Still a Frightening Prospect and No Longer Far Away at All

Why is it that what appears to most people to be innocent phrases of general intent like school choice, social emotional learning standards, the rule of law, or competence (just to cite a few examples I have dealt with) provoke such a strong, specific reaction from me? Because I read the books and articles where people lay out intentions that were never meant to be openly and accurately discussed. For example, back on October 27- November 2, 1968, just before the close and contentious US Presidential election, the Rockefeller Foundation turned over its lovely Bellagio, Italy retreat to the OECD Long-Range Forecasting and Planning Symposium. Once again our invites were lost, but this retreat focused on a “new kind of planning” and the redesign of social systems and the need to “dynamically change human values” to fit with this desire to plan “the creation of a future society.”

The ‘old’ concept of planning had been “essentially short-range in scope” with a concentration “on changing variables within a given system.” Out with the Old and In with the New was big in that epochal year of student riots around the world. The ‘new’ planning would be “essentially long-range in scope” with its concentration “on changing the system itself, i.e. its structure as well as its variables”. All those things I am so concerned about discussing on this blog or in my book Credentialed to Destroy go to invisibly implementing that second conception of planning. The word ‘system’ itself, unfortunately, includes people, hopefully captured during their neurobiologically most malleable years at school. Let me quote from just how extensive the desired planning was and where our title comes from as it is my belief that this is still where the Right and Left Pincer action of the think tanks, politicians, and governments at all levels in every country are taking us.

“The dominant concern over systems design, which expressed itself in the discussions, clearly arises from the recognition that planning ought to be integrative, i.e, cutting across a multitude of dimensions, in particular, social, economic, political, psychological, anthropological, and technological dimensions…the discussions of the Symposium dealt exclusively with two type of joint systems only–the society/technology and the man/society systems.

This restriction was also borne out by the statement that mankind, in its evolutionary process, is now moving from the era of environmental control (achieved through technology) into the era of social systems, whereas the era of individual systems is still far away–indeed a frightening prospect.”

A frightening prospect indeed and precisely where student-centered personalized learning is unquestionably taking us, but that’s not what we are talking about today. I want to explain what happens when the desire for such planning and redesign of what people are at an internalized level, and the human institutions and places they interact with daily, decides to use the law to obtain the necessary coercion. When someone begins to tout the Rule of Law from now on, I want everyone’s anti-manipulation radar to begin to spin at Full Alert Status. Let’s start with a book communitarian prof Amitai Etzioni, who is also the Active Society architect, touted as “If you are going to read only one book in preparation for the 90s–make it this one”–Mary Ann Glendon’s Rights Talk.

Now I had already encountered Professor Glendon insisting that the Rule of Law must be used to get the Universal Declaration of Human Rights into daily operation as a binding obligation. She had already moved well beyond any historic sense of the term–Rule of Law.  In her 1991 book she complained that the law has for too long ignored its potential for a “right ordering of our lives together” where there would no longer be “silence with respect to personal, civic, and collective responsibilities.” If someone sees “legal discourse…as the most important tributary to political discourse” where is it they want to start? Why that would be at the now familiar levels of education and media coverage that “help to shape the interior world of beliefs, attitudes, dreams and yearnings that are the hidden springs of individual and social action.”

A bit more recent Call to Arms for the Global Planning Set is “The Global Values Discourse” from 2012 from Garry Jacobs and Winston Nagan. It lets us know that commencing in 2010 the influential Club of Rome (also started at Bellagio about the same time as that planning conference) and the WAAS–World Academy of Arts & Sciences–laying out an affirmative, normative use of the law for “charting a better collective future for humanity based on universal values for sustaining a world order in the common interest.” If that sounds glorious, be careful as Brazil and Venezuela got touted as early implementers of this Human Development vision and both now have platitudes, dysfunction, and a shortage of toilet paper.

Nevertheless, the point of this post is to alert us all that the Rule of Law now is often obscuring a reality that seeks to “alter our fundamental conception of the source of rights throughout the world and weave a new narrative that embraces and assigns a rightful place to the individual, the community, the nation-state and humanity.” How many of us are aware that the same Institute for the Future which wants to redesign education and use gaming to recreate desired mindsets has also created “An Inventors Toolkit” called “Governance for the Future.” If that’s not concerning enough as a means “to reimagine society for an age of planetary challenges and human responsibility,” how about their involvement in the April 2013 Reconstitutional Convention, “convening a community of social inventors and innovators passionate in designing and creating new governance systems.”

Now if we visit that site we will find Texas Law Professor Sanford Levinson as one of the listed speakers talking about “Is ‘Reflection and Choice’ Possible in the 21st Century?” If that name is familiar he was the first to call for a Constitutional Convention in his 2006 book Our Undemocratic Constitution. His work for a Recon Con should concern us in contemplating where such a Convention of the States would really end up. So should his prior work for the Soros-funded Constitution in 2020 that I have also written about. It does look like the Right and Left Pincers are all interested in disregarding our current Constitution as in the way of pursuing what Justice Breyer called Active Liberty in the August 15 Hic Sunt Dracones post.

Also be aware that in 2008 Columbia Human Rights Law Review published a special issue to commemorate the 60th anniversary of the UN’s Universal Declaration of Human Rights. That issue insisted that this aggressive conception of Human Rights being asserted now in the legal training of lawyers “are rooted not in constitutions, treaties, or legislative acts, but in our very structures as human beings. According to [UDHR], these rights are universal because they are ‘indispensable for…[the] dignity and the free development of…[human] personality.'” Now I may recognize a direct quote from Uncle Karl when I read it, but the average law student does not when told this is the purpose now of the law.

Moreover there is no tip off in the law article on what the UDHR was in turn quoting from. Just one final opening sentence that “They are rights that every government, from the weakest to the most powerful, is legally and morally bound to respect, protect, and fulfill.” It should bother us that the US Human Rights Fund created a report called the Revolution of the Mind. Just like every other revolutionary, they recognize that to be successful in the long run it is the individual mind and personality that must be controlled and redesigned. Unfortunately, no one seems to regard this as a Frightening Prospect anymore. Just a necessary and exciting one that can now be successfully hidden in an online gaming assessment, unappreciated language in a charter, or in the terms outlining acceptable learning methods to be deemed a qualified provider able to accept money from an Education Savings Account.

Out of sight doesn’t mean the Rule of Law with its acute interest in planning at all levels and implementing the UDHR, like it or not, isn’t being bindingly put into place. Just because we do not consider ourselves to be governed doesn’t mean that others have not conceived plans to limit what we can be and control what we must do. Here’s a good example that’s probably completely off our radars. In October 2016 the Habitat III conference commences in Quito with all sorts of revolutionary binding plans for us. is the most recent draft of those plans. A few days before in Bogota (keeping it in same continent and he World Summit of Local and Regional Leaders laying out their plans for us. Here is the UCLG Definition of Local Governance:

“Governance is made up of the political and institutional processes through which decisions are taken and implemented. Governance is most effective when these processes are participatory, accountable, transparent, efficient, inclusive, and respect the rule of law. Good governance is particularly important at local level, where governments interact with citizens and communities on a daily basis.”

I could add that those governments are almost never forthcoming in those daily interactions about what they are really up to, but my point in this post is the dangers in failing to appreciate when planning and the rule of law are actually being used to impose the Human Development Society’s tenets with most of us being none the wiser. In other words, I want people to recognise what is being attempted before the toilet paper runs out and more minds are manipulated as if they were simply malleable play-doh that needs to be made amenable to these plans and new values. In late 2014, HUD commenced a National Preparatory process to implement the rights and obligations being laid out at Habitat III. shows that process in case we also missed that invite.

Anyone hear of the Affirmatively Furthering Inclusive Housing edict? That’s part of the Habitat III creation of new obligations and responsibilities. There were also HUD co-hosted Regional Convenings in Chicago on March 31 (Learning from the City), Philadelphia on May 17 (The City We Want & Need), Denver on May 20, Miami on June 13, and El Paso, Texas on June 22-23, 2016 in case we are neither employees of the Chamber of Commerce or community organizers and thus failed to get an invite.

With respect to the true nature of education reforms, the dramatic alteration in the purpose of the law and what the phrase Rule of Law actually now means, or what is really being imposed on us in the name of meeting human needs, none of us can dissent if we buy into all the false narratives floating around. These have been created by connected entities like think tanks or the Frameworks Institute or even formerly trusted institutions like the PTA , Girl Scouts, or even local churches precisely so laws can be used to bind and ultimately stifle dissent. Our job as still free parents, citizens, and taxpayers is to recognize all these coordinated plans for what they are and what they intend to do to us.

