Making Man Moral through Integrative, Holistic Education Focused on Purpose

Sometimes these days I feel like I am a part of that old musical comedy “A Funny Thing Happened on the Way to the Forum,” not because all these machinations via education and deceit are funny, but because suddenly between posts something happens that proves just how correct I am on how this fits together. Last week, the blog Cafe Hayek run by George Mason economic profs mentioned a January 24 piece by “my colleague Peter Boettke on the late economist Kenneth Boulding.” Now that may seem innocuous and even dry, but there cannot be a more seminal person other than John Dewey to the sought transformation of education. Boulding laid out its purpose and how it could be used to control other social systems. Is this further evidence of a Convergence of the Right and Left Pincers we can see so much evidence of? Confessions, after all, are so much nicer. is the post and it tied in my mind to why everyone suddenly wants education to be about moral values, guiding principles, Disciplinary Core Ideas, Classical Concepts, and other ideas first that can then guide a child’s perception. How they interpret their daily experiences and what they never even notice. This is the end of the Trilogy so let’s pull all this together so we can appreciate How to Invisibly Control Future Personal Decision-making with No Need to Admit It. Bolding (without the ‘u’) is mine.

“Themes without facts may be barren, but facts without theories are meaningless. It is only ‘theory’–i.e., a body of principles–which enables us to approach the bewildering complexity and chaos of fact, select the facts significant for our purposes and interpret the significance.

Indeed, it is hardly too much to claim that without a theory to interpret it there is no such thing as a ‘fact’ at all…what, then, is the ‘fact’ about the wart? [Boulding’s example that should be read in full while thinking about the meaning of Disciplinary Core Ideas or Enduring Understandings] It may be any or all of the above, depending on the particular scheme of interpretation into which it is placed.”

When I was a student, part of what made for A+ work was the ability to develop an appropriate scheme of interpretation by myself, in the privacy of my mind, using what I saw as the pertinent facts. Something that made the prof go “That’s it! Wish I had expressed it that way.” This is something else. These are essentially presupplied ‘constructs’ designed to guide perception and future action in a way that makes a person likely to desire and instigate transformational change in the circumstances we all live under. If they cannot do it, they can organize together so politicians will implement the changes. That’s why I created the term Politicalism. What Boulding was known for was “incorporating the ideas, concepts and tools from the natural sciences into social scientific analysis.” Why?

His good friend Bela Banathy, who also has a tag and was involved in the creation of the concept of charter schools and what now goes by School Choice, told this story that his close friend Boulding shared with him in 1983. In 1954, at Stanford’s Center for Advanced Studies in Behavioral Sciences (CASBS) where so much else was hatched:

“four Center fellows–Bertalanffy (biology), Boulding (economics), Gerard (psychology), and Rappoport (mathematics)–had a discussion  in a meeting room. Another Center Fellow walked in and asked: ‘What’s going on here?’ Ken answered: ‘We were angered about the state of the human condition’ and ask: ‘What can we–what can science–do about improving the human condition‘ Oh!’ their visitor said: ‘This is not my field.’ At that meeting the four scientists felt that in the statement of their visitor they heard the statement of the fragmented disciplines that have little concern for doing anything practical about the fate of humanity. So they asked themselves, ‘What would happen if science would be redefined by crossing disciplinary boundaries and forge a general theory that would bring us together in the service of humanity?'”

That overdone analogy to the ‘outmoded factory model of education’ is actually a cloaking metaphor to mask this complete change in the purpose of education that drove the education reforms in the 60s, 80s, and now covered in my book Credentialed to Destroy. It’s also why Tranzi OBE and Competency needed to be deliberately misdefined as we saw in the last post. Why do we keep coming across an emphasis on Character or Moral Dispositions and Attributes? Because social and political scientists like Boulding came to recognize “that the universe of ethical values is a driving force in human life” and can be altered to drive a transformation in what is acceptable in the future.

If you want to drive cultural change, alter human consciousness by instilling new ‘active principles’ that people must now use to organize their lives and institutions. Then have them practice it in the classroom or workplace or even their church until relying on these principles becomes a Habit of Mind. In his 1969 AEA Presidential Address, Boulding informed those economics professionals that “any system contains the seeds of its own transformation or future genesis, and that this works through a learning process.” See why education had to change away from an emphasis on facts? Economics was just one of the human social systems that interested Boulding and he knew change had to start with the very mental models each person internalized:

“All these social systems are linked together dynamically through the process of human learning which is the main dynamic factor in all social systems.”

That’s such a useful quote for anyone who wonders why I cannot stick to just writing about education. Because it’s a tool to a transformation for a different purpose and a new, unlikely to succeed well for most of us, vision of the future. When should we talk about it? After the carnage is more advanced and even more resources depleted in the name of education? I am going to shift away from Boulding for a moment, but his vision was covered in the Trilogy begun here with his book The Meaning of the 20th Century and its effect on the Commission on the Year 2000 covered in the post that followed. Rereading those yesterday almost took my breath away because it fits so closely with what was in the Roadmap for the Next Administration and the Architecture of Innovation on what data can be made to now do.

This post’s title comes from a book Robert George–Princeton professor, Bradley Foundation board member, well-known spokesperson for Catholicism, and founder of the same American Principles Project that did not want to define certain terms accurately in the last post, wrote in 1993. If ‘common guiding principles’ and shared meanings are in fact what makes people and organizations act as ‘systems’ as Boulding and systems science generally believed, it makes perfect sense not to concede that is what ALL Competency-based education reforms, and what I nicknamed Tranzi OBE, are about. The aims are no different then from the Catholic Curriculum Framework although some of the offered concepts, principles, and the justifications for the changes may differ.

Like Boulding in the quote Boettke chose or in my quotes from his 1969 AEA address, George in his making men moral: Civil Liberties and Public Morality wanted education to provide “first principles of practical reason…to guide choice and action.” Fascinating, huh? Everybody seems to want to carve that rudder that will guide future decision-making without being forthright on the connection. All we get are School Choice!, Federal Misedukation, and Autonomy to the Locals and parents. Some autonomy as both education and “laws have a legitimate subsidiary role to play in helping people to make themselves moral.” Then sell it to parents that way and admit Classical Education IS designed to create a steerable rudder both parents and students are not being told about.

Character is a wonderful thing, but not when it operates at an unconscious level as a Habit of Mind and parents are not told that their children are being steered in the name of Goodness. Truth. and Beauty or Equity and Justice or Sustainability or other Guiding Principles to guide practical reason and likely future action. The same Spiritual and Moral Framework that can be used by New Agers like the Ross School from the last post or Social Justice Warriors grounded in Paulo Freire Pedagogy for the Oppressed aligns with the aim of instilled Knowledge, Skills, and Dispositions from the Catholic Curriculum Frameworks. They ALL want to provide the ideas, emotional motivations, and values students internalize as their guide to future decision-making. School now wants to provide their purpose for living and the vision of what the future might be.

To truly get the dangers of this personalized, student-centered, transformative vision of education perhaps it will help if we follow those Moral and Spiritual Frameworks (as well as the cited Ron Miller’s “What are Schools For?”) right straight to a School of Education and Psychology in Isfahan, Iran. If “Holistic Education: An Approach for 21st Century” from 2011 is okay with the mullahs and their tyrannical vision of people, we really need to quit using the word ‘autonomy’ to describe the student when this vision of education is through with them. Yes, they have a purpose, but is it really theirs? I will quote from the Abstract because it fits with the vision I have described in this Trilogy. Think of the implications of that.

“Holistic education encompasses a wide range of philosophical orientations and pedagogical practices. Its focus is on wholeness, and it attempts to avoid excluding any significant aspects of the human experience. It is an eclectic and inclusive movement whose main characteristic is that educational experiences foster a less materialistic and more spiritual worldview along with more dynamic and holistic views of reality.

It also proposes that educational experience promote a more balanced development of–and cultivate the relationship among–the different aspects of the individual (intellectual, physical, spiritual, emotional, social and Aesthetic), as well as the relationships between the individual and other people, the individual and natural environment, the inner-self of students and external world, emotion and reason, different disciplines of knowledge and forms of knowing, holistic education is concerned with life experience, not with narrowly defined ‘basic skills.'”

Doesn’t that life experience/basic skills distinction sound just like the erroneous definition of Competency from the last post? Isn’t the US goal of College and Career Ready just another euphemism for this holistic life experience vision that seeks to control what gets internalized to guide the adults our children will become?

How is it not authoritarian for any government at any level to make education holistic or integrative using those aims?

How on Earth can this really be “education for humanity” when the type of human we become is subject to undisclosed political control?

