Coups, Culture & Consciousness: Contrived to Shape Our Future Character and Behavior

It’s the holiday season so let me provide the gift of clarity on the true direction of education at any level, in both the US and globally. This time we are going back to 1994 to another book from the last post’s James Moffett called The Universal Schoolhouse: Spiritual Awakening Through Education. I went back and reread it a few weeks ago after so many of the new papers and stories in just the last month reminded me so much of his earlier vision. Remember my motto about how the intentions of the architect for his plans follow automatically if anyone chooses to implement those plans, whether that actual purpose is known or not? Moffett told us though so let’s listen. Moffett, after all, believed that Culture and Consciousness should provide the dual focus for a new sort of education. He asked:

“How may public education best affect culture and the individual consciousness it interacts with?…I argue that personal development must be central, because all solutions to public problems, no matter how collective the action, depend on mature, enlightened individuals to call for and indeed insist on these solutions. Democracy simply cannot work otherwise, and we will lose it if political leaders continue to have to pander to the selfish, childish, bigoted, and short-sighted elements of the electorate. [No wonder citizen science is needed!] So it is not only for the sake of self-fulfillment that individuals should set and assess their own educational programs but for the sake of the commonweal, which needs members who, in learning to think and do for themselves, can think about and take care of each other.

All learners would participate in community service, and social agencies would be built into the educational system as major arenas of learning. Expanding awareness must occur socially, as part of transforming the culture. Only individual maturation will make either capitalism or democracy work, because freedom in both the market and individual behavior, presupposes a consciousness and identity that go beyond mere egoism.”

I will stop there as alert readers will recognize those aims are not just those of the admitted Left in transformational plans. We have also been told repeatedly, as I have documented here at ISC, that such a balance of instilled virtue is the very essence of modern Conservatism. So if I watch this video https://lp.hillsdale.edu/barney-charter-school-initiative-townhall/ sent out less than a week ago, I am told this new vision of education is all about instilling desired Character and tools of meaning-making and sense-making in viewing the world. Moffett would approve. Likewise, when a Hillsdale alumna who writes often about education wrote in The Federalist on November 10, 2018 that “all K-12 public schools should be duty-bound to instill in the next generation of voting citizens an understanding of their own country and the habits of mind and character befitting our historically unparalleled constitutional republic,” we get a substitute of the ‘republic’ term for Moffett’s Democracy, but the desired Citizen Science and internalized transformation in Consciousness is there all the same.

When I wrote Credentialed to Destroy, I covered much of the misleading narrative that sought to obscure the real aims of the Common Core and competency frameworks and how they fit with what was laid out above as well as the “students need common skills and understandings” called for here  https://www.crpe.org/sites/default/files/crpe-thinking-forward-new-ideas-new-era-public-education.pdf and the “system of learning designed to ensure that all learners are prepared with the knowledge, skills and dispositions to be successful lifelong learners” from here https://www.inacol.org/wp-content/uploads/2018/11/Moving-Toward-Mastery.pdf . Since I am providing those links, I want to focus on what all these links and references have in common, no pun intended.

The common core is not something external, but rather something internalized as a new form of consciousness just as Moffett intended. Those CRPE and iNACOL papers fit with what Moffett said would be “Subjects and methods are reorganized around individual learners forging their personal curricula in interaction with others doing the same across a whole spectrum of learning sites, situations, and technologies. This is what I am calling the universal schoolhouse.” Today, we simply call it Project-Based Learning around a student’s built and natural environment. I get so frustrated when the False Narrative around these reforms makes Fed Ed the boogeyman because Moffett then, and the ESSA in the US, and UNESCO and the 0ECD globally, all know that “Part of this radical proposal is that the functions and funds of government be redeployed so that each level of government from municipal to federal does only what it can do better than the others.”

Since Moffett was so forthcoming that “without personal development you cannot hope for the enlightened electorate that democracy requires,” let’s go back to his vision that “Governments themselves will have to undertake this redirection, because they have charge of resources, and through them people must take action. [Higher standards enforced via the Rule of Law]. The state has to sponsor personal development for the sake of the social body, because there is no public problem one can name–unwanted children, unemployment, corruption in government–that would not be dramatically improved if the people involved were more mature, capable, and moral. Selfishness, ignorance, and immaturity can spoil any political and economic system, as indeed they have with both capitalism and communism.”

In case the real intention of learning standards is not yet evident, even though the eulogies for Moffett from NCTE members when he suddenly died, laid out that his work was “always on a quest for a better society” and the “culture we should create,” let’s go back to his admission that “education must prepare for the future…Evolution seems to press forward with a will of its own that gives history a direction no government ever planned. We must become conscious of this direction and try to interpret its import for future society…The more we take evolution into our own hands, the less destructive it needs to be.”

I don’t think you or I are included in that ‘our,’ but the political potentates at any level of government certainly are. They enact learning standards mandates and then give an erroneous sales pitch on why it is necessary as we saw above. Meanwhile, we get the law, my specialty, being used for “creating social coherence while fostering personal self-realization–the trick of our era–requires an education tuned to human evolution.” That OECD ABCD Framework from the last post makes total sense when we appreciate that the impetus for learning standards from the beginning was part of a vision where “nationhood is evolving into something better, based on relegating different sorts of governance to different levels of affiliation within and beyond itself, according to where different concerns can best be handled.”

The Powers-that-Be have decided some of those concerns are best handled at the level of instilling desired Habits of Mind and a Revolution of the Heart and they haven’t exactly been forthcoming in that purpose. It’s dangerous to keep hyping Workforce Development as the intended new role of education globally, when the architects of the tools being used tell us that “Since it is within familiar human realms that we have to transform education, however, let’s designate consciousness and culture as the new framework replacing nationalism and economics but understand that transformation itself aims to make consciousness and culture cosmic.” No wonder we keep stumbling across references to Ken Wilber and his Integral Theory behind all these plans for educational, political, or social transformation.

Remember that the ABCD Framework put the focus on developing the Learner’s Attention, Belief Formation, Choice, and then Determination? Compare that to what Moffett called “Sociality for Individualization”:

“Public education will have to do what the culture has so far failed to do–develop the individual’s inner resources to match the freedom we have been granted. Freedom is not enough; one has to learn how to use it. This means practicing it all while growing up by making decisions about how to spend one’s time…developing good judgment and learning how to make decisions is precisely what a good education ought to feature for the sake of both self-fulfillment and effective employment. Public education needs to be more personal [personalized learning?] in order to connect with individual will and intelligence. Exercise of will and mind go together. The school system cannot reserve will to itself and leave mind to the learner.”

I think I will close on that quote.

Happy December everyone.

 

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

One of the most fascinating sources of my insights into what is actually driving education reforms is when I read something that is demonstrably untrue. One fairly recent example is this 2013 article from the American Psychological Association insisting that Positive Psychology (PP) is not grounded in Humanistic Psychology (HP) from the 60s. https://scottbarrykaufman.com/wp-content/uploads/2017/08/Humanistic-Positive-Psychology-Divide-AP.pdf Now I happened to know that was not true from many other sources, and although that misleading article does not mention education, we know from my research just how crucial PP is now to the mandated classroom and schoolroom culture. It’s a theory that can force “Developmentally rich contexts [that] can function as a ‘constructive web’ through which complex dynamic skills are developed and positive adaptation is fostered. Such experiences lead to the integration of neural structures that establish representational templates through which future experiences are interpreted, reappraised, and processed.”

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

No longer Undisclosed.

 

Healing the Psychological Split Within Ourselves is the Learning Transformation Goal Few Openly Express

Let’s see if I can bring together a wide variety of sources from people of varying political labels which appear to me to be headed to the same place. The first part of that explicit and startling goal came from a 2013 book Dawn of the Akashic Age: New Consciousness, Quantum Resonance, and the Future of the World from our old friend with his own ISC tag, Ervin Laszlo. We have also met his son Alexander, in connection with introducing us to Pavel Luksha and GEFF-Global Education Futures Forum, and his son Christopher, who is involved with transforming business schools globally through a UN-affliated entity called PRME and executive leadership retraining programs. If all three are interested in transforming human systems, Ervin wants to make it all humanity and his sons specialize in schools and businesses, respectively. Influential, in other words, in hugely crucial domains, whether we are aware of their work or not.

In education, Laszlo was involved with pushing intentional cultural evolution in the mid-80s with other ISC favorites with their own tags like Riane Eisler, Csik with his Excellence template, and Bela Banathy who created the vision for charter schools as a place to practice theories of reform. All these troubling quotes, in other words, have a way into the school or online learning platform near you whether that is appreciated or not. Let’s see what Ervin intends now:

“The need to integrate and heal the psychological split within ourselves and embrace a unified and harmonious political partnership is essential if we are ever to shift the balance and co-create with the systemwide sociopolitical systems in existence today. It will require psychologically integrated and spiritually balanced humanitarians to guide twenty-first century humanity in a new direction. It is such people who can offer the greatest potential for the evolutionary transformation of humanity and a peaceful and sustainable global community.”