These are all frightening prospects and some are no longer far away at all.

False Selling of Education Terms as Remedies Obscures Real Function as an Accelerant

When a false narrative is set out with respect to education, such as misrepresenting concepts and practices like standards, School Choice, social emotional learning, or labeling NAEP and PISA as ‘tests,’ parents and taxpayers who believe they are getting accurate information from an ‘expert’ get led astray. Worrying about the wrong things and not paying attention to the real functions, they are unable to best protect their children or their tax dollars. Most never seem to think in terms of conflicts of interest or the agenda of the paymasters of the various think tanks. I want to deal with the admitted agenda of the Declared Leftist Radicals first and then show why I disturbingly keep finding language on the supposed Conservative, market-oriented, or Libertarian side that is clearly headed to the same place.

Let’s start with this paper from 2010

It started by declaring that “we confront daunting twenty-first century challenges hobbled by twentieth century institutions.” Now I read enough Leftist sites and books to know they repeatedly call for “new forms of social organization.” What if we cannot see that schools have become a radically new form of social organization because we assume we have a choice? Then all the limitations now placed on how schools and students must interact and offer instruction would be hidden behind obscuring misdefinitions. We would have an illusion of choice, but a reality of unappreciated prescription. That same link ends with “As with any democracy, the legitimacy of global governance rests with engaged citizens who demand rights and assume responsibilities. The globalization of the human project sets the historic condition for a corresponding enlargement of identity and community.”

What if that goal for creating “a worthy planetary civilization” relies on governments at all levels stipulating performance and achievement ‘standards’, which regulate what anyone  must know or do? What if those same levels of government describe the desired values, dispositions, ethics, and beliefs that students are to internalize? What if those stipulations get hidden as social emotional learning, character, or civics education? What if parents never grasp that both NAEP and PISA are looking to assess for whether the desired internalized, prescribed attributes have taken hold at a neurobiological level? Parents might then never know that their child was being socially reengineered at school because they believe those measures are ‘tests.’ They would have been misled and might fail to recognize the existence of a PDM–a Political Disciplinary Mechanism–used to make sure that the subsidiary levels of government remain faithful to the desired national or global implementation.

Remembering my Pincer Action metaphor from the last post, let’s shift to what UK Sociologist Anthony Giddens wrote in his 1994 book Beyond Left and Right: The Future of Radical Politics where he talked about shifting from a welfare state to Positive Welfare. As I have documented previously, that fits with what various members of the Atlas Network state they are seeking when you read the fine print and the declared agendas of some of their touted speakers (my bolding).

“Happiness ‘does not depend on outside events, but rather on how we interpret them’; it is ‘a condition that must be prepared for, cultivated.’ It depends less on controlling the outer world than controlling the inner one. ‘People who learn to control inner experience will be able to determine the quality of their lives, which is as close as any of us can come to being happy.'”

Grammarians will notice Giddens was quoting someone, which I will get to in a moment. What if social emotional learning and quality learning are actually designed to change how the child perceives the world just as Giddens desired and parents are unaware because they have been trained deceitfully like Pavlov’s Dogs to simply worry about databases of Personally Identifiable Information? The proclaimed needed cultivation and internalized control would be put in place through the schools to be lasting and unconscious with parents none the wiser. Giddens was in turn quoting Mihaly Csiksentmihaly, who is the creator of what Excellence actually means in education. Long time readers will also recognize Csik’s involvement in GERG–General Evolution Research Group with some of the systems theorists I have tagged to this post.

Now remember that civil rights laws are now being interpreted to REQUIRE Excellence and Equity in education. It’s just not the Webster’s definition of Excellence in play. Now I am about to introduce yet another one of those nerdy words that occasionally are necessary. This time though the word autotelic is not mine. It is once again Giddens, quoting Csik so here we go.

” A person who pays attention to an interaction instead of worrying about the self obtains a paradoxical result. She no longer feels like a separate individual, yet her self becomes stronger. The autotelic individual grows beyond the limits of individuality by investing psychic energy in a system in which she is included. Because of this union of the person and the system, the self emerges at a higher level of complexity…[this, however,] requires determination and discipline. Optimal experience is not the result of a hedonistic, lotus-eating approach to life…one must develop skills that stretch capacities, that make one become more than one is.”

Now if that development of the autotelic self is actually what social emotional learning standards and the hype over Grit, Perseverence, and a Growth Mindset actually get at, this letter to Congress would be setting both Congress and parents in the wrong direction. Plus the supposedly proscribed and even boldfaced for emphasis, “fundamental theory of liberty upon which all governments in this Union repose excludes a general power of the State to standardize its children by forcing them to accept instruction…” would continue unabated. That’s the effect of either deliberately False Narratives in education or just confusion or ignorance about the true nature of these reforms. No need for Personally Identifiable Information to thoroughly standardize a child at an invisible level.

I want to quote Giddens one more time and then show why I am so sure that as currently set up under federal and certain state laws, money following the child is designed to get precisely that kind of proscribed standardization at an internalized, neurobiological level. I also think if parents got in the habit of reading school or district charter language and private school mission statements they would quickly discover it is not just Giddens and Csik wanting to foster an autotelic self. I think we may also have found the reason why my research into the Positive School Climate mandate back in 2012 led me straight to Professor Amitai Etzioni and his communitarian ethics (italics in original).

“A generative model of equality, or equalization, could provide the basis of a new pact between the affluent and the poor. Such a pact would be an ‘effort  bargain’ founded on lifestyle change. Its motivating forces would be acceptance of mutual responsibility for tackling the ‘bads’ which development has brought in its train; the desirability of lifestyle change on the part of both the privileged and less privileged; and a wide notion of welfare, taking the concept away from economic provision for the deprived towards fostering the autotelic self.”

As a supernerd who keeps a 1962 two thousand page Webster’s in her vicinity at all times when she writes, I can affirm that the word autotelic has no entry in the version that goes back to the 1940s. Telic, however, made it in and means “directed toward an end; purposeful.” Autotelic then would mean being unconsciously directed towards ends someone else has picked out for us and may not have told us about. We might also have been given a false narrative about what standards, School Choice, and social emotional learning are really all about and falsely believe ourselves to be well-informed. Going back to Excellence, if someone has used school and instruction to manipulate what we each feel, think, and want, do we really have our own purposes anymore?

Back in early July, the publication Education Reimagined cited the Reschool Colorado: Creating a New Education System template as an exemplar. That caught my eye not just because of Columbine, but also because Colorado is where the GERG template for Achieving Excellence was first piloted in the 80s. What I found was something called the Learner Advocate Network, that is still in the design phase, but is where money following the child is intended to end up. I also was familiar with the phrase Capacity (Skill, Content, Disposition) from the Human Capabilities and Development work of another admitted Leftist Martha Nussbaum and Atlas Network preferred speaker Amartya Sen. Interesting coincidence, huh?

That recognition made the need to locate Reschool Colorado’s Framework for the Future of Learning all the more crucial. If that’s not another way to express an engineered autotelic self without admitting that reality and convergence of the Right and Left, I don’t have a mountain of research leading to this exact same place through the decades, across continents, and with differing declared rationales. Isn’t everyone else excited about being assessed as Academically Prepared under those definitions, being a Self-Manager, Socially Intelligent, and a Solution Seeker all under the standards put in place quietly by a state or local school district? Pertinent to the fed’s new statute mandating Success for Every Student, we have Colorado avoiding any PDM by insisting that its “definition of success should include the multi-faceted ways individuals may seek meaning in life and contribute to the world.”

Oh, joy. Maybe they too can cease to think of themselves as an individual and instead look to their membership and responsibilities to the broader systems they live or work in. Now Reschool Colorado is an initiative of the Donnell-Kay Foundation that hosted this Book Event for political scientist and educational researcher Rick Hess of Atlas Network member, American Enterprise Institute. If that seems coincidental, the foundation is also a major advocate of public charter schools. See what I mean about where School Choice is actually headed? In a world where Stanford’s Hoover Institute partners with Harvard’s Kennedy School of Government to publish Education Next it shouldn’t be such a surprise that the so-called Right and Left Pincers are herding us to the same place.

