Descending to a Connected Kleptocracy Via the Digital Learning and Climate Change Ruses

In the continued reality where the truth involves far more official coordination than anything Agatha Christie ever imagined, the UNESCO global aspiration for media/digital education as the be all and end all for Everyone really does say flat out–“we need to get the media involved.” That would mean newspapers, broadcast networks, film studios, all aspects of the entertainment industry plus the computer tech and software companies and broadband providers like AT&T. Not a presumed coordination but an explicit one. Just chock full of those generous public/private partnerships where the only risk is to the already put-upon taxpayer.

This is more quoted language from that 2010 “Media Literacy and New Humanism” that literally laid out how to use education globally to get to every dream of transformation Uncle Karl ever had. Literally dovetailing not only with the Marxist Humanism vision we have now tracked in the West from the early 60s on but also the rather horrific UN vision of the Knowledge Society where we all organize around central cultural themes. http://www.invisibleserfscollar.com/all-that-is-solid-melts-into-air-but-does-it-really/ lays it out if you can bear the details.

Today is more about how and the fact that US Education Secretary Arne Duncan is clearly behaving as if the obligation to coordinate as a partner were already in place. http://blogs.edweek.org/edweek/state_edwatch/2013/06/arne_duncan_decries_imaginary_attacks_on_common_core.html is the story on yesterday’s speech to the Annual Convention of the American Society of News Editors. The one where he explicitly laid out the role he expected of the media in sending out the administration’s desired message on the Common Core. I will point out if you read the speech that he is describing the 21st Century Skills focus as the actual CC implementation. And he keeps referring to deep learning. And since I have UNESCO’s definition of curricula from its mischievous report and it does dovetail with what the federal government is financing or urging on, we will use that instead of his false gauntlet of textbooks (which by the way the feds have been financing for years through their math and science grants through NSF).

Because digital learning and cyberlearning are such a huge part of where the feds and their cronies are pushing education globally, they have redefined the word curricula as “an educational experience programmed for a learner.” Which apart from the assessments that Arne wisely stayed away from in his gauntlet tossing speech, the feds and the tech companies absolutely are getting involved in designing those types of experiences. And insisting that 21st century education must be about experiences and group activities and not be mental. If you are going to complain about imaginary assertions of federal overreach it is probably best not to give interviews to Pearson’s Michael Barber where you state that “our decentralised system has its pros and cons” and then show enough irritation that Barber described it in the report that:

“we’ve been too slow to move in the direction of hybrid learning. The question is …how do you make that standard practice?”

Hybrid learning is that blend of digital computerized, Benjamin Bloom Mastery Learning of skills and outcomes coupled to a physical school with interactions with real students and teachers. What is being called Blended Learning or the Flipped Classroom in most of the US hype. With lots of lucrative funding for the companies pushing this model. Courtesy of You Know Who.

So gag me on the ire and misinterpretations of the feds’ efforts. If anything the utter coordination globally and the economic, social, and political visions it is tied to remain way too unknown in the US and most countries. Which is possible if you “get media involved” and then go on to detail that “this emphasis took shape in two ways [as always UNESCO loves to italicize for emphasis]:

a) the development of relations with the media industry and cooperation platforms [like news editor annual conventions?] and

b) the proposal to develop quality standards applicable to the messages and the media, which would contribute to making communication professionals more aware of the effects of their work.

Honestly if you can get that kind of direct and explicit and intentional coordination of the “media, professionals, legislators, and civic and political institutions” aligned to what is allowed or not in the classrooms via the real Common Core implementation. Then you throw in all the affective Big Data on frustrations and motivations that hybrid learning and gaming throw off and no one will ever need to actively censor again. Talk about nipping in the bud. And Arne’s speech yesterday and Karen Cator’s to the New Media Consortium a few months ago make it quite clear the era of this active coordination of messages and knowledge itself and communication to the serfs, I mean citizens, is upon us.

What is really problemmatic apart from the mockery of personal liberty such clear and intentional and regular coordination creates from “womb to tomb”, as the new favored phrase goes, is where I got that peevish hybrid learning quote from Arne. It’s in a report Barber and Pearson Education did with the Institute for Public Policy Research, which bills  itself “leading progressive think tank”. That must be another way of saying where Fabianism remains alive and well and excited about the 21st century. It was prepared as part of the Asia-Pacific Economic Cooperation (APEC) Summit in September 2012 on Russky Island off the coast of Vladivostok, Russia. The report was named “Oceans of Innovation: The Atlantic, the Pacific, the Global Leadership and the Future of Education.”

The report lays out the global coordination using education (and climate change sustainability too but that’s not what I am stressing here) to get to the “collective future” desired globally. It also makes it clear that the age of the individual and the era of the UK and US is over. Which is in large part due to previous decades efforts to use K-12 education to “destroy the talent myth.” Which is much easier to do when internationally benchmarked has come to mean an emphasis on “equity and diversity” and “progressive immigration” to developed countries. AND “a standard of education that will enable [everyone] to adapt and change as they respond to the constant dramatic shifts in the global labour market. As American reformers put it, every student needs to be ready for college, work and citizenship.”