Ervin stated that “global authority systems” can be used to “integrate an intelligent and sophisticated vision of collaboration”, which is exactly what learning standards like the Common Core or competency frameworks do when properly understood. Hence the reason for so much deceit. These plans are not supposed to be recognized nor the alignment in visions among different groups. Let’s use one more Akashic quote before we pivot to what is being put forth in the name of Conservatism: “The level of change required for the planet to shift toward a sustainable, harmonious, and more equitable future calls for us–awakening humanity–to draw on all our physical, creative, and visionary capacities. This is no sudden call; We have been forewarned. Our human systems and our worldviews have been undergoing preparation for some time for the transition to a global paradigm. A new era of social organization, communication, and understanding has been unfolding in the twenty-first century as the old systems reached their peak and began to decline.”

It’s no secret I have been tracking why self-billed Conservatives now push a vision I identify as communitarianism and Amitai Etzioni’s New Golden Rule, while also misdirecting readers on the true nature of education reforms, so when I read about a 2017 book called Patriotism is Not Enough on the Ideas that supposedly “Redefined American Conservatism,” I found the book.  I learned that Conservatism now aspires for social sciences such as education to be normative, not just descriptive. “This requires a political science of an entirely different disposition, one that is concerned first and foremost with the condition of the human soul rather than the structure of government institutions or the foundations of the law.” That quote is not an aberration as a few pages earlier, we have the quote: “Politics, if practiced as anything but an art of the soul, is bound to fail.” I also learned that Conservatism now views the “formation of character” as the “principal duty of government.”

Suddenly Classical Education’s pitches about Moral Virtues and Good, True, and Beautiful as new educational goals makes more sense if Conservatism itself wants to impose an “objective moral basis of human life. Ultimately, this cannot be done without a view to the good of the human soul, with an idea of human excellence and happiness that is not just an idiosyncratic individual exercise of the will.” Not a matter of personal choice then, but imposed and something held by a group. Boy, that sounds just like the goals from the Classical Education promoting Circe Institute in a September 5, 2018 blog post called “False Happiness and Human Flourishing: Part Two.” See if this doesn’t sound like Ervin Laszlo’s collective goals for transformation with presupplied purposes, but with a different rationale for the new kind of education.

“The great secret, as C.S. Lewis asserted many years ago, is that God is a hedonist at heart. God tells us to say no to many things, but only that we may say yes to higher and better thing! God instructs us to say no to avarice and prodigality in order that we may say yes to generosity. He commands that we say no to selfishness and self-centeredness so that we may say yes to love and community. If we make higher things–God’s things–our goal, our lives will flourish and they will be filled with moments of unexpected ecstasy and joy…”

Now let’s pivot to one of the withdrawn books I alluded to in the last post, which is interesting as the book The Next Enlightenment: Integrating East and West in a New Vision of Human Evolution was published in 2003. It is definitely New Agey in its approach and is by the author of the Esalen book–The Upstart Spring.It used a member of the GEFF Board, Howard Rheingold, as a back cover blurb advocating for the book. Relevant in other words to where global education, especially in the US, is really going. That became even more clear since the already tagged Robert Kegan and his desires for new forms of consciousness were laid out in the book. For anyone who has not read Credentialed to Destroy (shame on you!), it is Robert Kegan’s work that PISA assesses for as Key Competences and higher ed is also being reimagined around his Cognitive, Intrapersonal, and Interpersonal Competencies work.

Omnipresent in other words as a goal of both K-12 and higher ed reforms, which makes this quote all the more relevant as The Next Enlightenment urged us to “master new cognitive skills. The most important of these skills is what he [Kegan] calls the ability to ‘objectify’–to recognize as socially constructed and contingent rather than as God-given and eternal fundamental concepts such as selfhood, nationality, or religion. That doesn’t mean rejecting them, only seeing them as matters about which some sort of decision can be made. Without developing such an ability we remain trapped in our social structures.”

Those pesky existing social structures then need new forms of consciousness and new values, which is exactly what everyone I have quoted seems to be in agreement on. The sought change may be marketed as a “global ‘skill revolution’ that often takes the form of political action [as with last week’s G20 Declaration from Argentina Betsy DeVos committed the US to] but is fundamentally psychological.” Learning standards and competency frameworks in K-12 are examples of tools for “cognitive development in individuals [which] leads inevitably to the larger subject of cognitive evolution in societies and the human species.” It’s just that some writers like Laszlo or Anderson (quoted just now) admit that is what education reforms are all about and others do not. As Anderson said, if “enlightenment is cognitive development, and the various approaches to that development, whether we call them spirituality or psychology [or political science, Conservatism, or Classical Ed], are just different ways of groping the same elephant.”

That elephant is the human mind and personality and the big bullseye all these plans have placed on it to be purposefully transformed are just not well enough understood. Let’s use a different Robert Kegan quote from The Next Enlightenment that may be why the public library put it in the Discard bin. After all, it was Kegan the Hewlett Foundation hired to make sure the Common Core assessments would be assessing what it pushes as Deep Learning.  Anderson rightfully called Kegan “another of the big time moral development researchers” without pointing out that his mentor was Lawrence Kohlberg whose Moral Development Theory became the basis for the reimagined Hong Kong compulsory citizenship push Communist China imposed. Everyone then interested in individual or collective transformation wants to get at the level of values and beliefs. Quoting:

“the key process in epistemological change is what he [Kegan] calls ‘objectification.’ That means as you grow, you periodically turn around and look at parts of your worldview–values, beliefs, ideas, ways of doing things–that you experienced uncritically as subject, part of yourself and the way things simply are, and begin to experience them in a new way, as objects–things whose origin you might wonder about and whose ultimate truth you might question…In any case, you are quite a quite different kind of person from the individual in a premodern, traditional society who did not have to make such decisions at all because he or she never began to see the society’s beliefs as objects that could be thought about and questioned.”

That thinking about and questioning is precisely what every one of these educational paradigms seeks to do. Everybody wants a new kind of consciousness and political, social, and economic transformation, but some of the shifts are gift wrapped for sales pitch purposes as about God, Conservatism, or Classical Ed. They all want to get at Orthodoxy and Orthopraxy–Right Thinking and Right Actions. What Ervin Laszlo called “the wise way to think and be” and is willing to use social media to create collective pressure to force adherence so that we are “Democratizing the way we do things, how we relate to others, but also in the very way our minds work–in consciousness itself…a model based in shared interest as opposed to self-interest” fits with that Circe quote above to create Human Flourishing.

Another Circe quote from September 6 in “Language as Belief and Practice” begins with this statement: “Right belief and right action are necessary aspects of growing in virtue. Intellect and knowledge alone cannot save. If knowledge does not reach to the level of heart and action, we are left with smart people who are intelligent in their sinning and their avoidance of consequences.” Sounds like Whole Child and ‘objectifying’ the subjective, internalized realm to me. Let’s close then with another quote from Ervin Laszlo who makes no bones about the integration that will heal this psychological split between heart, mind, and will and the reasons why:

“the tipping point can be encouraged by a change in people’s perceptions…No real change can be achieved without a corresponding change in consciousness.”

Let’s pull these common aims for transformative education of consciousness into the realm of each of our conscious attention.

 

 

 

 

Reliable Compass: Wiring a Neural Noetic Keel without Popular Outrage or Scrutiny

How often do we see education changes pushed in the name of being ‘internationally competitive’? Let’s take a look at something Andreas Schleicher of the OECD said just a few months ago: “In the past, education was about teaching people something. Now, it’s about making sure that students develop a reliable compass and the navigation skills to find their own way through an increasingly uncertain, volatile, and ambiguous world.” Disagree with that new vision of education? Well, realistically most of us do not get a chance to because that wholesale shift in direction is hidden behind a phrase we simply assume we understand.

Let’s try another one, should the primary purpose of education in the 21st Century be “the intentional attempt in schools to foster the development of students’ psychological characteristics that motivate and enable them to act in ethical, democratic, and socially effective ways”? Again, that’s a shift that parents or taxpayers may never see as it hides behind phrases like Whole Child, Classical or Character Education, or College and Career Ready. In other words, if the typical child is being supplied with the Ideas and Concepts to guide their thinking in predictable ways, we adults are likewise being supplied with poorly grasped new definitions and false narratives about the Common Core or competency-based education that are also intended to guide our thinking and areas of concern.

