Coercing the Will and Priming the Pump of Purpose to Control the Neurophysiology of Learning

One of the most fascinating sources of my insights into what is actually driving education reforms is when I read something that is demonstrably untrue. One fairly recent example is this 2013 article from the American Psychological Association insisting that Positive Psychology (PP) is not grounded in Humanistic Psychology (HP) from the 60s. Now I happened to know that was not true from many other sources, and although that misleading article does not mention education, we know from my research just how crucial PP is now to the mandated classroom and schoolroom culture. It’s a theory that can force “Developmentally rich contexts [that] can function as a ‘constructive web’ through which complex dynamic skills are developed and positive adaptation is fostered. Such experiences lead to the integration of neural structures that establish representational templates through which future experiences are interpreted, reappraised, and processed.”

Talk about neurophysiology! That quote was from the Turnaround for Children touted paper “Drivers of Human Development: How relationships and context drive learning and development” mentioned in the last post. It sought to “integrate the underlying processes of neural malleability and plasticity with the dynamic relational interconnectedness of children and the adults with whom they interact in their social, cultural, and physical contexts” so that schools and other contexts can “operationalize ‘relationship’ in a manner that accounts for the power of relationships in constructive ways.” Constructive for whom, we might ask? Sounds much like the Humanist Psychology research from the 60s, that the NEA underwrote, where the student’s prescribed experiences of Being could alter the nature of what they would be Becoming. “Drivers of Human Development” simply called for:

“Schools with instructional and curricular designs that support learner-centered instruction and learning environments that successfully integrate affective, cognitive, social, and emotional processes with curricular content to accelerate the developmental range of students.”

The nice thing about having been at this for so long now and in such depth is simply the ability to know where I can go to disprove a point or find a common aspiration decades ago. Language in a 2017 Australian paper called “Education for a Changing World” reminded me of how prescribed learning standards and competencies could be used to force the neurophysiological changes described above. I remembered reading the 1972 UNESCO Faure report called Learning to Be and how creepy the political use of reimagined education was in that report. At the height of the Cold War, we have authors from France, Chile, Syria, the Congo, the Soviet Union, and the USA (specifically tied to the Ford Foundation) laying out a desire to target the brains of students globally because

“what is known as formal democracy–which it would be wrong to deride, for it marked great progress–has become obsolete…the aim and content of education must be recreated, both to allow for the new features of society and the new features of democracy.”

That convergent vision of what education could do to literally change people always seems to lay at the center of all the deceit surrounding education reforms, the sought Human Development Society grounded in Uncle Karl’s work, and the true nature of his little ‘c’ communism vision. Tomorrow is Election Day in the US, but all over the world people running for office are advocating for the new vision of ‘democracy’ laid out in that Faure Report. Education reimagined was a primary tool for achieving a new vision of ‘democracy’–“conceived of as implying each man’s right to realize his own potential and to share in the building of his own future. The keystone of democracy, so conceived, is education–not only education that is accessible to all, but education whose aims and methods have been thought out afresh.”

That’s exactly what Outcomes-Based Education, Positive Psychology school climate mandates, Competency Frameworks, and Learner Exit Profiles all do when accurately understood, which is why there has been so much organized deceit around them to create a different narrative. We are not supposed to recognize the Marxian Human Development Society when it gets repackaged as Democracy. We are not supposed to recognize that all those listed, misrepresented education ‘reforms’ as well as social emotional learning mandates now go to fulfill the next Faure assumption after reconceiving Democracy:

“The third assumption is that the aim of development is the complete fulfillment of man, in all the richness of his personality, the complexity of his forms of expression and his various commitments–as individual, member of a family and of a community, citizen, and producer, inventor of techniques and creative dreamer.”

How to operationalize that aspiration in the 21st Century? How about Turnaround for Children’s work or Strive Together’s framework on necessary conditions for children to thrive? Use education reforms to take advantage of “The ability of contextual influences to encourage adaptive epigenetic signatures and to buffer factors that contribute to maladaptive epigenetic signatures provides a powerful lever to unleash children’s genetic potential.” Turns out the author of that APA misleading article cited above is an expert in something called Eudaimonic Identity Theory. In other words, he desires to use education to operationalize what the Faure Report, HP supporters, and PP advocates all say they want from education.

Basically, in order to operationalize the Human Development Society, it needed to be renamed and misdescribed to the average parent, taxpayer, and voter. But I have more than average knowledge, and I do get to recognize the significance of what I am looking at, what it ties to from the past, and what those theories originally aimed to do. Following other false narratives about a week ago pulled up a connection between Positive Psychology; what is called Self-Determination Theory that I first stumbled across tracking down the history behind school charter language; and using Neuorophysiology to create both a sense of Subjective Well-Being and a culture of horizontality. Then I noticed that the culture of horizontality fit with what public schools call Positive School Climate and what Common Core alternatives, like Ridgeview Classical charter School, laid out as its Five Pillars to have its curriculum instill in students. Too much convergence in other words to be coincidental.