All that within the overview we had feared as we tracked the Global Cities Education Network and UNESCO’s Shanghai definition of the 21st century Learning City with its all-encompassing views of what is to be planned and what is coming in under the Global Competence Asia Society presentations in individual US states and cities. It is all part of a globally coordinated effort involving the UN and Pearson and foundations and the stated idea of political radicals with a real fondness still for Uncle Karl’s philosophy for the future that:

“As traditional institutions, such as the family or church, break down, increasingly schools are the only social institutions we can rely on to inculcate in young people the values or ethical underpinning on which our collective future depend…some values are universal and vital: respecting individuals equally regardless of their wealth, gender, sexual orientation or origin; recognising the diversity of life–not just human life–on Earth and understanding the threats to environmental sustainability…”

Well, the Canadians had tipped us off already that the real common core was about new values but the Vancouver brigade must be in the ascendancy instead of the Montreal area of Canada. They left off the part about the “eclipse of the Atlantic economy by the Pacific”  and a rejection of the individual ‘rights’ culture of the West. With a planned 21st century replacement from the rise of the Pacific and China in particular. And a new collective-oriented ‘responsibilities’ culture which asks what citizens “could offer the state.” According to the ASCD in the US, I believe the answer is the Whole Child with its “full personality.”

So the innovation you keep hearing so much about as a selling point for the Common Core and its equivalents in other countries turns out to be a desire

“to innovate as dramatically in our capacity to make peace as we are in our capacity to make war. Moreover, the next half century demands in other spheres too–in social and economic realms and indeed, fundamentally in human relations…unless there is also innovation in these more subtle and subjective domains, the future looks very bleak indeed.”

No wonder Arne was so peevish about delays in implementing hybrid learning everywhere. And increased opposition to the federal machinations, in support of the international coordination, hiding in the US as the poorly understood Common Core. It’s past time say the global key players: “society must furnish a culture that is progressive and open to the transmission of new ideas.”

Except those ideas are actually almost two centuries old. Uncle Karl really is back globally. And coming in through ed reforms and hype over Sustainability and Climate threats.

Any excuse for governmental planning. And lifelong deference from the planned for.

Time for the Collective Will of Many Visible Hands to Challenge the Allegedly Destructive Invisible Hand?

Right now the favored attack being used to discredit people who point out  the inconsistencies in the stories being put out about the Common Core US education reforms, or the poor history of global climate models in predicting reality, to use two current examples, is to retort that someone is “part of the black helicopter crowd.” Now, given the incredible schemes I have uncovered and described with detail on this blog, telling you I am the last person who believes in black helicopters might strike you as untrue. But I really did not go looking for these stories. They rather found me. I just recognized what I had to be looking at and then wanted to know and document how and why.

So please understand if I write about the equivalent of a black helicopter event that strikes you as too incredible to believe, remember all of the following

–I have personally seen the black helicopters;

–I have obtained proof before I even mentioned it; and

–I have doublechecked the color of the helicopters to make sure they can be accurately described as black and not navy.

At that point I will write about an incredible story but only because I want all of us to have time to take the appropriate action. The equivalent of running or ducking if we really had helicopters coming. I have friends who ask how I can stay so calm while describing such machinations in the public sector. But honestly, as a history major, this is all rather fascinating to me. Plus it is quite clear this was all never meant to be uncovered or linked together in time. So pulling this all together before it all takes effect does give me some solace.

But despite everything I read, I was still startled to hear this morning that President Obama would be announcing his climate plan this Tuesday afternoon at Georgetown University. http://www.youtube.com/watch?v=gcL3_zzgWeU&feature=youtu.be is the White House announcement video released yesterday. For a likely nonexistent problem just like all my documents and reports and numerous blog posts always indicated would be sought. The reason that social, economic, and political transformation would supposedly be necessary.

And I should be the last to be numbed. After all I really have read all those Club of Rome books and reports and the Belmont Challenge document itself.  Maybe that is part of what caused the feeling of being stunned. Let me give you an example from Jared Duval’s 2010 book Next Generation Democracy: What the Open-Source Revolution Means for Power, Politics, and Change. Duval is a member of that UN-affiliated World Future Council and the book laid out his vision for an economy centered around “real, participatory democracy.” As far as he is concerned, the Millennial Generation and others “will reconceive fundamental aspects of how our state and local governments are set up” and then impose that new vision on everyone. Consenting, appalled, or unaware.

But Duval also gave examples like the devastation of Hurricane Katrina being due to “the failure of conservative, limited-government ideology.” Which is not true. If anything, Katrina and the cited levee boards were a reminder that government powers and tax money frequently get turned to fulfilling private, selfish personal interests. Likewise, it was not “unchecked private whims that gave us the subprime loan crisis and the recession that officially began in December of 2007.” Both of those were ignited by government interventionism and cronyistic taxpayer subsidy of the risk without any chance for the profit if things turned out well. And for such ignorance of the real reasons for these debacles we are going to impose more cronyism a la a directed Industrial Policy/Green Economy with more public/private partnerships? Find a reader who is more naive for that sales job.