While my tendons were healing I noticed a sudden push from a variety of education sites for a Parent Toolkit for Student Privacy that I decided to take a look at. I read it and recognized that it wasn’t going to solve the real problems and its release would simply obscure parents ever truly grasping the nature of these education ‘reforms’ and the purpose of standards and data gathering. To use Schleicher’s term, the internalized compass at the level of our children’s minds and personalities would still be wired up at school and parents would remain unaware. Meanwhile they would believe they had ‘protected their child.’ Since parents would remain unaware of the presence of the compass they could not discern the vision it was invisibly steering their child to adopt and support in daily behaviors.

When I started looking more into that Toolkit I saw admitted Progs and purported conservative think tanks and education blogs all writing about this supposed new panacea. After years of doing Due Diligence on desired acquisitions, my gut instinct is always to first look for the funding. In this case, it was not one of the usual suspects like Hewlett, Gates, or Carnegie. Instead, a Rose Foundation was credited. It turned out to be a social justice advocacy based in Oakland, California that functions as a philanthropy pass through so maybe a better-known or infamous charitable name did fund that toolkit after all. https://rosefdn.org/wp-content/uploads/2014/07/theorychange.pdf lays out the Rose vision for how to achieve Community Change

Sponsoring a Privacy Toolkit that essentially misdirects the attention of concerned and attentive parents  makes perfect sense for an advocacy seeking community change if the building block for the desired change is creating that desired ‘reliable compass’ within each student during their years of schooling. People cannot rally against initiatives they are unaware of because of a coordinated effort to deceive them. It just cannot be coincidental that so many pushed the same largely irrelevant to the actual problem panacea at the same time. We are apparently supposed to believe that there is a database of PII-Personally Identifiable Information–that will be used to track our child and control their future opportunities for work. We are also being misled that nothing imposed at the state or local level can be dangerous. Sure it can, especially when we are being lied to so we are all unawares.

Last week, the “Engaging the Private Sector and Developing Partnerships to Advance Health and the Sustainable Development Goals” report was released after 2016 workshops took place in NYC and London. Another lost invite. It was all about the need for transforming partnerships at the local level that include business and bind to a different vision of the economy and the purpose of business.” Still think the local is a way out and it is the feds in DC who are the primary promoters of evil? This SDG vision and expansive view of health needs a vision of education that “can facilitate changes in values, worldviews, and behaviour at the level of the individual, community and society as a whole. This works particularly well when agreement exists on common values and the best and most desirable behaviours.”

Agreement exists all right, but it is not on hardly any parents’ radars because of all this organized deceit. A philanthropy interested in social justice and community change would have every reason under this vision of how to achieve the SDGs to push a Privacy Toolkit that makes the desired changes at the level of the individual easier because it is the classic “Look Squirrel!” misdirection. How do we get the desired “empowered, critical, mindful, and competent citizens”? Remember the Positive Education report I covered in the March 6 “Radio Silence” post or the “Inside Out” aims from the last post? Does anyone doubt that the Reliable Compass will also serve as the desired internalized component of Amitai Etzioni’s New Golden Rule I covered on April 4 in “Embody or Perish”?

The June 2017 IPEN Newsletter hyped a new Framework for Character Education in Schools from the same Jubilee Centre we met in this post from last spring on the supposed Science of Virtues. http://www.invisibleserfscollar.com/locating-the-internalized-information-guiding-human-behavior-so-it-can-be-controlled-and-transformed/ Notice that same aim as well as the word redefinition technique we are still dealing with now. In that case it was what the word ‘Liberty’ is now to mean behind our back. See if this does not sound like the same aims we encountered above repeatedly.

“Schools should consider questions about the kinds of persons their students will become, how the development of good character contributes to a flourishing life, and how to balance various virtues and values…Schools should and do aid students in learning to know the good, love the good, and do the good…Human flourishing is the widely accepted goal of life. To flourish is not only to be happy, but to fulfill one’s potential. Flourishing is the ultimate aim of character education. Human flourishing requires the acquisition and development of intellectual, moral, and civic virtues, excellence specific to diverse domains of practice or human endeavour, and generic virtues of self-management (known as enabling or performance virtues).”

Let’s take a break from that quote to catch our breath and mull over just how manipulative and hidden those aims are. After all, those very same ‘enabling or performance virtues’ are outlined in standards for social and emotional learning. The Faux Narrative though has parents convinced we are back to a concerning database of PII and their poor tracked child. Do you remember my warning about the Marxian Human Development Society and the new kind of citizen with different internalized personal traits, values, and beliefs it would need? Doesn’t this all just fit perfectly? No wonder our attention keeps being directed in unison elsewhere.

“Character education teaches the acquisition and strengthening of virtues: the traits that sustain a well-rounded life and a thriving society…Students also need to grow in their understanding of what is good or valuable and their ability to protect and advance what is good. They need to develop a commitment to serving others, which is an essential manifestation of good character in action.”

If that sounds rather collectivist, it’s because that is precisely the intent we were never supposed to grasp. If fundamental to transforming “social and institutional conditions within all human beings can flourish” is instilling an internalized “ethos of cooperation and mutual goodwill,” what better tool could there be than using education to make that the nature of the “reliable compass”?

Covert Coercion via Controlling Categories of Consciousness

There is far more than alliteration involved in today’s catchy title and its purpose, like all my writing, is to inform, not to scare. I am not Alfred Hitchcock and this blog is not The Twilight Zone. None of the aspirations laid out here at ISC or in my timelier than ever book, Credentialed to Destroy, are fictional. All of our lives would be easier if they were. Education reform is all about invisibly changing human behavior to bring about a new, collectivist, radical vision of what the future of the 21st century might be. I believe knowing the intended mechanisms for tyranny is the first step in escaping their grasp and then removing them altogether.

When Jean-Francois Revel wrote his 1983 French classic that translated as How Democracies Perish, he wanted to give a heads-up to prevent the demise. That’s why I write about education as well. In a chapter called “Attack. Always Attack” he gave information on Communist tactics that is also applicable to education reforms and the ensuing outcries over decades.

“A standard Communist tactic is to mount a propaganda operation to accompany a practical operation. If the latter hits a snag, the former will leave traces in people’s minds that will help condition them to give future actions a kinder reception.”

Think of my work as first defusing the practical operation of covertly controlling students’ minds and thus their likely future behavior. Meanwhile I call attention to the organized deceit so we can begin to remove those traces from both our adult minds as well as our poor, manipulated children. Since my last post EdSurge on February 10 admitted that the purpose of that Early STEM Learning paper I cited was to provide categories to guide thinking in an article that also redefined the acronym STEM–“Setting, Tension, Explanation, Metaphor: A Storytelling Approach for Early STEM Learning.” Too bad no one gives bonus points for prescience in education writing. The oligarchs met in Dubai last week and launched Positive Psychology as the global classroom education template, expressly showcasing Mihaly Csiksentmihalyi (whose work gets pulled in via civil rights interpretations on Excellence and Equity) and Martin Seligman of PBIS and the World Happiness Report.

Yesterday the US NIH admitted that “Current and future BRAIN Initiative research studies aim to elucidate, and potentially influence, the mechanisms that give rise to consciousness, our innermost thoughts, and our behaviors, thereby prompting novel social and ethical questions.” There’s a reason Congress prefunded years of that intrusive research back In December while Obama remained in office. After all, politicians at all levels want to rule under a new definition of Governance that’s not being discussed enough openly. The just out World Development Report 2017–Governance and the Law-explains that Governance is about delivering on normative goals of Security, Prosperity, and Equity for All achieved through the political process. It has nothing to do with elections and everything to do with the ability to shape internalized personal preferences, values, and beliefs.

Sounds like Chapter 7 from Credentialed to Destroy doesn’t it? Here’s the pithy why for that aim: “the ability to shape other people’s beliefs is a means of eliciting an action from another person–an action the person would not otherwise take. The ability to make others act in one actor’s interest or to bring about a specific outcome–the definition of power in this Report–is thus closely related to the notion of ideas as beliefs.

The dichotomy between ideas (ideology and culture) and power as a primary determinant of social dynamics is thus a false one. The idea of power cannot be understood without taking seriously the power of ideas.”

Using education reforms labelled as competencies or the Common Core to provide conceptual frameworks, lenses, Enduring Understandings, Cross-Cutting Concepts and Themes, and Disciplinary Core Ideas is a crucial aspect of Controlling Consciousness. There’s a reason for so much coordinated deceit surrounding it and why I seem to be the only person writing about it. Control the prevailing ideas used to direct attention and perception and the interpretation of daily experiences and you have covert control over likely future behavior. UNESCO knows that. So do the World Bank, OECD, the behavioral scientist community, and the public policy think tanks across the purported spectrum. It’s us, the parents and taxpayers, who are unaware of just how crucial standardizing the prevailing ideas is to plans for a fundamental transformation.

