Commencing the Long Sought Bloodless Coup via Education to Make Equality for All a Fact

That certainly is a graphic title but this is a declaration filled, how we can use education to change the future and the nature of our economy and political structures, post. Once again I am shocked with what flowed out from a little pondering over known facts. We have talked about community organizer Harry Boyte and his cooperative commonwealth vision before. But that was before we knew the White House Office of Public Engagement formally asked him to help use higher ed to shape the American Commonwealth Partnership, ACP, in 2012. When I looked into that troubling coordination further, I discovered that  ACP had been announced at the same January 10, 2012 ceremony where the troubling A Crucible Moment  report was unveiled.

Feeling a bit sick at this point over the implications of so much power and money invisibly directed at virtually ALL of higher ed and K-12, I went back to Harry’s 2004 book Everyday Politics: Reconnecting Citizens and Public Life to see if we were all in as much trouble as I remembered. Boyte shares Uncle Karl’s view of making history instead of accepting the world as it is. He ends the book with these marching orders: “we are at the threshold of history. We stand at the beginning of a world in which free citizens, across boundaries and borders, learn to act together in consciously political ways to create the future.” And it is expressly a future that rejects “individualism and consumerism.”

Boyte goes back to John Dewey to lay out his vision for the future of education and the new workplace. Let’s pick it up to see what our students are to be taught as Essential Learning Outcomes that they will then carry into adult life.

“It is, in short, a mistake to separate ‘work’ from ‘education.’ In the democracy of the future, goods will be made not primarily as a means to private profit, but because of their service to enriched living…Not only the value of the product for those who use it, but the process of production itself will be appraised in terms of its contribution to human welfare.”

Think about that quote in terms of the same standards being appropriate now to get ready for College, Career and Civic Life–the C3 Social Studies Standards. It’s also what we have encountered as distributed capitalism and Capitalism 3.0. Let’s go on to quote what is solely the hugely influential Boyte’s vision how:

“Education should be practiced as a dynamic engagement with the world, its problems, and its work. Education for democracy–education’s highest and most important goal–had self-consciously to cultivate the habits [NOT knowledge] that once were generated through young people’s involvement in the life and work of families and communities.”

Harry knows that the way to get at K-12 is through mandates on colleges and universities. An invisible trickling down from the nature of the ed degrees and college coursework. As he laid out in this 1999 Wingspread Declaration Notice the desire to put that document back into operation in April 2009. What changed? Maybe Race to the Top commencing?

Reading Boyte’s January 2012 plans to reinvent citizenship via our K-12 AND colleges and universities sent me looking at The official website. But as you can see it was a shortlived site and it went inactive back in January just after the 2nd Inaugural. The last post was Boyte’s “Marching Orders from Martin.” As you can see Harry sees his work with the White House and federal DoEd as an example of the kind of changing of social institutions necessary for the Civil Rights Movement to finally obtain its long-sought equality of fact in economic and political relations. Now I had read about Italian communist Antonio Gramsci advocating in the 20s a March through the Institutions to gain control over the West. But Boyte is not talking about a theory for control. He is saying this is finally happening.

I had never heard of Bayard Rustin, the MLK aide who planned the 1963 March on Washington but what Boyte is describing is the exact kind of view of Civil Rights I also encountered here. So I followed Boyte’s link to a Smoking Bazooka of a confessional article from February 1965 “From Protest to Politics: The Future of the Civil Rights Movement.”

That article lays out something I had guessed at for years from attitudes I had picked up on but never thought anyone would have put into words. That the Civil Rights Struggle cannot be over while capitalism remains. That the urban areas of the currently dispossessed will ally with others, especially labor, to become a powerful political coalition. That the civil rights movement can be “an effective vehicle for social reconstruction.” That the previous “protest movement” was turning into a “full-fledged social movement” that is “now concerned not merely with removing the barriers to full opportunity but with achieving the fact of equality.” And that cannot occur said Rustin within the present socio-economic order. Society has an obligation according to Rustin “to meet not only the Negro’s needs, but human needs generally.”

