Resistance-Proof Biosocial Revolution Undisclosed at the Neural Level of Students’ Minds

Let’s start off with a quote I have had since I did the ACES post on April 30. “In social cognitive theory, sociostructural factors operate through psychological mechanisms of the self system to produce behavioral effects.” Now that may sound like a mouthful, but if we substitute ‘a person’ or ‘the student’ for ‘self system’ the meaning is clearer. Now we have discussed that Karl Marx is widely recognized now as having been a lousy economist. Less recognized though is how his related sales pitch that social revolution could be achieved if ‘Man’ would simply become a Maker of History is still wildly reverenced, especially in education. So let’s now add in another quote from the same 2001 Annual Review of Psychology article by Albert Bandura to shake out that other mouthful–‘sociostructural factors.’

“The self system is not merely a conduit for sociostructural influences. Although the self is socially constituted, by exercising self-influence human agents operate generatively and proactively, not just reactively, to shape the character of their social systems. In these agentic transactions, people are producers [Making History!] as well as products of social systems. Personal agency and social structure operate interdependently. Social structures are created by human activity [and especially laws and other legal vehicles like charters] and sociostructural practices [here comes the law again which is why we now have edicts about Positive School Climate and required proactive approaches to bullying and Restorative Justice], in turn, impose constraints and provide enabling resources and opportunity structures for personal development and functioning.”

I learned a new word this week that is typically used in a military context–Schwerpunkt–but which fits even better in the human and behavioral sciences, which is what education and even the law have now become tools for. It means “weight (or focus) of effort” and the weight or focus of effort in education ‘reforms’, as we finally began to confront in earnest in the last post, involves trying to lock-in desired “psychosocial changes and levels of functioning” at a biological, neural level because, quite simply, genetic social engineering by governments would take too long.

Anyone else fascinated to learn that “social efforts to change lives for the better require merging diverse self-interests in support of common core values and goals.” There’s that phrase again so I decided to bold it for emphasis. The real common core operates at an internalized, psychological, neural level and another word for those internalized goals practiced repeatedly through prescribed educational activities would be ‘standards’ as in standards-based, student-centered ‘reforms’.

Now just to provide some hint of just why I decided to add Schwerpunkt to our quiver of useful vocabulary terms to capture the essence of the desired transformational changes, let’s cover just a few of the confirming revelations that have popped out in just the last week. I recognized, for example, that Professor Damasio’s 2010 book Self Comes to Mind was actually restating Bandura’s work without mentioning him so I did a search to see if others had recognized the link. Out the connections spewed across the globe in languages I did not speak and had to translate, but our Google overlords kindly told me that both men’s work deal with the psychological means for the “self-regulation of thought and moral conduct.” Goes better than a slice of bacon then with those needed “common core values and goals.”

We have Teaching Students to Drive Their Brains recommended for summer reading http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/Teaching-Students-to-Drive-Their-Brains-sample-chapters.pdf complete with not-so-amusing graphics of Upper Elementary Students being taught to visualize using their Brain Cars. That fits though with our learning that there was a K-12 component to the Pacific Northwest Neuroscience Neighborhood part of the BRAIN Initiative. It is called Noggin and there are numerous detailed links in the comments to the last post with pictures as well as the revelation that Fulton’s new Super as of June 1, Jeff Rose, came from one of the Noggin districts. What are the odds?

http://rise.huffingtonpost.com/watch/scientists-are-using-psychology-nudge-us-right-direction from What Works Cities (and what precisely ‘evidence-based’ policymaking turns out to mean) admits that changing behavior is official government policy across US federal agencies and also globally. Finally we have http://knowledgeworks.org/worldoflearning/2016/06/cunningham-elementary-school/ showing a Texas school that is pushing an emotionally-grounded moral thinking of the kind Professors Damasio and Bandura promote as what a new kind of 21st century learning grounded in Equity should look like. All this makes sense though if we go back to what Bandura wrote in 2001 and recognize that when charters (like Fulton’s) refer obliquely to a euphemism like ‘life skills’ as the new focus of schools they are actually incorporating Bandura’s work. I am nothing if not a good researcher after all so of course I can prove it.

Since what that charter really intended to lock in for a particular school district, and what ESSA has now done to every school district, is grounded in Bandura’s work and he said it was to drive Biosocial Coevolution, let’s tear away the shroud of euphemisms and look at these intentions in the sunlight. Now if I give a hot link to the article it will be off the server within the hour so I will just continue to make reference to it. When located, however, just go to page 18 to the section called “Emerging Primacy of Human Agency in Biosocial Coevolution” and think about how lucrative it is for the lawyers, administrators, and consultants working to change education because “psychology is the one discipline that uniquely encompasses the complex interplay between intrapersonal, biological, interpersonal, and sociostructural determinants of human functioning.”

I am going to interrupt the quote to point out that this is the reason all these learning theories of education want to dethrone the rational Prefrontal Cortex from being a primary driver of human behavior. It’s an obstacle to what Bandura will momentarily call the desired Collective Efficacy. Back to the next line of the quote now: “Psychology is, therefore, best suited to advance understanding of the integrated biopsychosocial nature of humans and how they manage and shape the everyday world around them.” Beginning to finally see the clear reason for all the deceit, euphemisms, and use of misdescribed legal mandates to force these political uses of psychological theories invisibly imposed via education? Recognize now why school board members are trained to defer to anyone with an education degree? They are deferring to a revolutionary shift in the conception of what human beings can be, imposed while most are led to believe we are still talking about academics.

Charters, legislation, and reinterpretations of civil rights laws are simply not being accurately presented as mechanisms for the ‘biologizing of psychology,” even though that is the decades-long  Schwerpunkt focus of all K-12 education reforms. It’s also why my book Credentialed to Destroy is even more relevant now than when it was written. It recognized the required focus of efforts long before I grasped that everything laid out actually had an intended biological component of desired neural effects. Bandura was stunningly revelatory so let’s keep listening. He told us that the “selection pressures of social and technological innovations on biological evolution get ignored,” which may be the most succinct rationale for the digital learning mandates we will find. After all, “human evolution provides bodily structures and biological potentialities, not behavioral dictates. Psychosocial influences operate through these biological resources to fashion adaptive forms of behavior.”

Prescribed adaptations and forms of behavior with no need to admit the manipulation out loud. Tuck it into charters or statutes no one else reads or required instructional practices no one explains accurately and suddenly education and the law can be tools taking advantage of the known, but usually undisclosed, “malleability of evolved dispositions.” Seeing the avenue of unimpeded social change as being through the manipulation of the known plasticity of the human brain and nervous system and then refusing to openly declare that actual intent. Recognizing that the real aim of Competency, the Common Core, and what were misleadingly called the Reading and Math Wars was about deliberate targeting of the “specialized neurophysiological structures and mechanisms that had evolved over time.”

Targeting “these advanced neural systems [that] are specialized for channeling attention, detecting the causal structure of the outside world, transforming that information into abstract representations, and integrating and using them for adaptive purposes,” except due to undisclosed neural manipulation the goals and purposes are no longer really your own. Think of the desired History Maker to Change Existing Systems while once again listening to what Bandura aimed at: “These evolved information processing systems provide the capacity for the very agentic characteristics that are distinctly human–generative symbolization, forethought, evaluative self-regulation, reflective self-consciousness, and symbolic communication.”   Just what Noggin and Brain Car Lessons train students to be comfortable allowing others to manipulate instead of holding sacred. What Professors Immordino-Yang and Damasio block off access to with their hype of learning grounded in emotion.

We didn’t really think all these reforms would be disclosed accurately as the “psychosocial side of coevolution gains ascendancy,” did we? Good thing I can recognize what I am looking at by now even when no one actually meant for such a confession to come out. This was how Bandura ended so let me quote and then translate.

“What is technologically possible eventually gets applied. As previously noted, the genetic factors provide only potentialities, not the finished psychosocial attributes. However, there is no shortage of individuals with the resources and belief in genetic determinism to underwrite attempts at genetic engineering of human nature. The values to which we subscribe and the social systems we devise to oversee the uses to which our powerful technologies are put will play a vital role in what we become and how we shape our destiny.”

