Keep in mind its acknowledged purpose too.

“Consequently he will attempt to know his experience by an emotionally determined concept, provided by the aesthetic experience.[ Visual and grounded in activity]. He will still comprehend through concepts, but on a subjective, instinctive level and not through conscious reason.”

And after years of practicing this, the student will now be declared to be College and Career Ready.

Because with these aims of collectivism and social engineering, the planners know that euphemisms and odd, little known, real definitions, are their friends.

 

 

Seeking Transfiguration of the Actual by the Imagination of the Possible: Competency in Context

Don’t we just love it when we can locate the real rationales for what we have indisputedly uncovered? All of this deliberate Mind Arson via our K-12 schools and repeated disdain for a logical Axemaker Mind is too pervasive not to be an essential component of the plans, but an explicit, fully integrated confession of intentions can be hard to find. Pieced together works, but it’s neither as satisfying or as damning.  Luckily for us, my footnote mining recently pulled up a reference to a 1993 book published in the UK by Michael Fullan, still one of the world’s premier drivers of Radical Ed Reform. We covered his cutting-edge transdisciplinary global education vision here. http://www.invisibleserfscollar.com/opting-out-as-the-remedy-may-mean-accidentally-accelerating-nonconsensual-transformations/

The equity and excellence that are the shorthand phrase to describe the goals of the Quality Education for Minorities Project we met in the last post are essential for all students Fullan asserted, but the “ultimate aim of education is to produce a learning society.” That requires students and teachers with a “combination of moral purpose and change agentry–caring and competence.” If that sounds like Fullan was already pushing for wholesale social change in a collective direction with education as the driver more than 20 years ago, he was. Quoting what he wanted: “Put another way, the ability to cope with change, learning as much as possible with each encounter is the generic capacity needed for the twenty-first century.”

Luckily for us, Fullan confessed that (with italics) that we “are talking about a learning society not just a learning school system. The commitment and practice of learning must find itself in all kinds of organizations and institutions if it is to achieve any kind of force in society as a whole.” (Remember two posts ago, Peter Drucker also saw organizations as key to his government-steered, planned economy and society with education as the transition vehicle). The 1992 program for the “human development project” for Canada and the United States is cited by name and is laid out in a document euphemistically called The Learning Society (because citing to Uncle Karl at that time was considered unwise and his blueprint needed name laundering) and published by CIAR–the Canadian Institute for Advanced Research.

Before we cover those aims, we have another global radical (with a blog tag and a perch at Harvard Law), Roberto Mangabeira Unger, who has also laid out the global transformation vision, including the necessary role of education. He also wants to limit education to “the development of generic capacities by contrast to both training in specialized skills and the passive transmittal of information.” Those latter two traditional purposes of education were thought to impede “wholehearted engagement and action” towards the kind of democratic experimentalism Unger laid out in his 1998 book Democracy Realized: the progressive alternative. I bought that book after a mention of it because I recognized Unger’s influence (he was a professor at Harvard when both the Obamas were in law school there) and all the references we have encountered in the education reforms to democracy as the goal and progressive, polyphonic federalism (Jan 28, 2015 post) as the means to get around the US Constitution.

Reading the book I can recognize how closely what Unger wants ties with the actual pushes I am seeing now at the state and local levels in the US. At one point Unger stated specifically that US states were already pursuing his vision of democratic experimentalism by transforming institutions. Unger made it crystal clear he wanted the obstructions of the US political system’s “checks and balances” that impede social transformations aimed at restructuring property and social relations to be disregarded and overriden. That is something we should all keep in mind as the federal government sends money to states and cities and governors, legislators, mayors, and city councils all pursue comparable reforms to what Unger laid out at the necessary, “decentralized”, local level.

With the formal sponsors of the Common Core and several federal agencies all now pushing Competency as the goal of both K-12 and higher ed for all students, let’s keep in mind Unger’s desire for and definition of generic capacities for all. “Such capacities may be practical as well as conceptual [think of Enduring Understandings, Understanding by Design, and core disciplinary ideas in the current implementation], and they include the core substantive tools of learning. The heart of this education in capacities is the transfiguration of the actual by the imagination of the possible. In natural science and social and historical study we come to understand how and why things work by discovering the conditions under which each thing can become something else.” Adapt. Evolve. That certainly puts the C3 Social Studies Framework, Next Generation Science Standards  http://blogs.edweek.org/edweek/curriculum/2015/03/teaching_the_next_generation_s.html , and the APUSH controversy over its new, divisive conceptual framework in the light of their true transformative mindset purposes, doesn’t it?

Actual, factual knowledge and a logical, Axemaker Mind are apparently as much an impediment to all these plans as that pesky US Constitution. By the way, the abstract for The Learning Society specifically mentioned “educating the population for new competencies” so I am not just interpreting Unger or Fullan’s “generic capacities” as fitting the definition of Competency. The basic developmental needs that are not just a floor for everyone, but also the desired ceiling so that herd-defying individuals cannot be transformation barriers in the way of social experimentation, are listed as the following outcomes: “the ability to make effective social connections with others, competence in the tools and skills of the culture and the opportunity to make productive use of them, good coping skills, healthy response patterns in the face of stress [grit? perseverence?], perceived control over one’s life, a sense of psychological well-being, and good self-esteem.”