I actually now have a copy of the World Future Council’s plans for all of us. Called A Renewable World: Energy. Ecology. Equality, Duval wrote the last chapter envisioning all those planned changes to values, institutions, and ways of living. It is where today’s title comes from.  FWC pushes the “concept of open or living democracy–democracy not as simply a structure of government but as a way of life, manifesting shared values of inclusion, fairness and mutual accountability.” So convenient then to also have a formal global Media Education movement coming out of UNESCO right now and supported quietly by ed reforms all over the world under various names like the already described CCSSO-supported Global Competence in the US or Global Education in Australia.  http://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf

Whatever it is called locally the UNESCO push to use education to impose a New Humanism as we discussed in the previous post is based on the utopian idea of “equal access and the egalitarian distribution of competences and capacities.” Which makes social interaction and feelings and new values among the few acceptable areas that can provide such equity. It is certainly NOT quadratic equations. Instead we get “communication” aided by computer as equitable.  Or “real equality in the possibilities for participating and sharing of opinions.” Shared ignorance is what this would have been called in the past. But this is the era of media literacy movements to build:

“bridges in order to construct a universal dialogue among [cultures] that fosters the spirit of understanding and the gradual, painstaking construction of shared values. In this way, the media literacy movement is against stereotypes and prejudices and in favour of the potential of the media and ICTs to build a universal culture of peace.”

Now I snarked Kumbayah in the last post but let me point out that some stereotypes are accurate and some prejudices are grounded in fact and leave it at that. The universal culture of peace aspiration is nice but not if you are disarmed– mentally, physically, and emotionally–to defend yourself when someone else is the aggressor. Unlike Jared, history does does not strike me as showing people are basically cooperative by nature. Given his poor sense of causation that I described above, I am not anxious to try out his and WFC’s theory of human nature. Or the kind of shared values acceptable to him, WFC, or UNESCO.

Like Anthony Giddens, WFC declared that “even if climate change were not happening, we would still need to change our energy systems, restore the health of ecosystems, create more livable cities, vibrant communities and resilient localities, use less resources, spread wealth, increase international peace…” No wonder no one seems to care about actual temperature records in all this climate modelling. Both Giddens and WFC are basically saying we want to impose Uncle Karl’s little c Positive Humanist vision in the 21st century and we won’t take no for an answer. And Tuesday we are likely going to find out someone else who will not take no or voter disapproval for an answer.

I first wrote about the World Order Model Project and its insistence on creating shared humanistic values here  http://www.invisibleserfscollar.com/reorienting-world-order-values-via-the-intervention-of-activist-education-and-progressive-politics/ . I think all these books I have mentioned indicate WOMP and the Club of Rome and various UN entities have done a bang-up job in their expressed goal to “take hold of public and elite imagination” of the “need for world order.” And now it is time for the rest of us to get with the program because we truly do have an international elite who want to rule. What Falk called the “power-wielders.” And they want the rest of us to adopt the needed values, attitudes, beliefs, emotions, and dispositions to go along and finance all these transformative plans.

And they are impatient. After all, Richard Falk first wrote these WOMP plans in a book published in 1975:

“The prospects for smooth transition, by which we mean a process that is largely nonviolent and cumulative, will depend on the extent to which a positive learning experience is widely shared throughout the world in relation to early efforts to pursue the new agenda of world order values.”

Now such an aim means it has long made perfect sense for there to be a stealth coordinated global effort being led through the UN around global ed reform. After all, Falk even included a footnote to the above quote that “‘widely shared’ does not imply identical, the important ingredient of ‘learning’ in this sense is commitment to a continuous process of global reform more or less in accordance with the WOMP priority schedule, but allowing for important variations in emphasis.”

That certainly would account for all this coordination over decades and countries. And the consistency of aims under a variety of names.

And quite frankly why the overall description does sound like a black helicopter event. After all, the reality of climate change turns out to be quite optional to the planned transformations.

 

 

Decreeing the Interdependence of Environment, Economy, Society and Cultural Diversity in the 21st

Can you imagine what your workday would be like if your boss or the owner of the company actually  had their own secret boss? Who was giving marching orders on what you should do or not do? You think you know what you are expected to do but there’s this whole other agenda going on in your workplace beyond your sight. It would be confusing and unsettling to say the least. Likely nothing you were being told as feedback would quite make sense.

That is essentially the role that UNESCO now plays in education globally. At both K-12 and higher ed and increasingly professional schools. Hugely influential about the nature of the degree programs that credential the teachers and administrators. Through the poorly understood accreditation process, UNESCO can influence what local school boards themselves can now get involved in or risk property value destroying revocation or just watch status. Then there is the dynamic that promotions from teaching into the much more lucrative administrative positions or from principal to the six-figure world of the Central Office all go to those implementing UNESCO positions with fidelity. Even if only a few recognize that UNESCO and its declared drive for a new Scientific Humanism globally for the 21st century is where so many contentious pushes originate. At the Central Office any chance for your own school district or lucrative post-retirement (or even while also still on the district payroll) consulting jobs go to those who implement with fidelity. Whatever the parent or student outcry.