What Bandura proposed, and what education and the law have now locked in, is that those values and social systems are no longer a matter of personal choice. The choices have been made for us. The social engineering of human nature is now being attempted at a biological and neural level and we are all literally in the midst of what Soviet Psychologist Leontiev called the Great Experiment back in the 60s. Political power wants to dictate what those ‘psychosocial attributes’ will be and circumscribe what regions of the brain are likely to be used by the typical student when they become an adult.

And the euphemism for that latter neural manipulation is College and Career Ready.

I really do need to create an ISC Dictionary of True Meanings for 21st Century Guidance to Avoid Psychological Manipulation, don’t I?

 

Rewiring Student’s Brains at a Neural Level to Constrain, Guide, and Motivate Desired Future Behaviors

Part of the reason for the time gap between the last post and this one is my youngest child has now officially graduated. Hallelujah! Knowing what is really going on in American and global education in the name of euphemisms like standards, competencies, Whole Child, Positive School Climate, and Higher Order Thinking Skills I am afraid I think of schools now as psychological Auschwitzes. That is not a phrase I use lightly, but unfortunately, there will be no respite from this deliberate neurological assault on minds and personalities until we parents and funding taxpayers recognize what is really targeted for change and why. Also we need to grasp just how experimental all these sought shifts actually are.

During the last two weeks documentable, official confessions of just how much our children’s very synapses and whether the regions used in thinking are rational or tied to emotions have come out on an almost daily basis. Originally I thought all the reports I have read and downloaded since May 1 were tied to desired teacher training over the summer for a rollout next fall. That was before I came across the Human Brain Project’s announcement that it had shifted to the active, operational stage in April 2016 after being in the planning stage since 2013. Then I discovered that USC, the employer of Professors Immordino-Yang and Damasio from the last post, was one of the US partners of HBP. So are the entire U-California university system, Yale, and the University of Tennessee as well.

The US BRAIN Initiative (which began in 2013 too) coordinates actively with HBP and goes to its programmes in Europe. Turns out part of that initiative included a Bioethics Commission http://bioethics.gov/ where we can locate the BRAIN 2025: A Scientific Vision report as well as the two Gray Matters reports that leave our government’s desire to interfere with internalized mental processes for political purposes in no doubt. It is also chaired by Penn Pres Amy Gutmann who was probably chosen by President Obama precisely because her 1987 book Democratic Education called on schools to shift away from the ‘well-intentioned misperception’ that schools have an “obligation to impart information.” Instead, Gutmann wanted teachers to develop the moral character of students so that they “feel the force of right reason” to reshape society.

There’s that ‘feeling’ hype again. I know it is not coincidental because I have a few additional writings we can survey. I have Damasio’s 2010 book Self Comes to Mind: Constructing the Conscious Brain where he stated that “emotions are the dutiful executors and servants of the value principle.” A useful target for emphasis for planners hoping to alter the drivers of future behavior. Since Professor Damasio elsewhere mentioned “the need to manage the behaviors of humans,” forcing student thinking to be grounded in emotion would appear to be an excellent place to start. UNESCO agrees too since I located an August 2015 paper stating that the new purpose of ‘curriculum’ in the 21st century is to make sure there is no “contradiction or dissociation between the cognitive and the ethical dimension in learning.”

In order to advance the ‘concept of social justice’ and the new UN “guidelines on the meaning of education based on the ideal of building more just societies,” educational experiences must be created so that each student’s commitment to the ideals of social justice is not “an adherence that is purely rhetorical or cut off from how people actually behave.” Rounding out our support is this paper that I-Y coauthored   http://iesteulada.edu.gva.es/portal/wp-content/uploads/2013/11/Neuroscience-and-learning.pdf which ended with a diagram that makes it clear it is Emotional Thought, and not High Reason/ Rational Thought, that 21st century education wants to cultivate. Why? Because of its useful role in desired ” moral decision-making.”

Now all these reports have a great deal of aspirational goals for a changed society pretending to be how the mind works or how education must now be changed. Educationists cite Damasio as “neuroscience research says…” Ed Week cites I-Y for how emotions must now guide educational practices and no one seems to bring up Professor Gutmann’s earlier book. The truth is though this is not how the brain or education must now work, but rather how it needs to be altered if people are to be changed at a neurological level. Guided and motivated then by new values and images of how the world might be. Now you may be saying rightfully that I am not a neuroscientist, although I have read a great deal of their writings, and one of them, Zenon W. Pylyshin, helpfully told us back in 1980 precisely why the rational/High Reason brain is so targeted now by K-12 education.

In a published paper “Computation and Cognition” created while he was a fellow at the Center for Advanced Studies in the Behavioral Sciences, Pylyshin laid out precisely how the human mind was thought then to work with nary a mention of these now omnipresent emotions or feelings. Here is a quote from the end that tells me precisely what had to be suffocated for the social transformation use of the mind to prevail. The mentioned George Miller is another famous behavioral scientist.

“we ought to be far more impressed with the extreme flexibility that thought can exhibit. For example, we ought to take seriously the fact that there seems to be no specifiable limit to what the human mind can imagine or think. As George Miller recently remarked to me, the salient property of mental life is surely that we can will it to do practically anything we wish: given the appropriate goals and beliefs, we can alter our behavior and thoughts to a remarkable extent by a mere act of will.”

Feels a bit like eavesdropping from decades away, doesn’t it? We now know that picking our own goals, beliefs, and values is precisely what K-12 education intends to make sure no longer happens. In fact, now we can shift back to that BRAIN 2025 vision since it too envisioned mapping the brain because of its ‘special province’ as the “interior terrain of thinking, feeling, perceiving, learning, deciding, and acting to achieve our goals.” If anyone has any doubt that this initiative is about a transformative, social justice agenda this quote should obliterate all doubt: “our brains make us who we are, enabling us to perceive beauty, teach our children, remember loved ones, react against injustice, learn from history, and imagine a different future.”

Our Founding Fathers may have seen our beliefs as a form of property not to be subject to government interference http://www.invisibleserfscollar.com/if-the-system-seeks-to-destroy-the-ability-to-think-can-james-madison-save-us/ but we get no such deference in the 21st century. To quote again  from an initiative we are now spending $500 Million per year to pursue: “In advanced organisms our concept of ‘behavior’ must be extended to include sophisticated internal cognitive processes in addition to externally observable actions.” The Bioethics Commission may hype neurological and psychiatric disorders so that the full extent of the neurological manipulation is obscured but BRAIN 2025 states explicitly that the “primary goal of the BRAIN Initiative is to understand healthy brain function.”

The purpose of the Bioethics Commission is not to examine if this emphasis and research is ethical, but to make sure everyone at all levels of education believes that such research is necessary and ethical. In fact, all we get is a question as to whether “inner desires, psychological states, or motivations…deserve more privacy protection than externally observable clues about the mind.” Consistent with my concern that all this agenda is about quietly forcing a shift to the Human Development Society Uncle Karl envisioned without saying that is the actual goal, we have the Gray Matters volume on the Integration of Neuroscience, Ethics, and Society insisting that “the potential of science to improve human welfare grounds a societal obligation to undertake and support” this type of research.

Leaving no doubt as to why we have to discuss these initiatives to grasp why I now call schools psychological Auschwitzes being used to force a transformational political agenda at a neural level, we have that same volume stating “one desirable goal for ethics education is ‘transformational learning,’ which goes beyond cultivating cognitive learning or critical thinking to inculcate ‘habits of mind, attitudes, and dispositions.'” That’s neural change and designed to motivate future behavior from a level unconscious to the neurologically reengineered student. It certainly explains the odd affect and unfocused eyes in this video of high school students hyping personalized learning. http://www.cio.com/article/3002698/cio-role/how-one-cio-leverages-technology-to-transform-education.html .