I have previously pointed out that the Inclusive Prosperity vision (Feb 22, 2015 post) fits Marx’s Human Development Model perfectly and that it is alarming that in December 2013 the UK and US made achieving “subjective well-being” the new purpose of governments (Dec 23, 2013 post). The year after the dissolution of the USSR and 3 years after the Berlin Wall fell, we got a vision of wholesale social and economic, nonconsensual transformation, that stated that “reconceptualizing the nature of learning and the relationship between collective and individual development” provides the “knowledge base for moving our own society forward.” It just so happens that that reconceptualized “learning” fits with the parameters laid out by the QEM Project from the last post so that Uncle Karl’s vision can be shrouded and compelled by interpretations of federal civil rights laws.

The Learning Society foresaw this convenient cover and mentioned the “overdue recognition that as a society, we need to include previously excluded groups on an equitable basis, particularly indigenous peoples and those from minority cultures.” The previous paragraph had discussed the need for a Learning Society to deal with “the problems associated with large scale immigration, with poverty, and with unemployment are increasing.” Collectivism is thus the answer for the very problems governments created in the first place with previous bad policies. Since the Learning Society has little use for what an individual wants, why do governments want prosperity and economic growth? “To ensure that they create sufficient wealth to support a broad range of social, medical, and human services.” No mention of the added bonus of funding lots of public sector pensions for the dispensers of those services.

The return of a surreptitious School to Work emphasis now at the state level after the controversies when it was pushed at the federal level in the 90s makes perfect sense when we read this vision from the 1992 blueprint. “The creation of new ideas and applications is in turn dependent on the availability of a highly skilled and motivated workforce and its orchestrated deployment across a broad array of scientific and industrial tasks.” No wonder those generic capacities are all about “tasks and executions” in Unger’s vision of the needed progressive education and the emancipatory school. Serfs had to stay where they were commanded and we Americans now get to be deployed as “orchestrated” to meet everyone’s “needs.”

So add to the reams of source materials I lay out in my book Credentialed to Destroy: How and Why Education Became a Weapon on how the Cold War did not end quite as advertised, this Learning Society vision. Who precisely did win if the “main objectives of a CIAR program in human development” to be implemented starting in 1992 in Canada and the US is to “reconceptualize the dynamics of collective and individual human development”?

If governments at all levels, and the organizations they are creating and funding, are dedicated to creating an “ability to motivate and organize all members of a society, in an innovative fashion,” did we escape from the Cold War still, factually, a free people?

Especially if taxpayer-funded education and a new definition of Learning binding all of us at the level of our minds and personalities is the declared, intended vehicle.

Perhaps “Not Serfs Yet” as our motto was a premature boast?

 

Dynamic Digital Dialectical Classrooms=Deliberate Transformational Change in Students and Society

Do you remember the decal from the Ghostbusters movies with the Ghost within the circle with a line struck through it? In the 90s excited high school students participating in an Educational Testing Service (the famous and lucrative ETS based in Princeton) Systems Thinking and Curriculum Innovation–STACI–Project (with ties to Harvard, MIT, and Stanford just like today’s Curriculum Redesign) using computers and simulation software came up with a graphically similar “No More Funnels” decal. These Tucson students in the same Sunnyside School District where the League of Innovative Schools had their annual conference last week celebrated the rejection of the “system of education that uses teachers as the dispensers of knowledge, dumping information into students’ heads for the purpose of regurgitating those facts onto tests, after which they promptly forget what they have learned.”

Now I have heard virtually the same verbatim sales pitch before from principals and administrators selling a school or district’s shift to constructivism many times before. Every time I hear it I know the speaker was a poor student who wants everyone to reject the importance of what they were lousy at. Honestly though there is tremendous irony in celebrating “no more funnels” in a school district that has been longitudinally tracking all students, including motivation, in order to reliably create a designed mental keel. Instead of a funnel effect that leaves each student free to build up their own understandings of how the world works and a teacher or professor to monitor whether those concepts are brilliant, confused, or just parroting others, the students get their internal mental images, associations, and concepts examined. Precisely in the manner envisioned and hoped for by Piotr Galperin in his Soviet research over decades and sought under that cybernetic theory of control we keep running into.

This is from a 1994 book on the STACI Project and its use of Jay Forester’s modelling World Dynamics software modified for the K-12 classroom as STELLA–Structural Thinking Experiential Learning Laboratory with Animation. Just the thing in other words to successfully join in reliable, replicable ways the inner representations of physical image, associated relationships, and conceptual understandings. The book’s title was Classroom Dynamics: Implementing a Technology-Based Learning Environment and it was very much a learning environment of the sort envisioned under obuchenie psychological theories. As far as I know no one is calling this STACI Project How to Get Inside Each Student’s Mental Black Box for Lasting Results, but that’s the intention.

No wonder so many radical ed reforms around 21st century skills and systems thinking are tied to the Tucson area–25 years of longitudinal data being thrown off by computers and crunched and analyzed by ETS in its quest for equity in education.   Here’s what the book says is targeted in the “No funnels” classroom:

“In the learner-centered environment the focus of instruction is on procedural knowledge and general problem solving skills, rather than on declarative knowledge and rote learning. Furthermore, environments such as those created by the systems thinking approach shift the focus of instruction to real-world applications and problems. In doing so, learning is concretized, rather than dealing with abstractions that have little apparent relevance to anything. Finally, a computer-based curriculum innovation project can diminish ‘teacher talk’ and provide students with opportunities for individual and group intellectual exploration.”