Butterflies of the Soul: Using Education Reforms as the Chrysalis for Social Reengineering

I have to admit that the first part of that title is not my metaphor. It does, however, perfectly capture the true story behind of where education reforms, learning standards like the Common Core, SEL competencies, or School Choice, actually lead. The true story is found via a converging mixture of open declarations by insiders, coupled to deceitful narratives by people also tied to ‘public policy’. The False Narratives always seem to be trying to obscure the same actual goals as what someone else openly declares. Either that obstruction, as in “Don’t Look Here!”, or we get a deliberate misrepresentation of what something means or how it works (based on Robin’s handy Education Glossary of terms).

In other words, both shrouding something I know is there or misrepresenting a definition are telling facts of what the deception is about. Using my own metaphor now, if the Open Admitters of education as a transformational tool are Hansel, and the Deceiving Craftsmen (and women) are Gretel, the crumbs Hansel is leaving, and the areas of the pathway that Gretel’s crumbs never touch, are headed in the same direction. Let’s look there!

One of the documentable facts I have uncovered in the last few months of footnote tiptoeing and then reading is that in 2003 the International Mind, Brain, and Education Society was launched at a conference at the Vatican. At an opening session workshop, the Senior Scientist of One Laptop Per Child, Antonio Battro, presented a video called Mysterious Butterflies of the Soul, which was a metaphor for the neurons in the student’s physiological brain. The idea was how to transform education to target the ‘living brain’ so its structures reliably guide future actions and behaviors. This future activity is to be grounded in the supposed “spiritual roots of humanity.” That true neurobiological focus then gets obscured by frequently substituting the terms cognition or mind.

Linking up with the last post’s observation that all these aims, when uncovered or deciphered, turn out to be about the student’s decision-making capacities, Antonio Damasio, from the same conference (USC prof involved with BRAIN Initiative and author of Descartes’ Error) told us why SEL Standards are really so important. Hint: it has nothing to do with any government database of PII.

“We use emotions and the devices that underpin them every day of our lives, frequently as a helping hand in the conscious decision-making process and just as often to orient our behaviors and enrich our humanity. Creativity [one of the 4 Cs of 21st Century Learning] is not conceivable without emotion. Neither is moral behavior. As for education, it is difficult to imagine how to proceed without two of the leading consequences of emotion: engagement and attention. The brain uses emotional processes to identify salient features of the environment that are especially relevant to the management of life.”

When the think tanks, American Principles Project and the Pioneer Institute, decided to pilfer from the footnotes of my book Credentialed to Destroy, with neither proper attribution nor permission, to misrepresent the true focus of both Competency-based Education and Transformational Outcomes Based Education, the misleading pathway constructed led away from that very same Life Roles focus as what Damasio and IMBES were getting at. “After the Fall: Catholic Education Beyond the Common Core” made public education supposedly all about preparation for the workforce. It also alleged the Common Core was “devoid of any attention to ‘the true, the good, the beautiful,” and catered to “man with the soul amputated.” Well, that butterfly metaphor makes a mockery of that statement.

Plus, on the next page Professor Damasio told us that “the importance of emotion in education  is not confined to its role in engagement and attention. The role that emotions play in the construction of moral behavior and, by extension, building a citizen is just as important.” I bolded those phrases because when the Atlanta Classical Academy, which is part of both the Atlanta Public Schools and where the head of Hillsdale’s Barney Charter School Initiative, Terrence Moore, is the principal,  ran an ad in the local paper recently it touted its curriculum as building the basis for Virtuous Living and Good Citizenship. Sounds like synonyms for Damasio’s vision for MBE education to me.

Moreover, in following our trails of crumbs and no crumbs, an October 13, 2016 story in The Federalist entitled “Meet the Americans Revitalizing Freedom, One Child at a Home” on Classical Education and the charter schools opened under the Barney Initiative cited how Moore had spoken at “a summer institute dedicated to introducing new volunteers to the ideas behind the Barney initiative.” We can all decide if this seems to be a fact-based curriculum to us.

“Moore playacted the part of the Federalists and Anti-Federalists of the American Revolution, illustrating ways to engage children in Western civilization’s great ideas. The seminar’s whiteboards proclaimed: ‘I will learn the true. I will do the good. I will love the beautiful.‘”

I bolded that because we are going back to what Antonio Battro of the Mysterious Butterflies of the Soul metaphor wrote just before he described the IMBES launch from the Vatican. In his section called “Truth, Goodness, and Beauty,” he latinized these tenets everyone seems to be using to make education about transforming the emotional bases, values, and beliefs that guide future behavior. Just like what the Barney Charter initiative says it wishes to do and which is also supposedly the purpose of the new Catholic Curriculum Framework. What are the odds of such consistent similarities if not outright congruence?–Quoting Battro: “In the words of the old scholastic dictum, Verum, bonum et pulchrum convertuntur (Truth, goodness, and beauty are interchangeable.)”

At this rate so are the visions of the schools being created by School Choice advocates and public education generally. The pro-Common Core and Anti-Common Core organized forces are also headed in a common direction when we delve far enough. Interchangeable is truly the perfect word if we pay attention to function and not slight differences in phrasing or supposed purposes. I am also sure it is totally coincidental that the same day the Catholic Curriculum Frameworks rolled out with its admitted aims that somehow tie to the same behavioral science template as what Tranzi OBE and Competency-Based Ed really mean, the Center for Assessment in Dover, New Hampshire rolled out its Framework for what would constitute innovative, student-centered quality assessments under federal law.

Headed to the same place with measurable results of what is being internalized, in other words. Apparently no one is ever supposed to recognize all this commonality as long as different talking points are used in the official descriptions we are just to accept demurely.

One more example of all that can be learned about the real agenda from affiliated think tanks and the desire that we all accept analogical thinking using the presupplied metaphors that take us in a non-factual direction. This one seemed to be about once again wanting us to misunderstand the Common Core and ‘standards’ generally. We are also supposed to move on. First, the Bradley Foundation-financed, Harvard PEPG publication, Education Next, went with the story “Lessons on the Common Core” by Robert Pondiscio on January 5, 2017. The next week the PEPG partner and Education Excellence Network absorber, Fordham Institute, republished the same article. Later, that week, my local School Choice pusher think tank led its Friday Facts newsletter with this quote:

“to be upset by academic standards is to invest them with a power they neither have nor deserve. In my five years of teaching fifth graders, I never–not even once–reached for English language arts standards when deciding what to teach. I would wager that when I.M. Pei was commissioned to design the Louvre Pyramid, his first move was not to reach for a copy of the Paris building codes for inspiration.” A clever, but totally inapt metaphor, for the purpose of ‘standards’. They are not ‘academic standards’ in the historical sense of that term as transmitting a fact-based curriculum. A better metaphor would have Pei mulling over the laws of physics governing the desired design. True ‘learning standards.’ like the Common Core or Competency-Based Education, are always so interested in neurons and biology after all.

And why are everyone’s learning standards so focused on transmitting knowledge in terms of concepts, instead of building up from known facts and cause-effect relationships? Our IMBES template again had Vartan Gregorian, the President of the hugely influential Carnegie Corporation, telling us that “concepts are far more important than facts and the ability to analyze and synthesize has much greater value than the ability to memorize. In short, school may be multiple choice but real life is all essay.” All this interest in pushing concepts, categories, themes, topics, and ideas as the essence of Knowledge makes more sense if, like Gregorian said, there is now to be “no boundaries between learning and life.” Just like in Tranzi OBE, Competency-Based Ed, and apparently Classical Education too, once properly understood without deceit.

An admitted Marxist poli sci prof, back in 1996, laid out his vision of the future and what needed to be altered in italicized, reconstructive terms, in a way that someone writing about just education reform for an audience of parents, politicians, and taxpayers is typically unwilling to do. That does not change the fact that the desired poli sci or economic transformations can only occur with a certain type of change in the nature of education. Education reforms, to be deemed effective or what is now called ‘evidence-based’ should be gathering student data studying “mass dispositions and capabilities and associated discourses of democracy. Reconstructive science is concerned with the social competences of individuals and the corresponding grammars of human interaction. Its categories are sought in how its subjects apprehend the world.”

Everyone cited in this post, whether being honest or providing a metaphor or narrative to mislead, appears to be interested in providing the basis for how we ‘subjects’ in this 21st Century Age of undisclosed collectivist Politicalism–‘apprehend the world’.

In the next post we will cover how someone with ties to virtually everyone cited in this post wants education to be about practicing the desired “internal acts of reason and will.” A vision incorporating “the moral norms available to guide choice and action.”

I guess we will call the next post the End of the Trilogy laying out the Deceit surrounding Manipulating Each Student’s Personal Decision-Making Capacity, with neither notice nor consent.

Can anyone tell I do not like any vision of education that regards us as anyone’s ‘subjects’?