If this seems like a lot of acronyms and theories, what if the mandated practices and prescribed learning experiences seek to rewire the brain for political purposes towards collectivism? What if ‘evidence-based policymaking’ seeks to utilize the so-called “universal importance of felt autonomy'” to rewire the brain so that there is only the perception of autonomy, not any actual autonomy? Is this what Soviet psychologist AN Leontiev told Urie Bronfenbrenner would be the Great Experiment on the West? The timing of that statement fits with the Faure Report and the use of Bronfenbrenner’s Theories so that “properly designed action-contexts meet or enhance peoples’ basic psychological needs and allow people to fully internalize the motivation to engage in that context: as a result, they learn, thrive, and grow to the maximal extent in that context.”

That came from a 2011 book Human Autonomy in Cross-Cultural Contexts where I took notes until I encountered Chapter 4: “Dialectical Relationships Among Human Autonomy, the Brain, and Culture” that so thoroughly fit with legal education mandates that I printed the whole chapter so I could write in the margin as it discussed targeting the neurophysiology of the areas of the brain “associated with deciding when to act, which actions to perform, and the feeling of ownership of these actions.” See what I mean about the feeling of autonomy not reflecting actual autonomy? If education is reimagined to ‘train’ the “fundamental capacity of human beings to construct a socio-symbolic reality that constitutes the essence of their living environments” and prescribe the “meanings and practices that govern their lives,” we have perceived autonomy, but not actual autonomy.

Yet it is apparently the perception of autonomy that provides the access to changing the brain physically. It is the “Open, Sesame” equivalent to gain neural access. If theories on the “role socio-cultural conditions play in the emergence and operation of human autonomy” are being imposed in the classroom or in an online digital experience to ‘train’ students “in the appropriate use of” their ‘symbolic reflective capacity’ to manipulate their goals, purposes, and emotions and then rewire the brain accordingly through prescribed experiences and ‘training’ activities, we only have the illusion of autonomy. The Faure Report’s reimagining of education in the name of Democracy has truly found its way in.

If the source of an “individual’s own regulative activity: wants, desires, and thoughts” must be targeted by education to meet civil rights law mandates of Equity, then the autonomy is once again illusory. If the Learner Exit Profiles get at the “values, life-goals, and world-views that people internalize from their socio-cultural environments during their socialization and develop in later years as an autonomous system of their own moral laws and values,” then the extent to which these moral laws and values are their own is once again illusory. All of education then seeks to interfere with and manipulate the student’s “goal-setting process.” It is being engineered for “providing the means and conditions under which they can exercise this emergent capacity [of the brain] to the fullest extent” so that the students will fit into a desired culture of horizontal collectivism.

Since no one is telling the truth except in papers we are not supposed to possess, let me close this post with the definition of horizontal collectivism italicized just like that for emphasis. It is a:

“set of norms and practices that are built around the values of cooperation, interdependence, and solidarity and that are practiced on the background of the norms of equality and respect for each member of a community regardless of his or her social status. People who endorse horizontal collectivism on a psychological level take into account and acknowledge other people’s needs and goals and attribute to them the same level of respect as one gives to oneself. They mindfully listen to other people’s opinions and perspectives and take them into account when making their decisions. This type of interpersonal relation has been labelled ‘dialogical’, ‘democratic’,  and ‘autonomy supportive’.”

This transformative vision is not limited though to education or the targeting of the psychological self at a neural, biological level. No, this required ‘horizontality’ is to be “exercised in the most important areas of a society’s functionings–parenting, education, work, and politics.”

Keep that last aim in mind as we go vote for candidates who love to use words about transformation, Democracy, and a world where All can Thrive. Bet they envision using education to create the conditions laid out in that Faure Report, whatever the level of governmental office they are running for and whatever the party.

This is a global, Bipartisan, long-standing vision to use education, political mandates, and the Rule of Law to force internal psychological change for political purposes towards collectivism.

It’s no wonder I keep stumbling across the aims of communitarianism on both the Right and Left from public policy think tanks. Can we say “Ubiquitous Undisclosed Vision”?

No longer Undisclosed.


Guaranteeing Surreptitious Mind Shifting Requires Binding Unknown Research and Coordination

Building on what we found in the actual language of HPL II from the last post, I want to talk about precisely how what is being referred to authoritatively as the Science of Learning & Development makes it all the way to the local classroom, fidelity to the purpose of the theory intact. First though, let’s detour to the always forthcoming Harlan Cleveland (HC) and what he wrote in 1998 about how to guarantee the desired “guarantee mind shifting” necessary to create a means of “organizing human beings to work together toward common goals.” It was laid out in an article called “Religion and Governance” available here , which makes it crystal clear that the Integral Mindset we keep encountering and its sought Arational, non-Axemaker Mind, was called the “Transmodern Way of Thinking” by HC [who has an ISC tag].