Volume 2 of Gray Matters opened with a tribute to a now deceased commission member who was described as a “seeker of justice for all.” That certainly fits with the actual intention of all this neuroscience research and the stress on emotions as an integral part. So does this quote that “ethics education has a better chance of informing action when it is continually reenforced and connected to practical experience.” Showing us once again how a certain vision for education going forward is key to this entire transformation of people and institutions, the Bioethics Commission lets us know that Equity is such a focus of this new vision. that “if safe and effective novel forms of cognitive enhancement become available, they will present an opportunity to insist on a distribution that is fair and just.”

Oh. Good. Grief. Once again Gray Matters made it clear that it is not just education being called on to reengineer society at the level of the biological neural mind. The rule of law gets redefined to be a social reengineering tool as well. As a lawyer and student of Anglo-American history and the function of the common law, it is hard to read a federally-financed call “ensuring the progress and responsible application to neuroscience to the legal system and policymaking.”

The report may insist that “today, and in the foreseeable future, neuroscience does not enable us to read minds. Technology remains extremely limited and cannot reveal the inner desires, psychological states, or motivations that are worthy of the term ‘mind-reading.'” The problem is that covering, Nothing to Worry About Here, statement is not true. Those things are precisely what adaptive learning digital virtual reality platforms, formative assessments, wicked, open-ended problem solving and other now required educational practices turn up. That is a big part of what all the data gathering is about. It’s also why the Personally Identifiable Information hype is such a Red Herring that obscures what is really at risk.

Watching the students on that video, do we really want Presidential Commission’s questioning “whether ‘inner mental or neural processes’ deserve more privacy protection than external or behavioral elements such as words and actions”?

What does ethics actually mean if all these neurological planned interferences can be pursued in the 21st century in the name of education?

 

Menticide: Deliberate Targeting of Our Frame of Orientation for Examination and then Assault Via Education

One of the primary creators of Systems Science and thus a behavioral science pioneer was a biologist, Ludwig van Bertalanffy. He was very involved in reconceptualizing K-12 education in order to implement research coming out of what he called the “emerging psychology of man”. He also called it “a new science of man or general anthropology.” This new type of ‘education’ and new ‘science’ views “man as an active personality system.” Please note that the Workforce shift in purpose I covered in the last post would require that activity emphasis in all K-12 schooling. Not coincidental in the least. In 1966 lectures, Bertalanffy described Menticide as follows:

“If a population is manipulated in the right ways, it cannot transmit, to coming generations, values and freedom it has lost itself; and this is precisely what psychological manipulation aims at and has widely achieved.”

He should know since not only was he a fellow at the Center for Advanced Studies in the Behavioral Sciences in Palo Alto shortly after it was created in the early 50s, but he was also a presenter at a 1957 conference on “New Knowledge in Human Values” held at MIT. Organized by the Research Society for Creative Altruism, it resulted in a book edited by famed, or notorious Humanist Psychologist, Abraham Maslow. Shortly after that book came out the NEA hired Maslow and his associate Carl Rogers to develop the new K-12 education vision we covered here. http://www.invisibleserfscollar.com/psychological-approach-to-a-humane-politics-restructuring-the-west-quietly-and-effectively-via-ed/

In order to be able to spot the same vision implementing this desired ‘science of man’ in subsequent education ‘reforms’ we have to truly understand what was sought at conferences we were not invited to, even if we could get around the technicality of not being born yet. That’s what old books are for. Professor Robert S. Hartman also spoke about creating a ‘moral science’ and a ‘science of values’ by controlling the meaning people associate with words and images. As we read his intentions, let’s just imagine how much fun he would have had with his social engineering desires with access to today’s Digital Learning mandates, where the Images are controlled and dramatize whatever the creator desires for students to believe.

In the kind of naivete and hubris that can be hard to read in hindsight, Hartman said that “as natural science has changed the world, so moral science, once it is developed and fully known, is bound to change the world.” In fact, he believed that “There will come a time when the problems and conflicts that now plague us will be as forgotten as the tortures of the middle ages and the clubs of the cave men.” Talk about famous last words.

Hartman explained how the moral science principles “puts the spine in democratic ideology” and would be the “future science of moral humanity.” If it reminds anyone else of where the lesson plans for the UN’s Global Goals and the linked video for the World’s Largest Lesson from the last post are going, there’s a reason. Hartman related that he had written a report to UNESCO’s International Institute of Philosophy on the development of this value theory “over the last five years (1949-1955).”

I am asserting that the “worldwide intellectual potentiality” is still what is being carried forward by the Systems Scientists like Ervin Laszlo or Bela Banathy and embodied into K-12 via misunderstood terms like Excellence, Outcomes Based Education, Competency, and what GEFF is peddling. Another conference presenter, Erich Fromm (a member of the Frankfurt School of confessed cultural Marxists and transformational social scientists. See Tag) lectured on “Values, Psychology, and Human Existence.” In one of those jaw-dropping epiphanies that brings together so much, Fromm stated that such a human science would first change values. Then it would need to be able to get at–assess would be a good description for what is required–and then alter what he called “man’s frame of orientation.”

That single phrase so thoroughly captured precisely what all the actual Common Core/ Competency/21st Century Skills implementation is now pushing and has been since at least the 60s. I even used one of my very favorite bookmarks to mark the page. From APUSH “Conceptual Frameworks” to Social Studies ‘lenses’ to Cross-Cutting Themes and Core Disciplinary Ideas to Enduring Understandings and Whole Child, everything targets a student’s Frame of Orientation. Growth Mindset being required and exalted is just a way of insisting that the orientation and its frames must be malleable to the Learning Experiences supplied. When listening to the World’s Largest Lesson video or all the Climate Change hype, remember that Fromm told us that “even if man’s frame of orientation is utterly illusory, it satisfies his need for some [internalized mental] picture that is meaningful to him.”

No need to wonder now why relevance, real world applications, ties to “authentic local and global issues” and “assessment primarily concerned with providing guidance and feedback for growth” are the new required focus for K-12 education.  http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_Teachers.pdf that is now being used for teacher professional development is just full of confessions on what teachers must be doing to the students so that they internalize what Fromm called a Frame of Orientation that will guide their future behaviors and perceptions. I especially liked page 27’s insistence that “the teacher understands critical thinking processes and knows how to help learners develop high level questioning skills to promote their independent learning.”

Apparently a neurologically embedded, deliberately created, and manipulated Frame of Orientation fosters independence and autonomy in this Orwellian vision of the future where Unknown=Independent. How does this creation occur? Why “the teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful learning experiences.” There is an crucial confession here in this “Application of Content” vision. School subjects now exist in order to be the means for instilling the desired Frame of Orientation. Then students collaboratively practice projects and tasks until the new values and beliefs are locked in place at an unconscious level. “The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local and global issues.”

That emphasis fits perfectly with the World’s Largest Lesson, but even more so with the UN’s expressed plans to use data, like a student’s frame of orientation and values, to also restructure the world’s economic, social, and political systems. To a UN bureaucrat, too many politicians, and most education administrators these days we are ‘systems’ to be redesigned with data. So apparently is everything else involving people. That is what the meeting in New York is about this week and the 15 year commitment where no one gets left behind that president Obama signed us up for is actually not really about stopping malarial deaths from mosquitoes. http://www.undatarevolution.org/wp-content/uploads/2014/12/A-World-That-Counts2.pdf is the blueprint that confesses:

“It is up to governments to put in place the rules and systems to realise this vision, working with domestic stakeholders and in the multilateral system, at regional and global levels. Governments, through the legal systems they enforce, are the ultimate guarantors of the public good.”

Because it worked out so well for all of us when in 1928, governments signed on to abolish war. In more utopian hubris:

“it is governments that can balance public and private interests and create systems that foster incentives without creating unacceptable inequalities, adopt frameworks for safe and responsible use and manage the international system that can transfer finance and technical expertise to bring the least informed people and institutions up to the level of the most informed. And it is governments that are elected to respond to citizens on their choices and priorities.”

