True Norths, Steerable Rudders, Heuristics Control, and Circumscribed Minds

Now that we have finished that Trilogy, let’s put the parts together since I happen to have https://democracylab.de/wp-content/uploads/2018/03/Democracy-Lab_Anthology-on-Democratic-Innovation_final-1.pdf explaining that this vision of ‘education and action learning’ can generate ‘shared understandings’ that will become the “building blocks for a new DNA of thriving democracy” and the “conscious evolution of our social systems.” That’s why Learn Liberty from the last post and its “Heuristics” video call for “Intellectual Humility” euphemized the same type of sought change. Instead, we are instructed to  begin “recognizing the flawed nature of [our] thinking [as] a bold first step to challenging it” and “be humble about our views.” Yet those of us paying attention will recognize this aim as functioning just like Carol Dweck’s Growth Mindset as something all 21st century students globally should now have.

The part the admitted transformationalists via ed, and the purported “How to Think” School Choice ‘conservatives’, leave out is that they are both interested in creating what that Democratic Innovation blueprint called “Inner Work, self and meta-reflection as core competencies for a new OS.” If OS is not yet a recognized acronym in your busy life, it stands for Operating System just like your computer. That’s right. In the name of social and political change, your child’s very hardware and operating software, also known as their mind and personality, along with the biological brain and the central nervous system that embody both, are being targeted. Why? Because “we need to grow as human beings” and “develop a vision and an understanding of who we are and how we can internally host the rapid changes and become self-aware participants in the current transformation process.”

Hard not to visualize some of those marching Parkland or other high school students reading that passage, isn’t it? That blueprint included a quote from a name, Roberto Unger, who I recognized as a Harvard law prof [see tag] and it turned out he had written his vision of education in a book called The Religion of the Future. I think he is interested in a new Operating System as well, see what you think:

“In a free society, the individual has the educational equipment, as well as the economic and political occasion, to cross the frontier between the activities that take the framework for granted and those that bring it into question. He has been educated in a way that enables the mind as imagination to become ascendent over the mind as machine. He has learned to philosophize by acting [Parkland again and ‘action learning’ generally], in the sense that he recognizes in every project the seed of some great or small reformation. The practices of society and of culture multiply opportunities for the affirmation of this preeminence of the mind as imagination over the mind as a formulaic device.”

The “mind as imagination” is likely humble in its views and that ‘formulaic device’ slur sounds much like the Fixed Mindset insult or the supposedly discredited Axemaker Mind, doesn’t it? There turns out to be quite the consistence between the admitted Left and the supposed Right in the new kind of thinking and internalized OS each is pushing in the name of K-12 education. The better to get to a dialectical Convergence apparently. It all aligns with the Idea-centric vision we saw with History Matters, Thinking Like a Historian, and the News Literacy Project. All these curricula create internalized “shared understandings” that can be used to “design impactful projects and policies” so that “the political system can be transformed in such a way that we can adequately deal with our current environmental, social and ethical challenges and create the kind of world we want to live in.”

That willingness to transform needs new values and Ideas. Unger called it–“our vision of who we are and what we can hope for.” It also requires a willingness to be malleable in our dealings with other people–Intellectual Humility. All of these can be accomplished stealthily by what gets euphemistically hyped as “personalized learning,” or High Quality Project-Based Learning, to use just two current examples of what gets billed as “educational innovation”. Underneath though is what Unger confessed was a needed “reorientation of personal experience…and reconstruction of institutional arrangements, as well as with the radical changes of conception, attitude, and practice that such a combination requires.”

Values, attitudes, beliefs, and behaviors need to be targeted for change to create the sought new OS for each individual, not because they are the basis for an existing OS’s database of PII. Ideas are a useful vehicle to be the new definition of 21st century knowledge because, as Unger admitted, what is really being sought is a “revolution in human affairs”. That, in turn, requires “both change in consciousness and change in institutions…[where] no simple division exists between the religious and the political spheres of life.”

That quote certainly explains why every type of K-12 education now pushes a Tranzi OBE vision, doesn’t it? At stake are “attempts to influence our ideas about the possible and desirable forms of human association in each domain of social life.” Action learning instead of lectures makes sense for a change in classroom practice in this transformative vision when it is “the ideas we act out in our relations to one another [that] must, more than the ones we profess, be the object of concern.” Weigel was calling for much the same change when he emphasized that religion and education should create a properly cathected individual obedient to instilled values and Ideals. We have also seen this same aim pitched by creativity advocate John Raven as creating a ‘steerable rudder’ at the level of the mind and heart.

Without using the “M” word as I did in the last post, when Unger wrote of the need to “rely on institutional arrangements, established in law [good thing he is at Harvard Law, huh?], that restrain governmental or private oppression even as they secure a universal minimum of endowments to everyone,” it is still Uncle Karl’s ultimate vision he is describing. In the 21st century, preschool to higher ed are all being restructured to target the values and Ideas that guide an individual’s decisions and motivate his actions. This is all hidden for the most part and lied about by so many in the employ of think tanks and the media on all sides because we are no longer free NOT to “change our enacted beliefs about the possible and desirable forms of human association.” Education targets that internalized OS, as a government mandate from all levels enacted as a matter of law, precisely because this “effort to envisage and to establish a greater life for the common man” requires a new purpose for education.

That purpose necessitates new Ideas, practices, and arrangements that will, at a neural level, “bridge the gap between the personal and the political.” Hard to see though under euphemisms like Intellectual Humility, Excellence, or Quality Learning. All of these ultimately target what Unger said would be needed to get what he called Deep Freedom, a much more alluring phrase than that M word.

Having a Growth Mindset or Intellectual Humility as a prescribed goal makes sense if a vision of the future needs “many minds and many wills.” A focus on Ideas and Reading and Thinking like a Historian make sense if a desired transformation “evolves in historical, not in biographical, time.” Criticizing the “imperious, autonomous self” or insisting that students become “Hardwired to Connect” makes sense if one has a vision that “it is not within the purview of the individual, no matter how powerful, to direct.” Making the internalized changes to the student the goal of K-12 education makes sense, as so many of the Portrait of a Graduate or Positive School Climate visions now do, if the political and religious vision of the future relies on:

“a change in the conduct of life: a change of heart, a change of consciousness, a change in the orientation of existence.”

In other words, a new internalized OS. a/k/a student-centered learning.

 

Lucrative Deceit: Managing Consciousness By Conjoining Social Media & Charter Schools

This post was outlined before the outcry over Facebook’s gathering of data, but the outside in power of all that data on so much of the population should be kept in mind as we look at the Chan Zuckerburg interest in transformative charter schools. It also fits with the interest we have seen since my March 8 post on Parkland and the meaning of that motto of the PROMISE Program in Broward County. I have repeatedly read since then numerous articles from supposedly conservative sources misportraying the clear developmental focus of the required practices. It gets pitched as simply a matter of federal overreach and coercion via funding. Yesterday, the charter-supporting Heritage Foundation https://www.heritage.org/firearms/report/focusing-school-safety-after-parkland joined what looks like a well-coordinated campaign to make Paul Sperry’s derivative and whitewashed description of the Program the official narrative. Mustn’t accurately explain what one intends to use so let’s just mine ISC for information and skip over Robin’s inconvenient interpretations that shine an accurate light on these practices.

After all, we know charters have a likely chance to be deemed effective and gain a right to more federal funding if they have a Whole Child focus that Infuses Developmental Neuroscience into the curriculum and required practices as this link lays out. http://www.jahonline.org/article/S1054-139X(12)00192-9/pdf Likewise, notice how often a private or charter school has language in its mission statement about its purpose “to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens” https://www.ncbi.nlm.nih.gov/pubmed/12971193 or hyping their “strengths-based approaches to child and adolescent development…and emphasis on students’ resilience in the school and community” (quoting the National Association of School Psychologists), or Promoting Youth Development (PYD). http://blogs.edweek.org/edweek/rulesforengagement/Taylor%20et%20al%20-%20FINAL%20document%206%2017%202017.pdf

All of the linked SEL research matters because they are tied to the PROMISE Program when accurately interpreted using its cited foundational research and not whitewashed for political purposes. The whtewashing is no surprise though as the charter schools use the same developmental template as Broward’s PROMISE program when the latter is properly understood. Let’s switch to something else charters use to ensure their efficacy and are not upfront about. I am quoting from a 2011 book by Duke prof Cathy N Davidson called Now You See It: How Technology and Brain Science Will Transform Schools and Business for the 21st Century where Davidson profiled the innovative new forms of learning being implemented by a number of cited charter schools. When we talk about the use of categories, concepts, or guiding principles, recall how useful it will be to have the News Literacy Project we encountered in the last post working hand in hand with the categories of thought pushed as Reading and Thinking Like A Historian or Higher Order Thinking Skills.

