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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

As always, Follow the Money.

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Resistance-Proof Biosocial Revolution Undisclosed at the Neural Level of Students’ Minds

Let’s start off with a quote I have had since I did the ACES post on April 30. “In social cognitive theory, sociostructural factors operate through psychological mechanisms of the self system to produce behavioral effects.” Now that may sound like a mouthful, but if we substitute ‘a person’ or ‘the student’ for ‘self system’ the meaning is clearer. Now we have discussed that Karl Marx is widely recognized now as having been a lousy economist. Less recognized though is how his related sales pitch that social revolution could be achieved if ‘Man’ would simply become a Maker of History is still wildly reverenced, especially in education. So let’s now add in another quote from the same 2001 Annual Review of Psychology article by Albert Bandura to shake out that other mouthful–’sociostructural factors.’

“The self system is not merely a conduit for sociostructural influences. Although the self is socially constituted, by exercising self-influence human agents operate generatively and proactively, not just reactively, to shape the character of their social systems. In these agentic transactions, people are producers [Making History!] as well as products of social systems. Personal agency and social structure operate interdependently. Social structures are created by human activity [and especially laws and other legal vehicles like charters] and sociostructural practices [here comes the law again which is why we now have edicts about Positive School Climate and required proactive approaches to bullying and Restorative Justice], in turn, impose constraints and provide enabling resources and opportunity structures for personal development and functioning.”

I learned a new word this week that is typically used in a military context–Schwerpunkt–but which fits even better in the human and behavioral sciences, which is what education and even the law have now become tools for. It means “weight (or focus) of effort” and the weight or focus of effort in education ‘reforms’, as we finally began to confront in earnest in the last post, involves trying to lock-in desired “psychosocial changes and levels of functioning” at a biological, neural level because, quite simply, genetic social engineering by governments would take too long.

Anyone else fascinated to learn that “social efforts to change lives for the better require merging diverse self-interests in support of common core values and goals.” There’s that phrase again so I decided to bold it for emphasis. The real common core operates at an internalized, psychological, neural level and another word for those internalized goals practiced repeatedly through prescribed educational activities would be ‘standards’ as in standards-based, student-centered ‘reforms’.

Now just to provide some hint of just why I decided to add Schwerpunkt to our quiver of useful vocabulary terms to capture the essence of the desired transformational changes, let’s cover just a few of the confirming revelations that have popped out in just the last week. I recognized, for example, that Professor Damasio’s 2010 book Self Comes to Mind was actually restating Bandura’s work without mentioning him so I did a search to see if others had recognized the link. Out the connections spewed across the globe in languages I did not speak and had to translate, but our Google overlords kindly told me that both men’s work deal with the psychological means for the “self-regulation of thought and moral conduct.” Goes better than a slice of bacon then with those needed “common core values and goals.”

We have Teaching Students to Drive Their Brains recommended for summer reading http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/Teaching-Students-to-Drive-Their-Brains-sample-chapters.pdf complete with not-so-amusing graphics of Upper Elementary Students being taught to visualize using their Brain Cars. That fits though with our learning that there was a K-12 component to the Pacific Northwest Neuroscience Neighborhood part of the BRAIN Initiative. It is called Noggin and there are numerous detailed links in the comments to the last post with pictures as well as the revelation that Fulton’s new Super as of June 1, Jeff Rose, came from one of the Noggin districts. What are the odds?

http://rise.huffingtonpost.com/watch/scientists-are-using-psychology-nudge-us-right-direction from What Works Cities (and what precisely ‘evidence-based’ policymaking turns out to mean) admits that changing behavior is official government policy across US federal agencies and also globally. Finally we have http://knowledgeworks.org/worldoflearning/2016/06/cunningham-elementary-school/ showing a Texas school that is pushing an emotionally-grounded moral thinking of the kind Professors Damasio and Bandura promote as what a new kind of 21st century learning grounded in Equity should look like. All this makes sense though if we go back to what Bandura wrote in 2001 and recognize that when charters (like Fulton’s) refer obliquely to a euphemism like ‘life skills’ as the new focus of schools they are actually incorporating Bandura’s work. I am nothing if not a good researcher after all so of course I can prove it.

Since what that charter really intended to lock in for a particular school district, and what ESSA has now done to every school district, is grounded in Bandura’s work and he said it was to drive Biosocial Coevolution, let’s tear away the shroud of euphemisms and look at these intentions in the sunlight. Now if I give a hot link to the article it will be off the server within the hour so I will just continue to make reference to it. When located, however, just go to page 18 to the section called “Emerging Primacy of Human Agency in Biosocial Coevolution” and think about how lucrative it is for the lawyers, administrators, and consultants working to change education because “psychology is the one discipline that uniquely encompasses the complex interplay between intrapersonal, biological, interpersonal, and sociostructural determinants of human functioning.”

I am going to interrupt the quote to point out that this is the reason all these learning theories of education want to dethrone the rational Prefrontal Cortex from being a primary driver of human behavior. It’s an obstacle to what Bandura will momentarily call the desired Collective Efficacy. Back to the next line of the quote now: “Psychology is, therefore, best suited to advance understanding of the integrated biopsychosocial nature of humans and how they manage and shape the everyday world around them.” Beginning to finally see the clear reason for all the deceit, euphemisms, and use of misdescribed legal mandates to force these political uses of psychological theories invisibly imposed via education? Recognize now why school board members are trained to defer to anyone with an education degree? They are deferring to a revolutionary shift in the conception of what human beings can be, imposed while most are led to believe we are still talking about academics.

Charters, legislation, and reinterpretations of civil rights laws are simply not being accurately presented as mechanisms for the ‘biologizing of psychology,” even though that is the decades-long  Schwerpunkt focus of all K-12 education reforms. It’s also why my book Credentialed to Destroy is even more relevant now than when it was written. It recognized the required focus of efforts long before I grasped that everything laid out actually had an intended biological component of desired neural effects. Bandura was stunningly revelatory so let’s keep listening. He told us that the “selection pressures of social and technological innovations on biological evolution get ignored,” which may be the most succinct rationale for the digital learning mandates we will find. After all, “human evolution provides bodily structures and biological potentialities, not behavioral dictates. Psychosocial influences operate through these biological resources to fashion adaptive forms of behavior.”

Prescribed adaptations and forms of behavior with no need to admit the manipulation out loud. Tuck it into charters or statutes no one else reads or required instructional practices no one explains accurately and suddenly education and the law can be tools taking advantage of the known, but usually undisclosed, “malleability of evolved dispositions.” Seeing the avenue of unimpeded social change as being through the manipulation of the known plasticity of the human brain and nervous system and then refusing to openly declare that actual intent. Recognizing that the real aim of Competency, the Common Core, and what were misleadingly called the Reading and Math Wars was about deliberate targeting of the “specialized neurophysiological structures and mechanisms that had evolved over time.”

Targeting “these advanced neural systems [that] are specialized for channeling attention, detecting the causal structure of the outside world, transforming that information into abstract representations, and integrating and using them for adaptive purposes,” except due to undisclosed neural manipulation the goals and purposes are no longer really your own. Think of the desired History Maker to Change Existing Systems while once again listening to what Bandura aimed at: “These evolved information processing systems provide the capacity for the very agentic characteristics that are distinctly human–generative symbolization, forethought, evaluative self-regulation, reflective self-consciousness, and symbolic communication.”   Just what Noggin and Brain Car Lessons train students to be comfortable allowing others to manipulate instead of holding sacred. What Professors Immordino-Yang and Damasio block off access to with their hype of learning grounded in emotion.

