As I have charted through the economic or political or ecological visions of the future that underlie all these ed reforms, I keep mentioning the lack of knowledge. The insistence that being able to search for information with a search engine is enough. That it no longer needs to be either in a student’s brain or a conceptual remnant, developed by the student from facts that passed through of how the world worked. What had led to tragedies in the past. What character traits worked well. What acceleration towards a personal abyss always felt like and what tends to provoke it.
The fact that education at all levels, K-12 and higher ed, plans to largely take that away under accreditation mandates or visions of equity that require only curricula ALL can engage in (even if it’s as a member of the group with project or problem-based learning) is so counter-intuitive to each of our experiences of what works. And what will not. So I wanted to spend some time today quoting these no knowledge aspirations. I am really not kidding. Or exaggerating. Or going to great trouble to locate a juicy nugget to get you outraged to take action. Every once in a while only a nerdy, 10 dollar word will do and here comes one—omnipresent. This essential component of the vision of the future is everywhere in these sources. It goes back decades. And it is integral to the vision.
As my readers who read the Climate Skeptics sites like Jo Nova or Watts Up With That or Bishop Hill all know, yesterday the remainder of the ClimateGate emails as well as the password were released,. As we await those revelations of additional coordination to prevent reality from intruding on lucrative grants and false models intended to guide public policy, let’s think about the determination to shut down unapproved knowledge itself. This post was already outlined when that wonderful news came out yesterday. But the facts in this post just became more important.
Because paradigm shifts away from anything other than experiential education are being sold as supposedly necessary to prevent ecological calamity. This quote is from a Pew financed book published in the US by two Australian professors ready to accept a global authoritarian government to force compliance with this Climate catastrophe vision of the future. The Climate Change Challenge and the Failure of Democracy, published in 2007, put it this way in describing universities in the future:
“The freedom to pursue knowledge as the individual sees fit is a mistake, for freedom must be considered in the context of the needs of society as a whole. . . The Real University will have an agenda, which includes priorities for those tasks to be pursued that are essential to the future well-being of humanity.”
And you can bet it will be Paul Ehrlich’s and UN or OECD bureaucrats, with their tax-free salaries, deciding what will be in humanity’s interests and what will constitute well-being. I will get to that in a minute. Once again reminding you that Agenda 21 is no legend. It’s the mandate for action repeatedly cited in everything from the definition of Global Citizenship to Education for Sustainability degree programs. In fact, here’s a cite to a 2008 publication in case I run out of room in this post http://www.developmenteducationreview.com/print/issue6-focus3?page=show . You can read about how education for knowledge is akin to “colonization of the mind” and thus unacceptable or how Education for Sustainability needs a systems or relational approach to be taught in the schools and universities. That way students will be trained to always look for “contexts and connections in order to build up whole pictures of phenomena rather than breaking things into individual parts. It is a way of seeing which focuses on processes, patterns and dynamics…”
And it will likely create ways of seeing that are factually untrue but they will be politically powerful and likely to compel action to create change. Why? Because as Oberlin Professor David Orr describes it as Biophilia and the Next Generation Science Standards just call “hands-on science,” the new preferred method based on experience:
“links sensory knowledge with the emotions that make us love and sometimes fight.”
In fact, Orr wants students to redefine what is patriotic and unpatriotic in terms of the environment and also fair shares of natural resources. Patriotism “should in the future also come to mean the use made of land, forests, air, water, and wildlife. To abuse natural resources, to erode soils, to destroy natural diversity, to waste, to take more than one’s fair share, or to fail to replenish what has been used, must someday come to be regarded as unpatriotic. And ‘politics’ once again must come to mean, in Vaclav Havel’s words, ‘serving the community and serving those who will come after us.”
http://exacteditions.theecologist.org/read/resurgence/vol-29-no-3-may-june-1999-6536/85/3?dps= is a link to the full 1999 Orr essay on “Rethinking Education.” As you will see it is a paradigm shift and it looks just like the implementation we now have coming to classrooms near us soon. Or already there. All actually based on the disputable premise that “the skills, aptitudes, and attitudes that were necessary to industrialize the Earth are not the same as those that are needed now to heal the Earth, or to build durable economies and good communities.”
And if that durable economy sounds like a needs economy as Scharmer and Zuboff envision in that earlier post or Harry Boyte’s concept of community, they do seem to have read each other’s work even if they do not actually talk. Who knows? They all, including that Pew book above, keep talking about wisdom and usually italicizing it just like that. Before we talk about that “approved deep understanding that compels approved action, ” I want to mention a crucial point on all this Harry Boyte lays out in his Chapter on “Spreading Everyday Politics.” He recognizes that in the information age, “those who do the conceptual organizing are in a particularly powerful position.”
That’s true of Hollywood and the nightly news but it is especially true in an education world both trying to deemphasize factual knowledge AND come up with the filtering metaphors that students will come to see the world through without appreciating they are metaphors and not reality itself. We know Don Schon saw this and loved its possibilities for social change with just the right Generative Metaphors. We have seen it with Bronfenbrenner’s Ecological Systems Theory now being taught as fact to both teachers and students. Harvard Professor AN Whitehead even came up with a name for it–“the fallacy of misplaced concreteness.” Now instead of a warning, that fallacy is being deliberately cultivated as a key, politically useful component of desired 21st century thinking.
Wisdom in the vision ( I am using the Pew book again) being pushed for education in the future is all about “a desire and an active striving for values.” New ones. And just like Milton Rokeach figured out so long ago, it’s because values drive future behavior. This philosophy of wisdom treats the purpose of education as being to “help us develop wiser ways of living, institutions, customs and social relations-a wiser world.” But one not based on book learning from the past. One based on feelings and hopes and what David Orr (cited by name in the book) calls “slow knowledge.” It involves how to do practical things in the belief that book knowledge “may allow people to become greater and greater destroyers of ecological services.”
But which is more likely to lead to actual destruction in the 21st century? Jettisoning the accumulated knowledge of the past for political theories of what might work? Psychological theories of how human nature might change if education becomes more visual and group-oriented and grounded in social and emotional learning of new values daily in the classroom?
And virtually none of these underlying assumptions driving ed reforms globally are on anyone’s radar. Except mine and now yours.
I feel a bit like Mr FOIA of ClimateGate. This is too grave to be allowed to stand without at least trying to stop it by bringing it to your attention.
Done. Time for breakfast and the carpool line.