So failing to understand the role of UNESCO or the accreditation process is literally a failure to grasp what drives what can go on in a school or classroom. Whatever the intentions of parents, school boards, legislators, Congress, or Governors. And that’s apart from currently having a federal DoED that expressly seeks to work in tandem now with UNESCO. If Romney had won the Presidency in the US in 2012 or if you elected a Republican governor, UNESCO remains a primary driver of policies and practices. It would just be less overt.

So when Bulgarian Irina Bokova campaigned to head UNESCO and return it formally to Julian Huxley’s pathway to an evolving Scientific Humanism that has nothing to do with the Renaissance and everything to do with Uncle Karl, it was going to affect local education virtually everywhere. Formal initiatives like the CCSSI in the US or Core Skills and Wellbeing in Australia just give the UNESCO agenda a vehicle to hide in. A vehicle that gets Bokova’s Agenda, or as she called it, her Mission Statement, into the classroom or online software program, where it can begin to alter Worldviews and Values and Beliefs. Just as she has openly declared. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/BPI/EPA/images/media_services/Director-General/mission-statement-bokova.pdf

You may not believe in global governance or that education should be about shifting away from the Western concept of the primacy of the individual to the Eastern concept of the responsibility of the individual to the group but Irina and UNESCO do. And they have huge, poorly understood powers to bring about change. And the fact that Russian speakers at a UNESCO meeting in Paris are saying that this New Humanism and communism (little c, see earlier posts) are the same should really give us pause.

Except we were not supposed to know. And honestly too many Principals and Central Office Admins are too busy blindly pushing whatever will get them the next promotion to care or even pay attention to the real implications of these policies and practices.   http://instituteforscienceandhumanvalues.com/articles/philosophical%20reflection.htm
from February 2012 is a Dutch prof who attended the symposium and was alarmed by what he heard.

So when UNESCO and its Moscow-based Institute for Information Technologies in Education (ISTE) published “Media Literacy and New Humanism” in 2010, it was intended to change education globally to get the Mindsets and values and beliefs UNESCO seeks for a radically altered global future. Behind our backs. Without our consent. But still coming to a classroom or university campus near you soon because of the way education really works. And the relationship between the real drivers like the accreditors or charitable foundations or even multinational corporations (who simply prefer to do business with a government Ministry that can also regulate potential competition) impacts the actual implementation. Not any “standards” or outcomes that contradict the new transformative purposes of education.

So it is not kooky to talk about UNESCO. Instead, it borders on negligence to do work in education and not be aware of its role. And when UNESCO seeks to turn education and the role of the media globally into a partnership designed to limit what we can know or do and what we are to believe, we need to take them at their nefarious word that they are quite serious. This was italicized in the foreword to the original report:

“Considering media literacy from intercultural perspective, the authors describe its role in the world where the notion of the uniqueness of each civilization as an isolated, self-sufficient entity is no longer valid: Humanity must force the media system as a whole to shoulder the obligation to stimulate this intense intercultural relation that the global world demands of us. We must force it to act as an interpreter and translator–cultural translation–among all of humanity’s diverse codes: between our codes and the codes of the Other. In other words, the goal is to align the entire media system with the obligation to make a systematic effort at mutual understanding among all the collectives, peoples. societies and communities in this global world.

And if a certain group’s designs or expressed intentions are incompatible with a sought just, equitable, and peaceful world, do you make the presentation or curriculum about the actual reality or the sought one? See our problem? This alliance may be news to us but probably not to anyone heading up a global media or advertising or even a tech company. It’s simply what passes for the Way Things Now Are at the conferences we do not get invited to. Its assumptions basically pass into the water of influence that filters down from there.

I will say that I did not see a single reference to Uncle Karl in that report. But a restatement of his theories and metaphors so thoroughly runs through it that the book/report would qualify for plagiarism under any campus honor code I have seen. Basically it could be satire of how to get to the same end result without using the M word. Marx talked about the mode of production, the report makes the mode of communication the trigger. In either case though ICT is that trigger and it is time for education and the media to concentrate “on the processes of constructing personal identities” ready for the socially networked world and an era of “universal relationships.” Not too far from the language used in President Obama’s recent high-speed broadband and digital learning edict.

Marx may have come up with the metaphor that “All that is Solid Melts into Air” to describe the time of tremendous change http://www.invisibleserfscollar.com/all-that-is-solid-melts-into-air-but-does-it-really/ but that quote might have triggered the real link. So the report cites NYU Prof Bauman and a Spainard instead for the insight that “our (everyday) life has abandoned the solidity of the past and become liquid.” Likewise, Marx’s outrage over what he called the alienation of man gets turned into statements about “a kind of personality dominated by being alone together.”

In case you are wondering what UNESCO seeks to do about all this, oh, nothing much. They just want to use education and the media to “decisively influence our psyche and our character.” Later, they get even more explicit on the goals: “transforming both the manmade environment around human beings and their interior,  that is their intellectual capacities and mental skills.” Two points for every reader who recognizes an intent to gain an EcoMind and prevent Axemaker Minds.