What is harder to know is that the Kennedy School of Government’s Elaine Kamarck, then Executive Director of their new Visions of Governance for the Twenty-First Century, was part of Giddens’ 2001 Conference and book called The Global Third Way Debate. That would tie the Hoover Institute and its work in education to that vision as well, which may be why School Choice now leads to that Framework for the Future of Learning that wants to prescribe internalized capabilities every bit as much as Professor Nussbaum, Amartya Sen, or Csik. Remember my concern about the Process Theory of Law in the last post where something gets declared to be a “matter of public policy” and then the law becomes an unappreciated hand-servant to force the vision on us as if we were all just subjects and the governed? My research journey on that point led me to a 1998  Columbia Law Review paper called “A Constitution of Democratic Experimentalism.”

Want to guess what that theory and affirmative view of a radicalised Constitution needs? It needs practices in education that get to and shape personal “identities and capacities.”

Precisely what the Left has admitted it seeks to do repeatedly.

Precisely where that Reschool Colorado Framework for the Future of Learning went as well.

That’s quite a convergence and plenty of reasons for all the obfuscations we encounter from people who claim to be education experts.

As always, Follow the Money.


Hic Sunt Dracones: Decreeing Public Policy as the Boss of All of Us Without Genuine Notice or Consent

Hic Sunt Dracones is Latin for the warning phrase “There be Dragons” which seemed a perfect way to end this Trilogy. I have been warning of the coordinated convergence of what can only be described as a Left and Right pincer action to shepherd people blindly in a common direction. The rationales vary, the soothing euphemisms differ, and the admitted alliances among various public policy think tanks shift nominally. Behind all the deceit though, the distant social, economic, political, and personally enslaving destination never varies anymore. Since the Left at least admits what it intends, let’s start there and then I will show how the Right Pincer works as it seeks to guide to the same place in our respective futures.

When I started this Trilogy, I had come across a phrase “the process theory of the law” that seemed to fit with what I had been seeing on how to reliably lock the real Education and other local initiatives that we now know fit with the Social Determinants of Health or what Urie Bronfenbrenner called the various levels of his Bioecological Systems Theory into place. When we read references to the ‘rule of law’ now, most times it actually (and invisibly) references an affirmative, normative use of the law to bind individuals to a vision selected for them, whether they recognize this reality or not.

The Process Theory of the Law was developed at Harvard in the late 40s and spread to other elite law schools. It was apparently an elective 2nd Year Course there that has greatly influenced what many in our federal judiciary here in the US and also the professorate see as the new late 20th Century and 21st Century use of the law. Since SCOTUS member Stephen Breyer is considered an exemplar and he does like to write books, let’s take a look at what he laid out in Active Liberty: Interpreting Our Democratic Constitution. In my mind what Breyer is saying is that the law and cries of public policy, human flourishing, and democratic purpose can all be use to enslave the individual. (my bolding)

“…a certain view of the original Constitution’s primary objective…sees the Constitution as furthering active liberty, as creating a form of government in which all citizens share the government’s authority, participating in the creation of public policy. [See why I have been warning we will not like where the phrases governance or self-government actually shift us?] It understands the Constitution’s structural complexity as responding to certain practical needs, for delegation, for nondestructive (and hopefully sound) public policies, and for protection of basic individual freedoms. And it views the Constitution’s democratic imperative as accommodating, even insisting upon, these practical needs.”

Now, not to be sidetracked by political theory here, but when someone starts to insist that meeting human needs is an obligation the State at all levels and each of us has, we have shifted to Uncle Karl’s Human Development Society, whether anyone cites the bearded old destructive theorist or not. This relates as well to what I covered here back in January If anything the drumroll of deceitful false narratives and the offered rationales have simply become more profuse in 2016. Let’s go back to someone who at least admits to where this is all going and who remains alive in a place to see it implemented.

Let’s look up Stephen Breyer’s definition of the law and how a legal text should be interpreted: “law that helps a community of individuals democratically find practical solutions to important contemporary social problems.” See how it is not about the individual anymore except as needed to bind him or her to the stipulated common vision? Anyone still wondering why the actual definition of Career Ready Practices for the Classroom or mandated Positive School Climate for the school all end up pushing practices backed by communitarianism theories? Breyer hypes a theory he calls ‘cooperative federalism’ because of the federal government’s limited “ability to control the activities of individuals and businesses.” Get a different level of government to do it then and then hype it as “preserving a more local decision-making process.”

Does that sound to anyone else like the official talking points on ESSA–the new federal education legislation? How about what a recent paper from the RSA in the UK told us about New Public Governance and “Changing the Narrative: A New Conversation Between the Citizen and the State”:

“it is actually the local state rather than the national state that is best positioned to re-negotiate its relationships with citizens, communities, and businesses. Potentially at least, local government operates at a scale of accountability, with a degree of accessibility, and with a sensitivity to identity and diversity that it would be hard for central states to match.”

Potentially at least, but not when the mayor, state legislator, city council members, or other local political figures go to presentations by local think tanks or go to national conferences to be trained in viewing their cities, schools, area businesses, etc. as systems that can be planned and directed by political power and the affirmative use of the law. As part of the right pincer, supposedly opposite side of the Guided by Public Policy Sluice, we get lots of talk these days of ‘subsidiarity.’ Yet if we have School Choice that actually leads to internalized changes in beliefs at the level of the human mind and prescribed practices that make responding from emotion an unconscious habit, are we not playing right into what Stephen Breyer called a “lawmaking process…[that] involves changes that bubble up from below…this ‘bubbling up’ is the…democratic process in action?”

Under Standards- or Competency-based education and where School Choice actually leads under current legal dynamics in charter language or when money follows the child, what is in place to ‘bubble up’ is still to be very much of a planned, directed blueprint down to the ‘internalized capabilities,’ beliefs, and values of the students. Suddenly the Right and Left pincers, education policies, and the actual use of the law mean that every level of any human activity system, including people individually, are being guided in a coordinated, planned manner so that “laws will work better for the people they are presently meant to affect”  as Stephen Breyer put it.

At least he is honest with his declared “better to translate public will, determined through collective deliberation, into sound public policy.” My problem is when I hear a think tank fellow tell a group that they must adopt his recommended education policies or a state will never be able to afford the health care costs of its aging population when I know the policies do not actually work as prescribed. Likewise when I heard about the speech of Donald Trump Jr at the Republican Convention, it was apparent to me that someone had incorrectly explained to him how School Choice operated in reality. Since he cited FH Buckley of George Mason Law and his book The Way Back, and Professor Buckley agreed he was the advisor, I decided to take a look.

That April 2016 book may be one of the more obnoxious books I have ever read. We have to wonder why the Bradley Foundation that owns Encounter Books wanted this particular narrative to be disseminated. “Socialist Ends by Capitalist Means” is the declared premise and it envisions a future where “everyone is provided with the opportunity to flourish.” Stephen Breyer calls that active liberty and Amartya Sen considers that to be what individual freedom is now to mean. See what I mean about right and left pincer action once we recognize the underlying theory and what the admitted Left states they intend to do with it?

Interestingly, we may want to tell Professor Buckley about the BRAIN Initiative I have covered and the Science of Virtues Project the Templeton Foundation and the NIH are pushing at the University of Chicago since he sarcastically declares that: “I haven’t heard of plans to rewire our brains to eliminate it” [referring to the acquisitive instinct of individuals throughout history]. I do not know why Professor Buckley chose to cite so many radicals and admitted Marxists from the Left to frame his desire that “the promised land of equality might follow.” I recognize them because I have to read so much from the Left to accurately locate these blueprints. I do not want the US to become Denmark as the book cites and I know Buckley knows his Marxist theory because he states:

“As the most advanced capitalist country, America should have been the first place where socialism triumphed, according to Marxist theories of history…Today America is both unequal and immobile. As that becomes more apparent, we might begin to see the kind of class consciousness that Marx thought was missing in 1850s America, and with this a greater support for wealth redistribution schemes.”

Does that sound ‘Conservative’ or pro-market? When I say this is Uncle Karl’s vision and both sides are pushing it using euphemisms, I am not using my imagination to chase ghosts. At least Justice Breyer states honestly where he intends to go with the law, even if he is prone to taking a political theory like ‘deliberate democracy’ and stating it as a factual tool to now be used. He also cited a revisionist historian Bernard Bailyn who is associated with what James Block in A Nation of Agents called a major effort to “frame fundamental historical divisions as the precursor of a new organization of society.” See what quotes I can locate when I recognize a cited fact as actually not true?