This post begins a trilogy and that will be the in-depth topic of the next post. In the mean time let’s appreciate what charter operators all know. “How we use our brain (what we pay attention to) changes our brain. Those things that capture our attention–our learning and our work, our passions and our activities–change our actual brain biology.” That’s a direct confession, isn’t it? Plenty of reason for deceit there. The emphasis on Disciplinary Core Ideas to use just one of the euphemisms or Enduring Understandings makes sense when we all become aware that “once everything is located in a proper category, the category itself (for better or worse) answers a host of unaskable questions. A category is a shorthand.” And whoever controls those required categories of thought can insist all day long that “they are teaching students how to think, not telling them what to think” but that repeated assertion doesn’t make it true. Whoever controls the prescribed categories of thought, controls thought. Period. Especially once it becomes a Habit of Mind.

Quoting Davidson again: “distinctions are normative, sensory, behavioral, social, cognitive, and affective all at once. Learning happens in categories, with values clumped together in our words, concepts, and actions. And this is where attention and its concomitant attention blindness come from.” All the emphasis now on Engagement, activity, and relevance really make sense when we appreciate that a classroom emphasis on these has become required because they “transform not merely our behavior but the underlying neural networks that make attention possible. Every manifestation of attention in the real world begins in the brain” and every successful charter school operator knows that as well as so should we. Davidson went on to call out Canadian Donald O. Hebb by name as the “father of neuropsychology” because:

“he was the first person to observe that learning occurs when neurons streamline into pathways and then streamline into other pathways, into efficient clusters that act in concert with one another. This is now called the Hebbian principle: Neurons that fire together, wire together. This means the more we repeat certain patterns of behavior (that’s the firing together), the more those behaviors become rapid, then reflexive, then automatic (that’s the wiring). They become patterns, habits, groupings, categories, or concepts, all efficiencies that ‘wire together’ sets of individual reflexes or responses.”

Now if your child’s school of any type or online curriculum is grounded in creating such a Hebbian neural web that will ultimately guide their future behavior at an unconscious, but predictable, level, don’t you want to know that? Isn’t all the organized deceit making more sense now? I feel though like those old Ronco holiday commercials when many of us were kids advertising for some useful gadget that we supposedly cannot live without in every house. “But wait! There’s more!” As part of the case after the Parkland shooting for why more social and emotional learning and an antibullying emphasis were needed came this story https://www.educationdive.com/news/creating-schools-that-fit-our-kids/518917/ hyping a report from the Aspen Institute and its panel of educators.

Now I first wrote about that panel back in September here http://invisibleserfscollar.com/capturing-every-thought-captive-and-sculpting-students-as-systems-driver-of-perfidy/ and in several of the following posts. That report and Consensus Statement were always going to come out, but the Parkland mass murder gives gave a chance to pitch the change in emphasis as urgent so that “social, emotional, and academic development” can be integrated. That also fits with the links above that are the basis for how charters really work and what the PROMISE Program was actually designed to change. Now I have written about one panel member before, Linda Lantieri, and how she trains classroom teachers in techniques that are billed as New Age on some days depending on her audience and on others as Positive Psychology. I recognized other names too, but the Council of Distinguished Educators member that really caught my eye was from a chain of charter schools called Valor Collegiate Academies.

That’s where our conjoining reference comes from as we have funding coming from the Left Pincer in the form of the Chan Zuckerburg Initiative and from the Right Pincer that seemingly does not want the PROMISE program accurately understood in the form of the Charter Schools Growth Fund. Now Valor openly trumpets in its materials that it uses required regular group Valor Circle practices that are “grounded in the field of Interpersonal Neurobiology which posits that relationships ‘inspire us to rewire our brains toward integration.'” Well, that’s certainly one way to create change in the student effectively and thus ensure additional funding and opportunities for expansion. Valor has graphics about targeting the students’ “drives for agency and communion, or self-determination and connection… and helping scholars (and adults) create their own ‘inner compass'”.

Now, I am not disagreeing that people need an inner compass, but if a school is deliberately rewiring childrens’ brain in a Hebbian manner, parents should be told that forthrightly before they act like programmed automatons. How many parents appreciate that neural rewiring emphasis when they read language (bolding in original) about “All Members of the Valor Community aspire to balance their Sharp Mind and Big Heart and to live their Noble Purpose through Aligned Actions, all the while accessing their True North” to make meaningful choices in their everyday life. ” That True North: Habits of Center is grounded in Mindfulness research, which is certainly an interesting remedy for preventing another Parkland type shooting.

It’s not just that I recognize what is cited as Mindfulness, but here’s a quote from a draft I downloaded of what was to be implemented in the 2017-2018 school year per “True North ‘standards’ or intended learnings.

“True North practices range in duration and focus. Many of the True North practices at Valor are informed by curricula such as Mindful Schools and Applied Mindfulness: Inner Life Skills for Youth and are attention training activities [remember the Cathy Davidson quotes above on the effect on the brain] to help scholars increase concentration and well-being while reducing stress levels. Practices range in focus from one’s basic goodness to posting attention and from compassion meditations to mindful movement.”

Is that what anyone was expecting to be touted “at a time when the nation is looking for solutions to violent tragedies like the Feb. 14 shooting” at Parkland? Is this why we cannot get accurate reporting except at ISC or in my book Credentialed to Destroy of what competency-based education and frameworks actually aim to change or what the Broward PROMISE Program and Restorative Justice programs really hope to alter? Are charter schools, online providers, and private and parochial schools all afraid they will not get access to public funds if parents recognize that they too are aimed at neural rewiring “to produce knowledgeable and competent adults able to participate as informed citizens in the democratic process”?

We will discuss the source of that last quote and its ties to the School Choice funding campaign in the next post–Part 2 of this Trilogy of Lucrative Deceit.

Lemming Alert! Fomenting Hysteria to Hide Ubiquitous Targeting of the Internalized Subjective

Ubiquitous is another one of my favorite words, ever since I took the PSAT in high school and failed to recognize that word as well as ‘usurp’. Looked them up when I got home and have used them ever since. Think of Ubiquitous as a shorthand way to avoid writing the phrase “everywhere we look” and its conciseness is apparent. Now this is a quote from an article called “Neural Plasticity and Human Development”:

“Neural plasticity can best be thought of as the subtle but orchestrated dance that occurs between the brain and the environment; specifically, it is the ability of the brain to be shaped by experience and, in turn, for this newly remolded brain to facilitate the embrace of new experiences, which leads to further neural changes ad infinitum.”

Learning standards such as the Common Core grounded in behavior or Competency Frameworks are simply a means of prescribing the desired ‘orchestrated dance’ of necessary experiences to get the desired neural changes. Preventing parents and taxpayers from grasping that essential fact appears to be at the heart of all the False Narratives. The most recent one hyping a supposed national database of PII pushed here https://truthinamericaneducation.com/privacy-issues-state-longitudinal-data-systems/stop-congressional-assault-student-privacy-parental-rights/ had my inbox busy yesterday and this weekend.

Now given the highly emotional language APP chose to use, parents are apparently to be driven to react from fury instead of to facts and apparently to defer to the fact that there are attorneys involved (as USPIE asserted). Because attorneys never misrepresent anything for the benefit of their paymasters. Someone doesn’t get out much into the real world. Anita Hoge also wrote a related article bemoaning a national data base called “Can the Motherlode of Federal Data Hurt You?”. So much of this psychological manipulation of children could be prevented if we could just eliminate the deliberately false narratives as well as the mistaken ones. When the purpose of education goals is neural rewiring, the national data base hype is a case of misdirection. Don’t look here!

Evidence-Based Policymaking in education is always neural in either its purpose or as a tool. Evidence-Based Policymaking is simply what the Russians called Upravleniye–the steering of people and institutions by government officials at every level according to prescribed goals and models. Governments want to establish the goals and then force all of us into compliance. No need for a national database to do that, education, especially when coupled to a False Narrative of what is really going on, will do fine. http://www.governing.com/col-pay-for-success-savings-trap.html from last month is a much better synopsis of Evidence-Based Policymaking and lets us have an honest conversation as to whether we want to be a society now organized by governments to be malleable and compliant. That’s the real authoritarian purposes.