As Bela Banathy put it from our last post on seeing the student and education (see bolding from me) as a system: “Our main tool in working with human systems is subjectivity: reflection on the sources of knowledge, social practice, community and interest in and commitment to ideas, especially the moral idea, affectivity, and faith.” So how do I know this aim is across the political spectrum? I learn a great deal from reading old books and Professor Amitai Etzioni, Mr Communitarianism with his own tag, is an admitted Man of the Left. Professor Robert George, founder of American Principles Project, Bradley Foundation Board member (thus tied to PEPG), recent AEI award winner, and too many other connections to name, is a designated representative of what purports to be Conservatism. I call it the Right Pincer for a reason.

Given all the deceit I can track and shenanigans involving pilfering material from my book without attribution or compensation, I wanted to read a 2001 book called The Monochrome Society because it contained a Chapter called “Virtue and the State: A Dialogue between a Communitarian and a Social Conservative.” That would be Etzioni and George, respectively. When the book came several months ago, it turned out to be part of a series edited by Professor George with “a special focus on the juncture of culture, law, and politics. New Forum Books is guided by the conviction that law and politics not only reflect culture but help to shape it.”

That aim doesn’t sound particularly conservative to me and is a long time aim of all progressives–cultural evolution. If that is also the aim of so-called conservative and libertarian think tanks it would explain all the deceit, concern over what my book laid out with extensive documentation, and my current observations of where School Choice actually leads. For some reason though, I was too busy initially to read anything other than that particular chapter. After I read that World Development Report though and its laid out aspirations to use the law and the mere global existence of less advantaged people and poverty to force what Marx called his Human Development Society, I went back to reread the rest of the book. Turns out Etzioni laid out the template that the World Bank and others intend to use to alter what a student internalizes so that it alters their preferences.

Clearly when he wrote the Chapter on “Social Norms: The Rubicon of Social Science” and Professor George edited it, no one thought someone would ever track it down after already mastering what Tranzi OBE, the Common Core, and Competency-Based Education really aim at. Turns out the Right and Left Pincers ARE acutely aware of a bullseye where education practices and the curriculum used and the ideas pushed “play a key role in ensuring that certain preferences will never be formed in the first place, while others will be strongly held…a major goal of education (as distinct from teaching) is to foster internalization of social norms by children and thus to affect their preferences.”

Since the local Classical School associated with Hillsdale’s Barney Charter Initiative touts instilling ‘virtuous living’ in its students, let’s tie that to what Etzioni wrote. Turns out that students acting at an advanced stage in Lawrence Kohlberg’s Stages of Moral Development (that public and private school teachers are now regularly taught is to be part of their new classroom practices) involves “individuals reason in terms of abstract notions” (or ideas or supplied concepts, categories, or ideas) on how, when, and why they should act. Etzioni then quoted Kohlberg that “it is possible to ‘reason in terms of such [high level] principles and not live up to them.'” Etzioni then laid out the essence of what everyone now wants from the classroom and education reforms and too few admit openly so let me quote directly:

“Unfortunately, to know the good cannot be equated with doing the good…To put it in the terminology followed here, [and at the always prescient ISC I must add immodestly], knowledge affects behavior by affecting considerations of costs and benefits but, as a rule, does not shape preferences. Internalization clearly does.”

So the SDG agenda pushed globally by institutions like the UN, OECD, and the World Bank can only change those preferences, as they have declared they aim to do, by education that is about getting at what a student internalizes as their values, attitudes, and guiding beliefs. Precisely what I warned about in my book that the False Narrative pretends is about some database of intrusive personal information. The need for Deceit is caused by others wishing to also use this tool of subjectivity and internalization, while being covert about it as well.

Once accurately perceived, this aim does not just seem tyrannical. It is unabashedly so. Etzioni sees it as a matter of the community having the right to establish the values that all citizens are to internalize. The World Bank does too since that is part of what Governance is to mean. I have pointed out already that this is the essence of what ED Choice laid out as the new definition of Accountability that is pertinent then to School Choice advocacy.

If our individual internalized preferences can now be changed by education reforms that no one is being honest with us about, are we free? Etzioni said no that “if the preferences themselves are changeable by social and historical factors and processes [or just federal laws like ESSA or state Student Privacy Statutes like Georgia’s] the actor is neither aware of nor controls, the actor’s behavior may be nonrational and is not free.”

Etzioni, with his long-time plans for fundamental social and economic transformations is OK with ‘the community’ controlling what must be internalized. Are we?

Is this really the kind of education reforms that anyone should blindly accept on the basis of catchy phrases or an appeal citing some famous person from history?

 

Obscuring Coercive Control and the Active Society Launch: Heralding Lethal Arrows as Rays of Light

To appreciate just how much our beliefs guide our perceptions and actions, let’s assume that we know something is coming at us in the sky, but we cannot know precisely what until we are at risk. At that point it may be too late to duck or put on armor and use a shield. Safety requires we make assumptions beforehand. If we are fully armed, we risk deflecting truly helpful rays of light. If we believe nothing bad can happen, the lethal arrows can slay us while we remained unawares until the last moment. Perception matters, especially when the expressed desire is for wholesale social, economic, and political change without any recognition in time. To avoid timely and effective resistance, the architect for the global transformation blueprints to what was described in 1968 as the Active Society, sociology prof Amitai Etzioni, insisted on a need to “rely less on direct coercive control.”

Control needed to be indirect and out of sight and especially embedded in situations where its presence would be binding but unappreciated. I wrote Positive School Climate in the margin of the book at that point and administrators insisting that all classrooms use Restorative Justice Practices as part of an obligation to practice positive behavior tenets. It’s coercive and intended to control future behavior. Desired attitudes, values, and beliefs get practiced until they become unconscious Habits of Mind, but what parent would be tracking at this level? What lawyer would follow the statutes, regulations, orders, and case law declarations to figure out the binding template if they did not have a school district for a client or work in the public sector? It was a good plan, but what is created to be binding has threads that can be followed authoritatively.

To anyone who has ever called me a conspiracy theorist, I do not theorize, except in my kitchen when I am winging a recipe. I am, however, a very able Tracker of Openly Declared efforts at Colluding to use Political Power to bind people and places against their will to a vision of the future. Here we go again describing events that have occurred within the last week that have kicked the creation of the Active Society into high gear. Professor Etzioni wrote that the Active Society, in order to sell the necessary collectivism, would need a guiding vision. He asked “which creeds have sufficient transcendental force to overcome tribalism?” Tribalism had nothing to do with the Apache nor is it an excuse for a casino in a non-gambling state. Tribalism was a belief that the pertinent community to which a moral obligation of care and meeting needs was one’s family or at most the nation-state.

That was unacceptable during the height of the Cold War, when Professor Etzioni sought to make the moral community the entire globe–all of humanity. Education needed to become about creating values that would extend to “all men” and creating an authentic consensus around the need to act to create the desired transformations–locally, sub-nationally, nation-states, and then globally. This is the so-called Third Way superseding both capitalism and socialism and last week the transition began in earnest. For once, let’s move chronologically. On Thursday, October 22, the OECD released “Schooling Redesigned: Towards Innovative Learning Systems.” It launched with this rather graphic admission of transformative intent:

“In the past, education was about teaching people something. Now it is about making sure that individuals develop a reliable compass and the navigation skills to find their own way through an increasingly uncertain, volatile, and ambiguous world…how well education systems develop knowledge, skills, and capacities and of what kinds, is increasingly centre stage in public debate.”

I am not sure using duplicitous terms like Rigor, Higher Order Thinking Skills, Student Growth, or College and Career Ready is what I would call a center stage debate. I would call it an attempt to declare something to be the subject of consensus when it would not be at all if the true goals were accurately described. Remember that the useful Authentic Consensus can be as false as can be if the point is for defenses to be down as the lethal arrows approach. I cannot cover the whole report but number 6 of the 7 Learning Principles laid out for this vision of coordination among “global and local players” was to use assessments that had formative feedback mechanisms to create the desired knowledge, skills, capacities, and values. Number 7, by the way, was “promote horizontal connectedness across learning activities and subjects, in and out of school.”

That is one way to describe guiding the student’s perception of the real world and how it works. Let’s move to Friday’s news dump with the White House and fed ED announcing a November summit to redesign American high schools. That is the day after the OECD Redesign Schools paper and several weeks after UNESCO released, on September 29 just after the official approval of the Post-2015 agenda at the UN’s opening, a vision to guide the redesign of secondary schools globally. Called “Unleashing the Potential: Transforming Technical and Vocational Education and Training,” TVET in all schools and for all students “must be the master key that can alleviate poverty, promote peace, conserve the environment, improve the environment, improve the quality of life for all and help achieve sustainable development.”