Now those of you that have cruised along with me as we got to know Uncle Karl’s philosophy of the future up close and personal will likely recognize where a belief in such an obligation came from. And Rustin would not disagree but there’s a point later in that article you may miss if you read it that makes the context crystal clear. He writes:

“We need to protest the notion that our integration into American life, so long delayed, must now proceed in an atmosphere of competitive scarcity instead of in the security of abundance that technology makes possible.”

Rustin there is saying that the US has gone through the magical stage of technology which capitalism produces that will make redistribution possible without scarcity. I explained it here . I just never knew we would link this vision directly to the Civil Rights aspirations of 1965 and 2013. Going on now while the few who are aware of what is going on in education merely ponder federal overreach and the cost of the new assessments. Oh, they have no idea of the extent of the intended overreach. Ruskin knew, and Boyte and the Obama Administration know, what we need to recognize now ourselves:

“It is institutions–social, political, and economic institutions–which are the ultimate molders of collective sentiments. Let these institutions be reconstructed today, and let the ineluctable gradualism of history govern the formation of a new psychology.

See why social and emotional learning are so important? Even if this Administration has to misread federal disabilities and civil rights laws and impose Positive School Climate Executive Orders? The Whole Child? See why EdLeader 21 districts and Catholic private schools are pushing Daniel Pink’s vacuous A Whole New Mind so hard? Unaware Pink is simply obscuring the same political vision he used in his speech-writing career for Al Gore.

Through “political power,” Ruskin, and Boyte since he cited the essay and President Obama and Arne Duncan we must assume since they hired Boyte, want a “refashioning of our political economy.” That includes “radical programs for full employment, abolition of slums, the reconstruction of our educational system [via the poorly understood Race to the Top?], ” and “new definitions of work and leisure.”

That’s a lot of transformation to be hiding invisibly in education. The one social institution that virtually everyone passes through for an extended period. During the part of their life when their personality and values are the most malleable.

The great tragedy of this vision from 1965 is what we now know. That urban school districts have been willing to engage in systematic mind arson to keep an aggrieved coalition in play. It has taken a long time but this vision is finally fully in motion. And it is the well functioning suburban schools that must be taken down to get to this equality of fact. It is solid colleges and universities being told to make civic engagement and life experience the focus.

The revolution is in full assault mode. Time for all of us to become aware of the precise nature of these supposed “Marching Orders from Martin.”

And Uncle Karl and John Dewey…

Using Education to Make Giving More Power to Those Who Govern Us the Common Vision

Does that title give more clarity to why those Essential Learning Outcomes from the last post must now be what the student  becomes and believes as a result of school and college? How about the official Democracy push via education for a new cooperative commonwealth in the future? Or using contemplative practices in the classroom to bypass the rational mind and make the Heart the driver of what will become reflexive Habits of the Mind?

We in the US especially, but also as the dominant vision all over the West, simply have always seen ourselves as individuals first. A vision of the Governors and the Governed is alien to our psyche. But unfortunately it is not alien to the druthers of an awful lot of influential people who would like more power please. Or who get together with each other–politicians, foundation heads, Big Business titans, and bemoan their decaying power To Get Things Done. The Loss of Their Grip on Society.

So one way to look at all these education reforms whose true target seems unfathomable to us since it shuts down useful knowledge is as an Oligarch Protection Scheme. Now I have generally known that but in March 2013 the book The End of Power: From Boardrooms to Battlefields and Churches to States, Why Being in Charge Isn’t What It Used to Be was published. Yes, I am considering nominating this book for whiniest title of the year but that is not why it caught my attention. You see, its author, Moises Naim, is a scholar at the Carnegie Endowment for International Peace and the former Editor-in-Chief of Foreign Policy magazine. Now maybe you are unaware of just how many of the controversial ideas in education have been funded by the Carnegie Corporation of New York but I am not. So I ordered the book hoping for insights into what Carnegie’s plans were now for all of us. What it is really pushing under the cover of Common Core or EdLeader 21 or High Tech High replicas or Early College High Schools or those Next Generation Science Standards.

Can you say Bingo? Or Touchdown with a conversion for a total of 8 points from the play? Now how’s this for the back cover endorsements of the book–former President Bill Clinton, George Soros, Arianna Huffington, the President of Brazil, and Francis Fukuyama. The last one makes me wonder whether the End of History ended where we thought. The first one is a reminder that all these ed reforms were hoping to be fully implemented in the 90s. If you check the Acknowledgments page, Naim thanks the President of the Carnegie Endowment by name for all her help with the manuscript that became the book. He also thanks the President of the Brookings Institution, Strobe Talbott, by name and former Treasury Secretary, Larry Summers.