I am going to go back to The Passion of the Western Mind book, because it appears to me that the much-misrepresented learning standards are an attempt to bypass this ancient debate:

“The true basis of knowledge was the natural world and the information it provided through the human senses. To fill the world with assumed final causes, as did Aristotle, or with intelligible divine essences, as did Plato, was to obscure from man a genuine understanding of nature on its own terms, solidly based on direct experimental contact and inductive reasoning from particulars. No longer should the pursuer of knowledge start from abstract definitions and verbal distinctions and then reason deductively, forcing the phenomena into a prearranged order [Remember Ascending from the Abstract to the Concrete and Thinking like a Scientist, Historian, or Mathematician?] . Instead, he must begin with the unbiased analysis of concrete data and only reason inductively, and cautiously, to reach general, empirically supported conclusions.”

The opposite, in other words, to the Classical Education with its Good, True, and Beautiful being pushed by the same people who misrepresent SEL standards, competency-based education, and now this supposed national database. It’s also the opposite of where Conceptual Frameworks and Enduring Understandings and Disciplinary Core Ideas and Cross-Cutting Concepts and Themes take us globally. It’s not just this ideological training to think deductively from commonly prescribed ideas though. It’s the true reason for the SEL emphasis and once again it’s not about PII. This is from a book by Stanley Greenspan to make sure all reasoning is ultimately grounded in emotion so that the brain can be rewired accordingly. It’s called The Growth of the Mind and told me forthrightly that:

“Our appraisal of reality is in part, therefore, a subjective emotional operation in which we call upon our common biology and set of experiences to elucidate a shared sense of reality. This sense, supported by certain critical experiences, such as being part of various groups, in turn supports our social and political institutions.”

Those would be the very same social and political institutions everyone wants to transform in this Upravleniye, Evidence-Based Policymaking future, where governments and politicians set the goals we are all to adhere to, preferably while remaining blissfully unaware of the neural redesign via education. We really need SEL Standards and new, non-cognitive definitions of success because we must believe, at an emotional level, that “all members of society bear mutual responsibility for the welfare of the weakest among us…innovative action is needed to stem the forces now undermining our society’s ability to foster the qualities we most value.” Not quite sure who that ‘we’ is, but this vision demands “an understanding that emotional life is the foundation of intellect and of the judgment and moral sensibility needed in a democratic society.”

Greenspan’s vision of ‘democratic society’ is, of course, what Uncle Karl called the Human Development Society and also little’c’ communism. It requires “a society truly committed to the centrality of affective interchange in development. The real reform must take place in the values that guide our decisions–that is, in the integration of human nature that we use to frame the discussion. {Remember this was also a critical component of the preplanned Charlottesville Conversations?] The false dichotomy between emotion and intellect, between education and interaction, underlies our neglect to provide social and financial supports for families.”

This new vision of what it will take for humanity to flourish is based on a vision of education where “affective experience constitutes the foundation of the human mind.” If the False Narrative was forthright that it, or its financial supporters, also wants to control the subjective, emotional mind and make it the driver of future behavior, people might have a chance to say no. Hence, all the deceit. Greenspan’s work, by the way, was funded by the National Institutes of Mental Health and, as usual, was linked to as support for a vision of education being quietly mandated and implemented. He was forthright that in his vision of education: “To feel successful, children must have standards to measure themselves against.” He also explained that “to be effective, educational reform must reflect the insights revealed by the new research on how the mind develops…First and foremost is the fact that affect and interaction, rather than the acquisition of specific information and skills, are the foundation of learning of every kind.”

That’s not really true, but if it is believed by teachers and administrators and put into practice in schools, the kind of mind a student has can be neurally rewired. I have noticed that the deceit gets fast and furious, just like the recent hysterics over the weekend, whenever the subject of neural rewiring gets broached. If we are to avoid the mass drowning in governmental controls of the Upravleniye/ systems science blueprint, that can happen to lemmings that react blindly to what they are told and believe, we should understand why the Subjective is under such an organized, but covert, attack. Greenspan once again told us while laying out what he regarded as “Our Human Imperative” in his Conclusion.

“if the split between, on the one hand, subjective, spiritual, and emotional and, on the other, objective, rational, and materialistic conceptions of human nature continues to divide us as it has long done in Western thought, we may well continue on our present course. We may look to mechanistic and materialistic solutions, such as tougher social policies and more prisons, instead of attempting to meet emotional needs in a framework of appropriate structures and discipline.”

Eliminating those dichotomies and putting those structures and disciplines in place is what is really going on with Evidence-Based Policymaking. Unless we want to have our children’s minds and personalities further remolded by this compatible vision of education and the planned public policy steering of our workplaces and cities to proceed, we need to discuss what is really going on in terms of the reality being put in place, not the Guiding Fictions created by False Narratives. The False Narratives simply try to prevent us from the panoptic vision of education and the desired transformations that actually fit into place at every level like finely crafted, meshing gears.

All in one view at every level. We need the panopticon of education reforms that started with Credentialed to Destroy instead of this planned shroud of deceit we were supposed to fall for like lemmings.

 

Seduction rather than Overt Compulsion: Hubs, Spokes, DeVos Dictates, and Polycentricity

Anyone hoping for at least a PG-13 post with that title will be disappointed I don’t mean the sexual definition of seduction. Instead, this type of seduction is when someone changes what they support or advocate for because they have a carefully arranged misunderstanding of the issues and what is actually in play. That applies perfectly to competency-based education (CBE) with its neural emphasis that lies behind most of the K-12 reforms and, increasingly, also higher ed. In case someone thinks I cannot tie the desired  bullseye to the constant drumbeat of False Narratives around the Common Core, CBE, or its essential component of social and emotional learning (SEL), the acknowledgments page of the book I am about to quote from thanks the influential Bradley Foundation for its financial support.

That book Our Posthuman Future by Francis Fukuyama is the source of the first part of the title. In discussing the famous book Brave New World, Fukuyama quoted the character who said “The Controllers realized that force was no good” and then went on to state that “people would have to be seduced rather than compelled to live in an orderly society.” That’s a great metaphor for how ‘student-centered learning’ or ‘personalized learning’ really work so lets borrow the metaphor. Later Fukuyama talked of “those who believe in the social construction of human behavior” and then listed first the French Revolution and then the 20th century attempts for “radically rearranging the most basic institutions of society…with the socialist revolutions that took place in Russia, China, Cuba, Cambodia, and elsewhere.”

Before anyone exhales with a sigh of relief that those efforts are thankfully behind us, Fukuyama then complained that “the tools of the past century’s social engineers and utopian planners, they seem unbelievably crude and unscientific. Agitprop, labor camps, reeducation, Freudianism, early childhood conditioning, behavioralism–all of these were techniques for pounding the square peg of human nature into the round hole of social planning. None of them were based on knowledge of the neurological structure or biochemical basis of the brain.”

Think of CBE, learning standards like the Common Core, or SEL mandates as a means to use prescribed experiences and other curriculum activities to biologically alter the brain so that suddenly that square peg of human nature is now a round peg. Then it can fit easily into the round hole of social planning. Think of all the data being gathered, that has no need to be personally identifiable to work for purposes of neural change, as a means to “enhance our knowledge of, and hence our ability to manipulate, the source of all human behavior, the brain.” In http://invisibleserfscollar.com/battle-for-the-mind-and-who-we-ought-to-be-portrait-of-a-graduate-in-2030-thanks-to-charlottesville/ we found the behavioral scientists creating the curriculum and dialogues admitting their purpose was a Battle for Human Nature.

Now, between that last quote and this one “we may be about to enter a posthuman future, in which technology will give us the capacity gradually to alter that [human] essence over time,” we had Fukuyama admitting the known aims. Somehow too many of us get seduced by terms like Growth, Success, or Continuous Improvement into not recognizing what it is that ‘learning’ is changing. This past week iNACOL released “Quality and Equity by Design” to chart the Course of the Next Phase of CBE. The reenvisioning of education it laid out is premised on the “steady march towards equality and justice within our country” that regards the neural level as the ultimate in evidence-based policymaking.

After all, CBE needs to “overcome the history of bias, bigotry, discrimination and oppression that has shaped many students, communities and institutions, including our K-12 education system, and realize educational equity?” How? Why, through ‘brain-based learning’ of course where “QUALITY refers to efficacy–the capacity to produce the desired result or effect…to support academic and lifelong learning outcomes for students.” Lifelong learning is another seductive term that actually has to do with what is hardwired into the brain as well. The next paragraph explained how educators use their “understanding of their students as individuals, adapting as needed to personalize the learning pathway towards common high expectations.” The learning goals do not vary. Only the means of proving the desired neural installation varies and what it took to create the change. Educators look to “academic skills, social-emotional-learning, habits of success and the strength of students’ growth mindset are all taken into consideration” in determining what needs to be changed at a neural level and how to go about it.