TVET will go wonderfully with the WIOA federal legislation on July 2014 that no one still wants to talk about, even as the State Plans come due within the next several months. The required local workforce boards, development around sector strategies, and which groups are in line for special treatment also dovetails with the TVET/UNESCO vision. Probably not coincidental that UNESCO calls for A Shift in the Development Paradigm and cites Amartya Sen who in 1989 helped Amitai Etzioni found the Society for Advancing Socio-Economics going forward. Sen’s approach is declared to be the UN’s approach to rejecting the “economic and material view of development that dominated the past century.”

This more “holistic and humanistic view of development…presented human development as a process of enlarging people’s choices and enhancing human capabilities and freedoms.” One is not free, in this view, if one’s needs are not being met and this TVET reimagining of high schools and call for planned economic development is all about economic justice and social equity for all. Now it is Saturday, October 24, and fed ED has embargoed its Testing Action Plan for release at noon that day. Since I am pretty sure that timing was not to provide reading material for bored football fans with long drives ahead, it appears to have been timed to make it to the Sunday edition of the New York Times. The Times hyped it as directing states to stop overtesting.

http://blogs.edweek.org/edweek/campaign-k-12/Assessment%20Fact%20Sheet.pdf is the actual plan and as you can see, it calls for the very kind of formative assessment that the OECD laid out as the desired mandate for School Redesign two days earlier. The Plan, of course, also limits states from much testing of substantive knowledge anymore and thus prevents much chance of a well-stocked mind of the sort UNESCO began criticizing back in 1968 (two posts ago). How are these federal ‘guidelines’ for contextuating what must go on and doing it at the local level? Global mandates coming out of the UN and the OECD and being put into place by federal directives of what is desired, but unappreciated because of the slant of the news coverage even for those with some awareness.

I could say on Sunday the political authorities rested but apparently GEFF advisor Tom VanderArk was busy tweeting that a 2014 paper called “Accountability for college and career readiness: Developing a new paradigm” fit the fed’s Testing Action Plan perfectly. It, too, was all about formative assessment of meaningful learning (likely to guide perception and future behavior) and using activities that would help create the desired perceptions, knowledge, skills, values, and capacities that would create a likely motivation to act and act as  desired. These get called ambiguously assessments for learning. Notice that the fed’s action plan gives no parent any right to see all the data flowing from all these to be required formative assessments. Also notice that the NYT story I saw admitted that the Common Core initiative was really about specifying desired ‘skills.’

We are up to Monday, aren’t we? I was planning to write about all this dovetailing and how it fits with the launch of the Active Society and the reengineering via education of people to be the malleable desired systems yesterday. Then I discovered that October 26 was the opening in Paris of UNESCO’s Youth Summit to follow through on the “UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development.” Another lost invite where we could have cruised the Seine. That Roadmap opened with this chilling confession of what is really intended:

“Political agreements, financial incentives, or technological solutions alone do not suffice to grapple with the challenges of sustainable development.. It will require a wholesale change in the way we think and we act–a rethink of how we relate to one another and how we interact with the ecosystems that support our lives.”

Now who needs to theorize about global conspiracies with these kind of explicit confessions?

I will cover the implications of what is going on this week in Paris in the next post.

In time hopefully for us to take precautions against what are clearly lethal arrows.

 

Bubonic Plague, Locust Swarms, Collective Values Transformation, or Futures Redesign?

If we were playing Compare and Contrast with that title we would notice that the commonality is clearly horrendously destructive acts or events. Yet the last two are clearly planned and likely to be invisible to most of the people affected by the designed shifts being imposed on them. The first two just happen periodically, but their presence and catastrophic effects are immediately visible. Which is preferable?  Most of the trauma from the last two could be prevented if enough people globally were aware of the declared intentions, the foreseeable likely consequences, and the networks forcing the changes.

That’s why I wrote the book Credentialed to Destroy and why I keep up this blog monitoring the current related shifts in real time. Welcome to Part Two of what I am calling the Treacherously Trying to Trap Us Trilogy. In the last post I laid out the existence of the Global CIFAL Network set up by the UN System starting in 2003 to get local officials on board with its agenda in education, the economy, and society generally. Today we are going to poke around a bit more into things designed to impact all of us, but beyond our line of sight. Since all my research has the effect of providing close to x-ray vision as I read and listen now, let’s pull some more plans into the sunlight while there is still time.

Let’s start with yet another troubling plan created by the well-connected, Palo Alto-based Institute for the Future whose vision for Recombinant Education and Future Work Skills 2020 here http://www.invisibleserfscollar.com/advances-in-neuroscience-redefine-notions-of-performance-and-cognition-allowing-social-justice-in-learning/ left some readers irate and others feeling like they had endured a stress test. IFTF in 2013 also created http://www.iftf.org/our-work/global-landscape/governance/governance-for-the-future-an-inventors-toolkit/ to “rethink the relationship between citizens and governance. Now is the time to explore the widest range of future possibilities and to reimagine society for an age of planetary challenges and human responsibility.”

Now before anyone says that stated purpose alone is no link to the UN System, let me remind us that the Center for Curriculum Redesign’s Charles Fadel touts IFTF’s work. But I can do better than that. On the last page, IFTF thanks “Dr. James Dator for providing the inspiration and methodological foundation for this toolkit.” Dator, a futurist professor in Hawaii, was Secretary General and then President for a decade of the World Futures Studies Federation, which IS part of the UN System and closely tied to UNESCO and its work in education and multimedia. So when the Kit urges people to “Re-Think: Examine your foundational assumptions about how the world works, how people behave, and what values you would like to see instilled in your society,” this is precisely the kind of Change Agent/social engineering work we also saw the CIFAL Network owning up to.

So out-of-sight but closely tied to what is planned for US K-12 education we have this Toolkit proclaiming that “Government has seen little structural change in 200 years. For example, the US Constitution was created in the 18th century, and while novel and in many cases admirable, it couldn’t have anticipated 21st century social, technological, and political realities. Societies must re-examine the principles upon which governments are based, and think carefully about the values, beliefs, and metrics  upon which to build governance for the future.” Can you say impose without notice or consent? How about jettisoning what is still valuable?

Can you imagine students with precious little knowledge of history being told as part of a high school long-term project that “Values provide a moral compass for the governing systems you will create. Do you want a society that manifests freedom, happiness, justice, harmony, equality, security, well being?” Plus donuts for all that will never compromise your waistline and free internet that will always be serviced promptly, where ever you live. Sarcasm off. Let’s get back to the Toolkit: “Some absolute values may conflict with others. For example, freedom often affects safety or equality. But to thrive, a society must understand and express a vision of its common goals. Your Task: Clearly state the values that will guide the way governing processes and institutions are created. Don’t try to solve the tensions between values at this point.”

Now that last passage vividly illustrates the problem running through all these intentions and declarations. Many are factually untrue. Many societies have thrived without such a vision of common goals. Having such a vision will NOT make a society ‘thrive.’ In fact, believing such nonsense and having little factual knowledge primes people to act based on illusions. That’s good for statists wanting transformational change, but not so good for those of us footing the bill and being told what we must or cannot do in the future. IFTF though is not the only connected entity now pushing transformations of values in order to give “rise to new conceptions of global responsibility and human rights.” It’s not just the Rockefeller-affiliated Club of Rome involved. http://www.clubofrome.org/cms/wp-content/uploads/2013/02/VALUESQUEST-The-search-for-values-that-will-make-a-world-of-difference.pdf

It’s not just the UN asking the Club of Rome and the ValuesQuest Initiative to “contribute to the creation of the post-2015 Sustainable Development Goals Programme.” Those are all bad enough for us. The real danger to all of us would be a failure to appreciate the intention to reconceptualize the nature of the purpose of “the law” globally to make these transformations binding. Because details matter when the stated transformational plans are so dangerous, when the Club of Rome or IFTF or anyone else cites a troubling document, I try to find it.   http://eruditio.worldacademy.org/files/Issue_1/reprints/Reprint-The-Global-Values-Discourse-W.Nagan-G.Jacobs.pdf When I notice that Nagan is a law professor at the University of Florida and believes the law can be a tool for “charting a better collective future for humanity based on universal values for sustaining a world order in the common interest,” I sit up and start taking meticulous notes.

When the law is viewed as a means to force “social evolution,” I remember what Julian Huxley and Theodore Brameld wanted UNESCO to do (described in detail in my book) and know precisely what is envisioned for the 21st Century. The law can be used as means if someone wishes to “require fundamental changes in the normative foundations of global society in the 21st century,” but ‘can’ does not mean the results will not be comparable to the plague or a swarm of locusts in what is being destroyed. When that article describes an approach that “targets the institutions that control and regulate the production and distribution of these values,” K-12 education, the higher ed colleges of education, and the powers given to accreditation all fit the bill as such ‘institutions’. That’s why concentrating all those areas in a single person as described in the last post fits the desired template that “No One Can Stop Us This Time” so well.

