Tag Archives: Spence Rogers

Using Teacher Evals To Coerce Irreversible Change in the Drive Towards Statism Globally

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One of the ways I deal with all the Schemes and Blueprint reading it has taken to pull together this story of the Common Core’s real aims or the CAGW hyping to cover all the meddling to gain a Crony economy based on Low Carbon or Green Growth or Sustainability–whatever this week’s buzz word is, is to retreat into history. Usually I try to read scholars who have been cited in those ever revealing footnotes in order to get to a “these are our intentions, this is who is involved” level of discussion. This blog is actually not Robin’s opinion for the most part. It is a searching out the actual facts in the relevant places where most people would never think to look.

It’s impossible to read through the last several posts or the entirety of the blog and not recognize all these education reforms and the insistence on redesigning the economy under government direction and not think–“that’s Statism and aren’t we past the L’etat, c’est moi mentality of Louis XIV or a Stalin?” Well no, state control over people and natural resources for the benefit of the political class is actually the historical norm and we forget that at our peril. All the references to the Knowledge Society while actually trying to restrain any unapproved accurate knowledge and then calling it College Ready is par for the course. A common aspiration when the drive is towards organizing people and an economy around Statism.

As an image of the palace at Versailles may remind you, Statism is oriented toward power-maximizing for politicians, public employees, and their Cronies. These can be Big Business wanting to protect their current revenue with no need to innovate. Or media seeking influence and access. Or foundations and colleges and universities all wanting to participate in the redirection of the future. For Statism to work, at least short term, it needs an ideology to march under–like Equity or Social Justice or Sustainability in a World at Grave Risk without Intervention. Check. Statism needs to keep going after an ever increasing number of subjects and issues to control and regulate. And it needs to go after its citizens at ever deeper levels of consciousness. Hence all the social and emotional emphasis with no lecturing unless it’s about a politically useful topic.

Professor Manuel Castells commented on how the Soviet authorities were able to move away from submission due to outright terror to a passive routine based on  “a lack of information and views of the world.” That appears to be the intended model for people all over the West in the 21st century. Use education “reform” to cultivate false beliefs, new values, different attitudes. The dominance of feelings and intuitions and impulse. The exact kind of initiative that enraged people in Hong Kong  http://www.invisibleserfscollar.com/using-education-to-shut-down-free-choices-and-then-redefining-as-personal-autonomy-orwell-lives/ going on in the US or elsewhere but off our radar screen. The invisible aspect of the drive for power and control.

We have talked on numerous occasions about Michael Barber. From foisting Cambridge Education on the US in 2007 to tell classroom teachers they may no longer teach the material to his leadership in that 2011 UNESCO meeting in London. You know the one where they wrote:

“Responding to climate change also starts in the classroom. Education is the way to shape new ways of thinking and forge new sustainable behaviour. . .

Fundamentally, education is about values.”

Well, back in 2000 when the UK was in the midst of its controversial reforms in education that mirror what is going on in the US now, guess what? Teachers in the classroom were seen as the main impediment to creating “radical change.” That phrase “radical change” and the desire to control and alter the classroom interactions of teachers and students (sound familiar?) caused several papers and presentations by Barber and Vicki Phillips from our last post. Back then she was  the School Superintendent in Lancaster, Pennsylvania but somehow she and Barber knew each other and were seeking to Unleash Irreversible Change-Lessons for the Future of System-Wide School Reform. Apparently their presentation style on how to win consent for Labour’s education programme was memorable because a description of it made it into a 2003 book.

A graphic description. As the authors of the book, Chitty and Simon, describe Barber & Phillips analogizing to prayer saying “You learn to pray by first going down on your knees. Only then will you create the conditions for belief, and be able to address God accordingly.” The analogy for education, they said, was “you don’t try to change minds through argument, consultation, debate, dialogue. You change them first of all through changing people’s behavior, through the element of compulsion.”

Having had children at a high school in the throes of an ideological Super and Principal, using Cambridge classroom reviews and Spence Rogers for professional development of teachers, compulsion is the right word. Psychological terror is also apt. But this was actually already envisioned and long before Vicki had the money and leverage of the Gates Foundation to back up her intentions to coerce. Students and teachers. First do, then believe. Here in Barber and Phillips own words from the book:

“There is a popular misconception about the process of change. It is often assumed that the key to successful change is ‘to win hearts and minds.’ If this is the starting point then the first steps in the process of change are likely to be consultation and public relations campaigns…The popular conception is wrong. Winning hearts and minds is not the best first step in any process of urgent change. Beliefs do not necessarily change behavior. More usually it is the other way around–behaviours shape beliefs. Only when people have experienced a change do they revise their beliefs accordingly…Sometimes it is necessary to mandate the change, implement it well, consciously challenge the prevailing culture [to make it Positive, perhaps?], and then have the courage to sustain it until beliefs shift…The driving force at this critical juncture is leadership.”