Mercy me, somebody spent way to much time absorbing theories and not enough time learning genuine history and its constants. Now wanting to be Pollyanna instead of looking this awful overreach straight in the face for what it plans, let’s assume this paper gets dismissed as merely “the UN” and president Obama will be gone in 15 months anyway. In 2012, the National Science Foundation created http://www.nsf.gov/cise/aci/cif21/CIF21Vision2012current.pdf establishing a Cyberinfrastructure for 21st Century Science and Engineering and we and our various ‘systems’ are what need to be socially reengineered. In 2014 grants “Laying the Foundation for Data-Driven Science” were issued. http://www.nsf.gov/news/news_summ.jsp?cntn_id=132880 One of the bolded Data Infrastructure Building Blocks (DIBBs) program is to “drive innovation in education.”

Headed by Ken Koedinger at Carnegie Mellon and funded as LearnSphere, this project is premised on “Educational data holds the same potential to guide the development of courses that enhance learning while also generating even more data to give us a deeper understanding of the learning process.” Whatever the personal intentions of individual professors, LearnSphere is precisely what Hartman, UNESCO, and Fromm hoped to one day have as a cultural tool for transforming human nature. Or at least trying. I am not done yet though. The CIF 21 document compares the kind of human systems data that will now flow from our Cyberinfrastructure to the astronomical mapping of an area of the universe known as the Sloan Digital Sky Survey. The aspiration and intention is “from individuals and communities, to address far more complex problems of science and society than previously possible” and “advance innovation in society.”

One more tie so the inexorable nature of this juggernaut is indisputable. Remember MIT prof Alex “Sandy” Pentland from this post?  http://www.invisibleserfscollar.com/redesigning-education-globally-to-humanize-personalities-and-make0each0one-of-us-more-susceptible-to-peer-pressure/ He is not only involved with the UN groups that produced that What Counts report and many Working Groups, including Education and Workforce Development, to gain implementation at state and local levels. He is also involved in the Kavli HUMAN Project as an advisor.  http://online.liebertpub.com/doi/pdf/10.1089/big.2015.0012 It’s not just a Big Data project to “Understand the Human Condition”.  It’s not just that Kavli used that same analogy to the Sloan Digital Sky Survey. It also seeks to yield “detailed behavioral phenotypes that characterize the myriad ways in which humans express their genetic endowment in different environmental settings.”

And we wonder why Opt Out is to be no longer allowed once a state or district gets “meaningful formative assessments” or why we all need SMART energy meters.

Because we and our children in Preschool through higher ed are to be part of “a discovery dataset that would revolutionize the social and natural human sciences.”

Now I’m done.

Manipulating the Human Mind and Personality Via P-12 Education to Engineer Transformational Social Change

Notice how I did NOT write K-12. In most states and countries now, if we do a little digging, we will find early learning standards that put a heavy focus on social and emotional learning. That ‘P’ stands for Preschool, which is apparently where the transformation to new values and a new kind of mind and habits of thinking, must begin. A GERG (General Evolution Research Group) associate of Csik’s, Bela Banathy, and Ervin Laszlo and husband of Riane Eisler discussed in this post  http://www.invisibleserfscollar.com/rigor-relevance-and-relationships-the-new-3rs-to-get-to-a-caring-economics/ , David Loye, was kind enough to explain in a 1991 book that the systems thinkers had a new ‘schema’ for the mind. The mind could be programmed via education to become the “evolving guidance system for each person and for humanity as a whole.” From a book Ervin Laszlo edited called The New Evolutionary Paradigm that was a part of the World Futures General Evolution Studies, Loye wrote:

“Mind in this schema is further defined by viewing our time, the late 20th century, as a pivotal evolutionary dividing point between the dominance of the Truncated Mind and the crucial emergence and spread of Actualizing Mind, in which guidance sensitivities are more fully operative.”

Truncated Mind is a new term for what I have previously nicknamed the Axemaker Mind, but to build on what is laid out in my book Credentialed to Destroy , phonetic fluent reading and traditional Algebra build that Truncated Mind. Critical Thinking as defined now by P21 or Richard Paul, Excellence in education, and Competency help build that Actualizing Mind, even if none of the educators implementing its tenets in the classroom have never heard of GERG,  any of the Laszlos, or David Loye and Riane. Since the last post I also managed to get my hands on a 1966 lecture the creator of General Systems Theory (GST), Ludwig Von Bertalanffy, gave at Clark University. Titled “Toward a New Image of Man,” Bertalanffy stated that the purpose of GST was to create a model for a new psychological theory suitable for psychosocial change–people, economies, cities, societies.

In other words, it fits perfectly with the Social Systems Redesign work we have encountered in the last several posts and also with John Dewey’s vision laid out in my book. Loye was darn forthcoming as well about the need to “focus on human cognition, which shapes human action” in order to create a normative social theory that could close the gap between reality as it now exists and the “ideal developmental forms that must be the prime concern of all policy makers.” From what I can tell the politicians and policy makers at every level and both parties are glad to oblige now in 2015, but no one is being honest about what is up.

I think the vision of Heart-Core Learning we met in the last post is Loye’s Actualizing Mind. When Lucien Vattel writes about “a society that grossly overvalues the mind above the heart” and seeks an “education system that values both how we feel and behave, as much as what we ‘know'”, he is laying out the current form of the same argument as Loye and all the rest of the social transformationalists. Move away from the Truncated Mind and the P-12 education that produces it. Go for Deeper, experiential, Whole Child learning achieved through collaborative Projects and authentic role playing experiences–what Vattel called “interacting, playing, and making”–to build that needed Actualizing Mind.

Everything I have read from GEFF and any of the systems scientists and out of the Fuschl and Asilomar Conversations is all supporting this same vision. It is the inner workings of the mind that is Ground Zero for the needed transformation and a P-12 education centered in Competency is the way in. Loye started his discussion with citing several Club of Rome reports from the early 70s and ends with the 1977 one that Ervin Laszlo was in charge of that called for “the need for accelerating a fundamental shift in values.”

When I read that, it was hard not to think of the now ubiquitous Positive School Climate mandates and the suggested remedies to supposedly combat bullying. Getting at the inner workings of the student’s mind and personality even more directly though is the ASCD-sponsored 16 Habits of Mind push that aligns with the developing Thinking Skills push from the 80s and early 90s. ftp://download.intel.com/education/Common/au/Resources/EO/Course_Resources/Thinking/Habits_of_Mind.pdf

Empathy, cooperation, “having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known” sounds like just the very traits needed to implement a transformative theory of normative social change. Just the habits needed to persevere with actions to push for change whatever the difficulties encountered in the real world. If any of us were designing Habits of Mind suitable to create an exuberant change agent, one could hardly do better than what Costa and Kallick developed or what Critical Thinking and Thinking Skills (Marzano’s 1985 Framework for McREL) actually turn out to be fostering. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198604_jones.pdf from 1986 also laid out creating such “higher-order thinking and metacognitive strategies at all levels of schooling” and for all students and sold it under the appealing title of “Quality and Equality Through Cognitive Instruction.”

Everybody, it turns out, wants to create those very traits of minds the systems thinkers intent on transformational social change globally say they need. How should we feel when we discover that the Convergence Center’s Advisory Board on Re-Imagining Education included a medical doctor known for creating the area of Neurobiology whose vision for ed fits perfectly with Loye’s Actualizing Mind? http://kripalu.org/article/322/ Now when you look at “Awakening the Mind–Neurobiology and You” and its constant references to Mental Well-Being necessary practices, remember all the mandates in the ESEA Rewrite to providing for students’ mental health needs and whatever promotes mental well-being. Does that translate into a legal mandate from Congress to extinguish the Truncated Mind and build the Actualizing Mind in its place?

Siegel is at UCLA, which is also where the federally-funded School Mental Health Project is located. Anyone believe Siegels’ references to mental well-being are not designed to turn his desired practices into a legal mandate for all schools? Let me add one more tidbit: there are numerous stories on the Internet that Senator Lamar Alexander’s favorite book is called A God Within by Rene Dubos. Now I recognized Dubos as being frequently in the bibliography of references for most systems thinkers. In its Chapter called “On Being Human” Dubos explained that ‘The God within mankind is the spirit of purposeful and creative adventure.” That certainly sounds like a transformational mindset, especially with all the hype over purposeful behavior and envisioning the future.