So this is the official What the Oligarchs would like to See Going Forward Vision. What drives grantmaking and the research that is pushed in education or other related areas like Metropolitanism or Immigration or Regional Equity generally. I have gradually put together that all these changes are part of a common, governments at all levels, led vision for the future. But the Oligarchs just talk about it over dinner or while jetting to conferences like Davos. They Know because it is part of their ongoing conversations.

But since Naim wrote it down and so many powerful people cooperated, let’s see what the Oligarchs have in mind for us. He bemoans the fact that our elected leaders “are paralyzed by the vetocracy” and he wants to change that. He ends the book with this haunting line:

“Driven by the transformation in the acquisition, use, and retention of power, humanity must, and will, find new ways of governing itself.”

According to Naim, we need to “endow our leaders with the capacity to contain the decay of power.” Now at some point Naim was Venezuela’s Minister of Industry and Trade and also with the World Bank so maybe that’s where his tendency to talk in terms of the Governed and the Governors comes from but he’s not in Venezuela anymore. He works in the US for an endowment tied to one of the richest foundations in the world. A global think tank that aspires to be THE global international affairs go to place. For countries all over the world. So when he writes and thinks in terms of “the societies they wish to govern” repeatedly and nobody even thinks to edit it out, we do have a declaration of how the Oligarchs think of each of us. And what they wish to do to push back against “the decay of power.” They wish to change the “one critical area [that] remains surprisingly untouched: the way we govern ourselves, our communities, nations, and the international system.” Naim writes that “we are on the verge of a revolutionary wave of positive political and institutional innovations.”

Positive for whom? For the family paying real estate taxes that put a strain on the family budget while Supers and their staffs deliberately push Mind Arson in the schools? When you deal with a Principal who refuses to listen to valid concerns or a PTA President who does not care that teacher professional development is being led by someone who has openly held up Mao Tse-Tung as an example of leadership, just remember what is really going on is a struggle for the soul of people and nations. A desire that schools now foster Mindsets of dependence and a belief in the need for collective action to address supposedly insuperable global problems and challenges like Climate Change and Overpopulation and Nuclear Proliferation.

Naim repeatedly belittles the Tea Party for its views and for hobbling “one of the world’s most powerful political machines”– the Republican Party. Well, that certainly explains a lot of why it keeps mounting such ineffective Presidential runs. He also disparages “eighteenth-century readings of the American constitution advocated by characters dressed in period costume” although I suspect he would be no more fond of the language of that document if the speaker had on a Bespoke tailored suit with a European cut. In the name of the “social good” for the future, Naim wants to create:

“an increased disposition in democratic societies to give more power to those who govern us. And that is impossible unless we trust them more. Which is of course even more difficult. But also indispensable.”

Well, indispensable to Oligarchs who want to transform the way “humanity organizes itself” for their own benefit. So they use education for Mind Arson and new beliefs and values. All trackable now via personal data. In the name of economic growth, the urban areas are quietly seeking a shift to a planned Cronyistic regional economy and calling it the Metropolitan Revolution. Have you read it yet? All supposedly necessary again so “we will be able to tackle the most pressing global challenges.” Who are they kidding? These global problems are just the excuse for a feast at our expense and a future of invisible chains and continuous taxes as the Oligarchs enjoy themselves. And take care of each other. We are truly to be just passengers that exist for the sake of the ship.

So when you read a presentation like this recent one that you and I were not invited to attend since we might have wondered why the Common Core assessments were to actually focus on intrapersonal and interpersonal competencies, remember now it is assessing Mindsets Suitable to be Governed. Don’t forget to notice the slide thanking all the sponsoring foundations including Carnegie.

You may never have heard of the Committee on Defining Deeper Learning and 21st Century Skills of the Division of Behavioral and Social Sciences of the National Research Council.  But the NRC also tracks back to Carnegie funding. 1919. But with governmental sponsorship now. Cool, huh? Binding and mostly out of sight. Carnegie also funded this report “The Heart of the Matter” issued in June to change the direction of humanities and social sciences instruction to “address major global challenges.” Of course and all we need are basic competencies now from K-12. . Don’t forget to notice that the head of that NRC Behavioral Division is a member of that Humanities Commission.