That is a mindset that appeals to political fanatics and greedy bureaucrats with a chip on their shoulders about their own childhoods. Or intimidates frightened teachers trying to keep their jobs. It makes promotion these days in education not about what teachers or administrators know or can do with students but what they are willing to impose on teachers and students.

Professor Castells writing in 1998 about the lessons from the collapse of the Soviet Union said this:

“As for intellectuals, the most important political lesson to be learnt from the Communist experiment is the fundamental distance that should be kept between theoretical blueprints and the historical development of political projects. To put it bluntly, all Utopias lead to Terror if there is a serious attempt at implementing them.”

Well the Common Core implementation is overflowing with theories and  blueprints in pursuit of political, social, and economic Transformation. At the level of the student. From the inside-out. The local results of the piloting districts have been miserable when not outright tragic. Yet still we proceed. By compulsion. Nationally and internationally.

Political lesson not learned in the least. And no distance between theory and sought action at all.

 

 

Ridiculing the 1860s Mind as Unsuitable for the 21st Century: Cui Bono?

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Sometimes these days my life feels a bit like that Broadway farce A Funny Thing Happened on the Way to the Forum. Yet another official power grabbing, crony rewarding, and individual subjugating report will come out that I catch and know I need to tell you about.  Then as I continue my snooping into what is going on out in the real world, I get the perfect illustration of why this all matters. Even if you don’t currently have a child in K-12 or in higher ed.

I was going to explain this week’s release of the troubling “Using Science as Evidence in Public Policy” from our politicized National Academy of Sciences (again! John Holdren is VERY busy) where the “Science” is the Social Sciences, not Chemistry or Physics. Shades of what we detailed here.http://www.invisibleserfscollar.com/if-reality-is-ignored-or-disregarded-when-do-we-become-a-state-against-its-people/ And Evidence is Needed because of the official belief and desire that our economy and society, an Ecosystem according to the Planners, needs to be managed by decisionmakers with the proper credentials instead of people themselves.

So I attended an “Innovation in Education Conference” on October 24 put on by the State Chamber of Commerce with official support from businesses likely to benefit from the new emphasis on digital literacy and technology and  Sustainability and Soft Skills and a new Culture as the focus of the classroom. In the sought Mercantile post-Consumer 21st Century Communitarian world we have discussed numerous times http://www.invisibleserfscollar.com/didnt-adam-smith-write-a-book-explaining-why-this-is-a-bad-idea-back-in-1776/ this is not a shocking concept anymore. I do wish though these vendors seeking government contracts and political protection from competition for their current products would quit pretending their education advocacy efforts were all “for the children.” Philanthropic endeavors where they just wanted to give a heads up for future workforce hiring purposes.

But I am a tough, old, experienced corporate negotiator who has seen a great deal of what makes a business work and recommended walking away from deals that do not. When your audience is politicians and public and private sector bureaucrats, they can be fine, well-intentioned people. But you get a bobbing heads agreement to social policy talking points where the individual with his or her own money on the line in a free market would say ” Wait a minute. What are you really urging?”

The dangers of the herd and trying to manage and rearrange an economy at the political level are even more acute when the policies sought go to changing personality traits of children and limiting their ability to think rationally at all. While locking in the policies as a taxpayer paid contract with a district Super or School Principal or even the state. As a Student of History, let me just say that Benito in the 20s and 30s had a name for that kind of Corporatism trying to squelch the individual in favor of the collective while profiting from the lucrative connections. And no it was not a movement of the Right. It was collectivist socialism with the revenues of the economy being split among political favorites in addition to government officials. Jonah Goldberg wrote an excellent book about it.

Back to the Luncheon. The talking point was the supposed need for a new kind of education for the 21st century centered around the student (let’s all chime in snarkily “to actually change their values, attitudes, and beliefs”) through making school about using computers and digital technology. Missing was the fact that Soviet Psychologist Lev Vygotsky recognized that these external cognitive tools would change  people mentally once you made use of the device the focus. The known and desired hobbling effects on the human mind were conveniently left out of the presentation.