Since physical activity, especially when tied to an idea, certain goals or Purposeful activity, is known to have a physiological effect on certain regions of the brain, we get the CBE mandate put into state or federal laws or regulations quietly issued by a federal Ed secretary where “Students in turn are active co-constructors of knowledge, rather than passive consumers of content.” To make sure future behavior in the real world is predictable, we get a CBE mandate that “Learning is visibly and authentically connected to meaningful and important outcomes.”

On October 12, 2017 Betsy DeVos https://www.gpo.gov/fdsys/pkg/FR-2017-10-12/pdf/2017-22127.pdf released proposed regulations for review that enact many of the controversial reforms decried as Positive School Climate, an SEL focus, Fostering Communities of Learners, a communitarian focus, constructivist math and science to be taught in a hands-on inquiry environment, and many other programs that were unquestionably developed in the USSR during the Cold War as this blog or my book Credentialed to Destroy documented. DeVos may not understand that and could be relying on perfidious employees or her time on various think-tank boards. These proposed regulations (that no one can comment against if they remain unaware they have been issued) also fit with that iNACOL paper and its desire to enact a vision of education that supposedly fits “the moral imperative of supporting and empowering the next generation of adults” through CBE and its effects on the students’ brains.

Permanent neural rudders are such a better way to steer people if anyone is concerned about a willingness to accede to these visions of earthly transformation. Instead of top-down visible commands, use the decentralized theory of polycentricity. Then the seduction can be pitched using alluring euphemisms like federalism, standards, states as ‘laboratories of democracy’, and local control.  https://www.icsu.org/cms/2017/04/Policy-Brief-No.6-FG_FIN3ed.pdf was released back in September and is tied to that same alarming Earth System Partnership/Belmont Challenge the UN is quietly pushing that caused me to start this blog originally. If I had a tricorn cap, I could go by Robin Revere. The first paper in the Bibliography led me to Polycentricity and its ties as a political theory that could introduce social justice into public policy decision-making frameworks. These could then be pushed by think tanks and politicians pretending they are ‘market-based reforms’ instead of overt social planning.

Sound familiar? Decentralized decisionmaking that “depend on the values and culture of the individuals creating them.” Gee, if we could only make values and culture the focus of education just like those DeVos regulations, CBE, the Science of Virtues, and the Jubilee Centre Moral Framework all do. If a political theory of social planning like polycentricity being cited in current policy briefs relies on “whether or not a significant number of individuals share or aspire to those values is critical to the operation of the system,” then that theory needs learning standards and CBE to work. It also needs for no one to appreciate precisely how these reforms really work or what they really aim to do. Hence, so many of the False Narratives oblivious to the facts and seeking both public funding and implementation as a matter of law.

The NSF is currently using taxpayer money to set up a Big Data Innovation Ecosystem in the US that certainly sounds polycentric. It has 4 Big Data Innovation Hubs to play the convening and coordinating role with area academia, industry, governments, and nonprofits. Anyone who has read my book, think Turchenko with new tools of social planning. The Hubs are now creating a Spokes system extending into all 50 states that is explicitly looking to partner with State Boards of Education and local school districts. This Hub-Spoke System is expressly tied to the NSF-funded BRAIN Initiative we have covered to map the brain and its areas of function. All these plans for us and our children were supposed to be invisible. My blood pressure would probably be lower if somehow I had not been given a means to discern what is being attempted and why, but here we are.

These are authoritarian plans for thought control tied into the brain’s structure. To recognize what is going on is to feel compelled to share this agonizing story. In order for these pernicious plans to work though, they need to remain undetected or misunderstood. The plans need to change the nature of education without the true nature of the change being grasped. Most of all, these plans need the tool of the law and its ability to compel even when the effects of such compulsion are neither felt or really understood. To work, all polycentric visions require “an encompassing system of rules” brought in by accreditors, the terms of promotions for principals, learning standards, or the terms for receiving grant funding to give just a few decentralized, but binding, illustrations.

It turns out that bottom-up social planning to achieve transformations needs two things: the human brain, malleable and adaptable to experience, as well as “the rule of law.” Those are the two essential factors that supposedly can, over time, alter human nature from a square peg to a round nail that fits the desired Blueprint.

Luckily for us, I keep finding those Blueprints and interpreting them accurately using my non-21st century store of factual knowledge.

 

Instilling Desired Dreams to Cultivate Personal Identities and Purpose to Achieve New Future Directions

Let’s go back in time again to a 1955 book cited in some footnotes on social and emotional learning. Called Utopia 1976, it alerts us why values, virtues, and imagining a different tomorrow are suddenly the focus of all forms of education. “…we must recognize the most dangerous–those who do not dream at all. Even if the pessimistic dream is defeated, the nondreamers may prevent any Utopia. Dreams are a form of ideas and hence are powerful makers of history. Nineteen seventy-six is of course not ineluctably determined in 1955, but here I write the story as I see it and as it will be–if enough men and women so want it.” From now on, when we hear or read a discussion about learning standards like the Common Core in the US or competency frameworks or learning objectives, I want us to recognize that the actual purpose is to get enough people signed on to a common vision so they are motivated to make it happen.

Math or science class, a book from literature, or a social science project then become vehicles to create a recognition of what the social problems are. They create a means to instill common desired dreams so that people begin to have common mental models of what is wrong and what they must do. Let’s come forward to 2008 to a philosopher and religion professor, John Haldane, I found following up on the False Narrative. The book Seeking Meaning and Making Sense reminds us that “human experience is structured by meanings and values” and whoever controls the prevailing “standards of value and virtue” controls an intermediate layer of our world that most of us rarely pose to think about. That’s the layer that guides our purpose in life and everyday actions and it’s also the bullseye of what many members of that NCSEAD Council of Distinguished Scientists focus on in their remaining academic research. Here’s Haldane again:

“…we are imaginative and creative animals that construct an intermediate surface between ourselves and the purely material world, an intermediate lining on which we draw and colour our compositions.”

Anyone controlling the construction of that intermediate layer, in other words, can drive cultural evolution. Getting at that intermediate layer can be called an SEL focus to prevent bullying and create a Positive School Climate. It can be called creating the attributes or dispositions for good citizenship. It can sold as instilling self-esteem and a sense of agency by creating a Learner Profile of personal characteristics that together amount to a student’s Identity. It’s all the same bullseye, with varying rationales that obscure that reality. One of the members of the NCSEAD Council, David Yeager, turned out to be involved with the New Paths to Purpose Project, funded by the same Templeton Foundation behind so many of the Character-building curricula, the Science of Virtues, the UK Jubilee Center, the US Constitution Center, and the Positive Education push of another member (see tag), Martin Seligman.

Let’s use their definition of purpose and their italicized “central question: How might individuals actively shape–rather than merely inhabit–their environments, and thus become more purposeful, powerful creators of their destiny?” That would actually be ‘our’ destiny given the nature of these plans and the constant use of the community and culture-shaping institutions, so let’s quote that purpose definition–“Purpose is a stable or generalized intention to accomplish something that is meaningful to the self, and often is of consequence to the world beyond the self. Purpose provides a guiding light as we forge a path through the frenzy and chaos of modern life.”

All those constant references in education reform to ‘grit’ and ‘perseverence’ are about practicing to achieve purpose and closing the gap between what is sought and what currently exists. That’s probably why Angela Duckworth was also a member of the NCSEAD Council. That also means we, our children, and our psyches are to be the sources of the experimental research and putting political theories into practice. One more note, Richard Thaler, the U-Chicago prof who won the Nobel Prize in Economics last week, led this NPP Project. Another example of the level of proof and the ubiquity of Templeton funding in this area is the Youth Purpose Project at Stanford with an explicit paper that “Exploring Empathy, Discovering Roles, Shifting Priorities, and Creating Pathways” is the way to shift this guiding light of Purpose.

NPP then turns out to generate the very useful to anyone desiring transformational change-“‘mindsight, dedication, and grit” . Purpose can quietly and invisibly “reflect and propel everyday patterns of human thought and behavior.” Very influential and not what anyone thinks is lurking behind rhetoric about “higher standards and local control” or the constant offering of Classical Education as the panacea to the created controversy over the Common Core and Child Abuse in the Classroom. In case anyone thinks I am picking on Classical Education, remember how its mantra is the True, Good, and Beautiful? This is from the Institute for Cultural Evolution and was a speech given this past July. https://www.culturalevolution.org/political-campaigns/growing-americas-divided-culture/ . It informs us that the “art of intentionally fostering cultural development is still in its infancy.”

The recommended means to foster that development though is by “framing culture in terms of worldviews.” For once that was not my bolding and the definition of worldview fits with what Templeton is funding in the name of Character or Positive Education and how learning standards like Competencies really work as “a worldview is a coherent set of values and ideals that persist across multiple generations. Worldviews are large-scale social agreements about what is good, true, and beautiful [see my concern?]. They give meaning to reality and help us understand the world.” So where Stanford and the Aspen Institute want to lead us in the name of purpose is also where the False Narrative surrounding the Common Core and SEL Standards takes us as well. Let’ s go back to a longer definition again from that same July 2017 paper on cultural evolution.