We didn’t really think all these reforms would be disclosed accurately as the “psychosocial side of coevolution gains ascendancy,” did we? Good thing I can recognize what I am looking at by now even when no one actually meant for such a confession to come out. This was how Bandura ended so let me quote and then translate.

“What is technologically possible eventually gets applied. As previously noted, the genetic factors provide only potentialities, not the finished psychosocial attributes. However, there is no shortage of individuals with the resources and belief in genetic determinism to underwrite attempts at genetic engineering of human nature. The values to which we subscribe and the social systems we devise to oversee the uses to which our powerful technologies are put will play a vital role in what we become and how we shape our destiny.”

What Bandura proposed, and what education and the law have now locked in, is that those values and social systems are no longer a matter of personal choice. The choices have been made for us. The social engineering of human nature is now being attempted at a biological and neural level and we are all literally in the midst of what Soviet Psychologist Leontiev called the Great Experiment back in the 60s. Political power wants to dictate what those ‘psychosocial attributes’ will be and circumscribe what regions of the brain are likely to be used by the typical student when they become an adult.

And the euphemism for that latter neural manipulation is College and Career Ready.

I really do need to create an ISC Dictionary of True Meanings for 21st Century Guidance to Avoid Psychological Manipulation, don’t I?

 

Bringing Every Thought Captive So that Panglossian Visions Appear Real or Achievable

In the early days of this blog we covered psychologist Urie Bronfenbrenners’ Ecological Systems Theory (BEST) and the fact that he acknowledged that all those nesting ‘systems’ starting with the individual was simply a metaphor. Unfortunately when BEST is taught now to teachers or K-12 students it is treated as a description of the world as it is and more importantly, should be. Maybe it was that admission that started my worrying about the implications of students unable to recognize the Inapt Metaphor or False Guiding Principles or Core Concepts. When I read though that Christian Classical Education intended to be Ideas-First instead of fact-based, I was alarmed and decided to investigate further. Not because I am against that kind of education, but because I believe all parents and students have a right to know when their mental models at a neurological level are being manipulated via the classroom or digital learning.

Dr Pangloss, for anyone who skipped over reading Candide in college, had a naively optimistic view of the world and what might be. My fact-based knowledge of history and the enduring consistency of human nature under an amazing variety of situations through the ages tells me that deliberately cultivating Panglossian visions “through which to understand the world and imagine how one could be” is a dangerous thing. That latter quote was from a then Yale Law Prof who has now moved on to Harvard and is connected to their Berkman Center for Society and the Internet. A wonderful position in other words to use digital learning to target students’ mental models of how the world works. That’s precisely what Yochai Benkler’s The Wealth of Networks: How Social Production Transforms Markets and Freedom does and it is the source Coding for All and Connected Coding were relying on when they wrote: “In this book, we have viewed teaching and learning computer coding as being wrapped in theories of mind, community, and culture.”

The fact that these to-be-required ‘computer science’ or digital learning initiatives we have covered in the last two posts are grounded in theories and not fact (and Marxist political theories at that) is generally not disclosed. The fact that these theories are very useful for anyone desiring Social Reconstruction of the Real World is also not generally mentioned. The fact that the World Bank in its Annual Meeting in October 2015 in Lima, Peru stated its determination to target Mental Models as its new global emphasis on development and cited the Mind, Society, and Behavior program at Harvard’s Ed School and Cass Sunstein’s Nudging and Behavioral Insights work at that same law school that Benkler is now at should be remembered as well. Cambridge along the Charles, in other words, is a very good place to be to plan theories and a means to gain implementation for:

“This new practical individual freedom, made feasible by the digital environment, is at the root of the improvements I describe here for political participation, for justice and human development, for the creation of a more critical culture, and for the emergence of the networked individual as a more fluid member of the community.”

Gives a whole new meaning, doesn’t it, to where ‘computational participation,’ as Coding for All turned out to entail, is actually going? Beckler wanted to “enable us to look at the world as potential participants in discourse, rather than potential viewers only.” Since I have the book and recognized an Amartya Sen Development as Freedom/ Capability Theory influence in Beckler insisting that “what matters is the extent to which a particular configuration of material, social, and institutional conditions allows the individual to be the author of his own life,” Beckler does in fact cite Sen as the source of his inspiration later in the book. Where, oh where, is the K-12, college, law, or public policy student supposed to understand all these pushed practices are simply grounded in theories hoping to change the perception of the world as it is? Will they even have heard of Pangloss if Making Caring Common becomes the basis for their very admission ticket?

Also going on in Cambridge (covered in a previous post) with the involvement of both MIT and Harvard, the State of Massachusetts, UNESCO, the OECD, the World Bank, and others is the Center for Curriculum Redesign under Charles Fadel. CCR recently published the “overarching purpose for education in society” and it is straight out of Sen’s global work again. Does this sound Panglossian to anyone else?

“In the ideal case, all the individuals within each society (and the global society) have their physiological, safety, belonging, esteem, self-actualization, and self-transcendence needs met, and the society itself is thriving and meeting all of its needs, with each level enhancing the others.”

Oh, dear. That sounds like CCR is building its Theory of the Competencies Learners Need to Succeed around Urie’s BEST theory being true. Behavioral Science 101 I suppose: false beliefs that are created to drive future behavior in desired ways are theoretically true, even though they are factually false. Speaking of Panglossian and theoretically true but factually false, we had the announcement of the New Citizenship Project this past week to shift the dominant idea of the role of the individual in society. https://issuu.com/newcitizenshipproject/docs/ncp_report/1 It too fits in fully with everything this reenvisioning of education is pushing to implement in reality, with deceitful and false explanations for why. Does a push for ‘computational participation’ as the new focus for the classroom make more sense if one wishes to shift “the idea of the citizen can be understood almost entirely as the societal manifestation of digital technology”?

Does the invisible targeting of Mental Models, both unconscious and deliberative, make far more sense if there is also to be an organized attempt to sell “a deep shift in our conception of human nature”? Won’t an Ideas-First curriculum and Activities focus come in handy? If a student fails to recognize just how thoroughly what he or she has internalized as values, beliefs, attitudes, motivating ideas, guiding principles and themes has been thoroughly manipulated by political power and educators, then they are primed to believe:

“at its core, the promise of the internet is something much greater: a many-to-many, not just a one-to-many society, in which we can all play a part not just in choosing between the options offered to us, but in shaping them.”

Perfect priming for anyone with the Marxist goals of transforming the world as it currently exists. Without a body of facts, how is a student to reject being told:

“As Citizens, we are not entirely separate from one another as completely independent individuals, but as fundamentally rooted in and interdependent with one another. But this is not a moral statement of what ought to be; it is simply a new understanding of what is, now available to us to act on.”

I bolded that last because that’s how these theories get implemented even though factually untrue or just a statement of desired morality for future conduct. Now we are going to come back to the admissions in the title that were made in the book Recovering the Lost Tools of Learning: An Approach to Distinctively Christian Education. Anyone who ever saw the old detective show Dragnet can think of the music and the episode ending with this admission as “these aspirations are all true. Only the ‘lenses’ change. Those remain consistent with how particular groups of Transformationalists wish the actual world to be perceived.” Here is author Douglas Wilson: “teaching students to think in terms of a fixed reference point is not the same thing as indoctrination…We cannot bring every thought captive by allowing some thoughts to aspire to autonomy.”