Whispering in the Ears of Princes and Parents: False Flag Education Narratives

For anyone counting, that would be two different metaphors in a single title, but since they each illustrate our unfortunate facts so well I have pulled them together to make a point. In the last post, before Mother Nature threw me for a loop, we had stumbled across proof that what is now called economic theory was merging with psychology and learning theories.  If you were like me, that came as a rather rude, but revealing, surprise. Anyway, while the body was weak, this mind just kept on delving into the implications of the last post as well as articles and reports coming out where I immediately recognize a false narrative at play. We talked about Professor Daniel Kahnemann’s work in the last post, but he did not win that ‘Economics’ Nobel alone.

The other recipient, Professor Vernon Smith, usually has his theories touted as ‘market-based solutions’ when some think tank is hyping them as a less than disinterested remedy. A little research though uncovered the fact that Dr Smith refers to his theories as ‘experimental economics’ and has confirmed, in a 2012 conference in Arizona, that the School Choice theories in general and the current darling being hyped as the be-all remedy, Education Savings Accounts, are products of experimental economic theories. Have any of the think tanks testifying these past several weeks to either house of the Texas legislature been forthcoming about that?

Back in 1985, at an Econometric World Congress we probably would have been bored at even if we had got an invite, experimental economics (EE) was discussed. These EE theories can be classified by what motivates the need to create them and to whom they are intended to be persuasive. Now that struck me as terribly useful as I sorted through all the false narratives flying around in education about the Common Core’s actual purpose, how School Choice really works, the actual purpose of SEL Standards, or the most recent false narrative around Evidence-Based Policymaking. That list is not exhaustive and it is always important to contemplate Cui Bono? Who benefits from the deceit and do they have financial ties to the pushers of the False Narrative?

The three categories of uses for these theories are “Are they Speaking to Fellow Theorists?” like academics where handing out an Education Doctorate or Sociology degree on the basis of someone’s willingness to act on a theory is grounds alone for creating it. Remember our Guiding Fiction discussion? If it changes how we behave and act in everyday life or what we force on others, that’s an effective theory even if it’s not true. A learning theory, for example, can be factually not true, but have the promise of neurologically restructuring students’ brains if implemented in the classroom. A theory that works, if implemented, is an example of the category two use of experimental behavioral science theories: “Does the theory allow us to Search for Facts?” Social or biological change is darn factual when it occurs.

Category Number 3 of the use of these theories is “Whispering in the Ears of Princes.” Having chased the false information in Donald Trump Jr’s heartfelt convention speech on school choice to FH Buckley’s book The Way Back, this category seemed an apt description why a false narrative can be needed. The personal intentions of any Prince with Power do not control the effect of a theory in EE once implemented. That’s a well-known fact of Implementation Science no one is likely to pass on to either the princes or the parents. Let’s face it, all the current hype about a database of Personally Identifiable Information (PII) on Students is another false narrative. It’s useful because it enrages parents and they look for solutions, like charters, privates, or ESAs. Omitted is the relevant fact that these institutions must themselves still assess the student’s internal states and values, attitudes, and beliefs for change. Otherwise, no more funding!!

That’s one of the dirty little secrets I suppose no one is supposed to recognize in time. What gets a charter renewed for a subsequent term or entitles a Charter Management Company to get federal money under ESSA to expand into other states is effectiveness at learning. If you can change values, attitudes, beliefs, or behaviors, you are an effective school. Learning occurred in the student changed. Parents though are unlikely to be too excited this is the actual purpose now of a charter or private school. So they need to be lied to about what all these terms mean. That seems to have been the reason for the sudden pivot in the May 2012 Pioneer Institute/ American Principles Project paper “Controlling Education from the Top” where a quote of what characteristics of a student the Common Core would be “assessing for” became PII in the next paragraph without warning or support.

It’s also a good reason for the same paper to consistently follow all references to “assessment” with the same parenthetical “(standardized tests)”. I finished my book Credentialed to Destroy (the same book the pushers of the false narratives feel the need to suppress) and it chronicles what the term ‘assessment’ was known to mean by spring 2012 and how it was to work under both Common Core and its successor, competency-based education. Both of these appear to be false narratives so that parents will never know that the supposed remedies in education they are being led to advocate for are actually also target their child’s internal states for change. Honestly, given the extent of my documentation now from this blog and researching two different books as well, I could turn this blog going forward into Nail Down that Deceit.

Instead, I am just giving Princes and parents both a warning and illustrating with just some of what I have documented. Speaking of Whispering to Princes, I noted in a previous post that FH Buckley’s explanation of the need for School Choice was both quite obnoxious to my mind and grounded in what seemed to be Marxian rhetoric. So Buckley is at George Mason (GMU) as was Professor EE, Nobel-Prize winner Vernon Smith. Supposedly the Mercatus Center there is Ground Zero for all the Atlas Network think tanks. Sounded like a convergence worth investigating to me. Imagine my Absolute Shock at discovering that in May 2007 the Krasnow Institute at GMU launched the Decade of the Mind global initiative. Did you gulp just now?

Just wait, before that in 2004, the Center for the Study of Neuroeconomics started, as a joint venture of GMU’s School of Law (naming it for the late Antonin Scalia makes a good shrouding cover), the Department of Economics, the Krasnow Institute, and the Mercatus Center. Ding. Ding. The Center is a place that studies “how our brains interact through our institutions to produce social, political, and economic order.” The Center also works closely with IFREE–the International Foundation for Research in EE founded by Vernon Smith in 1997 and based in Tucson. Tucson is where the now yearly conferences known as “Towards a Science of Consciousness” began in 1994 and it is now tied to a Center at the University of Arizona there. For those who are unaware, Arizona is also the state that has most fully embraced School Choice and ESAs.

So many facts, so little time is how I feel about what could come next in this post just to illustrate this problem. Let me pivot first though to the second metaphor. A false flag operation comes from the days of wooden ships. One ship would hang the flag of an enemy ship before attacking an ally in its own navy. Because the attack gets attributed to the country behind the flag instead of the country engaged in the attack, this actual practice became known as a False Flag Operation. I am borrowing the metaphor because it explains much of the deceit surrounding education reform over the decades and especially now. The same donors and think tanks who wish to financially benefit from an ability to use education practices to create a reliable, steerable keel within student’s brains and personalities do not want that reality recognized.

Who can blame them? But what is really being targeted and why and all the ties among the targeting entities is not really in dispute. Like so much of what I laid out in Credentialed to Destroy, it is simply not well known. So we seem to have a race between all these entities and me. They are tied to people wanting to profit from the deceit. I, personally, cannot bear knowing what I can prove without at least trying to alert as many parents and taxpayers as possible. Again, this is not personal, but factual. It looks like I only have time for one more example so it needs to hit as many points as possible. In November 2016 GMU and others are hosting a Congress in honor of the 20th Anniversary of an EE classic- Growing Artificial Societies.

I located a copy and it told me that it is knowing and manipulating the “agent’s internal state” that is the focus of experimental economics. That’s a good reason then for how Charters, ESAs, SEL Standards, and Competency-Based Education really work. Lots of reason for deceit then and there has been for a very long time. But I found the actual cited paper and discovered it was from the Santa Fe Institute (co-sponsor of November Congress) and was funded by the MacArthur Foundation (before they moved on to the Real Utopias project and Connected Learning). It explained the need to alter the nature of education so that the coursework all focused on altering the student’s internalized ‘classifier system’ that guides perception and how daily experiences get interpreted.

If that’s not startling enough (not to me but this is very useful language for illustrating the rationale for the PII deceit especially), we learn what fits with all of the proposed education reforms out there. Also remember the local level has always been the focus for education change. In the old “rationalistic view, the world is composed of definite objects, properties and relations, and ‘learning’ is the process whereby an agent forms a mental model of the world that correctly describes these features.”

My guess is that the typical parent being sold on Classical Education or what private schools offer still believes that quote describes the nature of education still available there. The reality though is we have shifted to the EE form of education where the student is being trained in “learning how to act in the world, rather than how to describe it.”

My goodness, just the realities we have discussed today give a myriad of reasons for all these false narratives that surround education. Best from now on to judge all education narratives not by the flag being flown or the rhetoric being used, but by the nature of the vessel and the financial interests that stand to benefit from the deceit.

Invisible Designed Neural Coercion: Controlling Guided Missiles and Misguided Men

Since it is summertime and the living is supposed to be easy, I wish I was off on vacation or taking a break from the blog. Instead, I have been dealing with a tsunami of corroborating research materials from all over the world on this neural emphasis in education. When I was writing my book Credentialed to Destroy and documenting what the required classroom practices would be under a Competency-focus, the Common Core, or any performance ‘standard’, I came to accept that what was being mandated would have a clear neural effect. It would alter how students’ brains functioned going forward. More research assembled in various places subsequently on this blog has made it clear that those neural effects are both known and desired. It is easier to rule people with little recognition they are being coerced.