And when you read that very troubling report, don’t forget that Paul Ehrlich said the humanities are to be the focus now on how to change human behavior. That his MAHB is now doing for UN entities.

Which are also tied to Carnegie funding. Not having to pay taxes just leaves so much more money to use to mess with the psyche of those of us who do. And to plan and scheme and coordinate. Especially with those other foundations. Who all have such transformative plans for us.

Let us be forever grateful that the Oligarchs put so much in writing upfront.

And that we can still read and think and act.

Finale: Essential Learning Outcomes To Guide ALL Students Through Decreed Global Challenges

And ALL truly means all, K-12 and higher ed. As with most binding plans designed to govern and transform the “entire educational experience” of the 21st century, the blueprints were sitting somewhere no one was likely to look. Especially since it is a higher ed document by one of its governing groups.   It just happens to mention that theses are Outcomes and then Principles of Excellence that apply to students in K-12 schools as well. The accreditors then know all this and will enforce this vision out of your sight. The central office staff will know it. I have no doubt that this is what is behind that new EdLeader 21 Coalition of Suburban Districts as their Supers take those districts where the urban districts have already gone.

When you add what is in that AACU link to the AACSU initiatives we went over in the last post. Plus this AACSU Seven Revolutions Vision for Educating Globally Competent Citizens and we truly do have a noetic revolution going on in our midst. gives you something to ponder on the Mindsets being created in these current and future voters, especially with governance in the future listed as one of the 7 Revolutions. Like all things that might be controversial if known accurately in education and public policy, the rhetoric of this has now been toned down to Global Engagement. But the 7 Rev Framework remains and as I am about to explain, also applies to what is expected from high school graduates.

It’s no accident that the 7 Rev developer institutions have large teacher colleges. Some of them, like Kennesaw State, have huge programs, especially for continuing education. And that is certainly a stealthy way to get a revolution to invisibly trickle down. Influential but mostly out of sight. The preferred 21st century transformational method as we now know.

I am going to quote from the doc but this is one I really do urge everyone to download and read. This is IT. As page 14 says: “These essential learning outcomes should become the guiding compass for student accomplishment in the twenty-first century.” They are to be the guiding principles for the learning tasks, the curriculum, the projects, the videos, and all those poorly understood assessments. Because the focus will be using content to engage “with big questions, both contemporary and enduring,” in comes the Climate Change materials that National Geographic has prepared that many scientists regard as false.

So polar bears may not actually be endangered and we have had 17 years without increases in global temps but schoolchildren are not to know that. Influential false beliefs change behaviors, prompt action, and make future citizens willing to tolerate Invasive Governments at every level. Then NG nicely gives a link to UNEP so teachers can download those materials as well for the K-12 classroom. is that link. Remember factual reality affects actual consequences, but personal perceptions of reality guide an individual’s future behavior. And now education is deliberately splitting factual reality from perceptions. Without notice.

The document by the way is from 2007. So while what will become known as CCSSI was being planned but before it was official, a governing document of the defining implementation principles once again was published. Where few but silly Miss Marple with her determination to track down the relevant blueprints would ever look. Think of those Essential Learning Outcomes as laying out future Personality Characteristics for All Students. Best described, in my opinion, as specifying Who each Student Will Be Inside, Be Able to Do, and Be Ready to Act on, and What they Will Believe. As the report says “beginning in school.” No wonder preschool too has now been targeted for transformation and monitoring for social and emotional learning.

After all it takes time to ensure that “all students” have “an informed concern for the larger good.” To be guided in life by always asking “what is most worth doing?” Nothing personal to my teacher readers, but an ed degree, or a political science doctorate, or urban planning masters do not qualify anyone to create a curriculum designed to mandate that attitude. And I would be the first to concede, neither does a law degree. That should be an individual decision backed up by the wisdom of the ages. And no I am not referring to the Dalai Llama’s version of the wisdom of the ages. Which is part of the reason contemplative education is so troubling. That takes the personal decision away by grounding action in unconscious feelings and school redesigned new values. But the contemplative push meshes with this new Essential Learning Outcomes perfectly.