Concrete then means those mental representations remain tied to real world events and applications, increasing the likelihood that the inner beliefs will produce the desired future behavior to take transformational action. That internal keel from the last post is also influenced by the constant desire to take the way physical systems operate and apply the concepts to human or social systems or real world phenomena like war, conflict, or the economy. Perception of reality gets predictably influenced by the conceptual ‘lenses’ being supplied by teachers or virtual reality or gaming software, even if a well-informed expert in the area of transfer would immediately recognize the comparison is inapt. Without funneling, few students will. Remember to a social schemer with intentions for radical transformation there is “nothing as valuable as a good theory.” Or simulation of supposed systems to amend the slogan to 21st century intentions.

So now we know why the White House sponsored League of Innovative Schools chose Tucson. It was NOT the Titan Missile Museum or the chance to see saguaro cactus. What is so fascinating to me though is that ETS began actively looking for a curriculum innovation to push “higher order thinking skills” back in the mid-80s, soon after Galperin’s research became available in English. The 1994 book was quite graphic that students were being taught to visualize systems so it will change how they view the world. Since I knew that ETS also funded the Gordon Commission on the Future of Assessment in Education from 2011 to 2013, I wondered if the Commission’s work dovetailed with what I am calling this shift to an obuchenie mindset being cultivated in the student.

First of all, it turns out that one of Edmund Gordon’s mentors, the psychologist Bob Glaser, is the same person whose phrase for the new purpose of education–“developmental theory of performance change”–led me to James Raven and the socio-cybernetics aspirations we encountered in the last post. The Gordon Commission in its February 2012 newsletter stated it was looking for “a bifocal and bi-directional” teaching and learning process (aka dialectical). The vision is “less focused on what we want learners to know and do, and are more sharply focused on what it is that we want learners to become, to be disposed toward, and to be (i.e., thinking and compassionate human beings).”

No funnels, just that invisible mental and psychological keel again. Rejecting the traditional emphasis on “scholastic abilities,” students are to have “intellective competence.” If that sounds vague, it is supposedly the necessary focus for education “with equity and justice at its core.” Once again, we are requiring a shift in emphasis to cultivating non-Axemaker Minds while arguing it’s a fulfillment of social justice obligations and civil rights law requirements to provide opportunity for all. Gordon defined this intellective competence back in 2001 as a “way of adapting, appreciating, knowing, and understanding the phenomena of human experience through the domains of cognitive, affective, and situative competence.” Sounds like consciously cultivated stupidity to me, but I suppose that works better given the kind of social transformation plans we keep encountering. If you are in Vienna in late April, you may want to go to this conference and join in the planning.http://emcsr.net/general-information/

Just how very low this “intellective competence” goal actually is gets hidden by asserting the now acquired ability to “engage and solve quotidian, as well as novel, problems adaptively.” Quotidian sounds most impressive until we look it up in the dictionary and see it translates into everyday problems. Somewhat akin to putting the basketball goal at 5 feet and celebrating everyone’s ability to suddenly dunk. We could call it Basketball for Excellence or Success for All. Gordon did admit though that what is driving him, and one can assume ETS as well since it bankrolled the Commission, is his desire for “developmental democratization” and measures of student achievement not tied to “hegemonic indicators of developed ability.” Those are the intentions behind Gordon and ETS’s beliefs about what should be measured in students.

So when you hear the words Growth or Achievement it may reflect computer gaming or group project participation with a change in values and beliefs as the focus. It may mean that the student’s internal representations brought from home and the interactions within a family have now been successfully altered in a student urged to show Grit and Perseverence in novel and ambiguous real world scenarios where there is no right answer and Cognitive Dissonance may be the intention of the scenario. The student may be showing they view all the world including other people as systems that can be gutted and redesigned to see if a better world is possible. As if all things smashed can be reglued after impact.

Or that cited higher achievement or Growth may reflect Edmund Gordon’s hope for an intellective competence focus. Then the assessment might be measuring “the effective orchestration of affective, cognition, and situative processes in the interest of intentional human agency. I place affect first for reasons other than respect for alphabetical order. Human activity appears to begin with affect, and I have come to believe that while cognition ultimately informs affect, it is affect that gives rise to cognitive functions.”

That’s the developmental obuchenie focus that the banner of the Common Core is obscuring. It’s coming in at various rates depending on the venality of consultants and administrators or their naivete. Peter Senge’s version may be more famous, but Spence Rogers’ Teaching for Excellence is another example of the Change the Student focus. That’s why teacher development is so crucial. It’s also the real reason teacher tenure rules are being targeted. Compliance with the developmental vision is required.

Only the time schedule and extent of the frenzy to implement varies now.

No more funnels. Just internal keels to steer with. With no need for consent.

Should we call this all totalitarian education?

Relying on Mass Emotional Stimulation to Coerce Transition to a Society Organized by the Public Sector

Because I still have a large body of facts from history located quietly and portably within the privacy of my own mind, I have a nice cushion to fall back on when I encounter troubling open declarations about reorganizing the nature of business and the economy and society. Especially when these plans originate among parasitic taxpayer funded international bureaucrats, higher ed administrators, and Big Business wanting to protect its current turf and revenue by simply hiring more lobbyists. In case you did not think about what the acronym UNPRME stood for in the last post’s linked report, it means United Nations Principles of Responsible Management Education. Think of the United Nations realistically as a place dominated by dictatorships wanting to snuff out liberty in any part of the world or areas of society where it still currently exists.