So whatever the convenience of the computer as a tool,  Totalitarian governments have also rejoiced that it can become an Individualism Extraction Device. The repeated rhetoric about lecturing by the best prof or teacher you ever met is mostly an illusion to sell the devices and broadband and get it to the classroom. And education conferences in the US were giddily calling this digital tech initiative a Trojan Horse and a subversion technique to finally get John Dewey’s vision of democracy by 1990. Yes, I do have a copy of the book. And rereading it yesterday did delay this post.

So politically connected Joel Klein who is now heading up the company Amplify  http://www.newscorp.com/news/news_536.html was the Keynote Luncheon Speaker. A state politician did the introduction and emphasized the constantly pitched need to change education for the 21st century economy. The intro made a reference to not needing the kind of education suitable for the 1960s. That was an odd decade to use since that is when the onslaught via federal government money coercing changes via behavioral and social sciences really began in earnest. It was also when SAT scores stopped advancing. Plus economists have noted it is when real per capita growth in the economy began to slow down dramatically.

So I am thinking a 1960s mind would probably be darn useful for a genuinely innovative 21st Century economy that really was about mass prosperity. And here is where I believe Joel Klein went off his prepared normal presentation based on quotes I recognized and reports I have actually read celebrating education that is visual and Tablet-based instead of intellectual. He got up and said, probably to emphasize the need for dramatic change, that traditional education was actually promoting an 1860s mind. Horrors was the desired reaction Joel wanted from his audience and nodding and bobbing heads in agreement is what he got. Not surprising as every experienced trial lawyer I know can play an audience.

But let’s think about this for a minute as I think this is an important herd lesson on precisely why you do not want the government using education to monitor and plan people’s personalities so they develop a communitarian mindset. Selling contracts with taxpayer funds to put devices in place that consciously seek to shut down the ability to think abstractly and independently. Manipulating emotions of 5 Year Olds via chosen vendors in the name of Soft Skills and Positive School Culture.

The 1860s mind being belittled and scorned was the Age of the Individual with almost universal genuine literacy. Did you know coal mining camps in the 1870s put on Shakespeare plays with widespread participation from the miners? The 1860s Mind fought the bloodiest war in US history because it so valued the individual that slavery became unacceptable. The 1860s Mind hatched the Industrial Revolution and the great inventions of the 20th century. And the greatest mass prosperity the world has ever known. And if bad things happened in the 20th century, they were never launched in a society or a culture that cherished the individual. They were always launched in societies that pushed the collective.

There is a mention in that Amplify press release above about Digital Learning leading to an “equitable society” which sounds like John Dewey’s little “d” democracy to me.  http://www.invisibleserfscollar.com/why-quality-learning-may-be-the-last-thing-you-want-for-your-child/ . I think taxpayers have a right to know that is what is being sought and what the likely costs are even if they have already stupidly approved the revenues to be delivered up in an ESPLOST referendum. Taxpayers and parents should know that the real assault is on Axemaker Minds  in suburban schools created at home by attentive parents. Now to be under organized assault at school. http://www.invisibleserfscollar.com/blending-sustainability-and-education-to-gain-arational-nonlinear-minds-and-new-behaviors/

I am going to close with a point from the Computers as Cognitive Tools book  I mentioned above coupled with a point from a book on Ecological Literacy to get to a new Postmodern World that came out about the same time. The 1990 conference focused on the ability of the computer to be a pedagogical tool that would reshape the student’s mental processing. The computer can also be used to instruct and transmit knowledge but that is expressly not the function educators want. Recognizing that reality lurking behind the lovely videos or Powerpoint speeches, lets go back to  Professor David Orr who we have met before.

As always the whole point of Ecology Policy Making has to do with “changing the way we think and what we think about” to shift away from the Modern World’s emphasis on the “I’, the interiorized ego” capable of rational thought.

“I think it is time to ask about the software of sustainability as well, and thus about the qualities people will need to build and maintain a durable civilization. . . [One with] people motivated by a sense that their wellbeing is linked to that of others and to other life forms.”

We have nodding heads about matters with unappreciated actual stakes and likely tragic consequences. We have a current federal desire for Policy Making via Social Sciences being sought in the name of implementing Peter Senge’s Systems Thinking and destroying lingering Climate Skepticism. Once again we see why the schemers do not want Axemaker Minds with knowledge of history coming out of classrooms or sitting in the audience.