The troubling Part 2 “From the American Century to the Global Century” laid out a strategy to make the US demise quite inevitable. Poisoned via expensive education. The report basically lays out every talking point or UN-led initiative to become the Holy Grails incorporated into all education. Then the report falsely claims (as a Phi Beta Kappa history major I may know this off the top of my head but few students today will) the following:

“Americans live in the world’s most powerful democracy. But democracy, as the founders recognized [not], is much more than a design for government and lawmaking. Rather, it is a framework for a special kind of society in which citizens must take mutual responsibility for the quality of their own communities and their shared lives. Democracies are founded on a distinctive web of values: human dignity, equality, justice, responsibility, and freedom.”

That has to be John Dewey and Martha Nussbaum’s definition of freedom which is all about the larger good being fulfilled. No wonder we keep finding obligations throughout the actual definition of Career Ready that just reek of Communitarianism. Creating that belief in each student is an Essential Learning Outcome. And the report even asks ” How do we cultivate what Martha Nussbaum has called the “narrative imagination” so that graduates are able to engage diverse communities and other societies? How do we prepare citizens to address the growing and destabilizing divisions between those with hope and those who still live on the margins of our own and other societies.”

Now doesn’t that goal mirror the reasons laid out in the last post for using education to mobilize low income children of color? You can organize students and parents but this vision cannot make the world work the way it plans. It simply removes the mental tools that can best help the individual cope with genuine daily problems.  I need to move on but Martha calls this sought view for ed “cosmopolitan education” and it is clearly why she was the IB’s Keynote Speaker on creating desired Worldviews.

I am going to quote in its entirety the AACU’s Principles of Excellence framework since it is THE governing vision for what students are to become in the 21st century, using K-12 and higher ed, and CCSSI and Democracy Projects and Global Competency etc as the cudgels to make it so. And personal data to monitor it is happening.

Principle One. Aim High–and Make Excellence Inclusive

Make the Essential Learning Outcomes a Framework for the Entire Educational Experience, Connecting School, College, Life, and Work

Principle Two. Give Students a Compass

Focus Each Student’s Plan of Study on Achieving the Essential Learning Outcomes–and Assess Progress

Principle Three. Teach the Arts of Inquiry and Innovation

Immerse All Students in Analysis, Discovery, Problem Solving, and Communication, Beginning in School and Advancing in College

Principle Four. Engage the Big Questions

Teach through the Curriculum to Far-Reaching Issues–Contemporary and Enduring–in Science and Society, Cultures and Values, Global Interdependence, the Changing Economy, and Human Dignity and Freedom

Principle Five. Connect Knowledge with Choices and Action

Prepare Students for Citizenship and Work through Engaged and Guided Learning on “Real-World” Problems

Principle Six. Foster Civic, Intercultural, and Ethical Learning

Emphasize Personal and Social Responsibility, in Every Field of Study

Principle Seven. Assess Students’ Ability to Apply Learning to Complex Problems

Use Assessment to Deepen Learning and to Establish a Culture of Shared Purpose and Continuous Improvement

I bolded that Shared Purpose to be able to point out that is describing the Community of Learners concept we have traced back to Michael Cole, Courtney Cazden, and Ann Brown’s visit to the Soviet Union during the Cold War. Please also notice what the continuous improvement is in. These listed Learning Outcomes.

We will be here all day if I describe all the ways these Outcomes reflect every post I have ever written on this blog. No wonder I found what I found and we can talk about the links in comments if you like.

I just want to close by pointing out that I do track these ed reforms all over the world. I download and read those reports and frameworks too even though I do not usually mention in posts. I think committing a deliberate murder of American exceptionalism and our superpower status and the primacy of the US Constitution are all express goals of the implementation of these ed reforms. And others I know about.

But when the transformation of the US is done, the goals of these Principles of Excellence align with what I have seen in every country I have ever reviewed ed reforms in. Global indeed.

But as the criticisms of Martha Nussbaum’s cosmopolitan education have pointed out, this is citizenship for a world that has never existed. Which may not slow down all those being paid to push this vision.

But it truly ought to be a compelling concern for those of us providing the funding for this takedown of the US.