Block went on to say that this so-called “republican reading of history” should be seen as “at least in part as a quest for participatory community composed of virtuous civic actors living for the common good.” Sounds like what Stephen Breyer wants as an active liberty, ‘bubbling up’ process and what Uncle Karl pronounced as the Human Development Society. So where’s the tie to Buckley’s book? Well, Block stated that other proponents of this republican misreading of history, as I will call it, “were Gordon Wood and JGA Pocock.” Gordon Wood is the historian Buckley kept citing to in The Way Back. Methinks The Way Back is actually the way forward to Uncle Karl, which is why the book really exists and if I were not a lawyer, history major, AND a maniac researcher I would never have recognized what was wrong with the framing of the book and where it really goes.

Accept the offered vision and defer to the prescribed path from a so-called pro-market public policy think tank. No need to actually accurately inform all of us people being affected. Buckley ended his book with the phrase “Ye are Many, They are Few” and called on a rejection of an “America…increasingly riven by class distinctions, best explained by the sociobiological imperatives of parents who wish well for their children.” Such poppycock, but intended to be influential and deferred to nonetheless.

If we are able to still rely on facts, habits of logical thought, and an accurate understanding of all these coordinated Public Policy sales pitches, we might not go along with the planned vision. We may still be capable of climbing off the Public Policy Sluice or departing the Planned Pathway and jumping free. That’s why we adults get spoon fed euphemisms if we are not on board with the declared Left Fundamental Transformation. Students are just to get neurologically reshaped via Preschool through high school until they are amenable to this entire planned process.

Who else is ready to step off the clearly set out pathway prescribed by the admitted Left and aped by the so-called Right? Ready to move away from the Pincer Action of a Planned Upravleniye Society?



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 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? 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 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 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 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 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. .

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?


Fracturing the Personal and Social Failsafes and Omitting the Most Pertinent Parts of the Plans

Now don’t visualize Failsafe in the sense of Peter Sellers in Dr Strangelove unless those graphics help with a proper sense of urgency at what we are facing in the name of ‘education’ for ‘our children.’ I actually am using failsafe in the dictionary meaning of “compensating automatically and safely for a failure, as of a mechanism or power source.” I would add people as well as we can adjust ourselves to thwart the reality of what is happening unless the offered narrative is false. Our ability to adjust our outrage is also offline if education has been changed to deliberately manipulate our emotions so certain responses and likely interpretations are neurally locked in in advance.

In the recent ACES post, I finished by saying we would turn to emotions and here we are. Carefully documenting the media manipulation and the parts of the story being ably omitted lest we become informed and outraged. If anyone thinks it is conspiratorial to imagine active coordination around deceit, last week the National PTA in a letter to fed ED on regulations on required parental engagement under ESSA, requested the use of “Leading by Convening: A Blueprint for Authentic Engagement.” That way parents could be Delphied into useful beliefs about what ESSA does that have actually nothing to do with its mandates or shifts.

Remember sociologist Anthony Giddens telling us that behavioral scientists know that what guides and motivates behavior is not what is actually true, but what is personally and emotionally believed to be true? Let’s take a look at the organized media juggernaut on hyping emotion as the key to learning. On April 27, 2016 Education Week wrote a story called “Emotions Help Steer Students’ Learning, Studies Find: Scholar sees passion as mind’s rudder” which hyped the work of Mary Helen Immordino-Yang and her new book Emotions, Learning, and the Brain. Here’s the lead quote that should probably be read with a reminder that one of the definitions of using cybernetics in education is to create a steerable keel with a student’s mind and personality. One that is locked in neurally that the student is largely unaware of.

“People think of emotion getting in the way of cognition, but it doesn’t. Emotion steers our thinking; it’s the rudder that directs our mind and organizes what we need to do.”

Gives new meaning certainly to a declared goal of ‘standards-based reforms’ and competency-based education that seek to create Habits of Mind and desired Dispositions and Attributes to be deemed College, Career and Citizenship Ready, doesn’t it? That hyping article was followed by a May 4 New York Times piece called “To Help Students Learn, Engage the Emotions.” It also hyped the same professor’s work exclusively with more quotes that resonate with initiatives like Hewlett’s Deeper Learning (omitted from article) where “It is literally neurobiologically impossible to think deeply about things that you don’t care about.” Really? How about the insistence that it is the:

“emotional connection that can result when teachers make learning personally relevant to students is what differentiates superficial, rote, topical assimilation of material from a superlative education marked by deep mastery and durable learning.”

In other words, it is experiences carefully crafted for the classroom so that what will guide and motivate future student behavior gets practiced and then locked in at an unconscious level. Talk about bypassing any personal failsafe. And this is the kind of ‘meaningful learning’ that CCSSO, Linda Darling-Hammond and groups connected to her are calling for as the new form of accountability under ESSA. Oh the things that get left out when the article also hyped “the best, most durable learning happens when content sparks interest, when it is relevant to a child’s life, and when the students form an emotional bond with either the subject at hand or the teacher in front of them. Meaningful learning happens when teachers are able to create an emotional connection to what might otherwise remain abstract concepts.”

How did I ever pass the bar exam without this kind of instruction? Now before we get back to what else is being left out, let me assure you I have the 1979 book created from the February 1977 symposium titled “Toward the Human Use of Human Beings: A Cybernetic Approach to the Assessment of Children” held in Denver. I may be able to recognize a cybernetic focus by how it functions, but that is no where close to the end of my proof. I also have open declarations on this “interdisciplinary attempt to apply the principles of cybernetics, the science of control and communication, to certain issues of child development” via American education and needed reforms.

Also in my library of research for the sequel to Credentialed to Destroy was a 1994 book by a USC neurobiologist, Antonio Damasio, called Descartes’ Error: Emotion, Reason, and the Human Brain. Query: do Immordano-Yang and Damasio work together? Just imagine if the writers of these hyping articles had mentioned that Prof I-Y wrote the journal for the International Mind, Body, and Education Society (IMBES) I have alarmingly covered. What if the Brain Creativity Institute is involved in all this sudden BRAIN Initiative NSF and NIH gushes of federal money? Just a little digging an up came this joint published article “We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education” from 2007.

Now the first line of the abstract “highlighting connections between emotion, social functioning, and decision-making” should remind all of us that ACES theorizes that people are now to be Anticipatory Cognitive Embodied Systems and thus easily manipulable via education. Our transformative systems thinkers like Kenneth Boulding also wanted us to be reconceptualized as ‘goal-seeking, purposeful systems.” Is that also the vein of all this sudden hyping of the role of emotions in learning. Even if I did not have Damasio’s books, there are hints just in that article that all these pushes are consistent with professors who also want to see Values as the Drivers of Human History and education to create a new Science of Virtues because the article opens with a mention on:

“how culture shapes learning, and ultimately the development of morality and human ethics. These are all topics of eminent importance to educators as they work to prepare skilled, informed and ethical students who can navigate the world’s social, moral, and cognitive challenges as citizens.”

I always want to insert ‘comrade’ as an adjective in front of that kind of vision of the purpose of education to be a ‘citizen,’ but then gallows humor is a part of how I deal with all the open declarations I uncover. The GSV San Diego conference did not just tout the increased annual spending for the BRAIN Initiative. It also called explicitly for the Acceleration of Ideas that Address the Integration of Mind, Body, and Soul.” Sounds like values and emotions are to be neurally integrated via K-12 education practices is required federal policy and investors want to pile into tech companies with a means to do just that. Still all omitted from the official narrative unless we monitor these meetings and recognize co-partners of who is being officially touted.

Federally funded brain research and required education practices to foster and invisibly manipulate a hope that “our brains still bear evidence of their original purpose: to manage our bodies and minds in the service of living, and living happily, in the world with other people.” Now I would start to get nervous if I was constantly encountering attempts to enshrine a communitarian ethos in Positive School Climate Presidential Executive Orders or the actual definition of what Career Ready really meant. Now I would really get nervous if that 2007 article had a graphic of what it hyped as the desired Emotional Thought with this subheading:

“The evolutionary shadow cast by emotion over cognition influences the modern mind. In the diagram, the solid ellipse represents emotion, the dashed ellipse represents cognition. The extensive overlap between the two represents the domain of emotional thought. Emotional thought can be conscious or nonconscious and is the means by which bodily sensations come into our conscious awareness. High reason is a small section of the diagram and requires consciousness.”