The reason I brought up that body of knowledge is it lets me respond to that report and the Great Transition pursuits generally and everything I have compiled and written about what is called the Belmont Challenge and the Future Earth Alliance by walking over to my bookshelves (plural at this point in my research) to reread something on point. This time I pulled a book first published in 1936 called Collectivism: A False Utopia. Written by a Christian Science Monitor reporter, William Henry Chamberlain, who was stationed primarily in Moscow in the 30s, he also spent a great of time in Berlin, Germany. Given what he had seen, Chamberlain opens the book with the point that even more crucial than the question of where the line should be “between public and private enterprise in economic life” was “whether the people are to own the state or whether the state is to own the people.”

Those are still the crucial issues today in 2014. When I listen to a state legislator boast that the schools have never been very good at academics so now we only want them to ensure that all students are “competent,” he is treating students like subjects under his oversight. When the EU Economic and Social Committee pushes itself as the bridge between Europe and an “organised civil society,” it intends to do the organising so it can dictate what is allowed or impermissable. www.eesc.europa.eu/?i=portal.en.press-releases.30595#_ftn1 When it announces that it is “unnatural” for hunger and obesity to coexist in the same society we can just imagine the extent of the meddling that will now be required in people’s personal lives.

When the Common Core pushes teachers to instruct students that certain groups are “right wing” with “extremist views” and thus should be called “Fascist” they are using the term ahistorically as an insult to slime ideological opponents about the proper role of governments. http://dailycaller.com/2014/01/18/teachers-instructed-to-teach-all-right-wing-extremist-groups-are-fascist-video/  They are also making Fascism a “metaphorical lens” for students to view certain types of political activity. When I use the term or allude to it, it is based on going back to someone like Chamberlain or Hayek or Von Mises who lived with people who openly proclaimed this as their organizing philosophy. I go back to these older resources written before World War II or even the annexation of the Rhineland or Kristallnacht because they are based on personal informed observation. They are untainted by knowing the tragic end of the story. That’s what makes the modern day parallels to declared intentions so troubling.

When we look at 21st century skills and see nothing but mind arson or at the manipulated perception of obuchenie and wonder why, consider this passage from Chamberlain:

“In the collectivist state, on the other hand, every influence within the control of an omnipotent government is mobilized for the purpose of creating a uniform type of personality, disciplined and regimented to the last degree, trained to regard anything ‘the leader’ advocates as right and to change its mind as quickly as the leader may change his. It is easy to imagine the kind of individual that is becoming a standardized product under the collectivist dictatorship; it is a sort of human gramophone which plays without a hitch whatever tune the official thought-controllers may call.”

Human gramophone was the metaphor in those radio, pre-TV days. Just imagine what the thought controllers intend to do with adaptive software, gaming, and embedded virtual reality. And before you dispute claims of collectivism, it’s all through all these cited documents from this blog. That’s also what all those references to the obligation to promote the common good are about. I am not claiming anyone is planning in 2014 in the West to be a dictator. I am asserting though that all these documents assume that majority will may now impose terms on all citizens down to the nitty-gritty details of life. Dictatorships don’t have to be about a singular individual in charge of all.

Chamberlain made an important point about the nature of envy and when it becomes explosive to a society. Tell me if you don’t believe that politicians and NGOs and international figures and the media and college professors and think-tanks are currently, and deliberately, using rhetoric about inequality to ignite an explosion of just the type Chamberlain worried about:

“Envy is as inescapable a condition of human life as the inequality that provokes it. It becomes a formidable form of social nitroglycerine under two conditions: when the masses are conscious of a worsening in their condition, and when a considerable number of individuals endowed with genuine force and ability feel themselves excluded from normal opportunities of advancement, from a fair chance of enjoying a satisfactory livelihood.”

“Liberty” on the other hand, as long as it is properly nurtured and respected for the mass prosperity machine it has historically proven to be, is a “constant agency of self-renovation.” But that of course is a danger to politicians and bureaucrats wanting to direct society and the economy and being well-paid for life for just showing up and pushing as told. Hence we get the mind arson and no Axemaker Minds all while asserting these education initiatives promote “critical thinking” and innovation. The small print about the innovation being a reenvisioning of society and the economy gets left unread and unremarked on in public.

It is interesting that Chamberlain believed that “if American democracy should ever be overthrown, it would yield place to fascism, not to communism.” I will interject here that he was not using democracy in the John Dewey transformative sense so common today. To Chamberlain, communism was the Stalinist variety where if there were 15 collaborators in a scheme, another 185 would be selected at random to be executed to dissuade future participation and encourage squealing over any overheard plans. It’s not the little ‘c’ communism variety various professors in the US and the West generally still think we should try in the 21st century that now seems deeply embodied in the current UN and OECD initiatives. Now I continue with the rest of the quote because it remains a relevant, prescient point:

“Both communism and fascism are forms of despair politics. But communism is calculated to appeal to people who never had anything, while fascism is the preferred expression of despair for people who once had something, but have lost it.”

But what if the public sector is the primary driver behind the conditions of despair? What if what has been lost and is being taken away is due to an ever-expansive, self-justifying, public-sector, and a non-profit sector that benefits from its alliance and its grants from the public sector without having to pay its dues in taxes, and a cronyistic Big Business sector that wants to operate with impunity due to its political connections?

Out of the frustration of what has been lost and with misleading pitches and propaganda from politicians, the media, and education, are we now shaking the social nitroglycerine described above?

Are we increasing the programs that created much of the dysfunction in the first place?