Cleveland wanted to make “human beings the dominant actors in their own future evolution,” which may sound pie-in-the-sky until we recognize just how seminal ‘learner agency’ is to what is being called The Brain Basis for Integrated Social, Emotional, and Academic Development: How emotions and social relationships drive learning in a little publicized paper released last month by the Aspen Institute. HC once headed the Aspen Institute, which makes this concern about how “citizens have been slow to change” all the more alarming. HC also wrote (remember his pursuits in the 80s are covered in CtD) that:

“many countries citizens have been slow to change their minds because their leaders fear the consequences of ‘many flowers blooming’–as Mao Tse-Tung did, even though he popularized the phrase–in gardens they wish to control. But it’s dangerous not to take full advantage of new learning technologies; the breakdown of Communist regimes in Eastern Europe and the Soviet Union bears witness.”

Sounds like regret, doesn’t it? Sadness over lost transformation opportunities of leaders not using the powers of innovation to create “more satisfying belief systems” that are “open to adaptation” and instill a desired “inner sense of what is appropriate.” On that note, one of the backers of those papers above, EducationCounsel, the policy arm of Richard Riley’s law firm that also represents school districts, has worked with the same CCSSO that created the Common Core to create Principles of Effective School Implementation Systems and Deep Dive Principle 1 insists that “schools will provide effective and engaging instruction within a supportive school culture.”

All terms with a definite meaning under HPL II, its troika, and those Turnaround papers. What is effective though is not just about listed Outcomes where “students will be academically prepared.” Students will also be “socially responsible,” which sounds remarkably like a Garden to be Controlled in the 21st century by ‘public policy’ and legal mandates. Principle #2 fleshes out that garden by referencing the “full range of knowledge, skills, and mindsets necessary for students to succeed in college, career, and civic life.” Mindsets is a synonym in these documents which is sometimes replaced by Dispositions, Attitudes, or Attributes. By any of these names, it gets at the needed:

“epigenetic adaptation [grounded in experience]–the biological process through which these reciprocal individual-context relations create qualitative changes to our genetic makeup over time, both within and across generations…Genes are chemical ‘followers’, not the prime movers, in developmental processes; their expression at the biological level is determined by contextual influences.”

‘Contextual influences’ is more commonly known now as prescribed ‘learning experiences’ aimed at getting at the internalized realm of a student’s KBVAF–knowledge, beliefs, values, attitudes, and faith–to gain the desired new values and patterns of thinking. was the source of that quote and one of its primary authors is one of the keynoters at this week’s iNACOL conference in Nashville. Here’s another quote since the “human relationship is a primary process through which biological and contextual factors mutually reinforce each other” and the “human relationship is an integrated network of enduring emotional ties, mental representations, and behaviors that connect people across time and space.”

Is it any wonder that Positive School Climates and social and emotional learning then are being legally mandated for intervention as Student Success and School Improvement using every legal vehicle available? We now are to consider both children and adults as ‘developmental systems’ where governments and other institutions seek to intervene to control the:

“continuous interaction between the individual and the context of each individual’s relationships and experiences. [Human] development is shaped by a convergence of individual, biological, contextual, cultural, and historical factors…An understanding of neural malleability and plasticity, the dynamics of resilience, and the interconnectedness of individuals with their social and physical contexts offers a transformational opportunity to influence the trajectories of children’s lives.”

While making them ‘socially responsible” to boot, huh? Remember how HC loved that garden metaphor for the potential of controlling the mind? Well, the unpublicized Aspen paper above opens with telling us that “the developmental sculpting of the brain’s networks through learning is akin to the process of growing a botanical garden.” Maybe, but none of us get to pick out either the landscape architect or gardener doing the planning, mowing, or pruning. Politicians, public policy think tanks, academics, and other TOGAS–translocal organizations of government actors, like CCSSO–are the one’s planning to utilize “the brain’s plasticity, the very adaptability that allows us to adjust to the demands of our environments…as a critical opportunity and responsibility for education.”

No wonder these aims were called Tranformational Outcomes-Based Education in the 90s with a true aim to target the “situations, problems, ideas, and social relationships… that a person engages with [so that] these experiences [will] influence patterns of brain structure and function that undergird a person’s changing skills and inclinations over time.” Then comes the garden metaphor language followed by:

“Just as a garden grows differently in different climates and with different climates and with different plants, styles of gardening, and use, a person’s brain develops differently depending on age, predispositions, priorities, experiences, and environment. When given adequate opportunity, support, and encouragement, children naturally think, feel emotions, and engage with their social and physical worlds. And these patterns [KBVAF] of thoughts, feelings, and engagement organize brain function over time and in age-specific ways, influencing growth, intelligence, and health into the future.”

If that only sounds a bit creepy as a mandate for intervention as School Improvement or Student Achievement , how about an image of firing within the brain while discussing the depicted area as (2) the right and left insulae, which sense the viscera and can be thought of as feeling emotion-related ‘gut’ responses and integrating those feelings with cognitive processes; and (3) regions of the Default Mode Network that are involved with processing the psychological self, building coherent narratives, calling up personal memories, and thinking about beliefs and moral values.”