No declarations that the small area of high reason needs to be smothered further via education reforms and required practices, but there is a hope to “produce the sort of automatic moral decision making that underlies intuitive notions of good and evil” that appears more social and political than “lying is bad and murder is wrong.” Let’s turn to Descartes’ Error and see what it tells us on why hyping and controlling emotion via education is so crucial. Well, consisting with taking the failsafes away from the steering of the student we have Damasio telling us that “emotion and feeling, central aspects of biological regulation,…provide the bridge between rational and nonrational processes, between cortical and subcortical structures.”

Just the thing, in other words, to be the openly declared object of required education practices and declared federal research priorities that then get deceitfully explained or not covered at all when talking to students and their parents. Damasio’s book laid out use of emotion to create what he called somatic markers and even italicized. Nary a mention though in either those Times or Ed Week stories. Now what happens when these carefully cultivated, emotionally-laden, nonconscious somatic markers neurally embedded and part of what is being assessed as Higher Order Thinking Skills and Understanding or Meaningful Learning was created to quietly acheive the declared goals of affirming ” a new level of being in which one can invent new artifacts and forge more just ways of existing”?

Now who would have suspected such nice stories could involve so much more? That the ‘learning experiences’ being loaded into the cloud or instilled in an adaptive, digital learning virtual reality game were created by developers hoping to create nonconscious somatic markers. That the developers and research profs knew that “most somatic markers we use for rational decision making were created in our brains during the process of education and socialization, by connecting specific classes of stimuli with specific classes of somatic state. In other words, they are based on the process of secondary emotions.”

All of this psychological and neuroscience research is being forced into required educational practices and no one is accurately telling us unless we dig as I do. Then we get to discover that those ‘secondary emotions’ being carefully hyped and manipulated are “those emotions and feelings [that] have been connected, by learning, to predicted future outcomes of certain scenarios.” Those were professor Damasio’s italics for emphasis in his book. Can the student know the future? No but they are being trained with Guiding Fictions ‘as if’ certain possibilities could be made true. Then the tasks are repeated until the emotionally-embued perception becomes a nonconscious Habit of Mind.

Just imagine making the definition of ‘success’ under the new federal education law or competency as about successfully planning and making decisions without adding that the decision making will be guided by instilled somatic markers. Those nonconscious emotions then become the ‘criteria…which express, at any given time, the cumulative preferences we have both received and acquired.”

Gives a whole new conception as to choice about what is ‘received and acquired’, doesn’t it?

Does ‘student-centered learning’ that is relevant and engaging still seem like a good goal to be blindly implementing for ALL students?


Straddling the Worlds of Action and Knowledge: Values as the Driving Force of History

Let’s go back to that aspiration for “Rethinking Patterns of Knowledge” from the last post since what has been admitted as being ‘controversial departures from the Western traditions’ is laid out in documents we were never supposed to see. We were to simply accept vague terms like ‘standards-based reforms’ being mandated for the classroom as within the unquestionable domain of anyone with an education degree. Even if the implementers and school and district leaders are totally unaware that there is an underlying controversy or that the real purpose of a required practice is that: “we are perhaps ready now to apply Marx’s dictum–that the point was not to understand history, but to change it–in a way quite different from what he intended.”

Now, shouldn’t that aim be accurately understood and not simply rolled into standards, pedagogy, and practices like Project-Based Learning or formative assessment via virtual reality gaming? Now the author of that quote, who also saw people as merely the steerable “individual elements of a complex system” went on to state a view of education and its new transformative aims at a neural level that we must pay attention to if we are to have any hope of avoiding the “leveling the playing field” plans for us. Seriously that is a quote from the Global Silicon Valley ed tech investment bankers and their 2020 Vision: A History of the Future publication that coincided with their well-attended summit in San Diego a few weeks ago. They even paid a stipend to make sure leaders from all the Congressionally sanctioned and White House favorite League  of Innovative Schools districts were all in attendance.

The conclusion laid out the vision of “initiatives to create equal access for all Americans to participate in the future.” I have covered the federal BRAIN Initiative before that began in 2013, but this document announced that the funding had been increased “from $100 million to $500 million per year, aiming to create a dynamic understanding of brain function in a decade–doing for neuroscience what the Human Genome Project did for genomics. Importantly, we narrowed the program’s focus to two key objectives; mapping the circuitry of the brain, and then applying this knowledge to improving the design of education models/product and curing cognitive disorders.”

We have to wonder if being insufficiently communitarian will become classified as a ‘cognitive disorder’ in the future given how that ethos has made it into everything from Career Ready Standards to what constitutes a Positive School Climate and unappareciated obligations now in Student Handbooks. Mapping the human genome though did not alter what had been mapped. The whole purpose of the BRAIN Initiative though is to develop education models, products, curriculum, and ed tech software to rewire that brain circuitry to create the citizens amenable to political planning of economies and societies in the name of Equity. I quoted equal access above as the intent. The document reiterated the point of the “Mapping of the Mind” yet again by pointing out that the point of “optimizing the way we learn” was “to level the playing field and create a more productive workforce.”

Productive to whose benefit is a fair question, but let’s go back to the “A New Logic of Human Studies” essay from 1988 that our title and the Marxian quote above came from where Frederick Turner said “our hardwiring–whose proper development we neglect in our education at great peril–is designed to make us infinitely inventive.” Inventive as in not bound by what has worked well in the past and with the “Rethinking of Patterns of Knowledge” emphasis, no likely knowledge of what has factually led to the great nightmares of history when political power had no check on what it could force people to do.

If that seems melodramatic, my tiptoeing through the cited footnotes regularly forces me to encounter passages like how transformative social and political theories always also need new concepts, ideas, and categories to mentally guide perception in desired ways. Then I see the shout out to someone notorious like a Marx or a Hegel and then I get to see the same concepts whitewashed and introduced as Understandings of Consequence that must have applications to the real world. The philosophers will write about the need to ‘control meaning’ so that ” a rational consensus on the part of citizens concerning the practical control of their destiny” can be ‘attained.’ The educators simply take the same aims and goals and enact it blindly and under coercion of job loss in the name of authentic learning and a New Civics.

We know that the National Institutes of Health is pushing a Science of Virtues with help from the Templeton Foundation because I covered that here
in March. We know Character is being added as a requisite component next fall for assessment in California. Now take that reality and tie it to this aspiration from Turner:

“The real forces at work on the stage of history are values. And values are uniquely qualified for a role both as tools to understand history and as forces at work in it. One qualification is just that: they straddle the worlds of action and knowledge, they admit candidly our involvement, our partisanship, our partiality and our power. Objectivity in a historian is an impossible goal in any case. Another qualification of values is that they give a kind of direction to history, the possibility of progress, which as we have seen is the logical precondition of any inquiry. [bolded because this is the entire focus of Project-Based Learning] Values are essentially dynamic, readjusting, contested, vigorous, as the word’s derivation from the Latin for ‘health,’ and its cognate ‘valor’ imply.”

So if we change values in students and the public at large we can change what motivates people to act to transform the world as it is. Transform the categories and prevailing concepts and ideas of thought and we can change people’s perceptions of the need to act. A powerful combination together in other words when both of those things become the focus of education, especially when locking in the changes at a neural biological level is the true goal. Now lets come back to the future and this terribly well connected report tied to Stanford and Linda Darling-Hammond and the call for “achieving an equitable school system that leads to meaningful, relevant, and engaging learning opportunities for all students.”

If that vision sounds like it has the makings for the very type of straddling called for in Rethinking Patterns of Knowledge, there’s more even beyond a conclusion calling for “evidence-based interventions that support deeper learning in contexts that further equity goals.” The report list three pillars for this new system states and local districts are to create and one of them is the undefined term–‘meaningful learning.’ Except it was not undefined to me because I knew it was a term tied to cognitive scientist Joseph Novak who helped develop all the theories of concept mapping and internalized mental models in the first place. Remember the useful partner to transformed values laid out above?

Meaningful Learning is actually a global phrase for Novak’s transformative theory of education he has been writing about since the 60s. This article from Brazil explains that “Meaningful Learning underlies the Constructive Integration of Thinking, Feeling, and Acting Leading to Empowerment for Commitment and Responsibility.” How’s that for the desired straddle? And conveniently locked into the legal obligation under federal and state laws as a new concept of accountability where no one is likely to notice the true nature of the required shift. Who would ever track this all back to being a Marxian Maker of History other than Robin who reads too much (and who notices even more) now that we are so fully on the right track.