Again, Classical Christian Education as conceived and explained by Douglas Wilson simply gave me a wonderfully succinct quote on the goals of Ideas-Driven, neurologically embedded, education, which seeks to specify what a student internalizes as their guiding and motivating models of the world, how it works, and how it might change. The fixed reference point could be Amy Gutman’s Democracy, John Dewey’s Democratic Humanism, Ervin Laszlo’s Systems Thinking, or Uncle Karl’s Human Development Society. Here it is explicitly religious in doctrine. I think we can always make a case though that prescribing the internalized neural web is ALWAYS intended to be religious in how it guides and motivates likely future behavior.

Substitute then other reference points or lenses into what I am quoting:

“God is the Light in which we see and understand everything else…Christian education must therefore present all subjects as an integrated whole with the Scriptures at the center.”

Fascinatingly quoting the Marxist “French existentialist philosopher Sartre understood this when he said that without an infinite reference point, all finite points are absurd.” That’s ironic as I have read plenty of political theories that would put their desired Ideology, internalized via education, as functioning precisely in the way Wilson wants Christ or Scriptures to function. Since I have never encountered a more explicit and quotable explanation of what I shorthand as Cybernetics, here we go.

“We are not to limit the light of Christ to our understanding of Christ. We must understand the world in the light of Christ…every fact, every truth, must be understood in that light…The Bible…does provide a framework for understanding these so-called ‘secular’ subjects…If religion is excluded from our study, every process of thought will be arrested before it reaches its proper goal. The structure of thought must remain a truncated cone, with its proper apex lacking. The Christian educator’s job is not to require the students to spend all their time gazing at the sun. Rather, we want them to examine everything else in the light the sun provides.”

I bolded proper apex because again the nature of the desired guiding and motivating concepts and principles varies between Christian Reconstructionists, which is where Wilson places himself, and the political Reconstructionists with a Marxist Humanist secular orientation, which is who I cited elsewhere in this post. The desire to structure thought does not vary though, unfortunately. Neither does the desire to be the provider of the lenses through which experiences get interpreted. I have written about educator Michael Fullan and how his Transdisciplinary vision is now CCR’s and UNESCO’s push globally. Yet it fits fully with how Wilson wanted subjects to be seen and used as well. Only the lenses change.

“Without God, particulars have no relationship to other particulars. Each subject has no relationship to any other subject. Christian educators must reject this understanding of the universe as a multiverse; the world is more than an infinite array of absurd ‘facts’. The fragmentation of knowledge must therefore be avoided.”

Now does anyone fail to appreciate how this vision would adore K-12 education that is suddenly mandated by federal law to be about cultivating and assessing annually for all students’ Higher Order Thinking Skills and Understanding?

Suddenly it’s not just Lauren Resnick and other education profs wanting to check to see if the interpretive lenses ‘Transfer’ to new untaught subjects or wicked scenarios where there is no single correct answer.

Minds, Souls, & Attitudes: Whistleblowing the Tarbiyah Project for Islamic Education Imposed for ALL Students

The multiple tragedies in Paris on Friday in Paris did not change the topic of the Conclusion of this Trilogy. The ramifications of a document that came out of my UNESCO Lifelong Learning research, written by two Malaysian profs and presented at a 2011 Computing and Informatics Conference in Indonesia,  http://www.icoci.cms.net.my/proceedings/2011/papers/86.pdf is what has flushed out the other Ideology that fits 100% with the actual implementation I tracked first in my book Credentialed to Destroy, and now as additional details come into place, through this blog. By Ideology I mean in the cultural model sense used in the last post, but essentially it is the values, beliefs, and concepts a person sees the world through–the personal and social belief system or Worldview that guides individual and collective behavior.

The Arabic word for this is tarbiyah and it means education for Total Human Development, which is why its mandated practices and tenets dovetail so closely with that other M word that grew out of the political and human philosophy of Uncle Karl. I had never heard the word before yesterday. I had planned to write about the still troubling hijacking of acceptable religious belief systems using the secular K-12 classroom as laid out in an atrocious UNESCO/ UNICEF report sponsored by the Arigatou Foundation called “Learning to Live Together: An Intercultural and Interfaith Programme for Ethics Education.” Looking at that long document and its recommended activities and project-based learning and role-playing experiences, it was obvious this global targeting of each student’s values and beliefs, whatever their religion or lack of it, was already in place in various mandates I have covered.

I had pulled that ICOCI “Visionary Model of an Islamic Learning Community” in part because it had a nesting graphic that worked like a Russian Matrushka doll with the student at the center just like the Aspen Institute wanted in that “Students at the Center of a Networked World” report created by a Task Force Jeb Bush disturbingly chaired. It extends outwards to classroom, school, community, and workplace, and then global, so it also fits with something a psychologist named Urie Bronfenbrenner developed. The C3 Social Studies Common Core Framework already hypes BEST (see tags), which also fits with the Learning Cities/ Regions emphasis from the last post. So not only did the push not seem limited to Islamic communities and countries, the link mentioned that Learning Communities, which we already know are to be required in US schools under the definition of what constitutes being an Effective Principal (see FCL tag), are based on a concept created by the founder of the Muslim Brotherhood in 1943.

Saturday morning then, I decided to reread that link carefully, and it said that the late Hassan Albanna used usrah as an education medium laying down its three components of knowing each other, understanding each other, and helping and caring for each other. I am leaving out the particular Arabic terms although these, and usually the symbol from Arabic script and a verse from the Quran, are consistently provided throughout every component of anything involved with this Tarbiyah Project.

Before anyone thinks I have to go to the other side of the world to track this, Tarbiyah was created by a native of Philadelphia, Dawud Tauhidi, who “embraced Islam in 1972. He studied at Lehigh University and later studied Arabic” at U-Penn. In 1980, he graduated from the famous al-Azhar University in Cairo where President Obama chose to go to address the Muslim World. His degree was in Usul ad-Din and Tauhidi’s masters and PhD in Islamic Studies are from U-Michigan. The Tarbiyah Project materials frequently cite to Michigan ed standards said to reflect the Project.

Now we could stick with that 2011 link which tells us “ICT will play a role in helping the democratization of the usrah system” so we can keep its tenets in mind as we look at various digital learning initiatives. I can look at the various prescribed features of the Tarbiyah Project and recognize the complete alignment with what is being mandated for US classrooms in NCLB waivers, Positive School Climate XO’s, civil rights laws, etc. Most of my regular readers and anyone who has read my book will be able to as well. Phrases like ‘continuous improvement’ that are what every administrator and anyone involved in student and school accountability track verbatim.

I have also tried to explain the focus on concepts and the desire to internalize what students will then use to guide perceptions and interpret daily experiences. Not only is that a component of Islamic education for holistic development of the Whole Child so they will learn to “be Muslim,” there was even a reference to the term ‘Enduring Understandings’. It has a tag as does its creator Lynn Erickson. Tarbiyah and Tawhid state that the heart and its transformation are to be the ‘core of education.” Anyone remember the subtitle of Erickson’s book on Concept-driven education? Stirring the Head, Heart and Soul. Did the Georgia Social Studies teachers down at the State DoE in 2009 receiving Conceptual Development training under a Bill Crenshaw know they were being trained to provide Islamic Education consistent with Tawhid (Spiritual Literacy) and Tarbiyah? Probably not and I doubt if the overpaid administrator knew either. That’s the beauty of K-12 globally now. People are pushing concepts they do not know the background of because there’s a lucrative job there, promotions, pensions, and frequently being a Change Agent through curriculum was the whole basis of the education doctorate.