How intrusive. No wonder we get euphemisms about School Improvement, Higher Order Thinking Skills, and Student Success instead of the open statement that brain structure and functional change for transformative political purposes requires students:

“be willing and able to tackle challenging tasks…to also learn to perceive themselves as capable of succeeding, which illustrates the connection between cognitive and emotional capacities. Learning environments that are structured to be consistent with how the brain develops generally include these features: They place the learner’s emotional and social experience at the forefront. Productive learning environments attend to learners’ subjective perceptions and help students build scholarly and social identities that incorporate their new skills and knowledge. They help people to feel safe and purposeful, and to believe that their work is important, relevant, and valuable.”

Now does all the role playing and references to learning to Think like a Scientist, Historian, or Mathematician make more sense? It’s all about a means to gain the desired neural change that fuses circuitry uniting emotion with thought. The remaining needed features for neural change, also bold-faced are age-appropriate exploration and discovery that allows “learning important concepts and skills” and exploring “essential questions.” No, we do not get to decide what is ‘important’ or ‘essential’, anymore than we get to pick out the border shrubs for this metaphorical neural garden. “They support flexible and efficient thinking. [where] productive learning environments attend to the trade-off between plasticity and efficiency in brain development, strategically offering activities that encourage flexible thinking along with those that encourage mastery of necessary building-block skills and knowledge.”

Next we get “help students acquire habits of mind and character. Productive learning environments help students acquire habits of mind that facilitate acquisition of age-appropriate knowledge and skills, reasoning, and ethical reflectiveness. These habits of mind become tools for navigating the world as a learner, bringing curiosity, interest, persistence, and a deep thirst for understanding.” They left out that habits of mind are largely unconscious so these learners are being guided by the same instilled internal rudder I call the Invisible Serfs Collar. How right I was with my own metaphors.

Now we know why we keep encountering required practices for the classroom that “attend to the development of the whole child in context, and the need for aligned partnerships throughout the community that can support children’s and their families’ health and well-being.” No wonder this vision of education and the omnipresent communitarian emphasis “is a necessity for all children” and every type of school.

For these political and social plans to gain effect without effective opposition in time, education needs to be about forcing planned interdependence in the neural circuitry of each citizen’s “cognitive, emotional, and social processing.”

I can see why euphemisms, undisclosed alliances, and legal mandates are so necessary to such a vision to gain Implementation with Fidelity.

Embracing a Troika of Collectivist Social Engineers as Defining Student Learning

21st Century Learning really should not be about ‘neural tuning,’ “leverage points” for “brain reorganization”, or about how “habits of mind directly shape the anatomy and connectivity of the brain.” All of those terms came from the new How People Learn II: Learners, Contexts, and Cultures that EdWeek‘s “Inside School Research” touted with this celebratory lead-in on October 8, 2018:

“Learning is a conversation with the world, from a newborn’s brain lighting up as his mother sings to him, to a teenager choking on a test for fear of fulfilling a stereotype to elderly people heading off cognitive decline by learning a new language. In an update to its landmark reports on education research, the National Academies new HPL II digs into what science can tell schools about how to build on students’ culture and experience to improve learning.”

Most people, even educators with doctorates who loved to be addressed with the Dr. salutation, do not read the actual reports. They will never know then that the learning standards, science of learning, and brain-based research are grounded in how the brain can be redesigned and rewired given the “right kind” of learning experiences. They will not read the paragraph under “Learning as a Social Activity” and recognize the implications of who is being cited. Let me quote:

“Another body of work in psychology that explores the role of culture in shaping psychological processes has focused on learning as a dynamic system of social activity. Many of these researchers draw from a set of ideas about development advanced by Lev Vygotsky, Alexander Luria, and Aleksei Leontiev: the ‘troika’ of pioneers in what is variously known as the sociocultural, social historical, or cultural-historical theory of development: the idea that social, cultural, and historical contexts define and shape a particular child and his experience…Researchers who adopt the sociocultural-historical perspective in examining learning do so within the cultural context of everyday life.”

I covered Lev Vygotsky in Credentialed to Destroy and Leontiev’s quote that American research on human development was erroneously focused on social and economic systems that presently exist or had occurred in the past in a previous post. This set of ideas about development HPL II is mandating then fit with the purpose of these Soviet theories: how a child “can become what he not yet is.” HPL II also specifically cites to Urie Bronfenbrenner and his Bioecological Systems Theory, which was also covered in that post and which has its own ISC tag, like Leontiev. Finally, I have read Luria’s Autobiography, which Professor Michael Cole (also has a tag) translated into English to help promulgate this ‘set of ideas about development.”

When the creators of a set of ideas tell us the purpose of the theories is to create a new kind of person with a new kind of consciousness that they proudly called homus sovieticus, we should be a bit reluctant to make those practices the required source of 21st Century K-12 Learning in societies that regard themselves as free. Especially when governments are creating learning standards and required assessments that seek to regulate “the processes [that] are the activities and interactions in which individuals engage that help them make sense of their world and their place in it.”