Ooops.

Using Education To Create the Behavior Government Officials Want in Future Citizens

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Until we begin to better appreciate the Newspeak straight out of George Orwell futurist satire, we will remain subject to having words like Excellence and Quality Learning and Growth and School Improvement masking terrible things. Tragic behavioral and psychological practices being pushed in schools and classrooms right now despite a tragic history. I wrote this post back in early August recognizing where the announced facts were leading, and horrified that ambitious Principals and Supers and naive politicians and greedy professional development vendors are forcing this all again on an unsuspecting American public. http://www.invisibleserfscollar.com/how-much-innocent-blood-will-it-take-to-stop-sel-manipulation-for-political-gain/ The saddest post I ever wrote. Maybe until this one.

Back in November 1992 in the last go-around of national radical ed reform to try to create Transformational political, social, and economic change via education, an essay “How Systems Thinking Applies to Education” described what makes a systems approach to ed reform so different than previous piecemeal attempts at reform.  It announced that the World had moved to a new evolutionary paradigm Stage 4 while schools erroneously acting as “pattern maintenance institutions” were stuck at Stage 3. That schools needed a new paradigm. The essay then goes on to describe what we now recognize as Transformational Outcomes Based Education as that new paradigm. Now, not to pat myself on the back but I have a real love for both history and economics. Passionate lifelong interests and if I were a professor I would give the essay author at best a D+.

The education schemers like to talk about designing backwards from the actual goals for behavior and desired values and beliefs and emotions to what should be taking place now in the classroom to get there. That’s what was going on in 1992 to sell a new paradigm. The real aim was to create Paul Ehrlich’s Newmindedness and remove the Axemaker Mind as we have discussed before. That November 1992 date meant that article would have gone to press about the time of the original Earth Summit in Rio in June 1992. The one that created Agenda 21 and laid out the blueprint for reorganizing the global societies politically and economically around the Environment and Sustainability. Education was explicitly to be a recognized tool  in this Transformation.

That’s the end goal driving the so-called new paradigm for education then and now. It’s aspirational. It’s to justify an attack on the noetic system in the name of history. Evoking a myth of existing transformation as a means of actually gaining a real transformation by attacking values, attitudes, and beliefs and limiting factual knowledge and opportunities for abstract, logical analysis. That’s what was going on in the 1990s and all the public knew was that there were “reading wars” and “math wars” and “science wars.” The myth was that it was a dispute about instruction. No, we had a political coup being attempted surreptitiously via student minds. They are young adults now and likely have no idea how much their minds have been subject to attack all of their lives.

The 1992 article cites a book Systems Design of Education: A Journey to Create the Future by Bela H Banathy as its support for this new paradigm and a systems approach to education. Guess who happens to have a copy of this 1991 book? So the book acknowledges that it aspires to design schools in order to change people from the inside-out so it can then change society. Officially a Scheme with a capital “S.” The book was trying to design a complete education system to do that which would perform as predictably as your body’s circulatory system or gravity. To perform that predictably, humans need to be deprived of much of what has historically bolstered rational, conscious thought.

The always busy ed lab in Aurora, Colorado, McREL, that is still pushing these ideas as Second-order Change to be part of the Common Core implementation, used Banathy’s book and a systems approach to design (Checkland’s 1981 Systems Thinking Systems Practice) to create A*chieving Excellence. Because a well-stocked, capable of reasoning mind is an obstacle to the sought manipulation, McREL developed a list of what it wanted from each student in this new paradigm. What each student should be able to do, not know. See if these described attributes look familiar–

Access information.

Interpret or decode that information so as to produce understanding.

Process that information so as to reason and solve problems.

Produce a broad range of outcomes and use technology.

Develop his/her own “executive” or “self-regulating” function to: make decisions about himself/herself, set goals, create a positive self-image, monitor and learn from his/her past performance, experience enjoyment, pleasure, excitement, accomplishment, etc.

Work well with other people and things in his/her environment.

Feeling like an officially programmed robot yet? Does this seem like an appropriate role for the federal government? Banathy was the Senior Research Director at the Far West Ed Lab in Portland, Oregon and McREL was another federally funded ed lab. Those were and are your tax dollars funding these Mental Transformation Schemes that amount to deliberate psychological abuse for political or financial gain. For lucrative grants. For a government directed economy.