And in it comes with virtually no one having the knowledge or incentives to look further. Did you know the Tarbiyah Project also likes to use that tired metaphor about education needing to move beyond the ‘factory-model’? With the name of the creator and project it will be easy to pull up lots of reports now, but this is too important to have to take Robin’s word for the alignment. Would you believe that in 2014 the US-China Education Review, perhaps excited about the implications of the 2013 Beijing Declaration and Learning Cities from the last post, published an article called “Revisiting the Concept of an Integrated Curriculum and its Implications for Contemporary Islamic Schools.” Again we have Malaysian profs who probably assumed they were talking among like-minded insiders.

It cited to the ‘Tarbiyah Project’ of Tauhidi and how it is an “entire curriculum approach” that can become embedded through standards and “involves integrating Islamic knowledge into every subject of the curriculum and, hence, the inevitable need to rewrite the curriculum.” This integration, which deplores self-contained subjects like algebra or chemistry, also goes by the name ‘Islamization of knowledge’. It “mainly involves integrating all subject disciplines into the Islamic Weltanschauung.” The German phrase for Worldview as the new focus of education.

So when you look at the Tabiyah Framework and its Universal Concepts, remember that the Next Generation Science Standards, with its CDIs-Core Disciplinary Ideas and CCCs-Cross-Cutting Concepts and themes, fits fully with what Tauhidi laid out. Maybe just in time for Bush 43 to allow the US to rejoin UNESCO. Anyway, evaluating Tarbiyah against the Common Core and competency-based education is so much easier with the boast that the Tarbiyah Project:

“promotes the inspiration and transformation of students through the process of teaching and learning in order to transform the world in the future. It has integrated the national curriculum with Islamic principles and output of a ‘brain-based research’. Hence, it avoids pure rote learning and makes learning more meaningful using students’ ability to think and comprehend.”

So the so-called Thinking Curriculum is consistent with Tarbiyah as are all the SEL and Whole Child Initiatives. Anyone reading the Overview should also remember the New 3 Rs of Rigor, Relevance, and Relationships because all are mentioned repeatedly as well. They even make it into Essential Learnings and Key Outcomes and Indicators that formative and summative assessments will be looking for and creating through Project-based Learning and cooperative projects.

Unless the pending reconciliation of the House-passed Student Success Act and the Senate-passed Every Child Achieves Act no longer reflects the language of either bill, the forthcoming ESEA Rewrite will be enshrining the fundamental concepts, values, beliefs, and attitudes of what it means to act as a Muslim per the Tarbiyah Project into federal law. Making the implementation point the states and local schools means nothing as Tarbiyah also fits so well with the Learning Cities/Regions focus that first brought it on my radar screen. Remember Chapter 7 of my book where I made the title about the Common Core always being about changing Values, Attitudes, and Beliefs? Here’s an enlightening quote:

“The ultimate aim of this Islamic education is closely related to character building, i.e. producing an integrated Islamic personality that requires Islamic values as its foundation. Hence, these two elements, i.e., beliefs and values, should be considered as key elements in the implementation of the Islamic integrated curriculum.”

What are those values? Well, the ubiquitous communitarianism we have located everywhere from what makes a Positive School Climate to what are Career Ready Practices is a key component. Tarbiyah is noted in footnotes as being consistent with Bloom’s Taxonomy and Howard Gardner’s Theory of Multiple Intelligences. Tarbiyah was not mentioned in any of the Rapprochement of Cultures materials I read or in the Learning to Live Together required practices and activities for the classrooms, but they all fit like puzzle pieces assembling a photo vista once we know about the other initiatives. Remember how the purpose of the creator of a theory or practice comes in even if the implementer is unaware?

Islamic values and beliefs, Tauhidi and these cited others say, thoroughly permeate what is being required and implemented in the US and globally under a myriad of names. I have used tags and Proper Nouns for phrases to bring some of these out. In a world where people can be shot for drawing cartoons or anything maligning, I am reluctant to quote all of the references in the Tarbiyah Project documents and appendices to the Prophet, Quran, quotes from verses, or further Arabic names for what is desired to act as a Muslim instead of knowing about Islam. The Tarbiyah Project aligns with what is already being imposed, including the kind of dramatic change in pedagogy and instructional practices laid out by the Ultimate in American insiders here last week.  http://www.gtlcenter.org/sites/default/files/Using_New_Assessments_Educator_Evaluation.pdf We can all wish that a focus on Student Growth and the required Effective Teaching did not align so well with Tawhid and Tarbiyah.

How can free people survive in a world where the required practices all trace back to either Marxist theory for an ‘all needs met’ society or Islamic theory? In the Learning to Live Together report that was to be the basis for this post, the UNICEF/UNESCO writers make it clear just how regulated people are now to be to fulfill the UN’s agenda. No deviations or amendments allowed and they even said that.

It’s a one-way street though where the beliefs and perspectives of some groups and religions must be respected, while K-12 education deceitfully wipes out any religion, beliefs, or values that venerates the individual.

At least now we do not have to wonder why strange stories about required Mosque field trips and forced studies of Islamic pillars just keep cropping up.

Now let’s see what sunlight can do to this planned transformation without consent. It should trouble us all greatly that Tauhidi cited Abraham Lincoln’s famous quote about whoever controls school curriculum being in charge of the forms of government in the next generation.

Hopefully not, for all of our sakes.

 

Harnessing the Meaning Making Capacities of the Human Mind and then Assessing for the Tightness of the Fit

We talked about NAEP in the last post so we could begin to appreciate its real purpose as both a driver and a monitor of using education to mentally deconstruct any concept of learning as the transmission of factual knowledge. In fact, whenever we see the phrase “meaningful learning” from now on, let’s just be upfront that it means changes in a student’s mind or personality intended to reliably guide future behavior as desired. The quote at the beginning of that title comes from a 2000 book Assessing Science Understanding: A Human Constructivist View that asserted that science is no longer about a body of facts and information about how the world works transmitted from a textbook or a teacher. No, “science is best understood as a formalized and highly adaptive way of harnessing the meaning making capacities of the human mind.”

To ‘Understand’ then in math, science, history, or while reading a book is to interpret in the manner someone else has stipulated so that students will practice perceiving and behaving as desired until these behaviors become unconscious habits. Locked in at a physical level in the brain’s neural pathways. That is what is being assessed and why we keep coming back to an insistence that the ‘performances’ or ‘achievements’ be action-based. It’s why we are getting such a push for Project-based Learning. When I went through the activities in that book, they were not about learning a body of knowledge. They were training students to view the world in a certain way. Did you know back in the mid-80s as these reforms were being dreamed up there was even a term invented for what would be sought-observational competence? Is the student noticing the themes or aspects desired in a given situation and ignoring the elements we would rather not be the focus of attention?