We would be here all day if I quoted every horrifically troubling intention. The next post will have to be the how. Here are some of the highlights. This New Humanism really benefits holders of existing technology since it wants veto power over technological development in the future. So there will be a high degree of cronyism as “the new 21st century humanism must foster a critical sense that is alert to the hypertechnologized environment and capable of discerning between what should be retained and revamped.”

Also the “new humanism in the global communication society must prioritise a new sense of respect for multiplicity and cultural diversity and must support media development with the goal of consolidating the new culture of peace.” Well, kumbayah, at last. A brief look around the world  tells us not to hold our breath but that knowledge is just not going to affect the classroom or newsroom. No, because “now is the time for us to be capable of reviving the classical idea of the cosmopolitan, universal citizen, with very clear rights and responsibilities, that entail a planet-wide commitment.”

And in the Brave New World connection that you just could not make up, here comes Aldous’ brother Julian as the inspiration for this 21st century vision. A vision that explicitly targets “our value system” as UNESCO and ISTE inform us that “We are calling for a global, evolving humanism, in the words of Julian Huxley.”

Do tell. And I will. More in the next post.


 

Inventing the Education of the Future By Insuring Planet-Wide Activity to Produce Unified Outlooks

Last week EdX announced that 15 more colleges and universities had joined its vision to offer online degrees. What caught my eye about the announcement was that one of the colleges, Davidson, a perennial Top Ten US News institution, had announced last fall that the Duke Endowment was paying it $45 million to “boldly” remake the nature of liberal arts education. So when Davidson’s part of the EdX announcement focused on the “transdisciplinary” nature of its new focus I decided I was looking at what we lawyers call a “defined term that is dangerously missing its actual definition.”

What I found is relevant to everybody everywhere. Whatever your interests. Because the search for that Transdisciplinary definition led me to the manifesto for implementing Agenda 21 and economic, political, and social visions first laid out at the 1992 Rio Earth Summit. In 1994 the first world congress on transdisciplinarity was held in Portugal. Its purpose was to lay out how to get the desired mentalities to evolve via education. This is all part of what UNESCO calls its Culture of Peace Project.

In 1996 UNESCO issued its vision for elementary and secondary education globally–the DeLors Report “The Treasure Within.” It laid out the four pillars of a new kind of education: learning to know, learning to do, learning to live together, and learning to be. It is based on UNESCO’s idea that education in the future should rely on what it viewed as in “the case of human beings, the decisive ‘ingredient’ is their mental and personal disposition to trust, share, negotiate and collaborate.” And that education in the future should cultivate that quality to “produce unified outlooks.”

Yes that is the origination of all that Group Project push but K-12 is not today’s focus. Remember I am using international documents that were created before the K-12 implementation in the US stalled and became partial in light of the outcry over outcomes based education and School to Work and nonacademic standards from the various disciplines like history and English and math. So we have the DeLors vision that I believe moved into the IB curriculum when those rocky shoals developed and Al Gore lost the election in 2000. The K-12 Transdisciplinary vision hid there waiting for another US President to come along and reignite what was called radical education reform in the 90s when all these documents were created. But the DeLors vision of K-12 rolled forward in other parts of the world.

But UNESCO in the 90s did not have a crystal ball and it knew what kind of complete cultural shift it sought. Basically the same one the World Orders Model Project also sought starting in the early 70s that I explained here http://www.invisibleserfscollar.com/reorienting-world-order-values-via-the-intervention-of-activist-education-and-progressive-politics/ . I am not throwing out the term Marxist Humanism to be provocative and I have made the case in every post between that one and this one. Other entities have pushed and are pushing similar visions.

But the history of the latter part of the 20th century and education especially only makes sense when you realize that the bounteous wealth created by prosperity in the West was and is coveted for redistribution. ICT-Internet Communications Technology–has been assumed by plenty of MH theorists all over the world to be the long sought technology that could make widespread leisure a possibility if only people could be made to share. And the best way to force people to share is to use education to create new values and mindsets and beliefs. A widespread belief in an impending crisis would also help.

So in 1997 there was a conference in what must have been, as usual, a lovely setting, in Lucarno, Switzerland on the next step after the DeLors Report. The Transdisciplinary Evolution of the University was the topic. But the report issued was far more encompassing than just the higher ed component. It’s basically the blueprint for all the UN pushes that have become so controversial in so many areas. It is THE manifesto for what has come and is coming through related (if you track from the UN backward) initiatives like the US Common Core or Living Cities or Green Growth or the Regional Equity Movement. You name it and it is probably there. As usual I am giving the precise name to allow for searching but not a link since that would take it down before many of you can read this post. At the moment it is on multiple servers in multiple languages.

Called “Educating for a Sustainable Future: A Transdisciplinary Vision for Concerted Action,” it was created as part of UNESCO’s call to action from the Rio Summit to implement Chapter 36 of Agenda 21 to gain the desired global social, economic, and political changes in structures and institutions and especially people’s mindsets, personalities, and values. As usual it was a call to action for the levers of the sought revolution and biosocial evolution–“the multiple partners and broad community of stakeholders in the educational enterprise.” No, they apparently don’t mean parents or taxpayers.