The age demographics of who voted for BREXIT seem to show that as well as a desire to be coddled. As Bandura put it in our last post, the young people in the UK believe in proxy agency and institutions instead of individual achievement. What I have now had to come to grips with though is that the neural manipulation is the purpose of education reforms and standards-based education. It is the goal precisely because it makes a person amenable to manipulation without either recognition, resistance, or protest. Surely I am exaggerating, right? On Friday, the OECD linked to this paper on “The Neuroscience of Mathematical Cognition and Learning.” It has pictures and graphs of the targeted areas as it is now clear that education intends to use “the scientific study of the biological substrates underlying cognition, specifically the neural basis of mental processes.”

Oh, c’mon, lighten up with seeing bad motives when all anyone really wants to do is help everyone learn to read fluently and be good at algebra, I can hear a few of my readers whispering. Except that is not the purpose and it is more than what is detailed at length in Credentialed to Destroy. The desire is to get everyone to ‘on-level performance’ and only to there. The hope is simply to get everyone to literacy and numeracy so they can understand and work with print, visual images, and numbers in ‘everyday life’. Prescribe a theory of classroom practices that creates “changes in neural pathways and synapses due to changes in environment and behavior.” Now are we beginning to understand the real implications of the federal ESSA law stipulating that all states must have ‘challenging academic content standards’ where behavior is the means to show ‘achievement’?

Please remember what I explained about Constructivism in Chapters 2 and 3 when you read this passage from that OECD paper’s conclusion (my italics and bolding):

“Research in cognitive neuroscience has allowed the possibility of exploring the neural basis of complex and sophisticated cognitive processes such as numerical cognition. Using an expanding range of tools from single-cell recording to brain stimulation, progress is being made in not only localising brain regions involved in overall functions, but also mapping the complexity of networks engaged in mathematical learning.

Overall, advances in cognitive neuroscience research is beginning to shed light on the ontogeny [physiology or neural formations are synonyms for that $100 word] of mathematical cognition, how cognition and behavioral performance can be modulated based on the knowledge of neuroplasticity, and how such findings can be used to understand the workings of the brain as a whole. Collaborations between scientists and educators and professionals relevant to the field of mathematics learning promises further advances in the understanding of not only mathematical cognition, but also learning in general, with long-term implications to enrich the mental wealth of mankind.”

That blog link also cites a 2007 OECD paper that came to my attention earlier in the week–“Understanding the Brain: The Birth of a Learning Science.” It outlined with numerous graphics precisely what the term Transdisciplinary is to alter and should be viewed through what UNESCO had in mind when it piloted this curriculum shift in Queensland, Australia covered here. Since what is going on in education in the name of brain-based learning was not news to me, I went quickly to the chapter called “The Ethics and Organisation of Educational Neuroscience” with its cover quotes that “Science without conscience is but the ruin of the soul” and HG Wells’ belief that “Human history becomes more and more a race between education and catastrophe.”

The chapter opens with a Martin Luther King Jr quote that–“Our scientific power has outrun our spiritual power. We have guided missiles and misguided men.” Anyone detecting a theme among these quotes on the need to force internalized shared beliefs and values via education? How about if I further quote the authors acknowledgment that “traditionally, the ethical rules concerning biomedical research on human beings follow the Nuremburg Code of 1949 and the Declaration of Helsinki of 1964.”  See what I mean about purpose and aim? The bi-directional exchange between Trans-disciplinary Research on Learning and Mandated Classroom Practices and Required Assessments of what a Student has Internalized at a Neural Level are not the only reason I linked to that Queensland post.

When I first located that 2007 paper, I followed up on the Bibliography telling me that the US NSF had established Science of Learning Centers in 2003. I pulled up those materials and presentations and recognized numerous relevant professors and institutions. We have the creator of the 1987 HOTS report and the co-director of the New Standards project in the 90s–Lauren Resnick and Roy Pea of Stanford who is also now tied to NSF’s Cyber learning initiative and Charles Fadel’s Center for Curriculum Redesign at Harvard. I knew back then these machinations were global, but not yet that we were looking at education research involving the physiology of real students in actual classrooms to “integrate insights about ‘micro-level’ mechanisms with evidence about aggregate, ‘macro-level’ outcomes that emerge from processes of implementing these mechanisms.”

In less stilted English (which I am capable of when I don’t have to quote for accuracy about indisputable aims), that would translate into monitoring the student’s neural network and which brain regions fire on prescribed tasks and how all that fits their shown behavior and how it changes. Data, data, data. Personal Identifiability is so NOT the needed area of focus in the Era of Sought Educational Neuroscience. I also wanted to go back to Queensland because there is a new Journal called the Science of Learning there and the Director of the SLC program at NSF wrote a letter to the Editor about two weeks ago. See how real time we are here at ISC in tracking what is planned for us?

I started to write that Soo-Siang Lim was with the US NSF or the US SLC Centers with their declared emphasis on the “internal world of mind and brain” since so much of the prescribed emphasis has made it to all US classrooms in the name of the Common Core standards, but yesterday when I put her name into a search engine, I found out NSF has an office in Beijing and does Science of Learning work with jetsetting PIs at the University of Hong Kong. I found out Dr Lim sued for gender discrimination after she did not get tenure for an Anatomy Professorship at Indiana before joining the NSF and beginning her tour of the world. Found videos of interviews in Rio and dubbing into other languages. Perhaps most crucially though I found a January 23-24, 2012 OECD/NSF SLC conference in Paris called “Innovation in Education: Connecting How we Learn to Educational Policy and Practice.”

Notice the presence of Dirk Van Damme. We met him when I wrote about Global Education Futures Forum and Redesigning the Future and the presence of Alexander and Kathia Laszlo as Co-chairs of the Silicon Valley event.  I could be sarcastic and say that coincidences abound but none of this is coincidental. The neural transformations being sought are the common glue that allows control without effective opposition and every wanna-be planner in the world seems to know it. It’s time we all knew it too. Also remember the quote from the head of the OECD in the Conclusion to my book that all of the OECD’s education policies are to pursue their desired plans of social, political, and economic transformations.

I must admit these last several weeks have produced many “Oh. Wow” moments in my research so I decided to go back to earlier works from decades ago, as well as now, where these aims were both clearly hoped for and sought. Turned out that in 1989 Paul Ehrlich and Robert Ornstein in New World New Mind called for governments to “make new ways of thinking and new ways of handling our problems immediately available to society’s decision-makers. And while changing the form and content of education would be a major step toward conscious evolution..” They go on to state that “there is a new understanding of the human mind, developed from modern brain research and studies of thought processes.” I have never thought it was just coincidental that under President Obama the NSF and all these education initiatives like the League of Innovative Schools report at the White House to a close Ehrlich associate–John Holdren.

Could have the motto: “Finally in a position to make it so.” Let’s come back to the present and Rebecca Costas’ 2010 book The Watchman’s Rattle: Thinking Our Way Out of Extinction. Harvard biologist E.O. Wilson wrote the Foreword and is quoted as saying in 2009 that “the real problem of humanity is the following: We have paleolithic emotions; medieval institutions; and god-like technology.” Sounds just like the quotes prefacing the OECD’s Chapter on the Ethics surrounding Educational Neuroscience and its potential, doesn’t it? It should make us all very nervous that the well-connected Ms Costas thought that the way to avoid civilizational collapse was to reject thought involving “analytical processing [and] deliberate application of strategies and operations to gradually approach a solution.”

My last quote confirms just how often the phrase ‘evidence-based policy’ in education or ‘best practices’ is obscuring a sought neural transformation in the parts of the brain trained to respond and the very nature of the student’s brain itself. Frequently the sales pitch is also put out in the name of Equity as in a 2014 paper called “Neuroscience and Education: Prime Time to Build the Bridge.” It stated that “rising education inequality is among the gravest of the world’s problems.” Now, education inequality is a natural condition of humanity throughout history. Only by interfering with people’s brains and how they process is Equity possible and that very interference is totalitarian, especially when the nature of what is being targeted is the subject of so much organized deceit.

Anyone else chilled to the bones by all this global coordination with known and Proud-of-It Authoritarian or Communist States? As I mentioned to someone yesterday, individual liberty is precious and rare in the annals of history. In the era of unrecognized Educational Neuroscience it is about to become extinct within the current generation.

In the name of obscuring slogans like Choice, Higher Standards, Personalized Learning, and Brain-Based Instruction.

I’d like to Opt Out Please.