How useful is this to seeing people as goal-seeking systems who can be redesigned at a neural level as needed for the hoped-for transformation? That paper was presented at Porto Allegre, which is known as the city that first developed the concept of ‘participatory budgeting.’ That’s the idea that the poor and various ethnic groups have a stake and the right to a say in determining how much, and for what, government budgets are to be spent. Just this morning one of my newsletters wrote about how participatory budgeting is catching on at the local levels of cities in the US as a means to promote Equity.

Use government spending to promote Equity and education to transform values and the internalized categories and conceptions of thought to “level the playing field” as the GSV report put it. Accountability needs ‘meaningful learning’ because insiders who create these policies and who wrote the Every Student Succeeds Act know quite well that “knowledge stored during meaningful learning is fundamentally organized differently than knowledge learned by rote, and affective associations are also different” as Novak put it in 2011. He also wrote that as “we learn new concepts and propositions, we are really learning the meanings of the concepts and the relationships between them. Through the process of meaningful learning, concepts and propositions are organized into the cognitive structure of our brains.”

That cognitive structure and what education can do to alter it is precisely what the US federal government admits it is now spending $500 million per year to map for the purposes of Equity and leveling the playing field via education.

In the next post I will cover the ‘affective’ component of meaningful learning using numerous examples from just the last few weeks. With a few trips back in time of course so we can have an accurate narrative of what is being attempted here instead of the Faux Narrative the Powers-that-Be had planned for us to simply accept.

ACES: Individual Psychological Change as an Effective but Hidden Route to Ameliorate the Whole Society

Anyone wondering if we are about to play an exciting game of cards here at ISC? ACES is an acronym I just created because the phrase Anticipatory Cognitive Embodied Systems is simply too long to keep typing over and over again. Now every time we see the phrases ‘learner-centric education,’ ‘competency-based,’ ‘personalized learning to meet needs and achieve success and full potential,’ or ‘continuous improvement’ as the world’s largest education accreditor used recently , we can accurately recognize that political power–local, state governors and legislatures, Congress and the White Houses led by both parties, and international groups–has decreed that students are simply systems to be measured, monitored and manipulated.

ACES is a defined-term globally and I hope you have as much fun seeing what it pulls up as I did when I first came across it and recognized the implications. I cannot summarize all those papers on this blog although reading many of them did cause me to put this blog into hiatus as I dealt with the implications. Then I pulled a book I have discussing what were known as the Macy Cybernetic Conferences or Feedback Mechanisms and Circular Causal Systems in Biology and the Social Sciences back in the 1940s into the early 50s. That is when what is now known as brain-based learning was first discussed. Here’s a quote for an aim that gets obscured now under all these euphemisms and more:

“Granted that personality and culture could be viewed as a cybernetic system with purposes, feedbacks, and communication links, which if analyzed [think of all that glorious data now being gathered under various mandates] might lend credence to the notion that individual psychological change could be an effective route toward ameliorating the whole society…By individuals changing their ways, the culture is changed.”

This is supposedly the ‘gentle’ approach to social change. Use education as a means to alter “styles of personal relations [Positive School Climate], child rearing [mandatory parent involvement at school], family and sexual patterns [transgender bathroom edicts], and promoting mental health [now usually called student wellbeing]. However gentle, it contained a strong element of the managerial, the manipulative, and the controlling.” Those aims still do and they are now everywhere in 21st century schooling. These aims now go back to a view that “human nature is not fixed but adaptable and changeable. Human nature, i.e., personality structure, is contingent on social patterns prevailing in a culture…and can be altered by changing these cultural patterns.”

When that AdvancED White Paper above writes about “a personalized journey of continuous improvement” where the student can be improved by schools “using evidence to pinpoint what must happen in the areas of need identified through the continuous improvement process,” we are back using education and the social sciences to achieve the aims laid out so long ago at those Macy conferences. When the paper talks about social and emotional factors and the “type of additional measures it will use” so that a “school or district must support the development of its students in ways not identified in test scores, but that directly impact student learning and development,” we are actually back to the goals for the future a Macy participant, Larry Frank, laid out in 1951.

In his book Nature and Human Nature, Frank wrote that that cybernetic notions could create a revolution where:

“Today we can assert with full conviction that culture is a human creation, man’s attempt to order and pattern his personal life and to provide for orderly group or social living…This indicates that culture is not a superhuman system, final and unchanging, beyond man’s reach and control; also it shows that we can and do change culture by modifying what we think and do and feel and what we teach and how we rear our children. Again, this new viewpoint, when once grasped, brings an immense relief and a feeling of freedom we have never had before under the older beliefs in a supernaturally imposed culture, sanctioned by immemorial tradition.”

Now, if we parents and taxpayers were presented with that graphic intention for today’s ‘education reforms’ we could accurately perceive what is intended for us and appropriately rebel in time. So we get all these euphemisms instead that still utterly reek of a cybernetic viewpoint for controlling individuals and planning a society once we recognize the terminology. Here’s AdvancED again on when ‘a system is considered effective’:

* Various processes and components of the system are connected and aligned so that they work together as part of a complex whole in support of a common purpose.

* System improvements are driven by a process of continuous measurement and feedback with a focus on collecting and sharing data that informs and transforms.”

I am going to interrupt my quoting of AdvancED talking about both students and schools in such cybernetic language using systems metaphors to point out what is wrong with so much of the Faux Narrative and outrage over Student Privacy that wants to make the conversation about Personally Identifiable Information. That is a static database emphasis regarding student data that has been openly declared to be interested in constantly changing students from the inside-out to the specifications sought by political power as if they were just a ‘system.’ And the point of concern is only PII and whether it is the feds imposing it as opposed to what is really going on here? Back to quoting again:

“* System actors understand and engage each other and the system successfully.

* System outputs are of the desired quality and produced within the desired time frame.”

The system is the student in many cases and what is being tracked and manipulated is the internalized Simplex I covered in the April 4 post. is another recently released paper from another group driving what must go on in the classrooms under the synonym of competency-based education. It is also targeting students as if they were simply ACES–Anticipatory Cognitive Embodied Systems–rearrangeable in a “Continuous Improvement (TQM) Process” just as the Macy Conference social engineers always wanted. This is how we measure, monitor, and manipulate the ACES providing whatever learning experiences data shows to be needed until political power and its Business Cronies have the malleable adult they want “upon exiting the education system in 2025.”

I have more recent declarations by connected groups with the power to mandate what must occur in classrooms that fits with what was laid out by those Macy Conferences, but I want us to go back to a 1988 conference that supplements what is laid out in my book Credentialed to Destroy and that fits with both the Macy Conferences and what we are seeing now. Locating it tumbled out of my research on ACES as I played Tiptoe Through the Footnotes once again. In May 1987 Ohio State hosted a conference called “the Educated Citizen and the University of the Future.” It led to the 1989 publication of a book I found on ERIC (indicating current fedED interest) called “Rethinking Patterns of Knowledge,” edited by Richard Bjornson and Marilyn Waldman. Its Introduction complained first about the following:

“The dominant patterns of knowledge in the present educational and social climate are based on linear thinking, rationalistic analysis, and the quest for generalizable simplicity. Under such circumstances, individual success generally results from the competency with which these patterns of knowledge are mastered and then utilized to bring about expected or predictable outcomes.”

Now not only is such individual success not Equitable, but that individual will be using what I am going to call his or her Do-It-Yourself internalized Simplex to decide what to do and how to do it. To perceive what it notices and what guides and motivates its actions and that is thoroughly unacceptable. Saying that forthrightly in the way that Larry Frank did above so long ago might doom all these plans to finally succeed at using education for brain-based social engineering so we get the euphemisms AdvancED and iNacol used or this from 1989 that resonates today in the required ‘systems thinking’ in the Common Core C3 Social Studies Standards, Next Generation Science Standards, and the WIOA economic planning legislation I have covered.

“Alternative views of reality, whether they originate in our culture or outside of it, tend to be resisted or rejected out of hand. Each contributor to the volume challenges the unquestioning acceptance of these patterns and suggests that our creativity, our capacity to understand complex phenomena, and even the future wellbeing of our society depend on our willingness to embrace new patterns of knowledge and not allow ourselves to be defined solely in terms of what has been taught in the past.”