Next time we will return to Chamberlain’s concern over what he called “straitjacketing of the mind” in both collectivist ideologies and compare it to known current pushes in the schools and classrooms.

Developing Dispositions/Character Traits as the New Global Focus: Resilience, Resourcefulness, Reflectiveness, Reciprocity

The idea of deliberately fostering muddled minds via K-12 education that we encountered in the last post and the overall disdain for Axemaker Minds in the 21st Century that is practically a theme for this blog makes perfect sense when we remember all the entities and people we have encountered, in either my new book or this blog, who have openly proclaimed a desire to use education to drive radical political and socioeconomic change. From John Dewey and Karl Marx as I describe in the book to the OECD’s current admission of The Great Transition or the UN’s related The World We Want 2015 campaign, we are just being overwhelmed by people generally living at taxpayer expense who want wholesale transformation. The US Common Core Initiative and 21st Century Learning globally are simply methods to stealthily get US schools, teachers, and students “in transition” without being honest with parents or taxpayers as to what is going on.

To truly appreciate how so much change could be attempted in plain sight without being properly understood, it is important for us to take a look at the new RSA report that came out this week. http://www.thersa.org/__data/assets/pdf_file/0004/1536844/J1530_RSA_climate_change_report_16.12_V51.pdf The so-called “New Agenda on Climate Change” described in that graphic report is to cease debating the reality of manmade climate change and to turn it into a “social fact.” Widely believed and therefore influencing behavior whatever the actual facts. Needless to say, K-12 education that is no longer fact based but instead focuses on key concepts usefully presupplied will come in awfully handy to such a “social fact” aspiration. Not to mention a muddled mind and a trained willingness to act in the face of ambiguity and “persist in the face of difficulty” as we encountered in the last post’s mention of those desired learning dispositions.

Called the 4 Rs by Claxton and UK documents, these Learning-Power Dispositions of Resilience (Feeling or the emotional aspects of learning), Resourcefulness (Thinking or the cognitive aspects of learning), Reflectiveness (Managing or the strategic aspects of learning), and Reciprocity (Relating or the social aspects of learning)   http://www.buildinglearningpower.co.uk/images/blpia_extract.pdf make perfect sense as a focus of the classroom if change to and in the student is what is sought. As an invisible means to broader transformation. Claxton even said that the 4 Rs are part of a needed  Epistemic Climate Change in the schools. So let’s go back to what Jonathan Rowson wrote is now desired to appreciate why it is the student, and ultimately voting adults, whose values and guiding beliefs and personality need to all change.

Rowson and the Social Brain Project and its work are not interested in dealing with an environmental problem. He wants to “refocus the debate away from the existence of the problem towards competing ideas about solutions.” Which again is very useful if the problem does not actually exist and was always just an excuse for social, political, and economic transformation in a desired collectivist direction which is precisely what we have discovered on this blog going back to the early 60s. RSA is simply going to assume away the dispute. It knows about the governmental monopoly over education that allows a radicalizing focus on bringing students on board with the desired changes while erroneously believing they are essential. Rowson acknowledges the extent of RSA’s goals on behalf of the UK and actually the rest of the world by announcing:

“we have to connect with the root causes of the climate problem, which is partly about using way too much energy to fullfil socially and culturally needs and desires, but is more profoundly about the price of fossil fuels [what was that quote from candidate Obama about necessarily skyrocketing?] that produce that energy, and political and economic structures that keep us addicted to them.”

So it is the political and economic structures that need changing. Rowson concedes why getting at individual values, attitudes, and beliefs is so essential in all these radical change efforts as the agenda seeks to get at “how the behaviours of consumers and citizens serves to perpetuate the economic and political basis of the energy production and consumption that drive climate change.”

Or don’t drive climate change at all but are useful to social, political, and economic change. Those 4 Rs as the student and classroom focus instead of knowledge would certainly help if the solution to be pushed is some kind of Universal Love or obligation to care for others. Rowson mentions Robert Kegan in the paper and we know Kegan spoke at RSA this past year so Kegan’s Stages that are in turn based on Lawrence Kohlberg’s globally influential Stages of Moral Development are very much on the mind of the RSA, the OECD (remember this is what their Key Competences are built around?), US implementers of the Common Core, and new Hong Kong definitions of Citizenship traits to be fostered in school. Such global commonality around what is basically the same set of desired personal dispositions and moral beliefs at the same time can hardly be coincidental.

Especially when the Rowson paper explicitly mentions that what President Obama (no insertion of ‘US’ there as if Rowson considers him everyone’s President Obama) did with the climate change discussion that was so crucial was to frame it in “distinctly moral terms.” We keep coming back to the same goal to be encouraged in students and ultimately everyone: “the ethical responsibility to safeguard the welfare of people we care about as well as those we are never likely to meet.” Necessitating our need to take someone else’s word for what those unknown people want and need from us.

Now if this is the change you want in the future, how useful is an official Learning Quality Framework   http://learningqualityframework.co.uk/index.php/using-the-framework/ that has a New Vision for Learning? That the school should now be “investigating social, economic, moral and personal reasons for revising the school’s vision of and for learning.” To make the new focus of school how “teachers now plan lessons around the learning capacities they are trying to help students to build.” And the “development of learning capacities is planned to ensure progression.”  That’s not knowledge folks and this view of the focus is not confined to the UK either. It fits perfectly with descriptions of how the College and Career Ready Index and Student Growth are being touted in US school districts too. Elsewhere the Framework makes it clear teachers are to be “drawing students attention to learning behaviours they are using” so that the students will be “progressing in developing learning habits.”