The really nice thing is the report tells us the truth about Sustainability and acknowledges that “sustainable development is an amorphous concept, intended to be:

“an emerging vision…In truth, it is as much an ethical precept as a scientific concept, as  concerned with notions of equity as with theories of global warming. Sustainable development is widely understood to involve the natural sciences and economics, but it is even more fundamentally concerned with culture: with the values people hold and how they perceive their relations with others. It responds to an imperative need to imagine a new basis for relationships among peoples and with the habitat that sustains human life.”

And education, K-12 and higher ed, is how you get those new values. Especially holistic education that targets the Whole Child, emotions as well as knowledge. Particularly if you get to make education about real world problems to be engaging and relevant. And you get to supply the Big Ideas and Conceptual Lenses that students will then use to guide their daily perceptions. It’s an essential part of How to Change and Guide Beliefs 101. And grounded in feelings instead of much actual facts makes those beliefs integrated. Hard to change later. Whatever the reality.

So not only is education globally the recognized vehicle for social and economic change, the idea expressed is that “not only can it inform people, it can change them.” Yes, that does make all that behavioral data being scooped up via computers in the Digital and Blended Learning K-12 emphasis all the more important. That is part of what EdX and the MOOCs are also doing in higher ed as we will discuss in the next post.

In the mean time all these visions are attached to a recognition that education is essential to “a vision of society organized in a new way.” Which all my recent posts have laid out in detail as the vision attached to education reform. UNESCO and politicians globally know that “societies need to be convinced of the need for sustainable development, in order to show their capacity to devise solutions to the problems confronting them.” A recognition that of course always comes down to a belief that direction from governments at the federal, state, and local levels and international agencies are an essential component of every future economy. Despite the reality that government-centric economies in the past have gutted mass prosperity. Cronyism inevitably abounds. See IRS Scandal.

So here is education’s UNESCO-assigned mission in the 21st century globally:

–“bring about the changes in values, behavior and lifestyle that are needed to achieve sustainable development, and ultimately democracy, human security and peace;

–disseminate knowledge, know-how and skills that are needed to bring about sustainable production and consumption patterns and to improve the management of natural resources, agriculture, energy and industrial production;

–ensure an informed populace that is prepared to support changes toward sustainability emerging from other sectors.”

That would translate roughly into students who no longer have Axemaker Minds or unapproved knowledge. Who have what UNESCO calls a Common Ethic or a “new global ethic that transcends all other systems of allegiance and belief, which is rooted in a consciousness of the interrelatedness and sanctity of life.”

It is also the cultivation of attitudes of servitude and what I would call sheepdom.  Willing to move with the herd and not stand apart.

I find this to be an appalling vision for the future. Especially one being delivered largely out of sight by college professors and administrators in higher ed and education professors and School District administrators and Principals in K-12.

With an attitude of “there are promotions and lucrative contracts and grants available if you push this.”

The Education for a Sustainable Future vision actually seems civilization crashing to me. Which UNESCO turns out to agree with. They believe the next resulting civilization will be the peaceable one.

If they are tragically wrong, who will give the tuition or tax refund?

 

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

The full quote was Change Producing Levers and it bemoaned their current disassembled status. But that was decades ago before education doctorates became about implementing Marx’s Human Development Theory in the schools and classrooms. And before all that psychology research from the late Soviet Union got rolled into pedagogy as we have discussed several times. And before Cultural-Historical Activity Theory, grounded in Hegel and Uncle Karl’s hope that man could change himself and his values and external conditions through practical activity in the world, got renamed to pitch to parents as student centered or project based learning.

Honestly I was a history major and I have spent the first five decades of my life not giving the disgruntled German revolutionary dreamer much thought. Especially since I wrongfully assumed it was a tired old defunct ideology anyway. But it just kept coming up as I charted what the real Common Core implementation, the one compelled by degree programs and actual definitions and the accreditors and laws and regs no one else seems to be reading, looked like.   So I dusted off my Phi Beta Kappa key for inspiration and rubbed it like a charm for good luck, shook the cobwebs out of my non-student brain, and dove into what turns out to be a still vibrant world of Marxist scholars looking for our answers. Especially why I kept seeing references to some unpublished 1844 manuscript that was still supposedly a vibrant vision for the future. The 21st century future.

I started with Gar Alperovitz’s new book that had struck me as fitting a vision of a small “c” communist future. That insight then pulled up economists Richard Wolff and Stephen Resnick lecturing and writing away in an inspired way that showed no signs of being a defunct ideology. In fact they have said there are more Marxists today teaching in American colleges and universities than ever. I believe them but it also suggests that our collective guard is down about something that is still a real but unappreciated threat. If educators in higher ed and K-12, especially administrators, are committed to reorganizing our society and economy around Uncle Karl’s belief that:

“In a properly human society, we would find our freedom through our relations with other human beings. A proper human life is one which is lived, at least in part, for the sake of others.”