When I called attention to the idea of that ‘proficiency’ under NAEP and state standards after the adoption of NCLB in 2002 was about Proficiency Standards for Reasoning, I found this document   http://www.mathleadership.com/sitebuildercontent/sitebuilderfiles/standardsofpracticematrix.pdf assuring me that the Common Core would meet these action-based concepts of the desired proficiency. The students may not know much, but they will have been trained and primed over years to act in certain ways based on stipulated prompts. And look, there are 3 levels of achievement just like what the Every Child Achieves Act requires each state to have as its “aligned academic achievement standards” that will constitute how the ‘content standards’ will be met. Prescribed behaviors. Harness the mind and then ‘assess’ to see if the harness fits properly and guides behavior as desired. If so, herald the student as performing ‘proficiently’ or ‘competently’ and thus being College and Career Ready.

http://www.heinemann.com/fountasandpinnell/supportingMaterials/lli/AlignmentWithNAEP.pdf is not Math or ‘science’ but it is the vision for learning to read and write and then what will be the ELA activities using the Fountas & Pinnell curriculum so beloved by the Common Core (described in Chapter 7 of my book on the Learning Progression). Isn’t it good to know these prescribed literacy activities involve “very specific behaviors and understandings are written for each level and built into every individual lesson?” How very harness-like. Get each student used to the jerk of the tether while they are still young and their minds are oh-so-malleable to manipulation. That link also makes it clear that NAEP after 2000 was being used to quietly implement the performance and proficiency standards from the New Standards Project that grew out of that National Education Goals Panel we met in the last post.

No wonder the National Center for Education and the Economy reuploaded the entire NSP body of work back in December 2010. Just in time to pretend it is actually something new called the Common Core and in time for an ESEA reauthorization like ECAA. NSP’s Performance Standards simply get euphemised as ECAA’s “aligned achievement standards” that quickly gets defined away as just “challenging state academic standards” for the rest of the Act. As if we are still talking about the transmission of knowledge brought to us by the Greatest Minds Who Have Ever Lived. No, instead we get ‘sense-making’ from our prescribed activities using the supplied ideas, themes, principles, and concepts intended to function as a politically transformative mental and emotional harness.

I think it is hard for readers of this blog to fully appreciate how confining this manipulative vision of reading, math, and science will be since we all have Axemaker Minds of some type or another. Some minds may be better stocked than others with accurate facts and abilities to infer, but all of us still had some kind of a knowledge orientation to our K-12 and college experiences. That Heinemann language and the fact we are talking about 6 year olds being manipulated should give some idea of just how constraining and invisible this behavioral harness can become. ECAA though wants to push preschool for all as a basic right so we are actually going back even younger than 5 or 6. We also do not have to speculate about what the “early childhood care and education” vision that fits with this competency/proficiency approach looks like.

New Zealand–tied to the Innovation Lab Network and Competency through the GELP-Global Education Leaders Program that we have discussed on this blog (see tag) adopted Te Whariki–the National Early Childhood Curriculum in the 90s to go along with what was then called Transformational Outcomes Based Education (detailed in Chapter 4 of my book explaining Competency and its history). We know that in 1998 the US-based ERIC asked that the Te Whariki papers be submitted to its database. Te Whariki pushes a developmental approach that rejects the old “focus on the learner as an individual, and learning as furniture in the mind.” Instead, learning is the change brought about in the student as a result of “responsive and reciprocal relationships with people places and things.”

Someone obviously hates commas, but they like hyphens as they see the student as an “individual-in-action” interacting in social, cultural  and purposeful contexts. I mentioned Urie Bronfenbrenner and the Great Experiment in the last post. Te Whariki is explicitly grounded in his Ecological Systems Theory that is concisely explained here.  https://www.uncg.edu/hdf/facultystaff/Tudge/Bronfenbrenner%202005.pdf So are competency and proficiency-based concepts of learning. They all intend to create ‘dispositions’ or “habits of mind, tendencies to respond to situations in certain ways.” And if those dispositions start being baked in and turned into a harness back in early childhood programs (the quote came from the Te Whariki paper) the adolescent and then young adult voter need not even know the harness and guiding bit are there at all.

Te Whariki gives a definition of assessment that fits with where formative assessments intend to go in the US and elsewhere: “the primary purpose of assessment should be to provide information which can be used to identify strengths and guide improvement.” All that is based on what people with political power decide they want to see in the citizens of tomorrow, not what parents or the children themselves want. This harness view of education also gets marketed as a thinking curriculum and it was laid out, before the 90s controversies, in a 1991 book by Edward Fiske called Smart Schools, Smart Kids: Why Do Some Schools Work? once again financed by the Carnegie Corporation that now sponsors Competency-based Education.

I keep hearing news reports wrongly describing what are now performance assessments or other means of checking for the presence and efficacy of the mental harness as ‘standardized tests’. Fiske’s book complained that “the most damaging aspect of standardized tests, though, is their impact  on the curriculum. Since states test reading and math, this is what schools emphasize. [Horrors!! Let's revise the NAEP.] But in doing so they focus on basic skills and factual knowledge that such tests measure and direct schools’ attention from the new agenda of teaching students to think.”  The book then quoted Lauren Resnick (who will go on to co-direct the New Standards Project and be on the Common Core validation committee. She also chaired the 1987 committee that produced the report on Higher Order Thinking Skills a/k/a Teaching Students to Think in a Way that Serves as a Harness) and her husband Daniel.

“Current tests are tuned to a curriculum of the past, one that is not suited to today’s social and economic conditions…[The Resnicks advocate transitioning all students to tests grounded in] Goals such as interpreting unfamiliar texts, constructing convincing arguments, understanding complex systems, developing approaches to problems, or negotiating problem resolutions in a group” that sounds just like the learning tasks and means for assessment being touted as part of the Common Core classroom or a competency/proficiency-based classroom. Fiske’s book also pointed out that powerful tests like the NAEP are a “high-stakes game in itself” and that “whoever controls those powerful tests will control a large measure of what is taught and learned in American schools.”

Once again, that’s why the mandate of ‘aligned achievement standards’ in ECAA that forces a behavioral or performance-based, consistent with Universal Design for Learning, approach in every school in every state matters so very much. It’s a way the federal government mandates the construction of a harness while pretending to return control to states and localities.  Specifying the hows of testing is controlling those tests and the curriculum itself. I want to close with what Linda Darling-Hammond said in Fiske’s book since she is the author of the New Paradigm being pushed for what will constitute meaningful learning. https://edpolicy.stanford.edu/sites/default/files/publications/accountability-college-and-career-readiness-developing-new-paradigm.pdf Standardized testing back when it was still fact-based and right-answer oriented was supposedly based on the “dubious assumption that there is a single right answer to any question worth asking.”

LDH viewed the old-fashioned standardized test as the “triumph of passive learning. It is testing for the TV generation. We don’t ask if students can synthesize information, solve problems, or think independently. We measure what they recognize.” So back in 1991, when she was still a professor at the Teachers College at Columbia, Hammond, like Lauren Resnick, was very involved in advocating for a thinking kind of curriculum that fits with a Harness Function.

No wonder both professors remain so involved now in guiding the actual classroom implementations both in the US and globally through the OECD.

Meaningful Learning or Internalized Hammer and Sickle Style Habits of Mind and Behaviors?

Let’s go back to that Herbert Marcuse book from the last post. In making a point about a desired new Soviet rationality Marcuse stressed that if certain ‘attitudes and behaviors’ can be successfully internalized, they will provide unconscious “pragmatic directives for action.” That effect has nothing to do with physical geography. Instilling desired habits of mind and practiced behaviors would have the same effect in the West as was recognized in this old post where Soviet psychologist Leontiev called it the Great Experiment. http://www.invisibleserfscollar.com/imitating-the-ussr-in-striving-to-discover-how-the-child-can-become-what-he-not-yet-is/ Funny how no one told us about the Great Experiment being conducted on us starting in the 60s with our tax money and education facilities, but filter everything I described in Chapter 6 of my book through that open admission.