The purpose of content under this vision is merely to “drive learning opportunities and stretch and progress learning capacities” although it of course remains terribly useful to taking an unknown and getting students to know regard something as a social fact. I don’t think it is a coincidence that Guy Claxton talks about meeting with David Perkins of Harvard who we have encountered in connection with the NSF-funded Understandings of Consequence approach to science and social studies learning under the Common Core. Nor his mention of working with one of the best known Whole Language advocates Shirley Brice Heath or fuzzy math advocates-Jo Boaler. All of these education so-called wars makes much more sense if affecting what the student believes is the actual goal of all these controversial philosophies.

So many of us still hear the word assessment and simply erroneously assume we are still talking about measurements of knowledge. The Learning Quality Framework makes it clear that assessing for learning is about “tracking and authenticating the growth of learning dispositions (with regard to when, where, and how they are used)” and insists that such tracking, likely to be revealed to parents using opaque terms like data and feedback, “builds learners’ motivation and informs learning design.” Which of course gets sold under the euphemistic term “personalized learning for all students” but sounds rather like BF Skinner’s operant conditioning.

Again having such intimate data and detail about the essence of each student is very useful if the goal is “challenge the values, structures and processes that led to this case of overconsumption and resource depletion, and which otherwise leads to more.” And that is precisely what Rowson says the new goal is. He also proclaims the need to shift mindsets and must be excited about the prominence in the UK of Guy Claxton’s Learning Power work.

Does anyone doubt that a ‘learner-centred classroom” in the UK and the US and elsewhere will really come in handy if you believe we as a society need a “broader cultural shift that reframes ‘prosperity’ as something with social, relational and experiential dimensions”?

How about if it is your intention to challenge “the structure of the macroeconomy and the logic of capitalism”?

Stay tuned as I drop yet another related disclosure bomb next time.

 

 

Once Again Being Grateful for What We Know and Appreciating Why It Matters

And immediately recognizing what we are dealing with and its actual antecedents throughout history is what I am once again grateful for this day before Thanksgiving. Because as outlandish and unexpected as some of what I write about may initially be to you, it is true and I can prove it. If I had not pulled all of these facts together, 2014 would be the year in which so many political and social institutions and their leaders globally decided to go for broke. With our lives, children, future, and tax money. And no one on the outside of these schemes without a lucrative grant or rich employment contract would know how all these pieces fit. Before I let the remainder of the post be the popular philosophical essay from last year, let me add a few updates that I am thankful for.

I am thankful my book Credentialed to Destroy: How and Why Education Became a Weapon is now available on Amazon and for kindle and that I let it simmer on a shelf for more than a year while as I started this blog. The events that left me so alarmed and the unexpected intensity of the psychological focus of the real implementation helped me properly frame what I was dealing with when I went back early last summer. Those of you waiting for the sequel or for me to tell the story through the blog will need the foundation I lay out in the book to appreciate what the blog encounters weekly and what I now know but have not written up yet.

Another thing I am immensely grateful for is the unbelievably confessional nature of certain used books I have obtained in the last year. And that various people had the wisdom to get those still relevant plans and intentions off of library shelves but left them still available for sale for an enterprising, not so young, lawyer trying to piece together the why of what she had located. I hope each of you get much of what you cherish over the next few days and avoids as much as possible that which drives you crazy. No, please do not take  that as an indication I will try to hide from any of my children. I can’t anyway. I am cooking the main meal.

One more update to the previous post. I can promise that together we will be able to piece together and properly interpret every machination and theory and intended policy change anybody comes up with in 2014. Game on, ears open, eyes observant, and mind fully engaged. Typing still hunt and peck but speedier. Here we go…..

I had actually outlined another barnburner story but the day before Thanksgiving is no time to serve up indigestion. So I thought I would write a tale of appreciating why individual liberty has mattered in the past and why Freed Markets resulted in mass prosperity would be a nice tribute. And I do not mean that in a Pollyanish sense. One of the books I am tackling this holiday week is Robert P Moses’ radical equations: Civil Rights from Mississippi to the Algebra Project. I want every child to learn to the best of their ability. I want to really appreciate the desperation that is driving this Equality for All even if it guts the economy philosophy. It is why I read what attracted Van Jones to the Green Growth Economy as a manifestation of his self-confessed preference for Communism.

I think the history lessons of the Predator State declaring its Goals for People and then using its powers to coerce are too easy to forget. It’s not an ideological preference. It’s a factual story. A repeated pattern once government reaches a certain size of the economy. I think history consistently bears out the truth of what Nobel Prize-winning economist Friedrich Hayek said in his 1945 lecture Individualism: True and False. I give extra credit for people who have first hand experience in what led to most of the great tragedies of the 20th Century. It’s called Walking the Walk and there is great validity to the hard-earned wisdom it imparts.

“There is all the difference in the world between treating people equally and attempting to make them equal. While the first is a condition of a free society, the second means, as De Tocqueville described it, ‘a new form of servitude.”

There is just no getting around the fact that government officials and their Business Allies deciding they get to fine tune personalities and reset Values, Attitudes, and Beliefs to guide an Individual’s Future Behavior is a 21st Century form of servitude. Especially when the inappropriately named Positive School Climate is now a tool to retrain each student’s filtering Mindset. The worldview they will use from now on as they encounter daily reality. With their preferred non-Axemaker Mind and habits grounded in emotion. All quite consciously cultivated and monitored.