And no, Karl was not referring to spouse, kids, and friends. But that does read remarkably consistently with what is called Kohlberg’s Theory of Moral Development and the Universal Love Principle which we encountered in Hong Kong and all through teacher training in the US. http://www.invisibleserfscollar.com/using-education-to-shut-down-free-choices-and-then-redefining-as-personal-autonomy-orwell-lives/

So lucky me tackled several books by NYU prof Bertell Ollman that were quite enlightening on how important it was to Uncle Karl to provide the Concepts of Understanding that would then filter daily perceptions. Check. We had rather noticed the omnipresence of conceptual frameworks and how the planned assessments are tied to those supplied Enduring Understandings and Understandings of Consequence. And Harvard Project Zero’s CORE–Cognitive Reorganization. So the lineage goes back to how to spark an inner change at the level of the mind and personality. That will then ramp up the motivation to take action to change the world.

Another enlightening prof I tackled this week from London was Jonathan Wolff. His insights may also help explain why Bill Ayers goes running around declaring himself to be a small “c” communist apart from a propensity to be obnoxious. Wolff quoted from The German Ideology where Karl wrote that “communism is not for us a state of affairs which is to be established or an ideal to which reality will have to adjust itself. We call communism the real movement which abolishes the present state of things.”

A quote to keep in mind as education and other degree programs trumpet their purpose of creating Social Change Agents. And with education reforms globally admitting their purpose is wholesale social, political, and economic change. Away from the concept of the individual and the primacy of the rational mind. And before we really dive into our Uncle Karl Scholarship 101 Cliff Notes version dialogue, remember how I have told you several times that the accreditors all over the world answer to UNESCO? That accreditation is actually being used as a driver of cultural and noetic change in higher ed, graduate programs, and K-12 and that the standards tie to what we have identified as the vision of Humanist Marxism we discussed two posts ago?

Well it now turns out UNESCO actually has a division called MOST–Management of Social Transformations–that ties to virtually everything controversial that I have ever written about. Including the Belmont Challenge and International Human Dimensions Programme–IHDP– that Paul Ehrlich has bragged will fundamentally alter human behavior. I mention both of those programs again because they are operational right now with far-reaching visions of global change. Especially to citizens of the world’s only superpower. See the tags on right to find those posts if you have never read them.

Now we come to Princeton political science prof and Sovietologist, Robert Tucker. He wrote a 1961 book called Philosophy and Myth in Karl Marx. Now Professor Tucker had little use for Karl’s economic vision but he believed that:

“the aspect of Marx’s thought that is most live and relevant to the concerns of men in the contemporary West is the purely utopian aspect, the part relating to the post-revolutionary future…his vision of the future world was, if not scientific, at least rather prophetic of real possibilities. Marx’s concept of communism is more nearly applicable to present-day America, for example, than his concept of capitalism.”

That quote calls for both a deep breath and a sit down and gulp reaction. 1961. Especially as Tucker goes on to make the point that is so critical to the education reforms that commenced all over the West in the 1960s. Prompting outrage from the get go but never accurately perceived. The sought revolution is not military confrontation and it needs no pitchforks. “The world revolution would be the universal act of human self-change.” If that’s not clear enough, Tucker goes on:

“The revolution involved is not a political one but rather a revolution of man’s attitude towards himself and the purposes of his existence, a revolution of values.”

And if that is not clear enough Tucker goes on to say the sought change is “psychological” and “a moral revolution within the self”. This Growth (as in each student in the federally mandated teacher evals) is the “outcome of a gradual process” (like over years of collected data now starting in preschool). If you wonder why the ASCD is pushing the Whole Child as an essential component of the Common Core and why every one with any power over the classroom is decreeing a social and emotional learning focus, we need go no further than Tucker’s insistence that the revolutionary change needed to target each person’s personality. As Tucker wrote graphically: “it is only there, and by the individual’s own moral effort, that the egoism can be undone and the revolutionary ‘change of self’ achieved.”

Now I am not trying to spook you but those passages accurately describe precisely what is being targeted. And now we know for sure why. And for most of us the terms Marxism and Communism are bounded by visions of the Kremlin and Mao and Stalin. We remain dangerously unaware of the real threat to the West from Uncle Karl’s philosophies. And how it can come in and create the desired, revolutionary changes in values, attitudes, and beliefs without notice. And at a psychological level within the student.

The year after Tucker’s book many of leaders in the Behavioral Sciences in the US visited the USSR on an officially sanctioned trip to look into the psychological research being done there. Ralph Tyler and BF Skinner were both on that trip and Skinner kept a diary. And Ralph Tyler came back and basically wrote the legislation that launched Title 1 and the massive federal involvement in US education. And Skinner pushed the operant conditioning potential of education, especially if tied to the computer. And in 1965 federally funded research began to change the nature of the colleges of education to make Behavioral Sciences the focus. Others have written about that BSTEP program and the revolution it controversially ignited.

But not in the context of Tucker’s book about where the real communist, little c, revolution needed to begin.

I will leave you to mull all this over. But I will add that all the economic and social transformations we have encountered in post after post that all seem to be different names for the same vision are all consistent with this little c vision of the economic future and social citizenship.

Oh, one more thing. Robert Tucker turned out to be the father-in-law of Robert English. You know who wrote the 2000 book that gave the award-winning, officially sanctioned story of how Gorbachev’s New Thinking was actually the Marxist-Humanist thinking?