The fact that his business partner is tied to CIFAL and planned economic development at the state and local levels also fits perfectly in the vision “for providing the normative guidance for the future of political economy of the world community.” Now, I cannot tell you how unexcited I am to see K-12 education, state economic plans created under WIOA by governors, the law as a tool of forcing collective group decision-making and a redefinition of individuality for the 21st century, and all these other declared plans for “economic democracy” and new institutions that replace “faith in impersonal mechanism” with “institutions dedicated to the rights, dignity, welfare and well-being of all humanity.” France has been entranced by this vision for more than two centuries and look what happened there last week.

The law as a “driving force for social activism” and a “powerful instrument for social development” as “New Paradigm for Global Rule of Law” phrased it, coupled to the Mind Arson and Psychological Manipulation I have been chronicling in K-12 education truly is intended to Treacherously Trap Us All, from the inside-out and all around, to the UN vision first laid out by Uncle Karl so long ago. Can we imagine the law and education of malleable minds dedicated to locking in the “Confucian idea of rooting morals and ethics in human interaction and reciprocal relationships” and the “African principle of Ubuntu. In effect, people realize their moral value in relation to other people”? No wonder we keep running into a communitarianism mandate everywhere from what Career-Ready Practices really means to the Positive School Climate mandates.

I continuously warn how invisible these planned shifts are until we know what to look for, but how is this for a confession from the ValuesQuest document? “Values need to be so deeply embedded within a culture that no one recognizes that they are values.” Perhaps, we should add and “chosen by someone else for the purpose of subjugation to someone else’s choices about the future.” See why “values, attitudes, and beliefs,” and whether and at what rate they are changing, is precisely what is being “assessed” by the new measurements? That’s the real reason the radicals do not want to give up a requirement in any rewrite of No Child Left Behind of some kind of annual “testing.”

Given that Milton Rokeach created the word Competency to obscure the presence of values manipulation in the new focus of K-12 education, having that word be the new global goal while the UN system and the Club of Rome write “values are actually what we use to guide our way through the possibilities and problems of life” is a dangerous way to hide in plain sight. It’s no accident values are also the focus of that IFTF Toolkit or the OECD’s Key Competences that PISA measures students in.

ValuesQuest says that “it is our choice whether to have an unequal or equal society.” Factually that is not true, but we may all be sharing poverty as the consequences of these designs are imposed on all of us via education, the law, and the public sector generally.

None of the Change Agents imposing all of this intend to become equal with those they are coercing. They simply recognize there is money to be made and power to be gained from hyping that it is “our value choice which determines whether we live in a world of opportunities for all.”

This is simply a currently connected oligarchy wanting to empower themselves with no way out for most of us.

Knowledge though remains the way out. That’s why there is such a deliberate, coordinated, global  attempt to circumscribe it in the 21st Century.

 

Peeking into the Behavioral Programming Blueprints for Collectivist Subjugation via K-12 Education Deceit

We are going to shift away from the previous post’s concentration on the active refusal to teach reading properly that has been going on for decades. First though we will look at what Marshall McLuhan openly confessed to in his 1962 global bestseller The Gutenberg Galaxy. The entire book bemoaned the analytical habits of mind and sense of individualism created by phonetic literacy and the advent of print as an obstacle to “total human interdependence” and “corporate responsibility and awareness”. In order for the “highly literate and individualist mind…to become more collectively oriented,” a widespread ability to read print fluently and phonetically had to be jettisoned.

We can all agree that that particular scheme has gone quite well for the Collectively-oriented Statist Schemers. Limiting the ability to read well and independently is a necessary condition for a shift to Collectivism because (to quote mcLuhan again):

“Print is the extreme phase of alphabet culture that detribalizes or decollectivizes man in the first instance…Print is the technology of individualism. If men decided to modify this visual technology by an electric technology [Hint: Like Digital Learning as a required 21st Century Skill?], individualism will also be modified. To raise a moral complaint about this is like cussing a buzz-saw for lopping off fingers.”

Since neither education or buzz-saws operate independently, we do reserve every right to complain about the politicians, principals, and other administrators who are lying to us taxpayers and parents about what they are actually up to. At least a lopped off finger leaves a bloody stub so we can immediately take notice of the damage done. It is so much harder when other elements of the collectivization plans are even less visible than a limited ability or inclination to read. Today we will talk about the global push to use Character Education to “define the core ethical and performance values they most wish to instill in their students.” I bolded the ‘they’ because other people now get to decide what your child is to value and believe at an unconscious level so it will predictably guide behavior going forward.

In my book Credentialed to Destroy in the chapter on the real Common Core implementation, I described how everything I had documented pointed to personal values, attitudes, and beliefs being the true new aim of the curriculum. This post is about more than that and it ties into both the Curriculum Redesign Project we looked at here  http://www.invisibleserfscollar.com/drawing-back-the-standards-curtain-to-discover-the-global-coordination-to-redesign-the-very-nature-of-curriculum/ as well as the Global Education Leaders Programme [see tag]. This also fits closely with the disturbing Education Commission of the States and State Farm Civics Education report we examined in December 1, 2014.

http://www.character.org/wp-content/uploads/2011/12/ElevenPrinciples_new2010.pdf was distributed last week to make sure all schools and officials now understand that a “comprehensive approach uses all aspects of school as opportunities for character development” and that all “academic content and instruction” is integrated with character development and moral reasoning through discussions of ethical issues.  The core values to be developed “affirm human dignity, promote the development and welfare of the individual, serve the common good, define our rights and responsibilities in a democratic society, and meet the classical tests of universality (i.e., Would you want all persons  to act this way in a similar situation?) and reversibility (i.e., Would you want to be treated this way?)”

Now those are not the requirements written into the US Constitution which is simply being ignored. They are, however, very similar to Kohlberg’s Moral Development Theory (developed by a Harvard prof) that the Chinese imposed on Hong Kong students as soon as that lease was up. We know then it is a theory that fits in well with collectivist aspirations and desires for “guiding the behavior of all those in the school community.” Those core values are to be “integrated into all aspects of school life” including the hiring of teachers and “non-teaching staff.”

Principle 2 “defines ‘character’ comprehensively to include thinking, feeling, and doing.” Yes, that’s why we keep hearing about Whole Child Initiatives as part of the Common Core. How many parents understand that the Growth and Continuous Improvement the schools are hyping as showing improvement in student achievement are actually a shift of definitions to “a holistic approach to character development therefore seeks to develop the cognitive, emotional, and behavioral dispositions required to do the right thing and do one’s best work”? Whose definition of the right thing we reasonably ask? Why the definition used by those seeking Social Justice is the real answer.

How do I know that? Beyond the insistence in Principle 4 that a “school committed to character strives to become a microcosm of a civil, caring, and just society,” I happen to know, as the tenacious lawyer that I am, that the federal government under the civil rights laws and most of the major civil rights groups are all insisting on a commitment from schools to Excellence and Equity. I happen to know that in K-12 education, Excellence has a specific meaning http://www.invisibleserfscollar.com/excellence-means-education-putting-what-we-feel-wish-for-and-think-in-harmony/ that quietly dovetails with that redefinition of ‘character’ from Principle 2.

Schools that make academic coursework about helping “students form caring attachments to each other” and “a feeling of responsibility for one another” are laying the foundation for a communitarian society in the near future. A school that leads students to believe that they have a human right to have others satisfy their basic needs and that each student, in turn, has the obligation to meet those basic needs is laying the groundwork for what Uncle Karl and his followers called the Human Development Model http://www.invisibleserfscollar.com/who-knew-karl-marx-had-a-human-development-model-or-that-it-fit-our-facts-so-well/ That’s not name-calling or a criticism although I do believe it is an unworkable vision. I am simply recognizing as a factual matter the description of what is being advocated for in phrases like

“the school sets aside time for students to assess community needs, create ideas for meeting those needs, plan and coordinate service learning projects, and reflect on the positive consequences of community service.”

The entire vision of what its advocates refer to as Marxist Humanism as a goal for the West’s society and economy is grounded in meeting human ‘needs’. Interestingly, the requirement that all schools must now have “an academic program that helps all students succeed,” even those with what can only charitably be described as inert minds even on a good day, gets expressed in terms of an obligation to meet all students’ needs. Since inert minds are an unfortunate reality, we get the call for “a variety of active teaching and learning strategies” so that participation and projects become the way to deal with inert minds. Quietly and without alerting the parents, social interaction around topics of interest from the real world and ethical issues for the new hoped-for society become the entire point of the classroom and coursework.