But we now know all this up front and that really is something to be Thankful for. As an active pursuer of these plans and blueprints this is decidedly unauthorized knowledge that was not supposed to become available. A 2012 Deerstalker Gold Star Award for Me. The most common question I get from frustrated parents especially is Why? What I am saying simply rings too true with their daily reality to discount it. But why the Deliberate Operant Conditioning towards a Future that’s not really about prosperity?

Like I have said, I take great comfort in putting all this in its Historical Context and its real Self-Dealing Context. Because honestly that is where it belongs. So I am going to quote you a passage from Hayek’s 1944 book The Road to Serfdom (page 176 in my 2007 copy). He really nails the drivers behind making education miseducation. Notice he also nails down the frequent unholy alliance between government and the media. Simply refusing to report or cover accurately anything that might caste a poor light on desired government policies. My bolding and snark is in the brackets.

“Facts and theories [Sustainability, Man-made Catastrophic Global Warming, Diversity, Social Justice] must thus become no less the object of an official doctrine than views about values. And the whole apparatus for spreading knowledge–the schools and the press, radio and motion picture–will be used exclusively to spread those views which, whether true or false, will strengthen the belief in the rightness of the decisions taken by the authority; and all information that might cast doubt or hesitation will be withheld. The probable effect on the people’s loyalty to the system [Peter Senge just swooned that we so understand the essence of Systems Thinking and Why It Must Be Pushed] becomes the only criterion for deciding whether a particular piece of information is to be published or suppressed. [Benghazi; Actual Employment Numbers] The situation in a totalitarian state is permanently and in all fields the same that it is elsewhere in some fields in wartime. Everything which might cause doubt about the wisdom of the government or create discontent will be kept from the people. [Hard not to think of Candy Crowley and that 2nd Presidential Debate]. The basis of unfavorable comparisons with conditions elsewhere, the knowledge of possible alternatives to the course actually taken, information which might suggest failure on the part of the government to live up to its promises or to take advantage of opportunities to improve conditions–all will be suppressed. There is consequently no field where the systematic control of information will not be practiced and uniformity of views not enforced.”

There you have the incentive of Government officials for using education for merely Competent, Mentally Hobbled Citizens. Especially ones who are being bred to see a Duty to the State. And the Business Angle. They are politically connected and want special privileges and protections from their Cronies. That’s not Capitalism though. It’s Mercantilism where there is no mass prosperity. It is what Adam Smith rejected as he accounted for Britain’s phenomenal 18th century economic growth.

So enjoy your friends and loved ones on this cherished American holiday. Whatever happens in education in 2013, we WILL understand what is really going on and what the likely consequences are actually going to be.

And that really is something to be Thankful for.

 

Utopian Education: Creating Mindsets that Push Future Fighters for Something Beyond the Current Real World

I am beginning to think I should get new business cards that say “Reads troubling plans for revolutionary change in the world we take for granted so you don’t have to.” It has been one of those weekends after I read a report from our Competency-pushing OECD in Paris that American taxpayers fund so generously. It was talking about New Economics to be imposed on the West via our institutions and using digital learning and technology and education and social reforms generally (my bolding):

“To turn connectivity into connectedness dedicated policies have to be designed with a twofold goal: first, to guarantee that all the emerging opportunities brought about by technology and its outcomes can be seized in favour of economic and societal development and second, that the resulting benefits of these opportunities are equally accessible to all. Education has to play a major role in the achievement of these two goals.”

Now unlucky me has spent enough time immersed in all these political theories to recognize when I am looking at a description of Uncle Karl’s little c vision of the future. http://www.invisibleserfscollar.com/naming-educators-as-the-levers-shifting-the-human-personality-to-marxs-moral-revolution/ is where I first addressed why changing values and beliefs is so crucial to achieving this little c vision. And it’s not about Lenin or Mao but it remains toxic to the individual and freedom in the sense of what created the West. Today I want to focus on all the current official publications that verify just how right I am as to what is really being targeted and why.

It’s also why parents are getting no relief when they want to opt out of Statewide Longitudinal Databases. It’s because tracking the changes in attitudes, values, dispositions, and beliefs via efforts at schools, and what curricula force changes more quickly and thoroughly, is an important part of the social engineering research being carried on via the schools. Especially with adaptive software and digital learning that allows immersion in virtual worlds.  http://www.invisibleserfscollar.com/students-must-see-themselves-as-active-participants-in-social-change-and-designers-of-social-futures/

All through the 70s Arne Naess’s books were bestsellers in Norway for their ecological visions of a new type of society. To prime the West towards a comparable vision of the future in time for the 90s efforts at wholesale transformation, his book Ecology, community and lifestyle was helpfully translated into English in the late 80s. He pointed out that ecology is where the socialist crowd was migrating because it created a belief in the necessity of political change. Central to these efforts is always a “change in consciousness.” As Naess graphically put it, the change “consists of a transition to a more egalitarian attitude to life and the unfolding of life on Earth.” Remember it is the Axemaker Mind that builds on existing cultural knowledge to invent technology and tools that can manipulate nature for man’s benefit. The “unfolding” vision wants people to merely be another creature. Very useful vision for political leaders, bureaucrats, and business leaders wanting to play future overlords and preserve current power. Not so good for the rest of us peons to be administered.