“In fact, worldviews are arguably the basic units of culture . And while we can certainly identify thousands of different worldviews in American culture, for purposes of understanding cultural development the worldviews that matter most are the historically significant ones that organize society, frame values, provide personal identity, and play a recognizable role in world history.”

In fact, that ubiquitous aim now at controlling internalized worldviews via education and the media is precisely why Larry Arnn’s vision of The Founders’ Key struck me as very similar in effect to where admitted communitarian and transformationalist, Amitai Etzioni, wanted to take us in the name of the New Golden Rule. With Hillsdale’s sponsorship of the Barney Charter School Initiative with its openly-declared Classical Education template we really do have all education leads to Worldview Cultivation in 2017, much as all roads used to lead to Ancient Rome. It’s where the desired action is to get the future influential people hope to achieve. After all, no recognition equals no effective opposition. Other papers in that series on cultural evolution admit that evolving human morality and controlling conceptual cognition are the keys to these plans.

I want to close with a passage from the admittedly progressive and tied to our Search Engine Overlord, New America, called “Building Civic Capacity in an Era of Democratic Crisis” that just came out. It wants to reject what it refers to as ‘exclusionary populism’ by consciously striving to “build constituencies and identities that are more inclusive and accommodating.” So everything laid out in this post, whatever the offered rationale, plays right into using education to do just that. Probably not a coincidence.

Remember how I warned that we cannot fight against what we are unaware of or have been misled about? The transformationalists all want cultural evolution via values and ideas at the level of the mind and personality and they no longer regard democracy as being about elections. No, now “at its core, democracy is fundamentally about a type of relationship between citizen and state–one where constituencies can mobilize and make binding claims on policymaking institutions.”

Those constituencies are built up from students who have Instilled the Desired Dreams and are ready to join together to “play a recognizable role” in history. All that comes quite effectively and invisibly from making education about Worldview cultivation instead of the transmission of knowledge.

All education unless we catch on to the Bait and Switch and how the internalization works.

I am trying my best to warn. Instead of “the British are coming” though, it seems like the 2017 version is that the Deceivers are already Here. They are consciously targeting the ears of any parent or politician worried about these education visions.

Let’s start to pierce these False Narratives so we can really protect our children and this great country.

Everybody In! Instilling the Proper Mode of Human Conduct to Capture Hearts

In the last post, the cited Behavioral Scientist article justifying the need for #Charlottesville Conversations in all schools nationally, in turn cited a 1987 book The Battle for Human Nature by Barry Schwartz. Try not to be too shocked that I have now read that book and took today’s post title from its goals. See if anyone else thinks these aspirations were a good reason to try to create mayhem that tragically escalated, instead of simply serving as a rationale for a certain emphasis for the new school year. Since I have a hard copy I can tell everyone that the Acknowledgments page thanks a “Marty Seigman” who we all know as the Penn Prof behind Positive Education, Prospective Psychology, and Positive Neuroscience that feature so prominently in the actual new ESSA state plans and required Social Emotional Learning Standards now.

Just in case anyone thinks the following quotes cannot actually be anything more than a nerdy discussion, this is was what outcomes-based education was really about. It is what standards-based reforms such as the Common Core or even supposed alternatives like the Catholic Curriculum Frameworks are really about. It’s why we keep running into the phrase ‘human flourishing’ around every corner in education. I also suspect it is what the outcry over the DACA rollback is really about.

“How should society be organized? How should the resources of society be distributed among its members? How much should individual freedom be restricted, and in what ways? What is the extent of our responsibility to other human beings, and to the society to which we belong? What is the proper mode of human conduct, and how should it be instilled in people?”

That instilling in people is what the Tranzi OBE laid out in my book Credentialed to Destroy was all about and it is what its new rename as Graduate Profiles and Portraits of a Graduate gets at. My alma mater just put out its “Reflections on the Reformed Tradition  at Davidson College” where it describes the Marxist Humanist vision without using the M word but attributes the necessity for economic and social justice to the Presbyterian view of the world. Funny how it gets to the same place as what we saw with the Special Rome Edition of the 2016 World Happiness Report Vatican laid out for Catholicism or Islam’s Tarbiyah Project for schools. In case your alma mater has not yet added a new “Justice, Equality and Community” distribution requirement to mandate all “students’ intellectual engagement with social issues,” let’s quote the rationale everyone seems to be using to get at the internalized basis of future behavior:

“Educating the whole person involves more than training the intellect; it also involves training the knower’s interests and commitments. This inevitably influences his or her values, character, and behavior. Again, because Reformed believing envisions an expansive human calling (love of God and neighbor, or attention to the broadest ‘public good’), preparation for responsible living [College, Career, and Citizenship Ready?] does not reduce to intellectual training but involves the person’s other capacities as well. Indeed, when people pursue more particular callings or vocations, say as physicians, lawyers, parents, or teachers, the Reformed Tradition construes these lines of responsibility through which they serve others with their minds, hearts, and wills.”

I write books and this blog to do that, but somehow I doubt Davidson would see it that way. Notice you could substitute virtually every religious faith for what they are using the “Reformed tradition” to rationalize. For secular progressives, the word Democracy will substitute nicely as well. Virtually everyone seems intent now on insisting that education “cultivates humane instincts, and creative and disciplined minds for lives of leadership and service.” Again, this is not a new thing as we can see in a book from 1955 that Schwartz cited called Utopia 1976. It spoke openly about a desired “coming revolution of the spirit of man,” which is certainly a good reason for ubiquitous SEL, isn’t it?

The current Davidson statement complained about “those in our society, both conservative and progressive, who would separate faith and reason.” Utopia 1976 wanted that same combination to fuel its “desired revolution of the spirit”. It even provided the reason for all this Mind Arson and Dumbing Down I and others have documented through the years. Notice the use of the word “apperceive” to describe what Davidson called “disciplined minds” and “Marty Seligman” thanked above now calls Prospective Psychology. With Templeton Foundation funding just like the Jubilee Centre that has created the Knightly Virtues curriculum and the Moral Development Framework. If only we had some continuity in these initiatives across the decades, institutions, and countries. Oh, wait.

“We will avoid some of man’s great prior losses that occurred because discoveries came before man had knowledge enough to recognize the novel. We will apperceive what is in front of our eyes, and not only what is behind them. Every human, to lesser or greater degree, has the capacity of hypothesis, imagination, comparison, and reason. And this capacity, affected by environment, can be taught. [Can anyone say ‘inquiry learning’?] Even the art of intuition is not exclusively a matter of genes.

In fact, for some purposes the less informed are often the best equipped to grasp new principles. They are less thwarted by traditional acceptance of formerly held ideas.”

Oh, wow. Let that sink in. Utopia 1976 put this same aspiration even more succinctly by stating that “Dreams are a form of ideas and hence are powerful makers of history.” As a history major, that approach, cultivated deliberately and deceitfully by education, strikes me as quite dangerous. Davidson’s statement called it a desire to “cultivate creativity to affect change” in students. Schwartz in 1987, laying the cited foundation for the Charlottesville Conversations now, said it was all about a vision of human nature that sees it as mutable instead of fixed. If the type of education implemented and social conditions “in which people are at risk” can be changed, then, perhaps, people can be changed so that they operate under “a life of commitment to producing social change.”

The shifts we have all noticed in the curriculum make far more sense once we read Schwartz complain about “Knowing what forces are responsible for keeping the planets moving about the sun does not give people any particular power to control or change them.” No need then for a transmission of knowledge curriculum. Better to focus on creating a new guided moral compass to motivate a change in behavior and a desire to transform the world as it is.That would be “current social conditions” to Schwartz. I guess that would be the world behind us so we can concentrate on the world that might be. Prospective Psychology again or just competency-based education when accurately understood.

So “Knowledge” now is really only worth knowing when “it identifies aspects of the world over which people can exercise some control.” No wonder we keep hearing requirements for relevant, authentic learning. I am going to end this post with another Schwartz quote from his Epilogue as I believe it lays out perfectly why we keep hearing about Outcomes, Objectives, Standards-based Reforms, and Competency Frameworks. Remember how we just keep encountering a desire to use education to force an evolution of prevailing culture? Think about this when we falsely assume that the schools or colleges of today have the same purpose of the ones we attended.