Maybe Lamar as an ex-Governor really liked the vision from the previous page that “Over most of the world, the homeostatic feedbacks of supply-and-demand economy are giving way to new systems manipulated by government intervention.” Yes, that is unfortunately true and the date of the book’s publication in 1972 also coincides with an overall decline in mass prosperity with plenty of people wondering what has happened since. Note: crony interventions by governments and ‘systems redesign’ starting at the level of the human mind do not work very well, apart from enriching politicians, former ones, and their friends.

Loye did detail some tidbits I want to pass on because I can see their continued relevance now. In discussing programs for the needed fundamental shift in values, Loye mentioned that: “”for well over a decade, psychologist Milton Rokeach and associates throughout various parts of the world have been carrying out experiments using Rokeach’s Value Scale to explore value structural stable states. This work includes the induction, via cognitive dissonance, of the psychological equivalent of chaos states, and testing the effectiveness of interventions designed to produce fundamental and enduring values change.”

And we wonder why we have had an uptick in school shootings. What Loye did not say, but I know, because I have several of Rokeach’s books and have written about him and his links to Tranzi OBE is that Rokeach created the educational use of the term Competency to obscure the values and non-mental skills focus of this shift. We can see why the euphemisms ‘Objectives’ and “Outcomes’ also get used to hide the nature of this shift.

Anyone else read about Linda Darling-Hammond retiring as a Stanford ed prof to start a Learning Policy Institute recently? Here is a useful fact to keep in mind that Loye just happened to mention right after the Rokeach paragraph.

“The most comprehensive and well-financed study of ‘chaotic’ or transformational values change has been carried out over the past six years [about 1985 then] by California-based SRI International [Stanford Research Institute goes by just an acronym now], one of the world’s largest research institutions. Basing its VALS (values and life styles) program on the work of psychologist Abraham Maslow, SRI social scientists regularly update a data bank on more than 100,000 Americans to predict changes in attitudes, values, and preferences that will affect the American and world economic, social and political systems.”

Wow, how’s that for a confession? One of those SRI social scientists, Marina Gorbis, now heads the same Institute for the Future that works with KnowledgeWorks to develop visions for education in the future.

That would also be the same Maslow that the NEA hired back in 1962 to create its desired new vision of education grounded in psychology. http://www.invisibleserfscollar.com/psychological-approach-to-a-humane-politics-restructuring-the-west-quietly-and-effectively-via-ed/

The truth is that the same vision has now been pursued for decades by people who turn out to be connected to each other and the same institutions. Only the names for the vision seem to change.

Changing the functions and structure at the level of the human mind and then locking it in physiologically.

No wonder there has been such deceit.

 

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

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

Since we were not invited and did not get to nestle our heads in high-thread count linens, who was there and how did this catch my eye? In early August ISSS-the International Systems Science Society-had its annual meeting in Berlin. Speaking on education were Alexander Laszlo, Ervin’s son and like him a former ISSS President, and a Pavel Luksha. Luksha is Russian but is involved with a project with MIT called Re-Engineering Futures. The California Forum was part of that work getting ready for a Kazan World Skills conference in May, the global World Skills conference in Brazil in early August, and then on to Singapore this fall. The final vision gets presented in Davos in January once again amidst the private jets, luxury linens, and foie gras This is all apparently how global plans can get marketed as local or even as something called the North Carolina Plan laid out in the comments with links on the previous post.

http://www.edu2035.org/ is not a hot link because something is screwy with my computer this morning, but it is the site for the Global Education Futures Forum. What I am describing can be found there. Please pay special attention to the GEFF Advisory Board since it is linked to the Center for Curriculum Redesign because Charles Fadel is a listed member as is an Under Secretary of the OECD. Knewton has a representative which is why this week’s Wired article on the ability to read student’s minds is timely. Another listed member of the GEFF Advisory Board is Alexander Laszlo, who undoubtedly learned about collectivism’s need for a subjective mode of consciousness from his dad instead of the Grimm fairy tales most of us heard as children.

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

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

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

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

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

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

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

Repeat after me: We will NOT acquiesce.

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

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

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

Behind the Backs of Individuals: Creating the Well-Trained Consciousness

Fasten those seatbelts because here we go again. In turns out that back in the 1950s, in Rockefeller Foundation financed research carried out at the Russian Institute at Columbia University, Professor Herbert Marcuse laid out the vision of what kind of changed individual consciousness would be necessary for a “society where the realm of necessity is brought under rational control.” I shorthand that vision using Uncle Karl’s term–the Human Development Society–and this blog has been systematically covering all the various announcements of it recently from the Next System Project from the last post or the Larry Summers-led Commission on Inclusive Prosperity from January 2015. Since this power grab is clearly a current quest, even if it is not being widely covered away from this blog, let’s go back to see what Marcuse laid out, especially as it fits well with the announced goals of the new federal education legislation in hearings this week.

This post should have everyone looking at the announced title of the ECAA–Every Child Achieves Act–and wanting to call Congress to protest calling psychological manipulation–student achievement. First let’s go back in time to look at where that title came from. Marcuse was pointing out that in the USSR “individual behavior and values” are “automatically directed by the political agencies” so that there is no such thing as the distinct individual making his own way apart from what is determined to be in the needs of the remainder of society. Marcuse really hated the Western tradition that views the individual as a ‘private person’ instead of merely a ‘member of society’. He called for “the passing of the bourgeois individual…as the autonomous ‘subject’ which, as ego cogitans and agent, was to be the beginning and the end of Western culture.”

All of the emphasis on the Whole Child and social and emotional learning and as I will show today–the “integration of education and mental health” into a single vision of what effective schooling is now to be–makes far more sense if we are aware of Marcuse laying out the preconditions for achieving the kind of social and economic visions we keep encountering. Think of the 21st Century required skill of collaboration as we read the call for “the shrinking of the ego.” Won’t all the data being gathered come in handy in the next Marcuse call for “the administrative regulation of his material and intellectual needs”? What could be done openly in the USSR in the 50s and 60s (my copy of the 1958 Soviet Marxism book is the 4th printing from 1969) was described by Marcuse as “the coordination between public and private existence, which, at the postliberal stage of Western society, takes place largely unconsciously and behind the backs of the individuals.”

Can we just all join together in unison and yell “No More”? Just because all these visions of transformations need the ‘passing of the individual’ as a ‘private person’ to make it so, and even though, the education reforms are quietly trying to arrange the necessary “internalization” that will otherwise “impair the social cohesion and depth of morality,” does not mean any of us have to accede to this vision, for either ourselves or our children. The political theory involved, being implemented quietly, then and even more so now as federally mandated and financed education policy, insists on redefining freedom. Marcuse even italicized redefine to emphasize this crucial point: “it no longer means being the self-responsible architect of one’s life, of one’s own potentialities and their realization…the standards of freedom are shifted from the autonomous individual to the laws governing the society which governs the individual.” (my bolding)

Well, that quote certainly explains why my tracking Radical Ed Reform via its accompanying legal mandates has always proven so prophetic of actual long term intent. Since the needed shifts must occur, per Marcuse, at the level of ‘inner being’ and we know that is precisely the area that the new kinds of Common Core assessments emphasize, let’s come back to the present. First though a wave to Marcuse for being so usefully graphic. It certainly puts the Common Core’s emphasis on creating and measuring desired Habits of Mind into perspective http://www.tascorp.org/sites/default/files/TASC_SELResourceGuide_FINAL.pdf or “normed measures of social and emotional well-being.” A parent concerned about the increasingly widespread use of the PAX Good Behavior Game can add Marcuse’s confessed purposes to PAX’s admission that it:

“is teaching students to self-regulate, reduce impulsive or emotional reactions, delay gratification, and work together for a higher purpose. This is not achieved by lessons on the brain or behavior or some formal curriculum on social-emotional learning. [All of those would be, of course, somewhat visible rather than behind our backs]. Rather, this is achieved in the context of ordinary life at school that mimics the conditions of human evolution.”