A few pages later and consistent with my insistence that it is that internalized Simplex and a desire for individual psychological change to quietly engineer a planned Upravleniye (March 22 post) society that is and has been for decades the real driver of all these reforms, the editors complain that we need to Rethink Patterns of Knowledge in preschool and K-12 because most college students “have already internalized their guiding beliefs and assumptions by the time they enter college.” Try not to faint in horror out there upon reading that statement.

So if the purpose of education is now to create minds amenable to political coercion without complaint or even noticing and to lock that in invisibly at a neural level, is there a level of government in a free society where such aims can be regarded as lawful and permissible?

Should the accreditors be able to require it working with school boards and their lawyers? Legislatures? Trade groups like the Chamber of Commerce? Is this violation really abhorrent if imposed by the feds but A-OK at a local or state level?

See why it is absolutely necessary to confront what is really being targeted for change and why?



Forcing Equality of Communicative Competence as an Expedient Way to Promote Mental Time Travel

One of the benefits of now having an extensive research library documenting what I write about is being able to recognize what I am looking at now and then going back in time to when the hoped for means of transformation was first laid out. That’s what we did with Futuribles. Looking at that OECD paper from last week from the previous post as well as the aspirations from the Third Way Global Progress summit held by the Center for American Progress (CAP) in March reminded me I should go back and look at sociologist Anthony Giddens’ 2001 book called The Global Third Way Debate. Fitting right in with the Ford Foundation’s financing of both the behavioral sciences by founding CASBS in Palo Alto in the 50s and then Futuribles research in the 60s we have their Director of the Program of Governance and Civil Society, Michael Edwards insisting in writing that:

“So we are left with the task of humanising capitalism, that is, preserving the dynamism of markets, trade and entrepreneurial energy while finding better ways to distribute the surplus they create and reshape the processes that produce it…[I think we are included in the processes to be reshaped, but here’s more] Inequalities result from political decisions about the distribution of gains from economic activity. What is allocated to private consumption, public spending, and social responsibilities is never fixed, and it is democracy’s job–not the role of the markets–to determine our collective goals and common interests.”

Now since ‘markets’ are actually just lots of individuals making their own choices with the information they havebased on their own values, what Edwards was really saying was that, in the Third Way vision, political power will determine what ‘our collective goals and common interests’ must now be. Needless to say, education to alter consciousness in prescribed and unappreciated ways is Tool Para Excellence. Especially if it can be sold as helpful brain-based learning

Another speaker, Simon Szreter, stressed the need for ‘moral principles and priorities’, which could be “practically related to the workings of ‘the real world’, real people and their relationships to each other and to the economy; a specification of the practical policies and measures which are required in order to change the economy and society towards the desirable model of social and economic relationships that has been elaborated.” Now we could simply surmise education would once again be a handy tool for such deliberate change by political process, except barely two pages later we have the confession for “enabling us to focus on the crucial issue of the means by which the capacities of individuals to process information are distributed across an economy. In particular it can show how the politics of a society and its institutions critically influences the information-processing capacities of its citizens.”

Now wanting to control that information-processing capacity at the level of the mind is precisely what redefining people as simply ‘goal-seeking systems’ actually does. We have covered that in some depth on this blog and in far more detail in my book Credentialed to Destroy. Here’s the tragic element beyond the tyrannical control issues of such aspirations: “it is a crucial goal to maximise and equalise the the social and cultural scope of information exchange among the economy’s workers. Through generating the capacity to process information effectively–the promotion of communicative competence–on the part of the greatest proportion and diversity of citizens…One of the most significant and powerful sources of disruption of the possibility that citizens might enjoy a state of equality of communicative competence with each other is a dramatically unequal distribution of wealth and income in society.”

Well we know that’s on the OECD’s To Do list. With the US and CAP also having a Larry Summers-led Inclusive Prosperity Commission and the UN announcing Dignity for All by 2030, income and wealth distribution are supposedly on the current global Must Change through PolicyMaking and Think Tanks To Do List. What’s the other pincer per Szreter and out Third Way Fabians in 2001? This is a long quote, but very useful as a long term explanation of why education always comes up as a tool and where it fits in with the broader collectivist scheme (as usual, my bolding).

“The national education system is the other principal general influence, after income and wealth distribution, upon the formation of social capital, and the possibilities for equality of communicative competence. This is because it is simultaneously producing not just one economic product, as previously understood by economists, but two: both human capital and social capital. And it is only a good overall education system, in which all can have pride in their schools and from which all can derive a sense of personal achievement and worth, which can lay the necessary foundations for the proliferation of social capital all across the economy, by providing its basis in common communicative competence and mutual respect. [Anyone thinking Positive School Climate is just practice for these relationships of justice?] The argument from social capital holds in principle for a range of other important social policies which affect the equality of citizens’ capacities, such as health, housing and social security.”

Now that common communicative competence to be required would also be what guides perception, interprets experience, and motivates future behavior and it is to be common and predictable. Very useful for that social and individual steering capacity governments at all levels are now seeking. A useful paper on all this came out of Europe in 2009 and it’s called “Thinking as the control of imagination: a conceptual framework for goal-directed systems.” That’s us, remember? And the common communicative competence means comparable goals that are invisibly manipulated via educational ‘standards,’ desired competencies that are targeted for ‘testing,’ and other statutory or regulatory mandates.

Before I offer up the following quote that is pertinent to all the reimagining of the future and the offering of guiding fictions from the last two posts, it leaves out what phonetically fluent readers have always been able to do. Get a handle on the nature of the world and people historically and consistently through massive amounts of diverse reading. Common communicative competence rules that obstacle to mental reengineering out. The researchers in that article stated that “behavior consists in the control of perceptions.” Yet, we know the whole purpose of using standards to prescribe the categories and concepts all are now to learn as the Framework of a Discipline is to control perception. Now let’s move forward to the quote of what is desired in our ‘goal-seeking system’ as the students and eventually us are being called.

“when a comparison is done not between sensed and desired states, but between internally simulated and desired states, the architecture acquires control over its own imagination: this makes it able to interactively set its goals and plans, and ultimately to think by mentally simulating actions.”

Now I offered that long quote from Szreter because it’s not just the common communicative competence guiding what will be internally simulated in most people. With his definition of social capital and how it was to be obtained, the Third Way made it quite clear the desired states were also to be the focus of manipulation via education. That is what policymakers mean when they insist what they lay out is a normative vision for how the future should change. Robert Heilbroner, a well-known Marxist professor wrote Visions of the Future in 1995. He started the chapter on Visions of Tomorrow by acknowledging he did not wish to predict the shape of tomorrow, but he did want to guide what was imaginable. As he wrote, “I stress this crucial word–to exercise effective control over the future-shaping forces of Today…leaves us with the somewhat less futile effort of inquiring into the possibilities of changing or controlling the trends of the present.”

Now let’s leave aside the enormous potential of digital learning and the simulations of virtual reality assessments to reconfigure what a mind will soon be internalizing as imaginable. Let’s just get back to all the role-playing assignments that now form such a tremendous part of history and social studies classes. The ubiquity making more sense now? Now let’s go back to David J Staley’s History and Future book to see how common communicative competence in the name of Equity and controlling the Imagination come together.

“The result of these imagination leadership thought exercises is a mental map of a future business space. The goal of these scenario exercises is to, first, clarify or otherwise expose preexisting mental maps, and to especially reveal unarticulated assumptions. Second, these scenario exercises help the group to refine their mental maps by suggesting new or unforeseen opportunities and threats. Third, the goal is to create many of these mental maps in the maps of audience members, to replace the monolithic mental map of the future with a ‘diversified portfolio’ of mental maps, to allow us to better cope with change. This is related to the fourth goal of these thought experiments: to help us order our perceptions, to create effective mental filters that allow us to make sense of all the data and information that bombards our senses. As we take data and information, we have a better way to categorize and organize the data.”

Now with that last quote, I think I will stop and let everyone contemplate the implications of education allowing political power to now create those mental filters for whatever transformational purposes politicians or their cronies find expedient.

All going on without telling the students, their parents, or the taxpayers accurately what is being targeted and why.

Mental time travel using these parameters is likely to leave us all Lost in Space, except the space is not Outer anymore.