Before I detail more of the current efforts to create such a these New Mindsets, let’s read another Naess explanation on the intentions:

“The necessity of efforts to change mentality is closely associated with the necessity of organised efforts for profound changes in society. These two kinds of effort must be coordinated, not polarised against one another.”

And coordinated they are. It’s why education leaders are such a crucial component of the visions set out at a (co)lab in Atlanta or the cityLab  in NYC recently. It’s also why education is so crucial to the UN and the OECD’s plans. Following up on the OECD’s expressed intentions for change at its most recent forums led me straight to this transformational vision http://www.gtinitiative.org/documents/issueperspectives/gti-perspectives-premises_for_a_new_economy.pdf . It’s the kind of wholesale redistribution vision that would have made Uncle Karl weep with joy over his continued influence. Typical people should note though that this vision plans to take the world’s existing wealth and redistribute for the benefit of the poor in countries in the North and to raise living standards all through the Southern Hemisphere. It also involves shifting globally from a profit economy to a ‘needs’ economy in the 21st century.

Essential to that vision which we have already encountered in Shoshana Zuboff’s support economy book and the Aspen Institute pushing a Fourth Sector “for benefit” economy (see tags) it will “also be necessary to develop non-consumerist ways of understanding and being in the world.” Now won’t all the current reforms in K-12 and higher ed and the expansion into preschool be useful to such goals? How about an article published last month in the Journal of Human Rights and the Environment by Burns H. Weston and David Bollier which seeks to use Martha Nussbaum’s work we have talked about “as the theoretical means to restore ‘the obligation of result’. This would thereby move the discussion from the abstract to the concrete…” Why, yes, it would. It means we are trying to use education at all levels to create mindsets that will come to use the law and capability theory to impose Uncle Karl’s little c vision on societies without saying so.

Using the term “share-and-share-alike Golden Rule” sounds so much better than “from each according to his ability, to each according to his need” that was the hallmark of Uncle Karl’s vision of what would be possible in a society that had used capitalism to get to a certain advanced stage of technology. As the OECD said above, now it can be seized for the benefit of all others who have “needs.” Again this vision “must include a large-scale and sustained commitment to human rights education–as imaginatively pursued, for example, by the People’s Movement for Human Rights Education (PDHRE), a New York-based NGO ‘dedicated to human rights learning for social and economic transformation.’ It is, after all, life on Planet Earth that hangs in the balance.”

Probably not but it makes a good sales pitch for power to the public sector in the 21st century. Clearly this vision of ‘a just society’ laid out by Weston “that honors a public order of human dignity–the essence of human rights–marked by the widest possible shaping and sharing of all basic values among all human beings.”

Since the idea of the Great Transition is central to all these visions of the 21st century and what quality learning really means globally, the planners see a need for a GCM-a Global Citizens Movement demanding this vision of the future as a matter of rights. Legal rights. Useful then is the largely unheralded fact that CCSSO, the sponsors of the Common Core State Standards, has used its subsidiary Ed Steps, to partner with World Savvy  to get students to examine the “historical forces that have shaped the current world system” and push the “knowledge, skills, behaviors, and attitudes [that] are all aspects of Global Competency.” CCSSO’s real aim. Here’s the vision brochure created in August by World Savvy.  http://www.flipsnack.com/WorldSavvy/f7hf2i59 WS “celebrates innovation, art, and the limitless power of youth to make positive change” and is at the “cutting edge of education for the 21st century.”

To guarantee that the classroom work is “relevant and current” WS picks 3 year themes and the 2013-2016 theme is Population and Progress. It “helps students explore how a growing population defines progress, analyze the evolving nature of our collective challenges, and develop innovations that address these issues.” In fact students can pretend to be Uncle Karl’s Makers of History as WS has them create and submit “a Knowledge to Action Plan.” You will be so glad to know current WS students are quoted as saying they have “abandoned the notion of Us and Them in favor of We.”

Finally, CCSSO has quietly conceded that it is the Dispositions of the students themselves being targeted by these education “reforms.” http://www.ccsso.org/Documents/ILN%20Knowledge%20Skills%20and%20Dispositions%20CCR%20Framework%20February%202013.pdf

It adds a new C though. Our children are to be “college, career, and citizenship ready.” And if you are wondering what kind of citizenship CCSSO has in mind they go on to cite their sources and usefully mention every controversial report I have ever written about on this blog down to rejecting the individual mind and mandating communitarianism through the Career Tech guidelines. Thank you CCSSO for your hubris in that document.

People trying to criticize the idea of national education standards have begun to use the phrase “Commie Core” to attack the Common Core State Standards. The irony is if you track CCSSO’s actual planned implementation and the agendas of its named partners in developing classroom curricula and assessments and you compare it to Uncle Karl’s actual vision of little c communism, you get a match to the values, behaviors, dispositions, and mindsets to be fostered.

Perhaps a more apt phrase then would be the Commie Core designed to aid the Great Transition whether we consent or not? Designed to be implemented while we are still unaware of such wholesale changes or wrongfully believe this is about the transmission of academic content in the 21st century.

As Naess wrote, these values need to be internalized so direct regulation of the individual in the future will be unnecessary. “I envisage a change of revolutionary depth and size by means of many smaller steps in a radically new direction.”

That was the plan in the late 80s. In 2013 it feels as a parent like all those smaller steps are being pushed in a frenzy at the same time.

Some people have become very impatient for transformative change that benefits them but not us. And hardly anyone recognizes what is happening.