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

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

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

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

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

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

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

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

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

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

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

Anyone else noticing that Liberty has been quietly redefined in much the same way and for the same purpose as how Amartya Sen defined Freedom? Yes, the nuisance of people who actually read the small print and footnotes. That Torchbearers Report and the redefinition of Liberty was supported by the John Templeton Foundation and the Jubilee Center on Character and Virtues in the UK. When the Report used this quote from Sir John Templeton: “perhaps true freedom is not the freedom to do but rather the freedom to become all we can be,” I recognized the sentiment. Since I found a treasure trove back in January when I searched for the connections between Sen’s philosophy and the Atlas Network members, this time I searched for “Templeton Foundation Amartya Sen.” came up as the Templeton-funded Project at U-Chicago to create a New Science of Virtues. If that sounds like an excellent way to get at the values part of the Cognitive Map, I thought so too. There were conferences in 2010 and 2011. Perusing the Virtues Project Abstracts I discovered that the Divinity School was involved since Virtues were seen as a means to achieving ‘new spiritual knowledge.’ Chicago’s Center for Cognitive and Social Neuroscience administers the Project. Now would probably be a good time to remember Chapter 6 of my book and how the Planning Set wants to use education to gain a cultural evolution since biological change takes too long.

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

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

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

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

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

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

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

Before anyone thinks that the answer is just to monitor what philanthropies or the NSF are funding in the name of education, please appreciate the National Institutes of Health is also launching research with the same Target and Bullseye.

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




Foiling False Narratives Amidst Unsupported Cries of Balderdash!

The last post was not designed to ruffle feathers so much as continue to warn that words like Classical or Christian when applied to education, much like what we have already seen with Critical Thinking and Rigor, may not have the actual meaning assumed. I am genuinely worried about the extent to which Classical Education is modeling a psychological template that came out of the Soviet Union to bind the mind and personality. A reader in the comments put up this slideshow that reveals a troubling and intentional use of cybernetic techniques via education to mentally and emotionally bind a person for religious purposes. Please scrutinize what on-line vendors or actual charters or privates have in mind when they use these terms.

Today we will continue to explore the broader template of what is being pushed under the Classical label and its very troubling bedfellows that were turbocharged in December with the language in the Every Student Succeeds Act (ESSA). A reader contacted a well-known education writer known for being anti-Common Core and pro-Classical Education asking for a rebuttal of what I wrote in the last post. We are going to go through the various responses because they illustrate so well what a muddle these Great Ideas centric educations can actually create. Response 1 was that the post was “Balderdash.” Since that descriptive word would mean writing that is contrary to facts and nonsensical, the natural question became “what is not true?” That provoked a link  that the frustrated reader forwarded to me.

I pointed out I never theorize in writing about conspiracies, but that I do get to quote people who declare they are involved in a coordinated effort to use education to achieve some declared transformation of society. Secondly, that article basically insults certain political supporters as acting like people who use a Gnostic simplistic analysis to view the world around them. Well, that was a new criticism and not particularly consistent with the facts. Maybe I was supposed to be horrified, but I did wonder whether someone needed my Inapt Metaphor lesson on lousy analogizing. A few days later I got the final response from the reader who really wanted there not to be some kind of misuse of the phrase ‘Classical Christian education’ for purposes unappreciated by parents. Here is the final criticism of that post and apparently the reason for trying to protect people from either my book Credentialed to Destroy or this blog. I have a few responses in brackets.

“My point is addressing it does nothing because verifying people’s intentions is impossible. [What’s to verify if I am quoting what they write as to intentions?] And there is no high volume of readers. [Of course that has nothing to do with any coordination to hijack what can be said or written about the Common Core by certain well-funded think tanks] Because global warming crazies say the earth is round I need to wonder if the earth is flat. Absurd. And Robin’s assertion that we need to prioritize facts but not their connections is a non-starter to thinking people. [Someone skipped the class day devoted to the Strawman Fallacy] She does that herself. There are not demons under every doily that she has not herself made.”

That last part about “demons under every doily” was too alliterative to have been original. You too may want to put it in quotes and see the results of the search. The real question though is what makes me write about something on this blog at any given time? Usually I  am responding to something that appears to be hidden by a wall of deceit. That type of factual investigation may be annoying and inconvenient, but it’s not nonsensical.  Let’s get back to why I am so concerned and right to be so. Another book, Classical Education: Towards the Revival of American Schooling by Gene Edward Veith, Jr. and Andrew Kern, came and only heightened my concern. They do a chapter on Douglas Wilson’s model, then Mortimer Adler’s Paideia Proposal as an example of Democratic Classicism, and then David Hicks’ Moral Classism and its emphasis on the “importance of character development and the full flowering of the human personality.”

No, I don’t want the human personality to be allowed to wilt and I also want to develop character. There is an alignment here though of what everyone from Charles Fadel and his well-connected Center for Curriculum Redesign is now pushing as Four-Dimensional Education, what the Dewey acolytes want, and what is being pushed as Classical Education. Every single one is targeting the same areas of what the student is to have internalized and how they are to work together to guide the vision of the future and motivate likely behavior. Common Core talks about its purpose as being College and Career Ready and the Classicist aim is said to be “to form the adult-to-be”? Does that sound like a similar destination to anyone else?

I have written before about Carol Dweck, what is called the Growth Mindset, and even that the White House Behavioral and Social Sciences Team has now commenced a national Growth Mindset study. Tell me if that aim fits with the following passage from the Moral Classicism template (my bolding). Notice this is not about the transmission of factual knowledge.

“…classical learning is neither doctrinaire religious instruction nor analytical scientific positivism. Even though the classical student begins by accepting dogma (i.e, ‘that which seems good’,) he personalizes it by questioning it –that is, by employing dialectic. As the student refines his understanding, his insight grows, ‘ascending a dialectical staircase to an upper room of fragile truths and intangible beliefs.’ Challenges and contradictions arise to dogma and within it by the process of dialectic, and this leads to dogma’s reformulation. Using his conscience and the process of dialectic, and guided by the universal vision of the ideal type, the student grows toward the Ideal. Commitment to dialectic is thus the first principle in Hicks’ version of classical education: the conscious development of the internal dialogue guides us to the fulfillment of our natures.”

Well, someone is specifying those Ideals and creating an education intended to internalize them. I am not sure the student gets much say. Neither will the parents unless they scrutinize what comes in now under the banner of ‘classical’ education. Now I honestly do not know how much those pushing this template as ‘classical education’ appreciate why Evald Ilyenkov created the New Dialectics in the USSR to advance the Human Development Society vision of Marxism that commenced in earnest globally around 1962. I do, however, know an institution that has had a very good handle on this integration of East and West using education. If Harvard’s Project Zero classifies Hicks’ Interdisciplinary  Humanities Program as a Pre-Collegiate Program conducive to bringing about “an all-encompassing framework of meaning,” we need to take them at their word on the links to the IB Theory of Knowledge coursework and the notorious constructivist Math and Science programs. If all of these are cited as means to teach contextualizing or context-building, conceptualization, and problem-solving so that inquiry-oriented coursework becomes a means of teaching social responsibility, the need for social change, and the “primary goal of finding causes and cures for human calamities,” we can assume that the Change Agent Licensors understand where Classical Education is actually going, even if its proponents do not. At this point, I was thoroughly concerned that we once again have Inadvertent Change Agents pushing a remedy to the Common Core they have repeatedly deplored that amounts to jumping from the frying pan into the fire, I went back to who Douglas Wilson cited as his source for his Trivium.

He put Dorothy Sayers’ 1947 essay The Lost Tools of Learning as an Appendix to the book covered in the last post. I found her emphasis on the “medieval scheme of education” to be a little odd as that was a preliterate society. To quote historian William Manchester in his fine A World Lit Only By Fire, the Middle Ages was a time when “literacy was scorned” and Holy Roman Emperors themselves would respond to a correction of their Latin as being ‘above grammar.’ It was a time when the “devout scorned reason…Saint Bernard of Clairvaux (1090-1153), the most influential Christian of his time, bore a deep distrust of the intellect and declared that the pursuit of knowledge, unless sanctified by a holy mission, was a pagan act and therefore vile.”

Anyone else beginning to question whether the whole Trivium and Quadrivium hype is just a narrative manufactured by someone wanting to hide the clear connections to cybernetic psychological theory and systems thinking? Then the narrative gets repeated until it seems true. Back to Manchester, who pointed out that “there was no room in the medieval mind for doubt, the possibility of skepticism simply did not exist.” He also pointed out “medieval man’s total lack of ego. Even those with creative powers had no sense of self” and “an almost total indifference to privacy. In summertime peasants went about naked.” Aren’t we glad this post is written and not a multimedia presentation? See why I am so suspicious we have yet another false narrative.