All the mandates about the Whole Child and required social and emotional learning make sense when we recognize the targeting of “emotions, goals, social relationships, prior experiences, and cognitive and biological predispositions [that] all influence how individuals interpret situations and hence what they learn” for transformational change. Remember the Learner Exit Profile vision UNESCO is pushing to target future decision-making from the last post? That goes to the need to manipulate the activities and learning experiences through “the changing demands, features, and supports of the learning situation [to] further influence people’s interpretations and emotions, what they will decide to do, and consequently what they learn.” All controlled by the desired outcomes of changing who the student is and what they desire from the inside-out.

Last week also saw the release of advocating a “meaningful new system of learning” because education now “must produce thoughtful, contributing members of society who can survive and thrive in rapidly changing environments.” That sounds so much better than what Leontiev described as a goal of creating people for a world that does not yet exist, but it is actually the same goal. That’s probably why ‘community leaders’ interviews after that report came out framed it as pursuing John Dewey’s vision of education as “the pursuit of self-actualization and a contribution to the broader collective.” Another leader said “education is what remains after we forget everything we’ve been taught” which certainly sounded like internalized neural Habits of Mind to me. He then went on to say education is “really about creating a harmony between the ideas that we have in our minds and the values we hold in our hearts.”

Making sure those Ideas and Values are what is desired then becomes the whole point of 21st Century Learning. After all, as HPL II put it: “learning at the individual level involves lasting adaptations of multiple systems to the changing external and internal environment, including changes in the biology of the brain.” If you wanted to know why targeting emotions now is so crucial, HPL II tells us that “emotions help learners set goals during learning. They tell the individual experiencing them when to keep working and when to stop, when she is on the right path to solve a problem and when she needs to change course, what she should remember and what is not important.”

That’s what is being targeted for transformation to allow the world to supposedly shift beyond political and economic systems that exist now or have in the past to a new vision of how the world might be. When HPL II states that “the committee has taken a sociocultural view of learning,” this is an aspirational statement of what can be made to be, at a biological, neural level, if only the the ‘right’ theories of learning are imposed to create the new desired psychological processes. That’s also the reason for the definition of Learn HPL II adopts:

‘Learn’ is an active verb: it is something people do, not something that happens to them. People are not passive recipients of learning, even if they are not always aware that the learning process is happening. Instead, through acting in the world, people encounter situations, problems, and ideas, they have social, emotional, cognitive, and physical experiences, and they adapt. These experiences and adaptations shape a person’s abilities, skills, and inclinations going forward, thereby influencing and organizing that individual’s thoughts and actions going forward.”

By creating desired adaptations at a biological level and making learning formative to “shape a person’s abilities, skills, and inclinations” at the level of thought and likely future action, the Portrait of a Graduate or Learner Exit Profile, like Tranzi OBE in the 90s (covered in CtD), means that people have a steerable rudder ready to be exploited without their knowledge or consent. A politically organized society using education as its primary tool and data to see if desired goals are coming to fruition. Two more reports released last week made it clear to me that Equity as a civil rights legal mandate will be the banner used to make sure these learning theories created by the Soviet ‘troika’ make it into every classroom. is one and the other is here .

Somehow the High-Quality Competency-Based Education with Equity at the Center to correct the Ten Flaws of the Traditional System requires practices that fit with HPL II and all were released in the same week. Let’s close with yet another quote from a ‘community leader’ advocating for the School’s Out vision. Ravi believes that the question “How do we educate for an unpredictable future?” is “putting the cart before the horse because we create the future based on how we educate. I think this opens up the opportunity to consider education not as a way to prepare kids for society but as a means of empowering them to lead us into the future and make changes along the way.” Based on desired goals apparently because this is the same leader who thought education was what remained after we forget everything we’ve been taught.

One of the educators for that same report said that “with our younger learners the science of human development needs to be front and center for everything we design.” The problem is this so-called science of human development is simply a tool of collectivists intent on transformational social, political, and economic social engineering if we read their books and papers as I have and do. See what I mean about how evidence-based learning and education standards essentially trying to program the mind and emotions?

Since the only way I know to make this metaphorical serf’s collar visible is to write about it, I guess I will keep trying to buck this script aimed at thoughts and future actions.

Social engineering nightmare seems like more of an apt description.

Classrooms and Congregations: the Bullseye Once Culture Becomes Seen as History’s Driver

When I came up with the title “Everybody In!” I had hoped to cover more of the groups who had come up with a similar vision, but time grew short and the last post grew long. With Irma gone, power back on, and the Internet back working, let’s get back to the story that helps explain why faith-based institutions appear to be an integral part of where education wants to go. Last week the Convergence Center’s Pioneering publication mentioned a  book called Healing the Heart of Democracy: The Courage to Create a Politics Worthy of the Human Spirit by Parker J Palmer. That same issue had stressed that Alamo Heights ISD in Texas was engaged in an education vision called “Transformation of the Heart” that complained that:

“As a nation, we are addicted to high-stakes testing, grade point averages, and class rank. This makes it easy to forget our real purpose: to help young people grow and develop into honest, kind, and compassionate citizens…Resting on the laurels of our district’s academic accomplishments was no longer enough…the Strategic Plan called for us to aggressively confront the social and emotional issues of our community.”