I think the “Nation’s Report Card,”–the National Assessment of Educational Progress or NAEP–was always intended to monitor the progress of the Great Experiment. I think that is why the Carnegie Corporation began to finance the development of NAEP back around 1964. Before we talk about the poorly understood, designed always to manipulate, NAEP, let’s get back to the why. Here’s what Marcuse and others believe: obviously false statements about the present do not matter because if people can be made to believe them anyway, they can still become those desired attitudes and habits of mind. People can then be counted on to reliably act in a way so that the “historical process in which the commanded political practice [in the West this gets hidden mostly invisibly in education objectives and little-disclosed mandates like the now omnipresent Positive School Climate] will bring about the desired facts.” (italics in original)

Now if someone actually wants to believe that current reality and the facts about what works is in the way of a desired transformation, it is no wonder we now have education where facts and right answers are to be minimized and concepts and ideas emphasized instead. Sure sounds to me like what Marcuse said was practicing with “the original content of Marxian theory as a truth that must be believed and enacted against all evidence to the contrary [exactly like President Obama and the UN now on Climate Change]: the people must do and feel and think as if their state were the reality of that reason, freedom, and justice which the ideology proclaims, and the ritual is to assure such behavior.” Until it becomes an internalized habit of mind practiced from preschool to high school in an active, engagement-oriented new kind of educational emphasis?

Let’s shift back to the Breakpoint and Beyond book from the last post because it made a similar point. A new kind of society was possible if people could learn the “art of changing one’s mind…After we have put together a new frame of mind, we then rebuild our society by reinventing our organizations.” Without a solid base of historical knowledge, how many people will be aware that we are trying to redesign social institutions around theories? That’s how we get lots of people willing and primed to act with an inability to comprehend the foreseeable consequences. It’s where we are now because none of these pursuits is new as we will see. We have been creating educational objectives around a desire to “devise the means to change our minds about what is real: from a belief in the limits of a rational, past-driven world to belief in the limitless potential of a creative world.”

No one asked us, did they, before embarking on this Bipartisan vision of Creativity, Connecting, and Future Pull? Do the politicians and their all too important staffers actually know why we are now pushing education where the “processes shift from logical and straightforward to innovative and discontinuous. The basic human strategy moves from ‘solving problems,’ by attacking them piecemeal and getting back to normal, to formulating broad and original opportunities. [Maybe by using that appointed regional planning commission so that its edicts are binding and there is no one essentially to complain to]. Attitudes shift from finding and applying the ‘right,’ tried-and-true, traditional answers to energizing the production of unique advances: major breaks with the past. The system moves to creating the impossible [or at least trying while the architects of all this are well-paid with taxpayer funds or foundation grants]; not just doing things differently, but doing different things.”

When NAEP was first being created from 1964 to 1968, Ralph Tyler chaired its development committee. http://www.invisibleserfscollar.com/is-common-core-a-catalyst-to-dramatically-alter-system/ reminds us of why that matters so much. The 1970 “What is National Assessment?” report made it clear that NAEP’s ultimate goal “is the measurement of change (progress) in knowledges, skills, understandings, and attitudes as they relate to meaningful education objectives.” The emphasis is on “objectives rather than content.” In a 1972 paper “National Assessment: Measuring American Education” Ralph Tyler was interviewed and he made it crystal clear that NAEP was about “helping schools get rid of the right-answer syndrome and replace it with learning how to learn.”

I am the one pointing out that this statement fits with what Marcuse laid out as well as the creative mindset amenable to change that the Breakpoint book had in mind. Tyler stated that the NAEP is not a test. “They are exercises that children, youth and young people are given” that show the “public both what children are learning and how many are learning each thing.” The exercises sought to remove any middle class bias and “attempt to measure the youngsters’ thought processes or their ability to perform [behave] in some way.” Making my point that standards are ‘goals’ and are not about content as traditionally understood, Tyler revealed forthrightly back in 1972 that “the objectives or goals represent a kind of standard which is considered desirable to achieve. The exercises, if they are good measures, tell to what extent the goals are being achieved. This approach tells very specifically what a person knows or can do.”

For anyone unfamiliar with Tyler, he was every bit as much an advocate of transformational collectivism as John Dewey or anyone else we have looked at. From looking at the NAEP reports from that 1970 one coming forward, I do believe that the Washington Sunday Star warning that “What the Kinsey Report was to American sex, the National Assessment may be to American education” is an understatement. I could say something more here, but best not in case my mother or children ever read this post. NAEP was intended to radicalize American education and then monitor which groups were changing, by how much, and where. It was chilling then when this NAEP research pulled up a National Education Goals (NEG) Panel report from the March 3, 1993 meeting where then Education Secretary Lamar Alexander was presiding. Apparently Richard Riley had not yet been confirmed.

To bring us up to the present context, that would be the same Lamar Alexander who has now created the Bipartisan Every Child Achieves Act that we looked at in the last post and especially in the comments. It would also be the same Richard Riley who is now Vice Chair of the Carnegie Corporation that is also working with CCSSO in pushing Next Generation Learning and Competency-based education in addition to the Common Core. Back to 1993 though, the notes show now-Senator Alexander as wanting to get the accreditation agencies “engaged in the dialogue about standards.” He wanted a meeting set up between them and the NEG panel. He also reportedly waxed nostalgic about heading the National Governors Association and getting all the nation’s governors to work with him for the entire one year period from 1985-1986 on just the one subject of education.

He was proud of creating a way for Democratic and Republican governors to work together and was pleased that the NEG Panel was continuing the same tradition. The Senate’s Education Committee apparently continued the Bipartisan selling out of America by approving ECAA last week without dissent. Probably best then for those Senators to now remove the American flag from their lapels. They may not be aware of the Hammer and Sickle ancestry of what they are mandating, but that does not change the lineage of these ideas, practices, and objectives in the least. http://www.invisibleserfscollar.com/transcending-the-individual-mind-as-the-analytical-unit-of-learning-while-still-guiding-how-we-will-act/ is another good primer for a Congress that is forcing collectivist traditions whether they know it yet or not. We certainly do.

Back to that 1993 meeting because it still affects what is being sought now. It sought to “Establish a National Education Standards and Assessment Council (NESAC) to provide leadership and oversight to the development of national content and performance standards and an assessment system.” The Panel also wanted to “support the continued expansion of NAEP.” Think of NAEP as the enforcer for moving beyond “right-answer syndrome” to assessments that could get at how students think and what behaviors they are ready to perform. Now think of the language in ECAA about “aligned achievement standards” each state must develop to go with their mandated ‘content’ standards as being about what in 1993 was still being called ‘performance standards.’ Behavioral in orientation now and then. Two different terms for the same concept.

I forgot to tell you what sent me down this particular pathway, didn’t I? It was my conclusion that there was some type of connection among the New Standards Project that fits all that the 1993 panel wanted and commenced in 1996, performance standards, and what the NAEP is actually assessing for. Guess what? I was right. Guess what else? All of this ties to what was considered ‘meaningful learning’ in the 90s and in the New Paradigm for College and Career Readiness now.

Oh, and Every Child Achieves Act also ties to what used to be called Proficiency Standards for Reasoning. Because specifying that and then practicing until it’s a habit of mind would get us back to Marcuse’s vision wouldn’t it?

Next Time then we will continue.