The “rediscovery of Aristotelian learning–in dialectic, logic, natural science, and metaphysics” did happen during the 1198-1216 pontificate of Innocent III. It was “synthesized with traditional Church doctrine,” beginning a shattering process known in Italy as the Rinascimento. I bet we are all more familiar with the French term. There is no question that Dorothy Sayers hyped the medieval mind and going back to her essay I think she was making ahistorical assertions looking for a remedy via education against the just lived through horrors of World War II. Under the heading “Unarmed and Unequipped,” she wrote this:

“For we let our young men and women go out unarmed in a day when armor was never so necessary. By teaching them to read, we have left them at the mercy of the printed word. By the invention of the film and the radio, we have made certain that no aversion to reading shall secure them from the incessant battery of words, words, words. They do not know what the words mean; they do not know how to ward them off or blunt their edge or fling them back; they are a prey to words in their emotions instead of being the masters of them in their intellects. We who were scandalized in 1940 when men were sent to fight armored tanks with rifles, are not scandalized when young men and women are sent into the world to fight mass propaganda with a smattering of ‘subjects’; and when whole classes and whole nations become hypnotized by the arts of the spellbinder, we have the impudence to be astonished.

We dole out lip-service to the importance of education–lip-service and, just occasionally, a little grant of money; we postpone the school leaving-age, and plan to build bigger and better schools; the teachers slave conscientiously in and out of school hours, till responsibility becomes a burden and a nightmare; and yet, as I believe, all this devoted effort is largely frustrated, because we have lost the tools of learning, and in their absence can only make a botched and piecemeal effort of it.”

Can’t you still hear the anguish decades later? Sayers thought she had a very good reason for using education to mandate a worldview.

Maybe she did. Our problem is that so many now have the same intentions, but obscure the real new purpose and focus of education behind terms we believe still have their dictionary meanings.

Dragging this documented reality into the sunlight should not result in cries of Balderdash.

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.


Rapprochemont or Civilization Surrender? How to Force Global Solidarity Starting with Preschool Education

In case anyone wonders how that UNESCO Roadmap to the Global Action Programme even came up in a discussion of what might be applicable in your neck of the woods, the just-ended Connected Educators Month touted that Youth Summit in Paris last week. Anyone unaware of CEM might want to know it ties to fed ED, virtually all the ed trade and professional groups, and the tech companies involved closely with the to-be-required digital learning. Poking through that Youth Summit and its materials taught me quickly that there is an EDC/HRE global initiative. That stands for Education for Democratic Citizenship and Human Rights Education and it declares the “decisive role of school in shaping the young generation, transmitting cultural, moral and civic values and creating the premises for new social change.”

Initially I had written “wanted us to know” but let’s face it, none of these planners, summit attenders, UNESCO or OECD employees, etc, actually plan to tell us anything. We were certainly not going to be told that preschool through high school needs to provide a “shift in mindset and social responsibility” to deal with the peoples and cultures of the world and that this “holistic approach to rebuilding and reconciliation” and “integral human development”  cannot “be achieved effectively without unhinging the idea of nations and cultural communities from the nation-state.” And we wonder why APUSH does not want to glorify American exceptionalism or our Founding Fathers and is now promoting the concept of Dialogue around an Interactive Constitution.

Those were quotes taken from something else being kept quiet from us that was promoted in a session at the Youth Summit called “Mobile Cultures for Dialogue” that announced that in 2013 the International Decade of the Rapprochement of Cultures commenced. Think of that name as you look at the hordes now from Syria or North Africa in Europe or the arrivals in the US from Central America or the resettlements of Somalis and others from certain parts of Africa. Yes, all those migrations/invasions, depending on your perspective, do appear to be a part of the UN’s Post-2015 plans for all of us. UNESCO has now put up a Summary from its first Expert Meeting held March 24-25, 2015 in Paris to create a framework to implement the RoC agenda.

I know everyone will be shocked, shocked, not that there is gambling going on in Casablanca, but that UNESCO views “Citizenship education in a plural and interconnected world” as the means to implement this agenda. “Key message to be instilled: Human values drive a dynamic process to develop responsible citizens.” Apparently citizens who have divorced themselves from fealty to that evil nation-state. Before we examine what is coming at us unbeknownst and without our approval in the present, let’s go back to an interview Amitai Etzioni gave in 1999 that was uploaded by the University of Goettingen in 2013. Not only is Germany the destination of choice for these Migrants in search of a cohesive society to meet their needs, it, like the US, also appears to be Ground Zero for finally bringing the Active Society into fulfillment.

Since we all love a good confession from the politically connected, let’s just listen now to these past declarations of intent and methods of choice. “I was very connected to cybernetics. So the social cybernetics [science of control, remember?] which I tried to develop stated that one of the four conditions for successful social change is the support of the people. Therefore it was not a top-down concept. [or must not be perceived to be since we have tracked to the UN and the OECD]… Because the good society is communitarian [people] believe in shared virtues…you need true participation to set new mores…eight months is not a very long time for reaching shared understandings.”

Although media can help and UNESCO and Etzioni both have called on it to do so, education remains the primary tool for creating these values of solidarity and all this must be done at the local level as early as possible. Last week two papers came out in the US seeking to accomplish precisely what the Active Society needs and the UN entities and the OECD all want. is tied to Etzioni as one of its co-authors is a JD/ Masters in Ed Policy candidate from GWU. Now that’s how you get to both recommend transformative practices for education and also create the legal mandate to make it bindingly so. Just what the Active Society and UNESCO recommend.

Doesn’t everyone want Standards for Nonacademic Skills that cover Preschool through Third Grade and start with Sharing, then “self-control, and then “building relationships with peers and adults.” Fits well if the community and collective action, instead of the individual, is to be the required means of political action. Notice too that the Early Learning Outcomes Framework was changed in June 2015 to add ‘perceptual development’ for the little tykes and to delete ‘general knowledge’. Might get in the way of pitching all these false narratives.

The Achievement Gap Institute at Harvard wants to move “Beyond Standardized Test Scores: Engagement, Mindsets, and Agency” that in the name of Excellence, Effective Teaching and what will be measured to keep jobs, and Equity manages to make the new classroom focus creating the very kind of personal characteristics needed so that everyone feels their responsibility to others.

Since not everyone is as click happy as I am when I see a link, please notice that the cited mindset scholars network combines Growth Mindset, Grit, Perseverence, and Civil Rights expectations as a matter of law into what is slipping in there. Clicking further we find the National Mindset Study that is funded by Carnegie and is involved with the “brain’s ability to restructure itself” and for the students “to internalize those messages [provided] via writing exercises.” Ding. Ding. Ding. So the human brain will neurologically restructure itself over time in response to manipulative reading and writing exercises. This is thus a known way to create false beliefs and acceptance of carefully cultivated narratives that promote social and political transformation.

Etzioni wrote about the need for ‘authentic consensus’ and spoke of the need for the bottom-up support of the people and this is how it gets created. Early Learning Standards wanting to target Perception and social and emotional learning. That Harvard study seeks to focus on developing student’s ‘purposeful initiative’, Why does that matter? Because that bridges the gap between what the students have internalized as values and beliefs about the world and motivating them to act to change the world. That’s what now constitutes Effective Teaching. It’s not about knowledge. It’s about cultivating the beliefs, values, attitudes, and behaviors needed to either push for, or go along with, transformative social change.

Now we can go back to the Rapprochement of Cultures, which oddly enough is being financially sponsored by the same Saudi Arabia with no desire to take in any of the North Africa or Syrian refugees. It is formally sponsored by Kazakhstan, one of the world’s most notorious dictatorships, which is rather a tip off that this agenda is actually not about a goal to “enhance dialogue between cultures based on dignity, tolerance, and respect.” It’s only certain cultures, religions, and beliefs systems entitled to such deference and respect. For an idea who, we can look at the backgrounds and previous initiatives of the invited experts listed at the back of the summary or we can see what President Obama, Jeh Johnson, and a Merkel spokewoman said here

When I originally outlined this post I actually mentioned a Tripod of needed false beliefs and narratives that this Rapprochement plans to push that refuses to listen to any facts, no matter how provable they are. Before I knew the background of the ‘experts,’ it was clear this initiative intended to impose a one way Affirmative Claim against the West to protect certain cultures and religions and to provide endlessly for any adherents that managed to physically make it within the borders. If you wonder why I went back to the Etzioni quote on not being top down, Recommendation # 6 calls for “ensuring civil society [Etzioni’s preferred term] is paramount in recognition of their pivotal role in transforming social norms, attitudes, and behavior, as well as nurturing peace from the ground up through promoting positive principles and ideals.”