A*chieving Excellence was still being field tested and pilot tested by McREL when the book was published in1991. We unfortunately though know a lot about which districts and schools in Colorado were piloting Transformational OBE because it came out during the Columbine tragedy. That should have closed the door on such a psychological manipulation of students but it didn’t. In fact, all that seems to really have happened is William Spady went to Australia and South Africa where he was not infamous to push OBE there. And Spence Rogers took over the Vail Summer programs and lucrative professional development franchise and renamed it–Performance Excellence for All Kids or PEAK.

So now I am at a high school open house last night where the Principal sent some teachers for summer PEAK training and now wants to bring PEAK trainers to the high school. The official address to the school excitedly announced that the Teachers are to be trained in the Teaching for Excellence Program. That the IB high school operating in a “charter school system” (that duplicitous charter I have written about too) aspires to lead the way in reforming high school education in the US. That the high school will be based on the new 3 R’s: Relevance, Rigor, and Relationships that we have become so familiar with as key to the collectivist, anti-individual political coup.

Columbine is back. In more places than in just my backyard. How many other schools and districts have similar aspirations this fall but no parent trained to recognize the symptoms and rhetoric?

I have to go gather more information and I have struck solid goal on how key these charter agreements are to the systems Transformational Coup. You can just imagine how chilled to the bone I felt when I heard the words “Dedicated to Excellence in All We Do” from a Principal who obtained his education degree from a school affiliated with John Goodlad’s National Network for Educational Renewal. Goodlad created the term Excellence in the 1960s to mask the largely affective focus he had in mind to move the US to what he and John Dewey and now apparently, the current US President, called small “c” democracy.

Boy we have a lot to talk about. Any advice on how I should handle the high school machinations? See, this is not speculative. It is very real for me too.

 

Targeting Student Values, Attitudes, and Beliefs to Control Future Behavior

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I have long known that the function of Transformational Outcomes Based Education and its close sibling, Systems Thinking, is to be able to predict and control the behavior of future adults. Future voters. To change the prevailing culture in a society by attacking its noetic system. Prevailing feelings, beliefs, and values all get targeted by educational institutions for change to get a lasting change in behavior. Such goals (especially when enforced now via a Data Quality Campaign collecting and monitoring such info) may meet the very definition of Totalitarianism, but honestly, who will know in time? How many people will know that a cognitive goal means your belief system is the target? Or that it became fair game for manipulation by administrators and professors who either aggressively deplore capitalism and individuality, or do not understand the importance of either, and just want their paycheck and promotions.

As I mentioned in the previous post while investigating the current intentions of Systems Thinking, the name Milton Rokeach came up several times with work going back to the 1960s. That’s a crucial time period for me because it means a pedagogy or curriculum originally developed to be a weapon against the US during the Cold War has survived to the present. Something designed originally to destroy the rational capacity to think and free decision-making as an individual based on your own set of facts and concerns (assuming as many did that the Soviet Union would prevail over the US) remains in place under a new name. Still with the same purpose but different beneficiaries. Ready to compel behavior from instinct and emotion. Literally without a second thought.

It is very alarming that late in the book Presence the authors are discussing the Dark Side of Acting from the Heart. It is not something being pointed out to Principals and Supers and teachers being asked to promote the practices in the classroom. For someone like me who is deeply interested in history, it is too much a reminder of the unconscious impulse to act as a collective instilled in the German people via education in the 19th century. They thought it was the answer for the humiliation of being defeated by Napoleon. Talk about poisonous seeds.

It is Values most of all that Rokeach targeted because they are the fewest in number and have the actual ability to compel behavior. Can you see why Sustainability is to be the focus of so much of the Common Core implementation? Values also influence attitudes and emotions and the belief system. Values influence perceptions from daily experience. Think about how often you have watched or heard someone reject what should have been definitive proof with an “I just can’t believe it.” So they didn’t. That’s what values do and why manipulating them is so important if you wish to push a political ideology like collectivism or government intervention and direction of an economy.

I must say I always thought the regular use of the term “Competency” now was just to mislead people from recognizing that we are back implementing Outcomes Based Education again. I had even noticed how a Digital Learning advocate had used Objectives (Ralph Tyler’s term from the 8 Year Study) synonymously with Outcomes (Ben Bloom and Spady/Rogers’ term) and Competency. Turns out though as Milton Rokeach makes clear in his 1968 book Beliefs Attitudes and Values Competency combines both skills and values into a single term. The public then assumes a Competency focus of course includes academic knowledge. It is school or college after all. And the educators get to change and influence student behaviors through unappreciated value changes. The emphasis will be on what the student can do and if the actions are largely driven by emotion so much the better. There’s a reason Rokeach’s book has an Appendix laying out the potentials for Advertising of such an education emphasis.