When I ordered the Palmer book I thought I would find another political transformation vision tied to an education vision. It was that, but the book also laid out why “Classrooms and Congregations Converge” if a Transformation grounded in new morals and values is desired. They converge because in “both settings, there is power to form us inwardly in ways that can undermine or enhance our capacity to play a creative role in a democratic society.” Palmer used the term “democratic society” as a euphemism for what I shorthand as the MH Society. The Marxist Humanist Society, where all human needs are to be met out of the collective wealth of society empowered by technology, simply takes too long to write. So the MH Society, in order to finally arrive as a historical reality, needs to alter and guide each person’s so-called “inner search.”

It needs a view where “Educational institutions have at least as much impact [as religion], and arguably more on our basic assumptions about what is real, possible, and meaningful.” Any group with aspirations of going from “Inner Liberation to Outer Transformation,” as Palmer called it, needs some kind of “community of congruence” that will provide the “dispositions, knowledge, and skills that will allow them to enter the political fray and make their voices heard. So communities of congruence [schools, workplaces, or churches as examples] help people develop the habits of the heart that agents of social change and all engaged citizens must possess. They help people master the information, theories, and strategies that will allow them to advance their cause. And they offer people small-scale opportunities to become the kind of leaders that a large-scale movement demands.”

In my last post, I mentioned that Davidson College had issued an MH-oriented vision that they attributed to the ‘Reformed Tradition’. I related my experience that a comparable vision had been justified under many other names and faiths. Months ago I also noticed the Pioneer Institute’s recommending that the new Catholic Curriculum Frameworks would also work in Jewish schools. Since I found that compatibility to be rather curious, this footnote in Palmer’s introduction was rather telling:

“‘Congregations and the Human Heart’ [explores] what congregations can do to help create ‘a politics of the human spirit’. For an example of how an interfaith group of congregations  has put those ideas into action, see our ‘Season of Civility’ project…this 2013 project [in Wisconsin] trained more than four hundred people of faith across the state to facilitate civil discourse in their communities. Leaders of six traditions–Baha’i, Buddhist, Christian, Islamic, Jewish, and Unitarian Universalist–translated the five habits of the heart …into their own theological language, supported by texts from their traditions, creating study guides for their members.”

Fascinating admission, isn’t it? It shows how an overarching political and social transformation vision can be translated into an article of faith and what it means to adhere to a particular tradition. Both universal and personalized. It gets at that level of inner transformation that could become an invisible serf’s collar. Now let’s shift to an even more revealing book from 2000 called The Ambiguous Embrace that is dedicated to “those in faith-based schools, social agencies, and other organizations who provide loving care with high expectations, in the name of a loving and righteous God.” The book was financed by the same Bradley Foundation that financed so much of the faith-based agenda in the 90s, the New Citizenship Project, the Council on Civil Society,  Hardwired to Connect and so much else we have covered in 2017. Bradley is also the chief funder of the School Choice agenda and, in my personal experience, invariably tied to people misleading the public about the Common Core, social and emotional learning, and competency-based education.

The Ambiguous Embrace provided insights into why all those potential tools in education for inner transformation work more effectively if no one much accurately understands their true function. The Foreword laid out that “throughout the Western world it has become clear that the modern welfare state…must be modified if it is to continue being affordable. A very plausible formula for such a modification has suggested that functions of the welfare state (including education) should be devolved onto institutions of civil society.” When I read this morning in a weekly newsletter from a state public policy think tank that more than 80% of the relief aid that had already reached hurricane victims was delivered via faith-based organizations that is cheerleading for this vision. After this past week I am all for that aid. Here’s the part that gets left out and may be the reason for all the deceit.

Apparently in November 1996 an international conference was held at Boston University that “explored the possibility of a ‘remoralizing’ of society through institutions with the authority and integrity to overcome excessive individualism and inadequate socialization.” The interest was in creating institutions, especially schools, that would “nourish opportunities for children–and adults as well–to develop the sense of moral obligation and the settled disposition to act virtuously.” The vision is to have “publicly guaranteed benefits” so that all human needs are to be met, but to use non-governmental entities like faith-based organizations to “deliver education and social services because they are better than government at generating the sense of moral obligation that is essential to both.”

Hopefully the vision being instilled will be a good driver of future behavior because Habits of Mind and complained about personality manipulation can barely hold a candle to an expressed aim that “intends to inform and form the very being of their students, to mold their identity and agency–who they are and how they live.” That passage was talking about a Catholic high school, but the goals of education are not really different than what public schools are doing now in the name of personalized or competency learning according to this recent post That book passage also wanted to make students into “responsible decision-makers” so maybe the point is that all types of education these days are devoted to the formation of students, not just faith-based schools wanting access to taxpayer money.