Deliberate Cultural Evolution Via Developmental Psychology to Force Social Change, Or, Gypsy Supers Lobby DC

Gypsy Supers and Gypsy Principals are terms I came up with to describe how certain people regularly shift schools and districts for promotions and pay raises. Each shift pushes the new location further towards the ultimate goal of Transformational Outcomes Based Education (OBE). I am still using the 90s terminology from its creation and I explain how it still fits in now in the book (Chapter 4). Since OBE became infamous, we have new terms for these old pursuits. In particular, Competency as used in that RSA report (check Milton Rokeach tag) and “21st Century Outcomes” and “College-and-Career-Readiness Outcomes” as used in this  recent lobbying effort by suburban districts on how federal law should be rewritten.  http://blogs.edweek.org/edweek/District_Dossier/Consortium%20-%20%20Recommendations%20for%20a%20New%20Federal%20Accountability%20Framework%20February%202014.pdf

I wonder if the taxpayers in the metro Atlanta or Greenville or Charlotte or Virginia Beach or DC areas understand what their employees are lobbying for? You see, I know what all those words mean and I know precisely what the implications of invoking the Effective Schools Research is (in the book I describe it in relation to the 1966 Coleman Report, which is how the Consortium uses it too). The “Members of Congress who have invited the Consortium to propose a new framework for our nation’s education policy” should seek retirement before angry voters exile them by ballot box.

Why turn to people with such a record of demonstrable deceit about what they are really doing to our schools, our children, and many fine teachers? Because of current high test scores in suburbs? With tests disappearing and the intentional gutting of academics there already proceeding in earnest? Did any of these people looking “forward to working collaboratively with Congress to bring about positive change in federal law” bother to explain what enshrining Developmental Psychology as a Human Enterprise as entitled to deference under federal law would mean?

Those RSA and FuturICT visions in the last post reveal hubristic social engineering nightmares. It is easy to take comfort from wrongfully assuming it cannot actually happen. Then read that Consortium Framework. Perhaps with the ISC and Credentialed to Destroy explanations of the terms used somewhere handy, but that Framework is the way in. With our money and no recourse and no real likelihood anyone being deferred to truly has any idea of the true genesis of what they are pushing. But then they do not have to. Their paychecks, courtesy of us, show up because of what they are willing to do, not what they know. In my hope springs eternal world, let’s assume that knowing would make a difference. Let’s talk some about the history and intentions of making developmental psychology the focus of schools.

Into the largely unknown history of the events in education globally that I documented in the 80s and the entire concept of cultural evolution via education that is in the book, let’s add two more conferences that affect us still. The first was a supposedly “secret meeting in Budapest of scientists from both sides of the Iron Curtain.”  http://www.thedarwinproject.com/gerg/gerg.html The sales pitch for the General Evolution Research Group is that “spurred by the mounting threat to our species of rapid nuclear proliferation and overkill, the purpose was to see if it might be possible to use the chaos theory then coming into vogue to develop a new general theory of evolution that might serve as a road map for our species out of the mounting chaos of our times to the reassuring order of a better world.”

Using education to change mindsets and personalities to try and get to a different future. Tied to GERG though are a number of the people who have been actively involved in what I call Radical Ed Reform with a developmental focus from the late 80s until now. They all have tags and multiple posts so I will just give you some idea where to look if you wish to reread those posts now. Riane Eisler (new 3 Rs and Partnership education, a UN NGO), Bela Banathy (systems view of education), Nel Noddings (now at Stanford. Now we know why she wrote preface to Eisler’s book), and Mihaly Csiksentmihalyi, whose definition of Excellence and positive psychology practices are so crucial to the professional development and to be required classroom practices of many of those Consortium districts. Yes, there are reasons beyond word meanings I am so sure.

Do you remember the post about “transforming perspectives” as the new purpose of business education globally? The UN-affiliated Globally Responsible Leadership Initiative (GRLI) recently published its Towards 2024 vision pushing a Global Forum on Business as an Agent of World Benefit. Well, that would certainly explain the Chamber of Commerce’s support for all these bad ed ideas, wouldn’t it? Again it fit the vision in FuturICT and cited a book by a Chris Laszlo with a foreword by Peter Senge and an afterword by David Cooperrider. One of the major proponents of systems over the decades as a means of global social change was Hungarian Ervin Laszlo and sure enough, Professor Chris is his son. So GERG came out of looking at Ervin’s work since he was the founder and following his son pulls in the associated GRLI Business/Flourishing Cities/Everything Planned agenda and we also have the Appreciative Inquiry Model again (Cooperrider and Kenneth Gergen, see tags).

All that is to say we have lots of different names of similar concepts from people who actually do, and have for a long time, work and coordinate together around the idea of deliberate social evolution via education and government planning. That’s what developmental psychology is intended to do by the way. Its purpose according to a 2005 book celebrating the career and vision of Sheldon White at Harvard is to be a “Science of Personal and Societal Design.” Now wouldn’t that be an ironic overreach to enshrine into federal law via the Consortium? In comes what CHAT creator Michael Cole called a “second psychology” grounded in Vygotsky’s and Luria’s Soviet research where it would be possible to pursue the “unity of individualism and collectivism in any society or person.” Yes, especially with all the data being collected.

To really understand this second or developmental psychology and the implications of it, event number two took place in November 1987 in Paris. Again we had researchers from both sides of the Iron Curtain meeting on the issue of Artificial Intelligence and basically pushing ideas that would make the potentially unpredictable human mind weaker.  I am looking at a paper from a Swedish prof, Ragnar Rommerveld, that Cole cited. It has a title that’s a mouthful. I will let you guess which approach is to be jettisoned–as bolstering the rational individual mind–and which is actually another term for the philosophy behind developmental psychology. “On human beings, computers, and representational-computational versus hermeneutic-dialogical approaches to human cognition and communication.”

Let’s lobby Congress citing the actual ancestry of the hoped-for federal framework. Let me add in one more definition–the one for cognitive science. As a “critical-emancipatory social science,” it seeks to use education to get at what it calls in quotations– a person’s “cognitively penetrable functions.”  If it’s not a changeable personal process then, it’s not the domain of cognitive science. No wonder the radicals keep referring to themselves as taking a “cognitive approach.” Examples listed as penetrable are “goals, beliefs, tacit knowledge [experiential] and so on.” In other words the area OBE targeted and what college and career-ready and ‘learning’ do now. And here comes what gets redefined as metacognitive to become part of the definition of College-ready from the Swedish prof’s paper: “though they [skills] need not be consciously performed, they can be described and identified by the agent…and in many cases actually brought to consciousness while they are being performed.”

That consciousness if needed is what allows the penetration. The change. All in all the perfect ed theory if deliberate cultural evolution is what is sought, which of course both RSA and FuturICT already acknowledged. Both need a view of education that shifts from knowledge to a theory that each student “harbors an indeterminate capacity or propensity for change.” That the new purpose of assessment is to “provide an ongoing evaluation of the qualitative and quantitative discrepancy between the child’s manifest functioning and his or her modifiability and to suggest appropriate intervention.” That gap is why data is so important to FuturICT and the Consortium Supers.

It all goes back to their declared, but publicly unacknowledged, embrace of developmental psychology to try to change society and the future in deliberate ways. Let’s end with GRLI’s open embrace of what it calls Whole Person Learning, “based in humanistic psychology” [Maslow/Rogers]. WPL is not just about business schools. The perspectives transformation goes along with the wider plans we have been discussing. When the Consortium is pushing its vision of education on Congress, this is what they are actually pushing:

“Integral to the notion of Whole Person Learning is understanding of self, of how this self relates to others and how this sits within the wider global context–how I am influenced by and can influence myself, my immediate relationships and the whole. This is reflected in GRLI’s very logo– three interlocking ellipses representing I, We and All of Us.”