“As culture develops, the paths are changed. Some stop being used and are allowed to fall into disrepair, slowly reclaimed by the wilderness. Others become popular and are lengthened and expanded to make room for all travelers. Culture’s paths are not accidental. They are meant to constrain people to move in some directions and not others; to make some destinations easy to reach and others impossible. These paths are meant to help travelers find their way.”

The paths of desired transformations via education are probably the least accidental of all. It’s why we keep coming across the same vision of the future, but with a variety of justifying rationales depending on the expected audience and what is plausible.

The true desired transformation may not be pleasant to see, but neither is there any doubt what education’s new role is and why it must be ‘student-centered’.

The whole student–head, heart, hands, and will.

 

Priming the Springs of Action: Reconstituting We the People Via Internalized Habits and Values

Rather than continue on with what is going on now behind our backs in K-12 education globally, let’s go back in time first to pick up some of the ‘deep pillars’ from the late 80s and 90s that ground the supposed “social capital that is comprised of human character, competence and values.” In my book Credentialed to Destroy I laid out the template for what was called Transformational Outcomes Based Education. I also covered events taking place in the mid to late 80s in the West that suggested insider preparation for the “Fall” of the Berlin Wall and Communism. Today’s post should be seen as building on the Deep Pillars also laid out in the book. We need to grasp every aspect that political insiders, think tanks, institutions of faith, and other public policy forces who turned out to be involved, were quietly advocating and implementing to achieve a particular vision for the future.

This is from an essay “Citizenship: Transcending Left and Right” contained in a 2004 book Building a Community of Citizens: Civil Society in the 21st Century. I found it referenced in footnotes as I followed up again on the deceit surrounding the Common Core and other education ‘reforms’ currently. If this quote reminds anyone else of Amitai Etzioni’s New Golden Rule, he is listed as a consultant on the book. As we have encountered the Bradley Foundation a great deal as we have followed widely disseminated education narratives that happen to be false, I should note that their then President, Michael Joyce, also wrote one of the essays in that book.

“A closer look at these issues will reveal that today’s crisis of values has nothing whatever to do with ‘capitalist’ and ‘socialist’ institutions. It is a by-product of individualism…The real source of these problems is in us, as we search for a way to integrate the modern emphasis on individual self-expression with a vision of values, community, and purpose that transcends the individual self–a way to integrate freedom and order.”

How often do we now hear the phrases ‘self-government’ or ‘self-governance’? We simply assume it means something having to do with our individual autonomy. Turns out we get to have a “new kind of politics” grounded in psychology and the “self-governance of individuals and communities…[a] two-dimensional value system underlies the self-governing approach to the world, which borrows the best of both capitalism and socialism and combines them in an integrated vision.” That would be an integrated vision of course to be imposed invisibly by Bipartisan laws few read, a new vision of education, and “a change in the spirit of individuals and the community that comprises them.”

Let’s skip to another book from 1998 brought to us by the Center for Public Justice that “pursues civic education programs from the standpoint of a comprehensive Christian worldview. The Center advocates equal public treatment of all faiths and seeks political reforms to strengthen the diverse institutions of civil society.” It turned out that Antonio Gramsci was not the only visionary to see Marching through the Institutions as the way to later prevailing consciousness and culture. So have groups, politicians, and think tanks many of us have simply assumed to be representative of Conservatism. It turns out though that the best way to get Marx’s Moral Revolution in place is to get religious faiths on board as well, control education, and redefine concepts like Liberty and Freedom we all think we understand.

Naming Educators as the Levers Shifting the Human Personality To Marx’s Moral Revolution

is the post I have to simply assume everyone is familiar with so we can move forward to what was laid out in then Senator Dan Coats’ 1998 Kuyper Lecture and printed as Mending Fences: Renewing Justice Between Government and Civil Society . It is once again selling the vision that liberty requires a certain kind of citizenry and democracy is a “set of habits…[that] depends on an internalized willingness to respect the rights and dignity of others.” All of our encounters with Classical Education about the principles of the Good, Character, and Virtues appear to go back to this vision where “these virtues require more than intellectual assent; they must take root not only in minds but in hearts.”

Yet again, we have a vision where civil society institutions are supposed to “protect against individualism, turning our attention to the needs of others, the benefits of cooperation, the necessity of trust, and the value of the common good.” All citizens and especially students with their still pliable minds and hearts need “those ideas and sentiments” that will free “individuals from the solitude of their selfishness.” When I wrote Credentialed to Destroy I laid out the transformational vision of Social Reconstructionists. I cited to admitted progressives who had been explicit about their intentions. Turns out so have the so-called Right and institutions of faith and they have resurrected a Dutch politician from the 19th century, Abraham Kuyper to do that while pretending a reconstructionist aim is simply a matter of faith. (Italics in original in Mending Fences)

There is a common good greater than individual rights, and society must actively and tirelessly seek it. Kuyper exclaimed, “We shall not be satisfied with the structure of society until it offers all human beings an existence worthy of man.” In a beautiful passage Pope John XXIII defines the common good as “the sum total of those conditions of social living, whereby men are enabled more fully and more readily to achieve their own perfections.”

But I did promise deep pillars and we have remained in the 90s, haven’t we? In my tiptoeing through the footnotes, I not only found the books cited above, but also a 2007 book Godly Republic: A Centrist Blueprint for America’s Faith-Based Future. Written by John DiIulio, Bush 43’s first faith-based czar, it had an Appendix I had never seen referenced before from June 25, 1988. The document was called the Williamsburg Charter: A National Celebration and Reaffirmation of the First Amendment Religious Liberty Clauses and whatever the 100 highly influential people who signed the charter thought they were endorsing, the actual function of the document is to commit to an internalized Marxian moral revolution. Yes, I am sure as I have read a lot of the language when no one is pretending anything other than driving the deep pillars the Human Development Society would need in values, beliefs, emotions and other motivators of future action.

Yes the references are a bit oblique at first, tucked away into phrases like the “remarkable opportunity for the expansion of liberty” and a desire for the “ordering of society” around common “commitments and ideals” that all people are to live by. It is inherent in the language too that “rights are universal and responsibilities mutual.” Remember the definition of ‘precepts’ from the last post and their current sudden ubiquity, as we go back to the paragraph that follows “A time for reconstruction” heading:

“We believe, finally, that the time is ripe for a genuine expansion of democratic liberty, and that this goal may be attained through a new engagement of citizens in a debate that is reordered in accord with constitutional first principles and considerations of the common good. This amounts to no less than the reconstitution of a free republican people in our day. Careful consideration of three precepts would advance this possibility.”

First, the criteria must be mutual which gets translated to mean that the “intention of the Framers” is not enough. We reconstituted citizens must also internalize as  habits “consideration of immutable principles of justice.” Should we look to Kuyper or a 1930s Pope as quoted above? Secondly, the “Consensus must be Dynamic”. One wonders if an earlier draft said Dialectical instead, but that might be too obvious to get all 100 signatures. We are told that “Reconstitution requires a shared understanding of the relationship between the Constitution and the society it is to serve.” We the People must affirm those principles in practice. Supposedly this mandate is NOT authoritarian because it is civil society imposing at the level of hearts and minds in order to “contribute to the spiritual and moral foundations of democracy.”

That’s clearly John Dewey’s definition of democracy which explains why one of the Rockefeller heirs wrote a book about him and his work driving a Religious Humanism vision that I keep hearing being mirrored in Faux Narratives. The third precept is that the “Compact Must Be Mutual”. Suddenly, “the First Amendment…is the epitome of public justice and serves as the Golden Rule for civic life.” Personally, I think being told by so many public officials that a “general consent to the obligations of citizenship is therefore inherent in the American experiment, both as a founding principle (‘We the people”) and as a matter of daily practice” is certainly a violation of the spirit of the phrase “the government shall not…”

Let’s end there as these quotes place so much of what I documented in my book and then later on this blog into their true transformative functions. The empathy push from the last post makes so much more sense if we now supposedly have a “responsibility to comprehend” the perspectives of others. Pushing a common core of mandated values, attitudes, and beliefs fits with a desire for “a broad, active community of understanding to be sustained.”

Take a look at that Williamsburg Charter in one of the variety of places it can be found. It will do wonders toward our finally achieving an accurate “community of understanding” about what is truly going on in education and why.

 

Embody or Perish: Unmasking the Communitarian Motto Behind Student-Centered Learning

If this blog provided sound effects, I could blow the whistle now and holler that we have reached our destination. This is the 6th post in a series that began on February 27. I used the unexpected DeVos declaration of our ‘moral obligations’ and the IPEN paper on global education as recent examples of what the UN had enacted in the late 90s as the Universal Ethics Framework. I found that because well-known communitarian advocate Amitai Etzioni cited it as he laid out his vision for The New Golden Rule: Community and Morality in a Democratic Society that seemed to accurately reflect the actual classroom and school implementation of Radical Ed Reform going back to the mid-80s. It also seemed to track all the organized deceit I had found about SEL Standards, the Common Core, and other matters which are too consistent in what is being suppressed to be coincidental.