Maybe it’s the breadth of the vision of what now constitutes “religious understandings” per The Ambiguous Embrace–” a set of beliefs, values, and sentiments that order social life and create purpose for human activity.” Sounds like an internalized common core, doesn’t it, of the type I found and covered in Chapter 7 of my book Credentialed to Destroy. Sounds just like what the MH vision needs to target for transformation and the area where the Battle for Human Nature is being waged. It’s the area that will be targeted now with required Charlottesville Conversations. “Civil society institutions are able to have a more powerful effect in changing character and giving direction to lives than can institutions that must comply with bureaucratic rationality”

It turns out then that the phrase ‘limited government’ is government being the planner, financer, and steerer of people, society, and economies to see to the “human care of human beings…with government playing a watchdog role on behalf of the vulnerable.” There apparently will be no discussion that we must transition to the MH vision as a matter of indisputable public policy. Transformational education and a new vision of the role of faith is to get at the desired inner transformation without hardly anyone apparently being the wiser.

I will close with a quote from yet another book tied to a faith-based vision and transformation via education. It is called Building a Healthy Culture: Strategies for an American Renaissance and came out in 2001. Edited by Don Eberly, who joined Bush 43’s faith-based agenda, it opened with the Moral and Intellectual Framework that hopes for educational programming of “hopeful images of a society filled with meaning and opportunity, where everyone was committed to service to humanity.” No wonder Marx himself described the MH vision as little ‘c’ communism. Think maybe I am quoting out of context? Well, our title came partly from this book because its “thesis…that it is increasingly the culture that is the preeminent force of history, helping to shape the attitudes and the choices of the young, the overall ethical tone of society, and even America’s role in the world.”

The book went on to state that “the debate now is about what kind of society we intend to build as we move into the future, and we believe that this should be one which embraces important principles from the past, but which is nevertheless geared towards advancing individual and collective health in the context of today’s economically dynamic and technologically advanced world.”

The latter context just happens to be the preconditions for the MH vision. Its 21st century open advocates are all dedicated to what can drive historical change. But we cannot have that debate as we ought to be entitled to as long as everyone pretends that this new vision of education in the 21st Century is about math or how to best teach reading.

Let’s debate away now that we have collected a few more pertinent confessions of intent.

Revolution of the Heart–Right Actions, Good Thoughts, and Correct Intentions

I wish I could tell you I made up that title because it sounded alarming and I wanted attention. No such luck, unfortunately. I followed the trail of deceit surrounding the Common Core, competency-based education, and School Choice to a 1990 book by Neil Flinders called Teach the Children: An Agency Approach and started quoting. I remain a curious and pondering Individual even if that concept is now to be openly ridiculed and rejected. Notice that it will not be that much discredited Individual (which the Orwellian term ‘School Choice’ wishes to reengineer noetically) that gets to decide what is Right, Good, or Correct. No, we are in the era now of Brain-based learning and as the Institute for American Values’ Hardwired to Connect: The New Scientific Case for Authoritative Communities put it, we need a new kind of education and a new model of human development to fit with the italicized fact that “Social context can alter genetic expression and impact neurocircuitry itself.”

Nothing like neural rewiring to implement a desired new “bio-psycho-social-cultural model of child development” grounded on the fundamental premise that morality is about “love of neighbor.” The sought “authoritative community” trumps the historical set of values that built up the West’s prosperity and advanced levels of technology known as “individualism.” Community will now define “what’s virtuous” which is probably why I can track that IAV document to the NIH funded Science of Virtues guiding K-12 education and a new communitarian definition of Liberty that I covered last March in this post.

Little did I know that just barely a year later, we would link that to a declaration that “an authoritative community stands for certain principles [ideas, concepts, Enduring Understandings!] and, in its treatment of children, seeks to shape and launch a certain kind of person. Put a bit more formally, an authoritative community clearly embodies a substantive conception of the good and includes effective communal support for ethical behavior.” We will get back to that confessional report and its IAV 1997 predecessor A Call to Civil Society in a minute after we cover the how. Through euphemisms like Growth, Student Achievement, Social and Emotional Learning, or federally required Higher Order Thinking Skills  that mask an Education that puts the heart in charge of how the brain thinks.

Agency education then (which based on what I know from writing Credentialed to Destroy acts like what that book laid out as Tranzi OBE and competency-based education) states that “what people think, how they feel, and the way they act in relationship to themselves and others is more central to education than what methods, techniques, or organizational strategies are supplied.” Under any of these names, I can recognize its tenets and it is tied to this call for radical “Authoritative Communities”. It is, according to that book’s dedication, the kind of education needed for “those individuals who will occupy the twenty-first century.

Flinders stated that his book was for those seeking to use education “for establishing moral and intellectual rather than economic order.” Much like these other two reports though, Flinders did tie his education vision to the “unequal distribution of wealth” and that “current economic orders are driven by greed, power, and pride” with “some people…sensitive to the divine alternative to these faulty economic orders.” It’s not that I see Uncle Karl behind every tree or new vision of education. I simply recognize both his handiwork and the updated Marxist Humanism vision launched on the rich and technologically advanced West in the early 60s when I run across it. It is everywhere present in the language of these reports and books, even though there is no alarming use of the M word.