Imposed invisibly as a matter of federal law. Reconciling the unity of individualism and collectivism.

Collecting Student Data to Practice PsychoPolitics on a Massive but Invisible Scale without Consent

Consent from legislatures, state boards of education, local school boards, misunderstood charters, or NCLB waivers should not count in countries founded on the principle that governments must respect a zone of privacy around individuals. If that zone exists at all anymore, it should certainly protect against governments collecting student data to ensure compliance with the appropriate psychological development to share visions of political and social transformation. Through all of our discussions of the constant social and emotional learning components to the actual implementation either on this blog, or as my book details, being required by the accreditation agencies overseeing virtually all schools and districts, someone will invariably write to me and say “but that sounds like brainwashing.”

That is the reality but it’s such an off-putting term, conjuring images of adult prisoners in totalitarian countries  being put through physical and mental torture, that it is not a term I have ever wanted to use. An Australian reader though asked me if I had read Eric D. Butler’s work written during the Cold War. I had not, but looking at it was a reminder that the Russians and Chinese had another word for brainwashing activities that actually does fit with the real function of the phrase “continuous improvement of student learning” and all the intended data gathering that goes with the required emphasis on the Whole Child-physical, emotional, social, and spiritual. That phrase is “psychopolitics”–changing political demands and beliefs and the prevailing culture through psychological monitoring, techniques, and practices.

We are not speculating about this either. Remember, for example,  Urie Bronfenbrenner’s work with Leontiev as a graduate exchange student in the early 60s and now the critical importance of the Bronfenbrenner Ecological Systems Theory to the real Common Core classroom implementation? Or to provide yet another timely and global example http://efareport.wordpress.com/2014/02/07/a-celebration-of-the-efa-global-monitoring-reports-impact-and-role/#more-4149 on January 29, 2014 UNESCO released its vision of what education globally will look like post-2015.

Before you think that will not bind your country remember the accreditation agencies view UNESCO as who they take their marching orders from. So in a country like the US where policy makers want central political power to decide what goes on in every school, public or private, and what every student will come to believe and value (usefully hidden in vague terms like outcomes and standards and competency) without that centralizing being apparent, the accreditation agencies are being increasingly empowered by the states and the federal government to play that central role. Completely unappreciated by the typical parent or taxpayer.

When I rattle off the phrase about “changing values, attitudes, beliefs, feelings, and behaviors” are you ever tempted to start muttering the phrase in a sing songy way because it just keeps recurring? Let’s put it into a particular current context and expressed intention then. Speaking of other constantly recurring phrases, this is from page 177 of that UNESCO report fascinatingly called Teaching and Learning: Achieving Quality For All under the heading “Education needs to be part of the solution to global environmental problems.” Please remember that the UN does not use the term environmental problems to mean Do Not Litter. It sees the solution as jettisoning individual choices in favor of state planning using computers and data around the principle of equity within countries and between countries. My bolding for emphasis and personal observations in brackets.

“Education’s vital role in preventing environmental degradation and limiting the causes and effects of climate change has not been sufficiently acknowledged or exploited. By improving knowledge [this is where systems thinking, interdependence, and the constant push on human agency and Albert Bandura's psychological work all come in. It's not about facts],  instilling values, fostering beliefs and shifting attitudes, education has considerable power to change lifestyles and behaviours that are harmful for the environment.”

Issued less than two weeks ago, these very real aims for transformation using data and education are so not a theory about some kind of conspiracy over the use of education globally. It’s an open proclamation of intent. And remember the ultimate threat to the environment if you are a central planner is the independent individual making their own choices and some of them doing it with well-stocked creative minds and the able use of logic and reason. Butler, in writing about how much the Fabian Socialists had aided in creating popular perceptions that favored what Communism hoped to achieve, pointed out that:

“All central planners fear individual freedom because no one can predict how the individual will use his freedom. Central planning requires that planners have effective control of all aspects of human activity. The exercising of freedom by the individual is essentially a creative and spiritual activity.”

You get that control invisibly through misunderstood but quite intentional actual definitions of student ‘growth’ and ‘success’ and ‘learning’ and data being collected around students who “demonstrate mastery of competencies aligned to standards.” Uniform standards, where how to get there can vary but the necessity of getting there cannot. That’s what “tight-loose” fidelity of implementation means by the way. What is loose is how a teacher or computer gets the student to change, not the type of change that must occur.

Psychopolitics was defined in the past as the “art and science of asserting and maintaining dominion over the thoughts and loyalties of individuals, officers, bureaus, and masses.” That is precisely what UNESCO has said it intends to use education to do. That is precisely what all the stories of outrage over troubling Common Core curricula seek to do. There’s no real dispute over what is being sought via education or what types of transformation it relates to.

That’s why we have to face it sooner rather than later and appreciate that this is not, in fact, unimaginable. It’s a norm associated with a desire to centralize political power and deprive individuals of their own decision-making power, lest they do or create something unexpected and genuinely innovative. Like critical thinking, the words ‘creativity’ and ‘innovation’ get used disingenuously. They are used to describe what is being sought by these K-12 education reforms precisely to obscure the reality that the real goal is to shut down that very threatening capacity of some individuals.

I am going to end this post with two more examples from history that remind us of how vital standardizing and limiting the mind is in any society seeking to vest final decision-making authority in government officials instead of the people themselves. Eric Butler also points out that Lenin made it very clear that he was most interested in the attack upon the mind. He cites a book, The White Nights, that detailed intimate conversations  between Lenin and Pavlov (of dog experiment fame) in trying to standardize (Butler’s term in something he wrote decades ago) human thought and behavior. Butler also points to a Canadian Royal Commission Report on Communism which discussed The Development of Ideological Motivation and conceded that “There is no doubt that the Communists have studied exhaustively every possible method of attacking the mind.”

Butler also cites the concerns of a Dr Sargent in 1953 addressing the BBC that the Communists were largely concerned with “changing men’s thoughts and beliefs on a mass scale.” Sargent went on to express his belief that “ultimately the fate of the world will depend on the conversion of the masses to one idea of life or another.” Well, we know from the above quote what idea of life UNESCO and other UN entities will be pushing. It ought to concern us too that the part of UNESCO devoted to digital learning remains headquartered in Moscow and that most of that UNESCO work remains untranslated from the Russian language. Free to tap into all that psychology research on changing thoughts and beliefs.

In my book I lay out all the controversial aspects of K-12 education reforms that indisputably track back originally to the Soviet Union. It even includes the very definition of what pedagogy actually is and what the colleges of education have been pushing for at least the last 20 years and in some places far longer than that. It matters that we have been using all that psychological research on how to interfere with how an individual mind perceives reality.

It especially matters that every aspect of education now is aimed at that very level with no means of complaining if anyone does accurately recognize what is really being sought and why. Which is why it is so vital that as many people as possible, as soon as possible, begin to recognize the true aims and deliberately obscuring definitions of all these relevant terms being used.

This need not be the No Way Out situation being deliberately imposed on all of us.

It will, however, take genuine knowledge about the evils people in power will do if there are no effective constraints anymore. And this world of Competency and that’s to be it is all about limiting such genuine knowledge or ability.

Not if I can help it. Just call me the Queen of Unauthorized Knowledge.