How many parents will recognize the emotional and psychological manipulation being planned and documented under PBIS or Positive School Climate or recognize that Continuous Improvement is affective in emphasis? I may have joked about Purple America and Project Love but this values curriculum by the hugely influential NEA is meant to both make money and change American student values. http://www.invisibleserfscollar.com/does-purple-america-come-with-a-toy-dinosaur-or-is-it-just-more-sel/

And let me tell you how Rokeach planned to fundamentally shift both Individual and Societal Values to increase the emphasis on Equality in each student’s psyche at the expense of Freedom. It’s not the sort of thing a child comes home and tells you about. He used Student Surveys (don’t worry it’s not like Student Surveys are being included as explicit component of the Effective Teacher Measure that gives the school a reason for asking Anything Wished) and asked students to rank different values. Those students who ranked Freedom higher than Equality were then told how they rated their own interests as more important than the needs of others.  The exact quote used to needle the students was: “they generally care more for their own freedom than the freedom of others.” Practically like telling them they need an S tattoed on forehead and a Red T-shirt that says Selfish to wear around campus.

And all the self-awareness being pushed? Sometimes with the hugely pretentious name of Metacognitive? That just makes it easier to get the sought value changes, either by specifically targeting self-conception as we saw in this post  proposing to teach what a racist society we remain. http://www.invisibleserfscollar.com/self-efficacy-cultural-proficiency-training-critical-reflection-and-change-agency-development/
Or by targeting alleged hypocrisies, incongruities, inconsistencies, or contradictions between self-conceptions or self-ideals. Just as no one wants to think of themselves as being against freedom even though forced equality requires an all-intrusive government, Rokeach learned just how effective it was to point out variances in an individual’s values from the group norm. (Aren’t those Common Core student surveys going to come in so handy?) To use his nerdy phrase verbatim this disclosure usually “aroused a negative affective state of self-dissatisfaction.” People do not like to be self-dissatisfied for long so the survey information becomes the impetus for lasting “cognitive and behavioral change.”

And with those types of effects, no schemer since has been willing to leave Values alone whatever the outcry. Values and moral reeducation, I mean education, morphed into Outcomes Based Education and now Soft Skills and Social and Emotional Learning. It is still about targeting Values for change. As we discussed in this post in July, the Canadians adopting many of the same initiatives as the US on a similar timeframe have at least been honest enough to admit the real Common Core is desired values to be instilled in each citizen that have nothing to do with cherishing the Maple Leaf or Stars and Stripes. http://www.invisibleserfscollar.com/how-disabilities-law-is-already-being-used-to-gain-ehrlichs-new-mind-and-the-future-earth-economy/ And when you get that kind of international consistency in education you always know UNESCO is lurking around nearby.

And UNESCO really does now seem to serve as the repository for schemes in the West against capitalism, individualism, and rational, logical, academic knowledge. But during the Cold War, much of that same aim came from the NEA, especially its ASCD subsidiary. In March 1978, Educational Leadership published a special issue called “Education of Judgment and Action: Personal and Civic.” It appears to be the launch of the formal push to make Values Education an integral part of US education going forward. The listed rationale was:

“the cultivation of decision making particularly as it relates to political virtues that are appropriate to constitutional self-government and that are required to achieve a society that stands for justice, equality, and freedom in the modern world.”

And that’s how the War commenced to permanently change the behavior of future voters via the schools by changing the underlying Values. To cultivate that herd instinct that can cause any nation so much grief. And if you actually read the 1978 essay “The Status of Education of Judgment” by one of Rokeach’s favorite values educators, John R Meyer, you would learn that the value of freedom to be fostered is not the traditional American belief that it is a natural right existing prior to any compact with government. No, the essay rejects that definition of Freedom in favor of the John Dewey definition then being pushed hard again (1977) by Columbia Teachers College.

“Freedom is a social benefit conferred by the collective intelligence of society.”

Aha, I believe we have found the long-lingering root of the problem of national Values education. And now it is international with UNESCO and OECD running what are to be instilled as Values. Yikes!!