Huh? http://www.promoteprevent.org/sites/www.promoteprevent.org/files/resources/2013%20Purrfect%20PAX%20Rubric2_Text_only.pdf That fascinating remark makes no sense in any biological sense, but it does begin to make sense for anyone who has read my coverage of using education to drive cultural evolution as laid out in my book Credentialed To Destroy. Marcuse also clearly had something similar in mind with his descriptions of targeting ‘internalization’ and an individual’s ‘inner being’. All of these things also become much clearer once we are aware of a desire to Integrate Education and Mental Health in Schools. http://peabody.vanderbilt.edu/docs/pdf/camhs_special_issue/3_Toward_the_integration_of_ED_and_MH.pdf is from the 2009 conference and http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2874625/ shows the actual 2010 publication and Health and Human Services’ interest.

In fact, it is not just a federal agency’s interest in “examining models to better integrate learning and behavioral health” or support at the federal level for a “closer alignment between education and mental health.” It’s not just the citing of the P-20 education agenda “embraced by the National Governors Association and the Gates Foundation” or “other reform efforts (e.g. Next Generation Learners)” sponsored by certain states and the CCSSO or ‘personalized learning’ as good vehicles for this desired integration. All that is bad enough and ties directly to what we have been covering on this blog. No, what ties all this directly to ECAA and this week’s Senate hearings is the call-out for making such integrated education about identifying and cultivating “functional competencies.”

Competency-based education. Where have we heard that phrase before in addition to chapter 4 of my book?   If the new ECAA is about anything it about fostering the shift to competency-based education. As the 2009 paper noted a goal of schools focusing on improved student functioning and “this focus on competency could also create a better alignment between educational and mental health policy.” In fact, the paper concluded with “education and mental health will be advanced when the goal of mental health is effective schooling and the goal of effective schools is the healthy functioning of students.” I believe that would be the healthy functioning of students as ‘members of society’, not so much as private persons anymore. Sure does explain the anti-academic emphasis (there goes that pesky ego) and all the hyping of workforce needs.

I want to close with a quote William James, America’s original psychologist and John Dewey’s instructor, laid out a very long time ago, when so many radicals hoped to change the 20th Century towards collectivism. I wish I could say I pulled this from a long dormant book on him or Dewey. Instead, it is the epigraph at the beginning of a concluding chapter called “A Solid Bridge to the Future” from a 1992 book Breakpoint and Beyond: Mastering the Future-Today.”

“Of all the creatures of earth, only human beings can change their patterns. Man alone is the architect of his destiny….Human beings, by changing the inner attitudes of their minds, can change the outer aspects of their lives.”

Perhaps, given what is laid out in this post, we should rephrase that as having those ‘inner attitudes’ changed for them.

Behind their backs. In the name of Competency or Positive School Climate or Effective Schooling.

At least none of this is behind our backs.

 

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.

 

Propagandizing the K-12 Classroom to Create Desired Worldviews for Change: the New Anti-Bias Standards

If we think of the Common Core as a bucket or a banner instead of pretending it is about the transmission of knowledge, its function becomes much clearer. All the changes that would cause an outcry if pursued separately, and in many cases already have created widespread popular rejection, get to Come on Down Anyway as the game show announcer would say. A science fiction geek might explain the Common Core as a cloaking device allowing controversial shifts to be put into place without exposure. Especially if the new materials are all “web-based” and just waiting to be downloaded.

We have already encountered the Southern Poverty Law Center and its social justice/Teaching Tolerance curriculum numerous times, most notably here. http://www.invisibleserfscollar.com/social-cohesion-can-commence-once-reality-is-born-largely-from-beliefs-and-boundaries-co-created-with-others/ SPLC has been even busier than we recognized though and has also created the US’s very first ABF–Anti-bias Framework-and Literacy-Based K-12 Anti-bias Curriculum called Perspectives for a Diverse America. http://www.tolerance.org/sites/default/files/general/Perspectives%20for%20a%20Diverse%20America%20User%20Experience.pdf

Now before I start raising anyone’s blood pressure by describing the ABF’s intentions, let’s go Down Under to a K-12 pilot Global Change Agent Michael Fullan was involved in about a decade ago. It was called the Dynamic Paradigm of Learning and Change and it “identifies key aspects of the need, nature, and means of changes in identity, dispositions and orientations to the world and others, to be required of educators [that’s the real reason why tenure is being taken away or greatly restricted now in the US], in order for them to be able to assist young people [that would be the children we entrust to adults and pay vast sums to actually know something] to achieve similar transformational outcomes.” Got that? Psychological changes. Shifts in values, attitudes, and how the world and other people are now to be perceived.

Education Queensland came right out and phrased the kind of Learning and Personal Change being sought in the individual student through K-12 education as a “new way of being” to be “required” of teachers and students. Remember Backward Mapping from our previous post? Well, Perspectives and the ABF offer “the opportunity to infuse CCSS implementation with social justice values.” How? Well, remember Literacy is now to be taught Across the Curriculum and the ABF has 4 domains: Identity, Diversity, Justice and Action. Does that sound alarmingly similar to “identity, dispositions and orientations to the world and others” to anyone else?

Each teacher now gets to, or must if his or her principal insists, use the Anti-bias anchor standards and “grade level outcomes of the ABF for backward planning” and “engage a spectrum of social justice topics and cultural and [italics in original] social emotional competencies–critical in today’s diverse classrooms.” Yes, that would be the real reason to eliminate tracking of the more academically talented and to require a Whole Child Classroom focus. If you think this is an outlier, remember that the NEA worked with the SPLC on its CARE Guide http://www.invisibleserfscollar.com/shaping-a-mind-is-more-important-than-stuffing-it-grasping-the-psychosocial-key-to-fundamental-transformations/ .

The “rich text” available for download highlights and fosters the “exploration of identity, authentic accounts of real-life experiences, intergroup understanding, historical empathy, the awareness of prejudice and injustice, individual and collective struggles against injustice and–finally-action against injustice.” They do mean that latter part about forcing action by the way as in “Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are effective.” Hey, you didn’t think ‘engaging’ classwork was just going to be about video gaming, did you?

And we can all be relieved that the Perspectives topics “will go beyond the more common issues of race and ethnicity to include wealth and poverty, disabilities, religious discrimination and immigration.” Plus, as an added bonus to make sure that the desired changes in consciousness do occur, Perspectives “encompasses…less covered, equally important themes like gender, sexual orientation and class.”  It is supposedly the first “curriculum of its kind to offer an explicit blueprint designed to move students into the position of advocate.” Not to worry though. I can find no indication that the curriculum includes a Che Guevara beret kit or Mao’s Little Red Book as a Graphic Novel to hammer home that these are required orientations and dispositions.

Good to know then that the curriculum’s “marriage to the Common Core will allow it to be widely implemented.” The ‘backwards design’ approach of ABF and Perspectives does sound better than the List of Twenty Things Your Child Must Now Believe and Be Willing To Do, but it merely masks the nature of the sought change through the K-12 classroom. We can just imagine all the hateful things students will hear about the “dominant culture” and how they will just blossom as they are told repeatedly to “develop positive social identities based on their membership in multiple groups in society.” Students may not be able to identify precisely why the US pushed to separate from Britain and form a new country, but they will now learn to “recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.”

Feel the Outrage! is such a useful tool if transformative action is the End Game being sought. The outrage might be misplaced. It may be destructive, but those are mere details. I can just imagine how students who have been piloting this framework and thus getting to use the classroom over years to “identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world” would feel if a School Board then felt empowered to step in and tell them to remember the parts of American History that encourage patriotism. Walkout maybe? To commemorate what Gandhi would have done? Any other parent think they might slam the door in the face of a child “inspired to go home and talk to their parents about purchasing clothes from companies that practice ethical manufacturing”?