We talked about the reasons for wanting to limit reading fluency, but treating words as a whole and doling them out to guide thought ties right into the plan for how the “core values are woven into the literacy curriculum, where students use their reading selections to reflect on the values and on issues of character, such as discrimination, patriotism, and moral courage. In social studies classes, students are expected to act upon the core values as they select and research national or international causes and then work with community members to carry out related service projects.” I do not think it is a stretch to imagine that the reading selections available in the Cloud or put aside as an ELA Task Set will have a deliberate slant to it.

Here, for example, is how elementary school gets reimagined. “Grade-level curriculum guides show how essential questions [from Grant Wiggins’ Understanding By Design, See tags] can be tied to ethical issues and specific service learning projects. Students at every level now engage in service as an integral outgrowth of topics they learn in class. In a fifth-grade unit entitled “Let Freedom Ring,” the essential question Why do we have the Constitution and the Bill of Rights? leads to assignments researching the background of specific amendments and concluding with an advocacy letter written to members of Congress. [We can all just imagine what was advocated for]. In a second-grade class, students respond to a reading assignment about Haiti by raising enough funds to donate 400 pounds of beans to the people in need there. Leary students learn that service is a vital part of good character and meaningful academics.”

I bolded that aspect about “leary students” since we are talking about 7-year-olds who might know a thing or two about what really makes Haiti so dysfunctional and be pondering the chances that any or how much of the 400 pounds will make to those in need there. Well-informed students don’t get to be leary anymore even when they reasonably ought to be. Given this statement: “the school’s approach to student conduct uses all aspects of behavior management–including rule-setting and rule-enforcement–as opportunities to foster students’ character development, especially their understanding of and commitment to core values,” life in K-12 education is about to become very uncomfortable to any students or adults not aboard the collectivist bandwagon.

Previously I mentioned that there is a term for this type of community focused approach–Productive Learning. It’s not particularly productive to the individual student, but it is very productive to the political class laying out what must be done and what may not happen anymore. If we think of this Character Education vision as using K-12 to prepare students to now be members of a Human Development Society, the other crucial aspect of Productive Learning involves preparation for the new Workforce.

We will deal with that aspect next time as we keep tracking the necessary conditions for a transformation away from Individualism as a legitimate 21st Century focus.

Sculpting the Inner Eyes that Guide What Real Eyes Perceive from Daily Experiences

All the references to Global Competency or World Citizenship may have us looking for a new flag we will be expected to salute or a quiz on world capital cities, but that is not what these terms actually mean. I took on Global Competency and the CCSSO’s explicit push of it in US K-12 classrooms in Chapter 7 of my book so please look there for the initial foundation for what is coming. We are off to Finland today, not to get frequent flyer miles or to look for stunning vistas in majestic fjords, but simply because professors there have been far more graphic in what the required Human Dignity Paradigm/Justice for All inclusive classroom looks like. They have also laid out with stunning candor what it intends to do and why. It explains why US suburban high schools would be nonconsensually shifting students to ‘problem-based learning’ with an affirmative Student Code of Conduct that most parents are unlikely to even catch in time.

Before we take off though I want to lay out the known links of the same model to the US beyond the descriptions to the Folk School vision laid out in the previous post. I noticed last May that all the school principals and district administrators in the high achieving part of Metro Atlanta’s Fulton County had switched to referring to classwork under the Common Core as either being ‘STEM’ or ‘Humanities.’ Recognizing this meant a jettisoning of academic content as something to be transmitted from what STEM meant (also in book), I have been keeping an eye out for a means of explaining explicitly what the shift to a Humanities focus would specifically mean in the classroom. Professor Martha Nussbaum, so usefully loquacious as to what is really intended that we have given her a tag already, thankfully laid it out in a 1997 book called Cultivating Humanity.

Using classwork to “cultivate in ourselves a capacity for sympathetic imagination.” Such empathy in all students is necessary “in order to foster an informed and compassionate vision of the different.” This “narrative imagination is an essential preparation for moral interaction. Habits of empathy and conjecture conduce to a certain type of citizenship and a certain form of community.” A Blue Ribbon for Astuteness to each of us that picked up that this compassion towards others is the consistent core we are finding in K-12 ‘reforms’ all over the world. It is desired because it “cultivates a sympathetic responsiveness to another’s needs” that is in turn necessary for a world determined to make meeting needs the new focus of the global economy. What Karl Marx called the Human Development Model of Society and Harry Boyte now calls the cooperative commonwealth.

One more well-connected American prof willing to reveal what is being laid out in meetings we are not invited to is Wharton’s Jeremy Rifkin. Since his discussion of the “new pedagogical revolution emphasizing empathic development” is in the context of a broader 2009 social vision called The Empathic Civilization, Rifkin is also usefully forthcoming. In fact he discloses that “Collaborative education, at its core, is concerned with shifting the center of educational concern from the individual mind, to forms of relationship.” We have encountered this before http://www.invisibleserfscollar.com/distributive-justice-is-not-enough-we-must-break-the-illusion-of-the-unitary-self/  in the early days of this blog so I know even beyond the clear links to the Positive School Climate mandate that these mentions of a ‘relational self’ as the new focus are truly an insistent, very real, aim of K-12 education reform globally.

Let’s quote Jeremy one more time as he explains that the “new classroom emphasizes cooperation over competition and the sharing of minds. [Exhale, please! Some of you dear readers are now turning Blue in the Face with Outrage.] Education becomes a collaborative venture rather than an individual pursuit. The aim of all knowledge is existential: that is, to come ever closer to understanding the meaning of existence as well as our place in evolution through our shared experiences and the meanings we glean from them. Technical or vocational knowledge [like digital learning] becomes merely instrumental to the pursuit of this larger goal.”

Now we can go to Finland where we will recognize the curriculum as merely the more graphic announcements of the same classroom intent that we are supposed to be transitioning to in the US, Canada, Australia, the UK, Hong Kong, and everywhere else that ever cherished the individual. The Finns stated that the solutions to the world’s problems are to be found “in a shift in our view of how we see ourselves and our relationship to society, and its future…Whatever lies in the future, the ability to collaborate with others in the identification and resolution of problems is crucial. If humankind does not have this capacity, our fate is sealed. If it does, the skills for collective action must be nurtured and strengthened.”

Hence all the ties we are seeing between deliberative democracy and participatory citizenship and the actual K-12 required classroom implementation. I highlighted evolution above not to talk about Darwin or Apes but in the Brameld/Huxley sense of cultural evolution laid out in my book. Or as the Finns have decreed: ” the function of education is not only academic skills, but the skills needed to play a protagonist role in the evolution of society. Rather than working for socialization to the status quo, schools can create pro-active agents of social change.” Now before I shift to quoting from the actual intentions so that parents will have it as a guidebook for the future whatever happens to Professor Margaret Tuomi’s research, I want to make two more points.

First, the Finns state this is based on the Baha’i Curriculum for Global Education. Like the UN as we saw, the Finns like that the Baha’i do not merely speak of rights, as in the Universal Declaration of Human Rights. These guidelines also speak of obligations. Such duties to others are believed to be important to drill into each student at an unconscious level that will guide action. Secondly, please do not let all this high-minded talk of Equality and Success For All conceal the actual reality of what is being attempted here. The creator of Cultural Marxism theory in the 20s, Antonio Gramsci, did not just come up with an intention to March Through the Institutions of Power in the Individualistic West. He also developed the concept of the Integral State that all that marching was intended to create.

Civil Society would not be just an area of activity in his vision, existing independently of the State. Gramsci conceived of Civil Society, which would especially include schools and higher ed, as the terrain where the political elite’s world vision would be imposed. Troublingly the word he used translates as a required consensus. We encountered the same concept of few posts ago as the Rockefeller Theory of Communication For Social Change. The classroom would become the place where the psychological reality perceived by each student when they entered the classroom would give way to a Shared Understanding of Physical and Social Reality.

The five goals of Global Education then are [verbatim]:

1. To adopt the values necessary for the evolution of a global human society. (Ethics)

2. To acquire knowledge of mankind’s development, current state and achievements. (Knowledge).

3. To include in the world view a discernment as to how mankind has always formed ever greater social systems, and how this process has been encouraged by man’s natural urge to work in cooperation. (Understanding)

4. To see the future of mankind as bright, and to picture in one’s mind how mankind can through cooperation reach unprecedented achievements. (Vision)

5. To learn skills concerning cooperation and the management of information, and become directed towards acquiring skills necessary for the development of mankind. (Skills)

To give some idea of the sort of things the new Common Core assessments will actually be looking for, especially the formative assessments or assessments for learning, let’s look at the listed subgoals under 5. My bolding.