Let’s dive right in because as I have warned, a communitarian mandate pops up on a regular basis and it is always mired in deceit. Now I know why. To prevent resistance to what is being sold as an italicized regeneration of American Society that seeks to penetrate ALL schools and ALL colleges and universities. Here’s the quote that also fits with what was laid out in A Call to Civil Society and Hardwired to Connect from the last post. It explains the neural emphasis we just keep coming across now:

“The communitarian analysis, at least as practiced here, involves a keen awareness that values need to be embodied; that is, for values to guide behavior, a society needs to evolve social and personal formations that undergird the society’s values…Embody or perish is the communitarian motto behind much of what follows.

Embodiment refers to the need for shared values to be internalized by the members and for these values to be integrated into the societal formations [like schools and churches] that help shape behavior.”

Won’t federally required ‘performance standards’ be so useful in making this needed internalization and embodiment an invisible component of how every student will succeed? If such sarcasm seems unbecoming, we need more quoting, especially on how a communitarian society differs from an authoritarian one. My succinct explanation is the coercion is imposed neurobiologically via education to become a Habit of Mind so the coercion is mostly invisible. At least it was until I wrote Credentialed to Destroy and then this presciently named blog. Communitarian societies are steered in “a new shared normative direction. Communitarian societies differ from authoritarian societies in that they require a smaller core of shared values (although significantly more than the societies individualists envision).”

That antipathy toward “individualists” sounds straight out of the new Classical Learning Test hype, doesn’t it? That’s not coincidental, as I will show later. Etzioni stated that:

“the new golden rule requires that the tension between one’s preferences and one’s social commitments be reduced by increasing the realm of duties one affirms as moral responsibilities–not the realm of duties that are forcibly imposed but the realm of responsibilities one believes one should discharge and that one believes one is fairly called on to assume.”

Education, of course, is first on the list of the ‘normative means’ used to create the desired moral commitments which enough people have internalized as the basis for their likely future behavior to change the direction of the society. In case anyone thinks this is just the admitted Left pushing this, remember that Hardwired to Connect from the last post with its ties to the supposedly conservative think tanks pushing School Choice vocally also stated explicitly:

“… an ‘us’ strategy is quite different. It is much broader and more radical. Its focus is cultural, not merely political or programmatic. It aims less at a specific intervention than a fundamental social shift–a change that involves the society as a whole. A ‘them’ strategy is about getting specific things done, but it is more fundamentally about guiding an entire society in a certain direction.”

My book’s pivotal observation that the actual Common Core implementation targeted student’s ‘values, attitudes, and beliefs’ makes so much more sense once we become aware of the widespread desire for Social Reconstruction that is no longer just a project of the admitted Left. Did you know that Chester Finn of Fordham, who we have tracked back to the mid-80s duplicitous Project Education Reform and forward to his work with Diane Ravitch and now Fordham’s co-sponsorship of the PEPG forum at the Kennedy School of Government, is listed as a signatory to Etzioni’s Responsive Communitarian Manifesto? So are several other people tied to those IAV papers in the last post. This truly is where the Right and Left Pincers want to take education. They want the coercion to be invisible and binding.

As I told my kids when they were growing up, wanting something doesn’t mean you are entitled to get it. To avoid the invisible coercion we have to know this vision “requires that most members of the society most of the time, share a commitment to a set of core values, and that most members, most of the time, will abide by the behavioral implications of these values because they believe in them rather than being forced to comply with them.”

The role of all these think tanks makes much more sense to this vision if we know that “a core of shared values also enhances the ability of a society to formulate specific public policies.” Try not to be too shocked that elsewhere those policies must include society and its individual members meeting all needs to provide for ‘individual well-being’. The Communitarian agenda says that is the 21st Century purpose of government. Nothing like 21st Century euphemisms redeeming Uncle Karl’s real vision of human development.

Lamar Alexander doing a presentation at AEI last week pretending ESSA supposedly gets the feds out of education makes perfect sense if ESSA laid out a mandate for the needed framework to force internalization within each student. Remember the requisite Internalization must occur without effective opposition from parents and taxpayers. Also, the local hype fits with the statement that “reconnecting the political decision-making bodies to community dialogues is one of the most important items of the communitarian public policy agenda.” Fits right into what AEI’s President Arthur Brooks called the true tenets of Conservatism. It requires a  Revolution of the Heart too.

The calls of SEL Standards for self-discipline or self-regulation, or what the Faux Narrative refers to as ‘self-government,’  ( https://www.jamesgmartin.center/2017/03/common-core-damages-students-college-readiness/ )  which is also straight out of the Manifesto mentioned above,  call for a longer quote from Etzioni that explains all:

“From a communitarian viewpoint, to draw on public schools as developers of character (for a stronger, higher self) it is most important that they focus on development of personality capabilities that enable people to act civilly and morally. [Soft Skills for All!] First among these capabilities is the ability to control one’s impulses [Is that what the above link calls the ‘right and responsibility of self-rule’?]…Second, a well-formed person must have what Adam Smith called ‘sympathy’: roughly, the ability to put oneself in the other person’s shoes, what we would refer to as empathy. Without this quality, there is little likelihood that children will develop charity, fairness, respect for other people, or the other virtues. When a person possesses these twin capacities, the psychological foundations for abiding by internalized values are in place.

Once schools are restructured in ways that enhance personality development, the question of which specific values are to be taught recedes in importance but still needs answering.”

The requisite ‘non-cognitive factors’ that must be a component of the State Plans under ESSA all go to that personality development prerequisite in one way or another. It’s not a database, but a starting point to get the needed internalized change to support this communitarian vision of a new moral order. It’s not coincidental that the definition of the law taught in elite law schools has now been altered quietly as the “enterprise of subjecting human conduct to the governance of rules.”

I personally reject the distinction that something is not coercive as long as people and governments can successfully misrepresent what they are up to via education and the law. It is also greatly troubling I keep coming across references to collecting data on where students are in each of the 24 listed characteristics of the VAI-Values in Action–Character Survey.

I need one more quote from Etzioni that goes a long way towards explaining what makes education through provided conceptual lenses and themes about what is important, cross-cutting, or Good, True, and Beautiful so necessary to a transformationalist. We will need it in the next post as I continue to prove this IS the vision ALL of education is being organized around. Long time readers will recognize this is the theory with the nerdy name of Ascending from the Abstract to the Concrete created in the USSR in 1962.

“Such statements about moral causes that present themselves to us as compelling are similar to what religious authorities speak of as revelation. This does not mean we cannot reason about these matters. The fact that some cause initially appears to one as powerful does not obviate the need to examine it closely. However, here reason follows and buttresses revelation, and not the other way around…It should be noted that reason plays a rather different role here.”

I’ll say. I wanted to shout “Transfer” as Lauren Resnick has been pushing for in education reforms for decades. She must be so pleased that her integral Higher Order Thinking Skills that embodies this very concept of Revelation first, and then Apply the provided concepts to real world, concrete situations, is a required ESSA component. Measuring every student for compliance at least annually.

That will be so useful for imposing this requisite Internalization.

Next time we will find this same goal being stated in terms of the US Founding Fathers and the purported requirements of “constitutional government.” We will see more clearly then why facts get in the way of simply accepting the provided concepts as Revelations that are to be accepted, internalized, and never disputed.

I feel like such a naughty Individualist sometimes for recognizing when we are being lied to and when something else has the same function.

Anchored to the Human Psyche to Engineer the Invisible Coup: the Narratives Converge

The previous two posts illustrated real-time proclamations from just the last few weeks that fit with what we are going to cover today–the quietly imposed Common Framework for the Ethics of the 21st Century issued by UNESCO in September 1999. It grew out of Universal Ethics Project begun in 1997, imposed invisibly by education, P-12 and higher ed, under obscuring terms like learning, outcomes, standards, and competencies. The Framework was referenced in a footnote I came across while trying to chase down the common education agenda being pushed by the admitted Left Pincers (in this case communitarian prof Amitai Etzioni) and American Principles Project founder, Robert George, as a representative of the School Choice pushing, but headed in the same actual direction, Right Pincers.

Before I could write up the implications of that Framework, we suddenly had Ms DeVos’ statement about the moral obligations none of us may abdicate and the Positive Education practices mandate coming from the World Government Summit. Since they each seemed to assume the shift into the obligations of a Framework few of us are even aware of, I went with the “this is coming now” approach in the previous two posts. Now that the Imminence is crystal clear and not speculative, let’s take a look at what is being concealed from us. Because this is a blog, not a book, this post will be followed next by how I know for sure that this is where all the deceit surrounding the Common Core and School Choice really leads.