Of course that confrontation may be the first alert to the nature of the fundamental psychological changes going to the core of a child’s ‘being’ occurring in the classroom. By then it may well be hard to reverse, which is, I suspect, a big part of why the Common Core label makes such a fine cloaking device. “Web-based” means even the School Board may not know. I want to close with some related confessions that fit with the desired changes being sought that is probably not on your radar either. In 2004, a book by Seattle educator Barbara Ray Gilles called Nurturing Civilization Builders: Birthing the Best Schools in the World.

Gilles was kind enough to admit why we are hearing so much about collaboration as a necessity and the need for schools to create Communities of Learners with a single shared understanding after perspectives have been shared. She pointed out that “school classrooms encompass the largest community that young people experience.” If changes in “identity, orientations and dispositions” are sought, and globally that is in fact what the new purpose of K-12 education has quietly become, then the behavioral psychologists have come to recognize that the herd effect is needed. It both forces the change initially and then reenforces it over time.

Gilles again: “when you combine the individual wills of each person in a group focused on a unified goal, a ‘group will’ occurs that is greater than any individual. This collaboration is necessary to bring about a massive transformation in consciousness.” Gilles called the End Game she was backward mapping from Living Democracy. It fits with the vision of a New Kind of World we keep encountering as an End Game. Her motto of “Nurturing the compassionate genius within while co-creating a world that works for all” also fits with what SPLC claims is possible and the new goals of education change.

Gilles noted that “our values determine what we pay attention to, which in turn determine our behavior and create our habits.” That is true and there can be no question (going back to Milton Rokeach and his definition of Competency) that changing values is the fundamental purpose of all these planned classroom shifts.

The question becomes whether the World actually will change if this becomes the purpose of K-12 education globally or whether we are simply disarming our young people mentally and psychologically.

Will they be capable of dealing with the Evil and Bullies of the World?

With all our talk of honoring diversity and challenging oppression and injustice, aren’t we pushing an educational template that simply makes it easier to oppress and dominate most people?

If the individual mind is disarmed, what will be our real recourse?

Police Power to Compel Adult Beliefs; Meanwhile Values Manipulation Captures Young Minds Forever

Armed guards at a public hearing supposedly to look into, via committee, the federal role in education in Georgia. Ready to escort out and maybe arrest anyone who tried to interject accurate facts into a scripted effort to decree what the accepted beliefs could be. Interested citizens who recognized the misstatements, irrelevancies, material omissions, and conceded facts with behavioral programming implications, in what they were hearing and thus felt compelled to stand up and yell “Liars, Liars, Pants on Fire” would be met with all the power of the coercive state. Ready to dictate what its citizens must now accept as their knowledge and beliefs. Now, I was too busy taking voluminous notes to feel the need to comment. I was there after all because I wanted to know what particular falsehoods citizens were going to be urged to believe.

I have written up some of my insights and the implications for my book and this blog in two long comments to the previous post. Readers should take a look at those to fully grasp  what was inadvertently conceded as the speakers desperately tried to obscure the feds bullying behavior with states back in 2009. I want to deal with the need for police power and this determined need to create false beliefs in adult citizens if they are paying attention and in virtually all students now as they move through what is now called the P-20 process. Education from preschool to graduate school is all now to be about being “more of a ‘value producing agency’ than an information-dispensing institution.”

What I grasped on Wednesday was that the state and local school administrators, with the help of certain of their elected political buddies, intended to implement Competency as Milton Rokeach first theorized about, and the WIOA and the GELP-Global Education Leaders Program (last post)’s Next Generation Learning, are now quietly pursuing. Searches since then have made it clear that while the excitement in the US is over the Common Core, Next Generation Learning is pursuing the actual behavioral programming intentions globally on parallel tracks mostly hidden from US taxpayers.

Now my kids will confirm that my tombstone should probably read “Never Lie to Her. She Always Immediately Knew and Went Looking for the Why.” The good news is that GELP and the US-centered CCSSO Innovative Learning Network (last post) have all confirmed literally that the actual description from documents I described in my book is still the intended trajectory. Unfortunately, they also confirm it is for the wholesale political, social, and economic transformations I also disturbingly lay out. With a touch of humor and irony as possible.  Hooray for timely prescience!

What I want to do today is talk about the whys of the need for behavioral programming of students and coercing adults in their own beliefs. Why is competency-based learning so alarming to me? Before I get to what Milton Rokeach laid out in his federally-sponsored research in the 60s and 70s as the use of the term-Competency-to obscure what was to be values clarification, I want to remind everyone that the theorists for this Equity for All, Just Freedom, Human Rights as Economic Justice view of the future all concede that their vision will entail a coercive state. The armed enforcers the other day are simply a sign that public officials have decided to impose on us without consent or discussion what is known as the Flyvbjerg (no, I cannot pronounce it either but I have his book) Social Science Debate in Scandinavian countries.

The debate concerns the role of the social sciences in Western societies in the future. Since we Americans or Canadians or English or Australians might object to the planned shifts in society and the use of education to consummate the shift just as the Fabians imagined, we get lied to. If we recognize something is amiss and want to point it out in the prescribed public forum, we may be subject to arrest. We are not supposed to recognize the behavioral programming. Honestly, read this recent vision of the transformational purposes coming to a classroom and tell me its not about changing the child. http://www.edutopia.org/pdfs/blogs/edutopia-finley-9ways-plan-transformational-lessons.pdf

Flyvbjerg, who I will just call Flyv from now on (his advocacy though has now gained him an Oxford professorship), pointed out that “rationality may endanger sensitivity to context, experience, and intuition.” Keep that in mind when even the advocating district supers admit consistently the new classroom focus is to be on student ‘engagement’ and group activities. Neither of those builds up the rational mind in the sense the West, its prosperity, and the historic concept of the individual are all built around. Flyv wanted to make education in the West about discussing values, interests, and who has power. Remembering again that Charter District Fulton has announced remaking its high schools around ‘problem-based learning,’ Flyv viewed this power, interests, values emphasis as necessary if education is to produce adults ready “to think about what can be done to the problems and risks of our time.”

Since you probably do not have a copy of Making Social Science Matter, I will enlighten you that Flyv and the Competency advocates really are talking about education that now enshrines that “personal experience via trial-and-error is more important than context-independent, explicit, verbally formulated facts and rules.” That’s the real reason textbooks and lectures are going away and terms like assessment, ‘productive struggle’ and ‘rigor’ get substituted deceitfully to obscure this shift. Now Flyv conceded that this “experience-based behavior” substitution that gets hidden also now under terms like Excellence and Quality Learning instead of the historic “rule-based, rational mode of conceiving human activity” has so much destructive potential that the following exchange was proudly cited:

“Jurgen Habermas (a noted radical prof and modern Dewey advocate), after hearing Hubert Dreyfus present the model to him at Frankfurt University [exclaimed]: ‘you are talking about skills like hammering and chess, but what you really want to do is undermine Western society.’ To which Dreyfus replied, ‘you are right, that’s exactly what it comes to.”

Undermining Western society is a good reason to rely on a police presence to control what can be said, deceit by administrators well-paid for being willing to push this vision no matter what, and Orwellian definitions of terms. Now I first wrote about Rokeach here  http://www.invisibleserfscollar.com/targeting-student-values-attitudes-and-beliefs-to-control-future-behavior/ . Competency IS a dangerous concept, as Rokeach used it, and our modern day global transformationalists are now using it. I went back to my copy of his 1979 Understanding Human Values: Individual and Social where he readily acknowledged that creating a “state of self-dissatisfaction”  via “value confrontation” is the “basic psychological mechanism that generates such a sequence of enduring change.” The purpose of Competency in education now, whatever it means to the layman, has to do with “man’s power to alter experimentally another person’s basic values and control the direction of the change.”

Highly useful if the intentions of the 21st Century are to once again put political power thoroughly in charge of people and economies, which is precisely what open declarations of influential people admit is going on. I am going to end this post with another Rokeach quote that I believe tells us why the Finns developed what I am calling the Finnish Ladder Towards Consensus Collectivism and why US administrators are bringing it in as required systems thinking, Fostering Communities of Learners, Competency-based education, Discourse Classroom, or an affirmative Student Code of Conduct.