5.1 To learn and explore sources of knowledge logically in order to form holistic pictures and to apply the understanding thus gained to different challenges and activities; to learn to express clearly and logically one’s considered views for the development of human society.

5.2 To learn the skill of consultation in which the purpose is to promote the common good, not to advance one’s own interest; in which the aspiration is to achieve a common understanding; in which one’s view is expressed clearly and freely, but politely; and in which all participants seek to build their opinion based primarily upon knowledge and understanding.

5.3 To learn to consider those skills and capabilities that are needed for the realization of mankind’s future in practice when orienting for studies and choosing professions.

Well I must admit reading through all this that I did NOT become a lawyer to help realize mankind’s future. Interestingly enough though, having a solid base of unapproved factual knowledge and an Axemaker Mind is quite a useful tool in accurately perceiving the likely consequences of all this Manipulation and Mind Arson. That must be why the political elite and cronies are trying to discontinue these useful Mindsets all over the world right now.

Talking about it in the sunlight truly is the only antidote. Next time I will continue some quoting that will make the need for an affirmative Student Code of Conduct quite obvious.

Maybe we should nickname it the Fulton Comrade Code of Conduct Necessary for the Cooperative Vision of Our Future. Brought to us by people lying to our faces about what is really intended.

Some cooperation. No denial of self-interest by the public sector here. No wonder these coercive common good schemes always lead to kleptocracies.

Building the Sentiment, Forging the Real Feeling that Goes Deep: Rigor does Not Mean What You Think

Do you believe in coincidences? Of course they happen, but not about some things, especially when little known professors are suddenly brought back to be the quote of the day in a daily education newsletter. The day after the last post where I mentioned the 1948 push for a World Constitution at meetings held at the University of Chicago, the EdTech SmartBrief cited ‘Italian Writer Giuseppe Antonio Borgese’ for an inspiring vision about Change not only being possible, but necessary. How apropos when fundamental change is the daily meme. Borgese of course is more than an Italian writer. He was one of the prime participants in those meetings, a prof there, and the draftsman. He also wrote the 1953 book Foundations of the World Republic laying out the vision.

You don’t really think I grasp how all this fits just from Abstracts or the Cliff Notes versions, do you? No, I had read that book and get the connection to ed. So does someone apparently at Smart Brief and they are fully aware of the pertinence of today’s K-12 juggernaut of changes too. Few terms though come up more often these days or are used so consistently to mislead parents and taxpayers  on the true nature of the intended changes as ‘rigor.’ There’s a reason education consultant, Willard Daggett, with a ridiculously lucrative national professional development business (for someone who used to be in Vo-Tech. I have a few of those mediocre textbooks) says that “relevance makes rigor possible.” Rigor is always grounded in emotion and personal experiences.

When a District Super tells concerned parents that Rigor is about higher standards and provides the metaphor that you cannot turn up the temperature suddenly on an oven from 350 to 550 without burning the turkey and leaving it frozen on the inside, I think that explanation deserves a Pinocchio award. That example of rigor may make parents feel better about upcoming higher than average failure rates on the new state Common Core math assessments, but it does not accurately reflect the nature of the problem. Rigor is about what a student feels, perceives, and does when there is no single correct answer or there are insufficient facts stated to reach a definitive conclusion or the asked about material has never been taught. It provides superb behavioral science data on likely future actions and it primes students to be willing to act in the face of uncertainty. Just what people with visions of transforming and then redesigning societies and societies around Big Data need from a compliant, malleable citizenry.

Facing History and Ourselves, which we met again in the last post, keeps being cited as the perfect example of a curriculum offering ‘rigorous engagement’ and ‘deeper learning.’ Deeper Learning is being trumpeted, formally assessed, and funded generously as the cornerstone of the Common Core and the OECD’s global vision for education by the Hewlett Foundation. Building on the previous post’s revelations and the return of Life Adjustment before that, why is FHAO so crucial for an international bureaucracy pushing for fundamental transformations in the economy, society, and political structures and institutions? Let’s look.

http://trustnet.learningtrust.co.uk/partners/Community%20Cohesion/Case%20Study_Facing_History_and_Ourselves_at_Skinners.pdf advocates that teaching materials force students (their bolding) through the process of Text to Self (this reminds me of a time when… so that personal experiences become involved), Text to Text (building those links to previous school activities or discussions and the concepts involved so that a predictable mental web is being woven by schoolwork), and Text to World (students connect the ideas to things happening in the world today). Did you realize that’s what ‘personalizing learning’ meant? Constantly reenforcing schoolwork to a student’s life experiences and then creating life experiences in school and elsewhere to reenforce the desired concepts and attitudes? As the link says, FHAO allows students to have Mindsets that allow “better questioning of the world and what goes on it. But most importantly, students become more engaged in their own communities and apply the knowledge they learn to their own lives.” (my bolding this time).

Knowledge grounded again more in emotions and instincts than facts, but all the more likely to compel future action for that very reason. Remember Harlan Cleveland from my book? Well, about 10 years before his 80s vision I explain there he did a report in 1976 for UN Leaders meeting in Philadelphia. It laid out his vision on what the significance of the US Bicentennial was for the future. He saw it as igniting the Next Great World Movement: the Global Fairness Revolution. Like the odd sudden citing this week of Borgese, these visions do not go away. They simply keep looking for new sales jobs to have education finally bring them to fruition. That’s precisely what FHAO and PBS intended to do when they created Choosing to Participate to be used as part of what it would mean to be Literate under the Common Core. http://web.uri.edu/nonviolence/files/ChoosingToParticipate.pdf

When the “challenge for educators” now is announced to be creating “settings that can help young people develop as thoughtful, caring, compassionate, and responsible citizens,” the vision of citizenry is to be Change Agents for Transformation. That is also blatantly a view of education that is primarily focused on Psychosocial Development, not knowledge as academic content. Students are to be deliberately primed, at a deep level, to be unwilling to accept the world as it now exists. They are also to be intentionally manipulated to misperceive the current nature of that world. Ignorance and grievance may be one of the most volatile combinations in the universe. Unlike nitroglycerin though, these Students with carefully cultivated and shaped Mindsets and emotional Push Buttons will not have warning labels. Not yet anyway. I am working on that one.

FHAO does not mince words when it states its intention to have Choosing to Participate:

“be a catalyst for conversation about how we treat each other, how we should live together, and what our choices mean. The key challenge is to think deeply [emotions again!] about what democracy really means, and what it asks of each of us. Democracy is a fragile enterprise and can only remain vital through the active, thoughtful, and responsible participation of its people. Education for citizenship means encouraging each of us to recognize that our participation matters.”

Jumping to the punch line, FHAO intentionally uses the horrors of the Holocaust and Legal Segregation by race in the US to justify a belief that economic, redistributive, justice, if desired by a majority of current voters, is a perfectly legitimate demand binding everyone. Resistance then becomes akin to the racism that surrounded the Little Rock 9 trying to integrate Arkansas schools in the 50s. FHAO is the perfect accompaniment to the communitarian focus we have already located in the required Positive School Climate for all K-12 schools and lurking oddly in the definition of what it means to be Career Ready under the Common Core. FHAO early on specifically instructs students:

“communities are not built of friends, or groups of friends, or of people with similar styles and tastes, or even of people who like and understand each other. They are built of people who feel they are part of something that is bigger than themselves: a shared goal or enterprise [hence all the hype on collaboration now]…To build a community requires only the ability to see value in others; to look at them and see a potential partner in one’s enterprise…community can also be defined in terms of a ‘universe of obligation’–a group of individuals or groups ‘toward whom obligations are owed, to whom rules apply, and whose injuries call for amends.”

Amends are owed. I am going to end with that quote because clearly this intention is where we should put all these sudden mentions of allegations of White Privilege and conferences centered around preparing teachers to make that and race generally a focus of the K-12 curriculum. Everybody seems to like trilogies so this post is the Human Rights Trilogy’s second part.

I want to come back with considering the implications of targeting values, attitudes, and beliefs about how societies and economies should be structured as just another antiquated area that can, and should be, legitimately targeted by K-12 for change. Comparable in the minds of many educators and certainly the FHAO curriculum to the shifts rightfully needed previously to move beyond legal segregation.

We are going to continue to confront history all right. Especially the implications of requiring that students “prove their humanity” in ways to be mandated by political authority.

Should students be taught that “Built into each individual’s experience must be an occasion for giving, a task of humanity, an act of sharing and sacrifice”?

Is that really Student Achievement? Growth? Should taxpayer-funded education administrators and profs really be making these decisions in a free society?

Or is the disputed nature of freedom itself in the 21st Century the real question?