Those who have read Credentialed to Destroy are aware of just some of the evidence I cite on why I believe the ending of the Cold War was somewhat stage-managed to let education quietly assume the transformational reins. Let’s add to that body a Gorbachev book, The Search for a New Beginning, I did not have then telling us what Perestroika was really about. Gorbachev wanted to “join politics with morality” and create a Framework for new forms of required interaction and new forms of thinking. Instead of “artificially constructed utopian schemes” that “are not workable anywhere,” he called for:

“The recognition of the world as an integral whole [which] calls for a change in our value system, or to put it more precisely, for actualizing the initial values that are inherent in the nature of the human being as a social and spiritual entity. In one form or another, and in varying degrees, those values are reflected in the world religions and in the great humanistic doctrines.”

In a preview of what will be coming in the next post, substitute the word ‘Virtues’ for ‘values’ in that quote above and we quickly get to precisely where Classical Education is taking Privates and Charter Schools. First though let’s get back to Gorbachev’s bluntness because it explains so well the language we will cover on the need to shift away from traditional views of Individualism and rationality. (the italics are in the original text)

“The future of human society will not be defined in terms of capitalism versus socialism. It was that dichotomy that caused the division of the world community into two blocs and brought about so many catastrophic consequences. We need a paradigm that will integrate all the achievements of the human mind and human action, irrespective of which ideology or political movement can be credited with them. This paradigm can only be based on the common values that humankind has developed over the centuries.”

We will leave Gorby now and shift back to the supposed new values, ideas, and principles that people need to internalize from an early age (enter education tied to behavior and the Whole Child which is precisely what performance standards mandate) so that everyone can “flourish” in the 21st Century. Sure enough, that particular uncommon verb is ubiquitous now throughout the UNESCO Ethics Framework, the Positive Education Practices we encountered in the previous post, as well as the NIH-funded and Templeton Foundation sponsored Science of Virtues going on now at U-Chicago. What are the odds of such common, uncommon, terminology?

The cool thing about the Ethics Framework is that there is no overt, publicized command that makes people feel coerced. The Russians and Chinese noticed those edicts from on high simply did not work as well as using a reenvisioned type of education that affected “the will of individuals in every and all situations in which he or she acts.” Once that Learning becomes a Habit of Mind we have installed an invisible internalized neural rudder that allows society and an economy to be steered and guided without anyone needing to be the wiser. Students will have Moral Dialogues grounded in “philosophical value knowledge” (just like the School Choice-advocating Manhattan Institute laid out recently in an odd “Republic in the Atlantic” piece in City Journal).

The goal of education then, whether marketed as “knowledge, skills, and dispositions” in K-12 or Essential Learning Outcomes in higher ed, is actually aimed at using reading, classroom conversations, group projects, and virtual reality adaptive learning aimed at:

“developing the capacity of individuals to make right evaluations of others’ actions, of events, situations etc., and to find out, in the light of philosophical value knowledge the implications of such a will: what they should, or can, do, so that human dignity can be protected or be as little damaged as possible in the given unique situation, in which they have to act, as a whole.”

If that aim is not graphic enough that what the Universal Ethics Framework, instilled via education, seeks is a “paradigm shift in consciousness” so that we can all “apply our minds collectively and …work towards a new intellectual and spiritual renaissance,” let me use another. This quote from Paris, March 27, 1997, bemoaned that:

“whereas humanity is transiting to the global society, our minds are still mired in pre-global concepts. And it is this difference, it is this gap between the emergence of the global society and the non-emergence of a global consciousness, that is at the root of many of the problems that we see in the world today.”

If the means of closing that gap and creating the desired new thinking and ethics is new ideas and values, is it coincidental that suddenly the relief offered from the horrors of the Common Core is framed in terms of Character Education, Positive Psychology, Conceptual Understandings and Core Disciplinary Ideas as the ‘content knowledge’, and Virtues?

Does anyone else feel like the remedy offered is actually grounded in this little discussed Ethics Framework? Because apparently reenvisioning the human future is “affected and even determined by the behavior of humans acting on the basis of normative ideas and principles.” If education in the 21st Century is actually premised on the italicized “question: what values and principles may be mobilized in order to steer the forces of technological and economic change for the purposes of human survival and flourishing?”, aren’t we even entitled to know that is the foundational question behind all these imposed changes?

There’s that ubiquitous aspirational verb again. Anyone else wondering who will really flourish in this vision?

Subservient and Malleable Students: DeVos Federalizes Our Moral Obligations

With former President Obama his means were sometimes shadowy, but his goals and views were quite forthcoming. Remember the openly announced “fundamental transformation” before his first election or the “you didn’t build that”? Neither was a mistake in his mind. In his early days in politics he openly expressed his annoyance that courts interpreted the US Constitution as imposing ‘negative liberties’ of what government could not do. Instead, he hoped for a more ‘positive liberties’ vision laying out what governments must do to meet the needs of all citizens.

The Transgender Ruling that the Trump Administration overruled last week involved a federal agency deciding to read statutory language prohibiting discrimination based as ‘sex’ as also prohibiting discrimination based on a student’s perception of their gender. I keep warning that internalized perception is the new favorite bullseye in education, K-12 and after, because it can invisibly alter likely behavior going forward. No need to give the manipulated student a head’s up as to what is actually going on. Let them simply wonder later why no one is ready to hire them simply because they have a college degree.

The Obama Administration simply said that the student’s perception of who they are is more important than the physical reality of penises in girl’s bathrooms and group showers. It’s who people are on the inside that matters legally. What got put in place solely by broad, creative interpretation though can disappear the same way, which is what happened last week. Maybe like me, you heard on the TV or radio that “all President Trump and Betsy DeVos did was leave this delicate matter in the hands of the states or localities.” That may be what President Trump and his Attorney-General meant to do, but Mrs DeVos issued a separate statement laying out the “moral obligation no individual can abdicate.”

That’s quite broad, isn’t it? What does the Education Secretary acting apparently in her imagined benevolent despot role impose as our new federalized moral obligations to each other? To return to that gossipy phrase from our childhood, “Do Tell.” Here goes:

“We have a responsibility to protect every student in America and ensure that they have the freedom to learn and thrive in a safe and trusted environment. This is not merely a federal mandate, but a moral obligation no individual, school, district or state can abdicate…We owe students a commitment to ensure they have access to a learning environment that is free of discrimination, bullying and harassment.”

Now that broad assertion of such a mandate is about so much more that “New Title IX Guidance.” It was controversial when President Obama began to sneak in such a mandate to model desired behaviors and control interactions among students to create a so-called Positive School Climate.  http://invisibleserfscollar.com/how-social-and-emotional-learning-as-the-primary-focus-is-coming-in-all-the-windows/  If the verb ‘sneak’ sounds too strong, this is a controversial area and it was pushed via regulation with little public discussion. Mrs. DeVos and fed ED are quietly continuing this very alarming declared right. The affirmative, ‘evidence-based’ remedy is to control each student’s internalized values, personal attributes, and emotional dispositions all in the name of a declared moral right “to learn and thrive in a safe environment.”

In the name of that goal, we get a new global emphasis called Positive Education that is supposedly “based on the science of well-being and happiness.” Each student has personality traits that are malleable to changes in instruction and classroom experiences. Do parents get a heads up as to the change in emphasis? Not really when it gets embedded in subject areas and class discussions that are really about moral dilemmas.

Your child is Succeeding. Your child shows Growth. Your child has met the school’s Learning Objectives. All of our students are showing Improvements in Achievement.

What parent will recognize the shift in what is actually being measured or what these terms now mean? How many parents will ever see https://www.ed.gov/news/press-releases/us-secretary-education-betsy-devos-issues-statement-new-title-ix-guidance the actual statement instead of some commentator’s false statement of what it did? Will students as adults recognize that education was used to manipulate, under force of law, the essence of who they are and how they view the world?

Next we will explore the nature of this new mandate. If there is to be an unknown “major paradigm shift in education,” the only way to avoid being its victim is to know it exists.

Does Mrs DeVos even know what she has declared and the history and purpose of these controversial ideas? I do and I am really hoping she simply put her name to a Statement someone else drafted because she thought it sounded nice and noble. The ramifications and likely remedies of her declared federal legal mandate to control the very bases of behavior simply never occurring to her.

Careful. Careful. Every progressive and tyrant in history sought to control this same internalized focus now declared a “federal mandate” in a release with an erroneous title that few are likely to read.

This is no way to get the feds out of the local classroom.