That’s what those two cited papers do from just this week. It’s what the new required PBIS, Positive School Climates, and Restorative Justice practices do. Since Harvard and the state of Massachusetts are listed partners, and the location of, the UNESCO/OECD Center for Curriculum Redesign created by Charles Fadel, it is very unlikely that the paper is not part of the RoC vision for the “creation of a sustainable, socially-cohesive society.” If anyone thinks I am somehow just trying to pull at the heart strings by tying terrible visuals of the hordes in Europe or crossing the Mexican border to the education agenda, Common Core, and competency based education, let me close with a few more quotes. Not my bolding.

” 7. Promote the respect for the inherent human dignity of migrants, refugees and asylum-seekers and enhance societal understanding of their value and contribution [to, sic] the impalpable dynamics of ideas and in enabling the rapprochement of cultures. Achieving a better balance between migrant rights and duties could result in peaceful coexistence and cultural diversity.”

Notice that ‘could’ because UNESCO is granting a human right to come anyway and an obligation for us to provide and change our existing culture via ‘quality education’ to change prevailing beliefs and values. Notice that the Rapprochment, said to be the biggest initiative UNESCO has ever undertaken, is intimately tied to that physical presence in nation-states that are no longer to have border or cultural primacy themselves. Now as I finish think of the NEA and their CARE Guide and the Southern Poverty Law Center and its Teaching Tolerance initiative that teachers are being taught to implement as part of the Common Core training.

” 8. Strengthen existing and nurture new forms of global solidarity, including through the media, which foster mutual understanding and tolerance, and counter hate speech, racism, xenophobia, radicalization, violent extremism and genocide. Voices of tolerance must be stronger and they must be better supported to maximize impact and reach.”

Education under RoC, that is in fact coming to your local schools with the force of law, “can be a means to resist and overcome political forces, in particular, identity politics that seek to counter pluralism within self and society.” Got that? Only a bigot would refuse this RoC agenda. If you think the hostility to existing nation-states is just in one place this is how Rec #2 ended:

“Social responsibility with respect to safeguarding and promoting culture also needs to be extended beyond the realm of the nation state in favour of its universal value for humanity.”

I am not jingoistic nor bigoted, and I did not go looking for this agenda of Rapprochement. It has a trail that leads to fed Ed and others involved in what goes on locally.

We no more have an obligation to ignore this Suicide of the West by Menticide than most of us would ignore the assassination of Archduke Ferdinand and his wife if we could stop it by speaking up.

So I am.

Neurological Social Engineering Designed for Collectivist Political Purposes: the Real Purpose of K-12 Standards

I really wish there was still some doubt on what Learning Standards or Competency actually mean or what they intend to alter. No one is openly admitting to us that in the future all that is desired are ‘existential competencies’, a ‘natural science worldview’, or a mind that can be easily read via Knewton adaptive software. We may find the aims sickening, but apparently the planning locations have been glorious. Can you believe our invite to the April 1-3, 2015 Global Education Futures-Forum California: Toward Learner-Centered Lifelong Learning never arrived? We could have stayed at the Five-Star Rosewood Sands Hill Luxury Hotel  in Menlo Park and planned the future of learning globally while hanging out with tech titans there for the Global Technology Symposium. With rooms starting at $600 a night, we too could have lived the Jet Set Life while planning how to meet people’s ‘needs’.

Since we were not invited and did not get to nestle our heads in high-thread count linens, who was there and how did this catch my eye? In early August ISSS-the International Systems Science Society-had its annual meeting in Berlin. Speaking on education were Alexander Laszlo, Ervin’s son and like him a former ISSS President, and a Pavel Luksha. Luksha is Russian but is involved with a project with MIT called Re-Engineering Futures. The California Forum was part of that work getting ready for a Kazan World Skills conference in May, the global World Skills conference in Brazil in early August, and then on to Singapore this fall. The final vision gets presented in Davos in January once again amidst the private jets, luxury linens, and foie gras This is all apparently how global plans can get marketed as local or even as something called the North Carolina Plan laid out in the comments with links on the previous post. is not a hot link because something is screwy with my computer this morning, but it is the site for the Global Education Futures Forum. What I am describing can be found there. Please pay special attention to the GEFF Advisory Board since it is linked to the Center for Curriculum Redesign because Charles Fadel is a listed member as is an Under Secretary of the OECD. Knewton has a representative which is why this week’s Wired article on the ability to read student’s minds is timely. Another listed member of the GEFF Advisory Board is Alexander Laszlo, who undoubtedly learned about collectivism’s need for a subjective mode of consciousness from his dad instead of the Grimm fairy tales most of us heard as children.

Finally, we have former Gates Foundation exec Tom VanderArk listed, which means that the Brookhaven Innovation Charter just approved in Georgia (links in comments on previous post) that says it is based on VanderArk’s White Paper and the Hewlett Foundation push around Deeper Learning is tied to the GEFF vision. So are school districts like Fulton and other League of Innovative Schools districts that we have covered as bringing him in to consult and train. The entire state of Utah and the concept of Competency (just the means to stealthily impose that subjective mode) get implicated because next Tuesday and Wednesday, September 2 and 3, 2015 there is a Statewide Joint Conference there on Competency-Based education with VanderArk as the speaker on both days. Also speaking is Marc Tucker of the National Center on Education and the Economy so we also have the Common Core being shoved away as we get back to NCEE’s New Standards Project from the 90s, renamed now as Competency-Based Education.

All of this fits perfectly with what my book Credentialed to Destroy foresaw. Chapter 4 on Competency is even more timely now than when it was written. One of the themes of the California Forum apart from the death of the Gutenberg Era and divvying up the billion dollar EdTech market was “How will educational ecosystems for emerging social practices be created?” Now I can scream all day long that the new forms of assessment are not in fact tests and are looking to create and monitor desired behaviors, but there is nothing like the concept of virtual reality prisons to make the point. This is from a GEFF 2014 report called Future Agendas for Global Education .

In following up on all the intended uses of gamification and virtual reality in education of the future, the report mentions that “Besides that, gamification can be efficiently used to redesign the penitentiary system.” Now when we read the following quote, we need to appreciate that if these adaptive software and virtual reality worlds are powerful enough to remediate dysfunctional behavior, what is the effect of constant embedding over K-12 on normal minds?

“application of maturing virtual simulations can allow (within the coming decade) to create realistic virtual worlds, ‘virtual jails’ that help delinquents correct their dysfunctional behavior and acquire socially acceptable ways of conduct–for instance, re-living the criminal action from different positions (of a violator, of a victim, of a police officer who searches for an offender, etc.) and their mastering the proper way of acting [Mastery Learning?]. Such educational solutions could become a more humane way to rehabilitate criminals–and similar solutions can be applied to help re-qualify ‘accidentally alienated’ citizens, e.g. those dismissed from jobs due to skill mismatch. We believe that, since early 2020s, virtual reality worlds will be used as temporary holding places for unemployed and as a cheap alternative for vocational education & training. Also, virtual worlds that help replace dysfunctional behavior patterns with functional ones can be used to deal with traumatic experiences and improve lives of ‘clinically normal’ people that suffer from dependencies, bad habits or fears. ‘Psychodrama worlds’ where people play together and live lief stories of each other could gain wide popularity as an alternative to group therapy by mid-2020s, not only (and not so much) as a clinical psychotherapy, but as part of standard educational trajectory for a majority of population.”

Now in a world where following the misleading phrase Career Ready Practices as the new purpose of K-12 leads us straight to a communitarian obligation to others and so does the now obligatory Positive School Climate, do we really think ‘dysfunctional behaviors’ will be cigarette smoking and eating disorders? No because the next paragraph states that “any gamified practice has an educational dimension, because the game clearly defines desirable and undesirable behaviors.” That is what makes it educational in this Brave New World that is no longer a work of fiction at all. Educational Dimension=altering human behaviors. No wonder the ESEA Rewrite the US Senate passed binds all states to use performance assessments to examine academic results. All behavioral too.

Honestly I think the life of Five Star luxury being pursued to foist this education and Future Transformation vision must addle the brain at some level. How else to explain an insistence that “we now know too much” and that we need only “adequate science and technologies to be maintained and developed going forward.” No wonder we have repeated proclamations that the Gutenberg Era is over. It created the concept of the individual and liberated the human mind. Our wannabe political Overlords want to take all that away and the tech companies want to sell public officials the means to do just that.

What parent when they opt for a Charter School for their child that hypes 21st Century Learning or who wishes for vouchers to escape bad neighborhood schools understands that they are really tapping into a GEFF plan to “reorganize the institutions of cognition and knowledge management.”? Now given the sorts of facts I turn up and papers and confessional books through the decades I can appreciate why this collectivist vision needs Mind Arson and knowledge management.

Repeat after me: We will NOT acquiesce.