Just its themes so let’s get back to quoting so we can also see that this Third Way to be grounded in community, new values, neurocircuitry, and false narratives like the 2011 Closing the Door on Innovation is tied to what I usually simply shorthand as the MH vision, instead of always writing out Marxist Humanism. It does explain that new definition of Liberty noted above as well as why the Hoover Institution seemed to like A Call to Civil Society when it came out. In case anyone is hoping I am being overly alarmed when told that “we Americans understand freedom, our primary civic end, as an ethical condition–not simply as immunity from restraint,” I personally want a buzzer I can sound every time we track new visions of education or “civic obligations” to such redefinitions of historical terms.

If I am told that “our core imperative is democratic renewal through civic engagement” and that “effective civic engagement…depends on a larger set of shared ideas about human virtue and the common good,” do we as parents and taxpayers have a right to a head’s up to such a fundamental shift before this new vision is simply instilled as Habits of Mind in student-centered, personalized education? Where’s the actual Choice in School Choice if all the available educational choices are quietly committed, under a myriad of differing terms, to neurally instilling these selected virtues and ideas that will guide Right Actions, Good Thoughts, and Correct Intentions grounded in a New Golden Rule as Hardwired to Connect put it.

Flinders is not the only one tying this vision of education to concern over economic inequality. Also remember that the same Bradley Foundation that supports Harvard’s PEPG and its Education Next visions proudly funds the IAV behind both reports I am quoting from. In 2016, my research showed that the same Hewlett Foundation behind Deeper Learning and the Rockefeller Brothers Fund were too. Those philanthropries make strange bedfellows unless I am right that the Right and Left Pincers behind School Choice are headed in the same direction and that direction is the stealth enactment of the MH vision. Education and the law, two of my personal specialties, are primary tools. Here is A Call to Civil Society again:

“The economy exists to support human flourishing. It is not an end in itself…the weakening of civil society, including its moral foundations, is closely connected to the persistence and spread of economic inequality.” Does anyone doubt that IAV would be quoting Thomas Picketty if this report were reissued now? At least Picketty is honest about his agenda. What happens to us all when students are simply taught to feel and act on “our belief that we are one people, with obligations to one another”? If you are lucky enough to have escaped reading reading Uncle Karl and the MH template expressed without any mention of him, here is the IAV 1998 expression of it:

“…the basic subject of society is the human person, and the basic purpose of government–and all other institutions–is to help foster the conditions for human flourishing. In turn, the essential conditions for human flourishing are the elements of what we are calling democratic civil society, anchored in moral truth.” That moral truth is apparently that we have obligations to all others to meet their needs and that it is only in community “can we approach authentic self-realization.”

No wonder I kept stumbling over mandated communitarian concepts and practices as I tracked the actual requisite Common Core implementation in schools and classrooms. If think tanks and universities are going to push a vision of education that deliberately overrides the beliefs common to “most Americans today–[that] we humans, at least in the US, are autonomous units of desires, rights, and legitimate values of our own choosings. We are self-originating sources of valid claims, essentially unencumbered, self-owning, and auto-telological” they need to be open about it. Otherwise we have deceit to parents about what the Common Core is really about and how the various remedies they are being sold actually tie directly to this agenda I am describing in this post.

We are due more than a dismissal like “we view this understanding of the human person as fundamentally flawed” in a document most of us have never heard of. If this masked vision of education  reforms and its true purpose is tied to adopting “a new ‘civil society model’ for evaluating public policies and solving social problems,” aren’t we entitled to be told of the linkage? If we are told that the “new model is essentially ecological. It strives to view social environments the way ecologists view natural environments,” shouldn’t we know that so we can recognize the implications of adopting what Urie Bronfenbrenner called his Ecological Systems Theory? That his colleague, Soviet psychologist Leontiev said would be the Great Experiment on the West?

I guess we cannot react to what we are unaware of and thus spoil this great Third Way experiment . I wish these ideas and practices had no ancestry, much less one I stumbled across years ago. The old model of civil society in the US was supposedly “a stool with two legs: government and economics. The new model adds the missing third leg: social institutions and values.” Schools being the most useful and common of those needed new social institutions, which will come in handy since the “new model seeks directly to protect and nourish social capital.” Our kids, their ‘social capital’ in other words, since in the “new model society consists of individual members who are encultured by institutions and obligated to the common good.”

Now that quote seems like a good stopping point before we discuss the implications of binding us all to a New Golden Rule we are largely unaware of.

If our children are taught, at an emotional level, to be a good 21st Century Comrade and act accordingly, do we parents and taxpayers have a right to know? Are we simply left to follow the tales grounded in deceit until we notice all the open and connected coordination as this post just begins to lay out?

I really wish this post came with a big sheet of paper and magic markers so we could simply draw all those connections. Some things really are more easily explained visually than in print. Nevertheless, all these quotes are quite clear on the essence of the desired shifts.

More next time.

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

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. 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 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 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 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 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.

Fascinating coincidence since this paper 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 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? 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 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?


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, 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. 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.