“I believe that a value education program will turn out to be illusory or self-deceptive if the sole focus is on the students’ own values…A more genuine self-awareness will, I believe, be achieved as a result of stimulating a comparison process, in which what we find out about ourselves is compared with what we find out about significant others. Experimental evidence…suggests that, in the process of making such comparisons between self and others, we will often become dissatisfied with what we have found out about ourselves, because it violates our conceptions of ourselves as competent and moral human beings. Such states of self-dissatisfaction are empirically found to lead to long-term change and, as a consequence, to long-term changes in related values, attitudes, and behavior.”

Just the view of education needed then for personal transformation as an unconscious reflex to foster broader fundamental social transformations. I am going to continue in the next post talking about the consistency in what is being sought.

We can now see why politicians, public employees, and private sector cronies all personally prospering from this unappreciated Statist vision would want a police presence to prevent someone like me from explaining with facts and documents what is really going on.

So I write. Aren’t you glad books and blogs remain an available avenue for a factual discussion?

Wider World is Primary, Not the Stifling Prison of the Instantaneous Present

Education is the entry way, but it is by no means the ultimate goal. Those of us who want to believe that all would be well if only all decisions were made locally instead of at state, federal, or international levels should be aware that the Local was preselected back in the mid-80s as the place where “equity, implementation of human rights, promotion of democracy, and environmental protection” could best be invisibly put into place, especially in the capitalistic West like Canada, the UK, Australia, and the US. It was at the local level that the “world must evolve structures of governance (not necessarily government) that offer improved prospects of achieving sustainability…and decency.” The global belief that the local is the place to impose authoritarianism while pretending it is participatory democracy can also be seen here http://www.ted.com/talks/benjamin_barber_why_mayors_should_rule_the_world as long time activist Benjamin Barber wants binding power now centered in the cities.

The following discussion needs to be added to what we already know from the book on unappreciated events that took place in the 80s getting ready for a pivot away from communism and the Cold War that impacted education so much in the 90s and now. The World Orders Models Project we have already disturbingly met http://www.invisibleserfscollar.com/reorienting-world-order-values-via-the-intervention-of-activist-education-and-progressive-politics/  began  a Global Civilization Project in the 80s after a visit in the fall of 1986 from a special assistant to Mikhail Gorbachev. This Georgi Shakhnarov “discerning the changes which were about to take place [prescient, huh?] in the Soviet Union and elsewhere, and possessing an impressive familiarity with WOMP materials, he felt that recent events were vindicating many of the WOMP policy objectives while obligating many in the global community to revisit the security doctrines that had authorized Cold War hostilities.”

Sure enough WOMP had a meeting in Moscow in 1987 that we were not invited to (although I did manage to locate the resulting book) that began the new vision we are still dealing with now, whether we recognize the sources or not. The post-Cold War world, much like the Great Transition, Subjective Well-Being, and post-2015 hype from the OECD and UN entities now, wanted “alternative policies that promote the ‘world order values’ of peace, economic well-being, social justice, ecological balance, and positive human identity.” From those goals came a radically transformed vision of education where:

“To realise the potential of the twenty-first century we will need to put aside the obsessions of the 20th century, especially the fixation on what we may have, and return our attention to the perennial question of what we may be. That process can begin now, in schools. This book has been informed by the view that the outer world is an expression of the inner one. The biggest step forward would be re-establishing a map of culture which includes more than the material and the instrumental. We can then use the new map, the new world-view, both to frame and define futures which breach the bounds of instrumental rationality and see human life as a self-aware part of the whole.”

That was the conclusion of a book Education for the Twenty-First Century published simultaneously in 1993 in the UK, Canada, and the US. That’s a lot of kick starting via the schools of a new vision of values to guide perceptions of reality going forward. The reason the core, then and now, of transformative changes in human behavior has to be values is because human values guide preferences. If you want social action for change, education and other social institutions where people gather, like religions or mass media programming, have to constantly be pushing the envelope on values and ethical issues and reimagining morality. And you wondered why values clarification suddenly dropped into the schools in the 90s or why a Kairos Center is being launched now.

Another one of those assumptions that was invisibly altered in the 80s and early 90s to commence the social and economic justice assault on the West was to push Socio-Economics as envisioned by the very same Professor Amitai Etzioni regarded as the Communitarianism Guru. We first encountered his work being cited to justify Positive School Climates and Positive Behavior interventions for all students. Then he came up again when we discovered the communitarian focus for what Career Ready Standards actually meant. http://www.invisibleserfscollar.com/does-common-core-target-hearts-and-minds-to-sway-future-voters/ Big surprise. His work on the ‘totality’ having primacy over the individual is to guide this new vision of economics. No wonder his work  keeps making uninvited appearances.

Let’s take a look at the three characteristics an economic system must adopt to prepare for the kind of reorientation Etzioni, WOMP, Gorbachev, and too many others in well-compensated positions of leadership have decreed without our consent. Being shaped and then imposed invisibly via education: K-12 and college and now preschool and graduate programs.  First, the individual is no longer to be independent and able to exercise their own free will. Instead, he or she must see themselves as interdependent. Part of interlocking systems. So when we have come across initiatives like Fostering Communities of Learners that are to be required and made a measure of whether a Principal is deemed Effective, that focus is priming students and teachers for the new way the economic and social systems of the future are to work.

The second rejection is the idea of maximizing value from a given choice. Instead, the emphasis shifts to ‘satisficing behavior’–good enough. No need to hold out for the ideal or a perfect fit. Students practice for this element of the reenvisioned social and economic systems via all those ‘rigorous’ assessments where there is no correct answer or the material has never been taught. It is what counts as operating at Higher Levels of Thinking under a Depth of Knowledge template for evaluating student work. Practicing a good enough strategy and being willing to act anyway. In satisficing behavior the focus is always on the future so that image of what could be can begin to reshape the current reality. Once again brought to you by people paid to push these pernicious ideas without having to live with the consequences. Yet anyway.

Number 3 is “consensus formation as the essential nature of interaction between individuals and institutions within the economic system.” This is the part where we all have an obligation not to point out to the community organizer or Area School Super that their vision is stuck at the level of a dull 12-year old mind or grounded in the anger of a thwarted teenager. All perspectives are equally valid, remember? This new behavioral characteristic gets modelled in the Common Core Discourse Classroom as students in the end do not get to retain their own opinions. They must practice learning to accept the consensus because in the Totality vision: “once a consensus is reached, all entities party to that consensus will embrace the final decision and quickly integrate that decision into their behavior.”

So just as many of us have feared all this pushing for consensus and mentions of governance really can accurately be viewed as authoritarianism imposed in the 21st century from below, rather than above. Locally, instead of globally even if it is the international wanna-be nomenklatura class that has always been behind the advocacy and architecture of these local and Totality visions of the future. I am going to continue to talk about this atrocious binding vision of Governance in the next post. I may have forgotten to mention that some of this post came from what is laid out in another WOMP book On Humane Governance: Toward a New Global Politics.

Not if, and I mean this sincerely, I can still write and type and speak. There will be nothing humane in the end about this vision of the future. I want to end with a question. Have you noticed the sudden rise of signs guiding people to the physical location of the Chamber of Commerce in your community? Perhaps that is because, previously unbeknownst to us, “in the totality model, the means of resolving potential areas of conflict will be institutionalized within the economic system.” Suddenly then the Chamber’s headquarters may be as important for prosecuting interests as the courthouse or state capitol. At the table or on the menu has always been the reality in a politically planned and directed economy.

Have you noticed the ubiquity of touting ‘public-private partnerships’? Perhaps again it is a reflection of this hoped-for reality from the Totality vision:

“Thus, government does not operate in a contentious relationship with corporations (the public versus private dichotomization so prevalent in an individualistic economic system). As coequal institutions within the totality of the economic system, government and corporations recognize their interdependent relationship and realize the welfare of both institutions will be increased through cooperation rather than conflict.”

Did you notice in all this collusion at our expense no one is the least bit concerned with our welfare?

And to think all these truly lousy ideas are coming at us first and foremost through the schools. That of course would be precisely where the rollback needs to start as well.