Greed as the Driver to Force Education to Create Socially Engineered Human Beings under Federal Law

The only good thing about the huge Every Student Succeeds Act (ESSA) dropped on Monday, November 30 that sailed through the House Wednesday evening, December 2, to move on to the Senate is that we finally have a truly fixed body of language to analyze. After writing my book Credentialed to Destroy: How and Why Education Became a Weapon back in 2012 examining the actual implementation and what its true effects would be, and now this blog dealing with real time subsequent confessions, I have joked that ESSA read to me as smoothly as if it were written in Latin and I was Cicero.

Before anyone jumps to the conclusion that my reference to greed is merely the Pay for Success language that is unmistakably there, let me say the Greed I am talking about is not just for Success or Social Impact Bonds. It is Greed for Compliance that permeates ESSA. What local school districts and governments as well as states must agree to do, in schools and to children, in return for those luscious federal dollars. First though here is a news release from a well-connected organization bragging that just the Pay for Success components of ESSA add up to $2 billion a year.

Results for America with its ties to President Obama’s Office of Social Innovation and Civic Engagement and Cass Sunstein’s Nudging initiatives along with the UK Behavioural Sciences Unit and its interest in cities (Remember my Learning Regions post November 11, 2015) . They also created a relevant vision back in March with Atlas Network member AEI.

The co-author of that report, Bethany Little, is a partner at the same Education Counsel that is tied to Clinton’s Ed Secretary Richard Riley. It was hired by the Common Core’s sponsor, CCSSO, to create the competency-based education successor for the Next Generation States pushing innovative practices. Not a surprise then to see that paying for Success or just Compliance with the same reading, civics, or math constructivism that political radicals who call themselves Social Reconstructionists have fought for decades to impose on K-12 (Chapters 2-4 of my book, which is how I recognized what ESSA described)  features so prominently in what ESSA really forces. The local school district, charter school or any eligible entity, wanting those luscious federal dollars to flow to their local economy (think of students as just the excuse), agree to do whatever is specified. Is that really returning ‘control’ to the states and local schools with just federal ‘guardrails’?

The answer of course is it depends on what those requirements are. In addition to the insights only my book covers that are now more pertinent than ever because of what is in ESSA, I think the best summary of what schools must do in return for federal dollars is contained in Title IV–21st Century Schools. Of course every state and school wants those funds so let’s see what they must agree to do. First, provide “access to, and opportunities for, a well-rounded education for all students.” Secondly, create “school conditions for student learning in order to create a healthy and safe school environment.” Lastly, provide “access to personalized learning experiences supported by technology and professional development for the effective use of data and technology.”

Anyone out there saying, “what’s wrong with that? Next thing she’ll be complaining about apple pie.” Here’s the problem. ESSA was trying very hard not to have any damnable sound bytes that might have stopped passage. Most of the egregious language in what passed the House or Senate originally is gone. Instead we get euphemisms. Fortunately for us Tyranny Busters with Axemaker Minds my research is like a glossary of euphemisms. Part 1 on well-rounded education is the UNESCO term used all over the world now to denote non-transmissive or examination type education. Instead education must now be geared to develop the human personality as a harmonious integrated being. (Tarbiyah calls this education for shakhsiyah (personality/identity) for anyone craving an explicit link to the previous post.)

Maybe not such a good euphemism then to fend off scrutiny from what is really being promised in return for federal dollars. Part 2’s promises also sound glorious and vague. Apart from implicating all the Positive School Climate and that nesting a la Matrushka doll model from the previous post, what do I really have against Part 2? Well, in researching that last post I spent time researching what is going on the UK. The madrassas there are terribly pleased about legislation adopted since 2000 imposing obligations of social cohesion and racial equality on every school and community. Ofsted is the inspector to check for school compliance in the UK and in 2009 they defined the legally required community cohesion that schools must also demonstrate as follows:

“…working towards a society in which there is a common vision and sense of belonging in all communities; a society in which the diversity of people’s backgrounds and circumstances is appreciated and valued; a society in which similar life opportunities are available for all; and a society in which strong and positive relationships exist and continue to be developed in the workplace, in schools, and the wider community.”

I know everyone reading will be shocked that this also fits with Intercultural obligations UNESCO adopted in 2004 and has now moved to force globally as part of its Rapprochement of Cultures decade and the initiatives from the last post. There goes the supposed ambiguity attached to complying with Part II’s obligations. How about Personalized Learning and that data obligation? That of course is where the true manipulation and reengineering of each student at a neurological level comes into play. I have written about this some and it is what my second book’s research covers in depth.

Luckily for us this states Gates has spent $5 billion promoting personalized learning. Part 3 is not terribly ambiguous either in its intentions. This is especially true when the chosen evaluator Rand is also who the White House chose to create the Intrapersonal and Interpersonal Competencies it wishes to make the new focus of education.

Rand was also the chosen evaluator for the federally-financed Change Agent Study in the 70s that was used to create strategies for effective implementations of the behavioral sciences in schools going forward. I am sure none of their Effective Schools template is embodied in ESSA.That would be why the new chosen statutory phrase is ‘evidence-based.’ It is how the compliance of the local schools is to be judged. Literally as in “is the school or district providing programs, activities, and experiences that comply with these listed objectives for 21st Century Schools?” Compliance and greed is how the Social Reengineering gets forced with hardly anyone, I suppose, truly aware of what Congress is mandating.

The real problem is the total reimagining of economies in the 21st Century by think tanks supposedly on the Right and Left, by governments at every level, and on a Bipartisan and Bicameral basis (as Congress is describing its support for both ESSA and 2014’s related WIOA (see tag)).  In a 2014 report called “Impact Investment: the Invisible Heart of Markets” the true vision of the 21st century global economy is laid out. This is what both WIOA and ESSA (as well as other legislation and programs) intend to quietly force on the US. It is to be quite lucrative as well for the insiders, foundations, and investment banks cited in the report. Would anyone be shocked to know Gates and Soros are both involved and all the UN entities and the OECD?

As former Obama Treasury Secretary Larry Summers is quoted as saying “This is ground zero of a big deal.” Under Paying for Outcomes, we learn that “impact-driven organizations need access to markets in order to generate income from the products and services they offer.” Me too, please. It’s thus not people creating a market for things they want. It is governments creating markets by mandating that every person in the world has a right to have their needs met. Think of impact investing as trying to monetize poverty for the benefit of politicians wanting political and social control and high-net worth individuals looking for a certain return. To quote:

“the largest markets, however, could be provided by governments paying for impact. There is an urgent need for a revolution in government purchasing, with paying for the successful delivery of specific outcomes at its core.”

Precisely what Ofsted looks for or Rand. What impact investing or as it is now called in the US–Moneyball for Government–needs is specific standards or measures of ‘success’ or when objectives have been ‘achieved.’  Can anyone say Common Core or Competencies? In fact, it was the constant recurrence of words used in both the House and Senate ESEA Reauthorization drafts that first caught my eye. This is also how charters, and whether they get renewed or the lucrative ability to expand at taxpayer expense, really work. Fascinatingly enough though the well-connected KnowledgeWorks that is tied to Education Counsel and thus Moneyball issued a frightening Forecast 4.0 this week. It not only made reference to Impact Investing as the “New Civic Funding,” it also mentioned under ‘Educating for Impact’ that “What if School Social Impact Scores became critical metrics for attracting funding, partnerships, and community engagement?”

It would also go well with a forced community cohesion mandate a la UK or all the communitarian obligations in Positive School Climate and Democratic Education too. There is a lot of information in this post so let me close with another document that came out today as the UN announced a “Global Alliance to Monitor Learning.” Interesting timing, huh? With ESSA just passing the House, but there is a mention of A4L. Not a lot of new acronyms in my world at this point, but that was one. When I looked it up , it showed me a Theory of Change that fits completely with what ESSA has just set up to send money to local communities in return for compliance with the UNESCO vision. The one no one locally has to even now about.

Quality Learning for all children and youth turns out to be first about Activities, then Intermediate Outcomes, Outcomes, and finally Impact. All in a document tied to the Brookings Institute and its sunsetting Learning Metrics Task Force. I wrote about LMTF and its use of Competencies and the nice Rockefeller Foundation letting them use its Bellagio retreat. That would be the same foundation that coined the very term ‘impact investment’ back in 2007.

How coincidental, huh? Behind a push globally along with others about using tax dollars to force “measurable social outcomes” including reengineered human personalities. Each to be primed and motivated for fundamentally transforming existing social, political, and economic structures.

Perhaps to a motto of Not Serfs Yet, we should add “And No Ambiguity Left as to True Intentions.”