Please take the blinders OFF about what formative assessments and a Whole Child focus around digital learning really mean. Otherwise, these planners want to create a Neuroweb of manipulated collective consciousness that is reminiscent of what Star Trek called the Borg. When people in positions of power with access to taxpayer money at the global, national, state, and local levels write of a desire to transform K-12 education and the very concept of learning and wish to “create semantic Internet and supporting artificial intelligence solutions that will structure human knowledge, and scientific knowledge in particular,” we need to listen.

Now we know why digital learning is so crucial to all these future models of education. It’s not a better way to teach math or reading or about making backpacks lighter. It’s about rewiring the brain for collectivist political purposes and it is a Bipartisan pursuit going on all over the globe.

Thankfully we know about the agenda and the links into our local classrooms. Will accurate knowledge reach enough parents and taxpayers in time or will the manufactured hype surrounding the Common Core continue to obscure the actual story?

Confessions of a Coordinated Cabal Intent on Psychological Rape with Impunity

Does that title sound too strong? I wish it did not fit the facts so well. From open admissions stating an intent to rewire students’ brains http// what is clearly coming seeks to fundamentally change who we are as people–from the inside-out. Before I start with the next mind-blowing revelations, let’s once again look to historian and political thinker, Kenneth Minogue, to help us make sense of what is no longer in dispute. In his chapter called “The Project of Equalizing the World” from his 2010 book The Servile Mind, Minogue reminds us that goals of Equity and economic justice turn “the vast majority of the population” into “materials to be transformed.”

Making the satisfaction of needs and mental health and well-being the new purposes of governments at every level turns the public sector, its employees, and their cronies into “a voracious octopus forever extending its tentacles into civil society and talking about partnership when the reality is unmistakably domination.” As Minogue concludes, and I agree wholeheartedly, “human history is very largely the story of despotic elites.” The ESEA Rewrites passed by the House and the Senate and the language in them seeking to manipulate the human mind, control likely future behavior, and track and alter emotions and the fundamentals of personality would amount to rape if it was sexual and accurately understood. These nonconsensual invasions do amount to psychological rape. That’s why there are so many lies and misstatements surrounding the legislation.

Politicians of both parties are dismayed by the character and values of people they believe they rule. They are keen to change us, but do not want to get caught out. So they either lie about the nature of what they are doing or simply do not bother to locate the truth. Either way we are supposed to be bound, ignorant of who and what is binding us. No one who has read my book Credentialed to Destroy remains unaware, even if the truth is painful. This blog now has several years worth of subsequent disclosures of the intent to use education to socially engineer the mind and collectivize society in the US and globally. Let’s expand on that now and all the deceit about “returning education to the states and local school districts” when all those involved keep openly discussing their coordination.

On February 3, 2014 the White House held a Workshop on what it called “Hard-to-Measure 21st-Century Skills” where a “select group of researchers, policymakers, practitioners, and funders gathered in the White House Conference Center to discuss the assessment of academic mind-sets, collaboration, oral communication, learning to learn, and other hard-to-measure 21st-century competencies.” Obviously none of us were invited nor do we work for the Rand Corporation, which has now been hired to develop such Intrapersonal and Interpersonal assessments. Unfortunately, Rand was very clear I had to get their permission to even link to their report so we will have to settle for me telling you about it. Hilary Rhodes of the Wallace Foundation was there though, which explains why their Young Adult Success Framework (July 1, 2015 post) fits with what I call developing the right kind of mind, personality, and behaviors as if people were Ervin Laszlo’s cybernetic systems.

AIR and ETS were there and Angela Duckworth of Grit and Perseverence fame along with Growth Mindset’s Carol Dweck and the OECD and UNESCO-sponsored Center for Curriculum Redesign’s Charles Fadel. David Conley was there–Mr Champion of the inclusion of Non-Cognitive Skills that did make it into the Every Child Achieves Act language and Creator of the misleading phrase College Ready for the Gates Foundation. They were there too as were the Spencer, Hewlett, and Ford Foundations.

I am afraid I do not know what anyone had for lunch or whether it was even provided, but everything else calling for “the development of student learning profiles and other methods that allow students to demonstrate proficiency in ways that are meaningful for them” was laid out in Appendix A of the Rand Report. Come to think of it that meaningful quote from the Appendix on the policy desired sounds like what Laszlo called the “subjective mode of comprehension” needed to turn people into engineered cybernetic systems suited for collectivism.

On July 30, 2015 in DC the National Academy of Science is having an open hearing on Assessing Intrapersonal (internalized in the brain and personality) and Interpersonal (how we get along with others and interact with our physical environment) Competencies. Discovering that is what led me to the Rand report and that White House workshop and the fact that on January 5, 2015 the National Science Foundation (#1460028) funded a study “to determine the best available methods to assess student skills in teamwork, communication, self-regulation of behavior, academic tenacity, and grit. These skills, also known as interpersonal and intrapersonal competencies…” Now if we go back in time to how the systems thinkers and cybernetic aspirants described their model of how education could be used to reengineer people from the inside-out, the phrase most commonly used in books from the 60s was “self-regulation of behavior.”

No wonder I see the cybernetic model thoroughly permeating how the Every Child Achieves Act will affect students. Now with the confessions from the language used in that NSF Behavioral Sciences grant and our knowledge of that White House Workshop, we can see the White House actively coordinating with everyone likely to fund or direct assessment in every state and school district to make sure everyone is on the same page in their vision. That’s NOT letting states and local schools decide. It’s forcing everyone to implement the same Reengineer the Mind and Personality to Control Future Behavior Model.

We got more proof of active coordination last week and a concern to make sure all layers of government are using all the “levers” of control they have to force a common vision in another federally-funded report on “Transforming Educator Preparation to Better Serve a Diverse Range of Learners.” Nothing like trying to use federal civil rights laws and the Individuals with Disabilities Education Act to force states and schools to use “developmental learning progressions” for ALL students and that teachers understand “the role of self-determination and self-regulation in learning.” There’s that phrase again and if we go further into the underlying 2012 report, we get to read about the two sponsors of the Common Core, the CCSSO and NGA-the National Governors Association (governors appoint state school chiefs now in most states), agreeing to use all their authority to force chiefs, teachers, local school districts, and anyone else they can bind to implement the 21st Century competencies vision.

After citing the Holmes Group Report from 1986, the Carnegie Task force from the 80s, and John Goodlad’s work, all of which I covered in my book explaining what the foundations for the real implementation were, the CCSSO report Our Responsibility, Our Promise: Transforming Educator Preparation and Entry into the Profession stated explicitly that “If we put aside our turf protection, find ways to collaborate effectively, and focus on what we must do for students to make good on our promise, this time we can be successful.” This time we will finally impose the cybernetic model of reengineering our students at the level of their minds and personalities. Any teacher not on board with that model or principal will no longer get licensed to enter the profession. Those who refuse to change will not be able to keep their licenses. “Student cognitive development” must be the new focus of the classroom and using “data to drive instruction” to change the students in the ways desired.

Backward mapping in the desired traits, beliefs, dispositions, and behaviors and then ultimately assessing them as Intrapersonal and Interpersonal Competencies or Higher-Order Thinking and Understanding. Assessments now for teachers or students are seen as tools to drive behavioral change. No variation among states or types of schools is ultimately where all this is going. The next post will also cover this theme of all the active coordination going on to push the same cybernetic vision and to cooperate with the global collectivist vision pushed now by UNESCO and the OECD. Before I close I want to point to a recent IBM paper “The future of learning: Enabling economic growth” being pushed by the Center for Digital Education. Now that entity is a subsidiary that takes us straight to mayors and local government officials pushing an expanded view of what their roles should be in building the society of the future.

More coordination, in other words, around the same politically-directed at the local level reimagined society and economy. That’s the real reason and context for “adopting analytics and promoting vision of personalized learning.” It creates the needed citizen suitable for a collectivist society. After the IBM disclosures of their vision of education and the world as a “system of systems” in my book, it is so exciting IBM is touting that “social analytics can provide insights from the interaction of students with social media sites, resources and peers to gauge levels of engagement in learning.” Because let’s face it, the ‘engaged’ student is easier to reengineer from the inside-out. How exciting that companies and public officials wanting to maximize political control will also have access to “Integrated student processes [that] will transcend individual institutions and allow for the exchange of student data, learning programs and outcome metrics.”

All that exchanging by the way and results of mind reengineering would be fully authorized under the Student Privacy Act introduced in a Bipartisan manner last week in the US House because such mental and psychological manipulation qualifies as being for “educational purposes.” The ‘purposes’ of K-12 education have just drastically changed. No need to tell parents or taxpayers since they might rebel.

Does psychological rape still seem too strong a term?

The impunity comes from writing this into federal laws and misdescribed required measures of student success, achievement, and growth. The impunity also comes from making this model the foundation of graduate degrees and teaching and principal licensure.

Only widespread recognition of what is really going on can revoke the impunity. That’s precisely what I am trying to do.