Small world, huh?

 

Viewing a CORE Decree, Cognitive Reorganization for All Students, As Modern Day Spoliation

In October 1997 the lead professors in what became the Understandings of Consequence (UoC) Project and RECAST work on restructuring students’ assumptions on causation wrote a very interesting piece called “Teaching Intelligence.” Published in the American Psychologist, it laid out the CORE vision of what precisely needs to be reorganized. I am going to show how the reorganization goals dovetail with aspects of the Common Core implementation I have already mentioned. And the CORE Cognitive Reorganization is Transdisciplinary. It is not the content of the disciplines to be learned anymore but the opportunities disciplines like history or science provide to create dissonance and mediation. CORE recognizes that “reorganization is most likely when learners become aware of the strengths and problems of their current beliefs, understandings, and thinking patterns.” Just what we all send children to school to have go on.

And then barely six months later the first of the listed UoC NSF funded projects began. Called “The Challenge of Developing Systems Thinkers: How Misconceptions About Complex Causality Contribute to Fundamental Problems in Scientific Learning,” it was headed up by Perkins and Grotzer. It leads to the current UoC work described in the previous post. Now for all of you who are finding this damning so far but wondering what this has to do with leaving food out of the refrigerator, I did not mean that kind of spoliation. I am using the term as what the Italians called spogliazione. But then European countries that remember feudalism and absolutist rulers like Napoleon have understood state directed plundering of the productive classes for centuries. And they call it Spoliation. And talking about it for a minute using quotes from across the Atlantic and across the centuries should go a long way towards answering that Number 1 most asked question when reading my posts: “But why? What a waste.” Indeed. Spoliation and with lots of precedent.

All these economic philosophers understood well the tendency of “the immortal state, the state that does not fulfill its primordial duties [the protection of personal liberty and property] but makes itself the center of intrigues, of favors, of transfers of wealth.” And what do Digital Literacy and all those Green Growth schemes have in common with what concerned the 19th century so much? They all understood the need for some type of bulwark or governments will be ever-expanding since:

“the beneficial effect of State intervention, especially in the form of legislation, is direct, immediate, and, so to speak, visible, whilst its evil effects are gradual and indirect, and lie out of sight.”

For that reason, there has always been a battle throughout history between “privilege, secret interest, political advantage, everything that is capable of coveting”–what we today call rent-seekers and the great mass of consumers and taxpayers who pay the bills and have no lobbyists in DC or the state capitol. That’s not an anti-government rant but a historical observation. And quite relevant to what is being sought now in the 21st century in the name of education. Thinking is being reorganized and false beliefs are being fostered precisely to gain people who either will not notice manipulation or who will regard it as necessary in pursuit of a greater goal or averting a supposed catastrophe.

It is in that light I want to give you a heads up that RECAST and CORE are very much a part of an organized effort to supposedly shift humanity away from a selfish philosophy of knowledge to a so-called altruistic philosophy of wisdom. No of course nobody told us since we might have objected. Laid out by UK professor, Nicholas Maxwell, in his 1984 book From Knowledge to Wisdom: A Revolution in the Aims & Methods of Science the philosophy of wisdom stance can be clearly seen in Common Core’s push that curricula and assessments be about solving real world problems. It is very much in line with what we saw in the Appreciative Inquiry posts.

Under the philosophy of wisdom, education must “give absolute intellectual priority to our life and its problems, to the mystery of what is of value, actually and potentially, in existence, and to the problems of how what is of value is to be realized.” Which of course, individuals cannot accomplish alone. They will need public policy to aid them in “cooperatively solving” the “common problems of living.” It’s no accident that in the back of the book Maxwell cites groups interested in the social responsibility of science as supporting the philosophy of wisdom. And the environmentalists. And something called Science in a Social Context. And UNESCO. This is a rent-seekers dream and very much consistent with one of Uncle Karl’s best known quotes which Maxwell cites approvingly: “The philosophers have only interpreted the world, in various ways; the point, however, is to change it.” The philosophy of wisdom does that even when it is going by other names.

Which gets us back to CORE and RECAST. I don’t think it is coincidental that Maxwell cites John Dewey as a major devotee of pushing the synthesis he called the philosophy of wisdom. Nor do I think it is coincidental that what CORE and RECAST are getting at is  what the 1971 book Inquiring Man called a radical new idea. Where “educational growth is not the accumulation of more and more pieces of information, but the development of an increasingly complex structure for organizing and inter-relating ideas.” Doesn’t that sound familiar? Like being a Systems Thinker? Or seeing race and class oppression as causes of any dissimilarity in life circumstances?

What Thinking Intelligence described as “helping learners reorganize their thinking around a more powerful pattern.” Pre-supplied by the ever helpful teacher seeking “transfer” through “thorough practice with deliberately diverse cases.” In other words, nothing really in common except being told there is a causal relationship. Find one. Make it up. Negotiate with the rest of the class for possibilities. Learn to think through abstractions NOT grounded in facts. Ascend from the Abstract to the Concrete of everyday life.

Learning to think ideologically until it becomes a habit of mind and hiding that desired widespread practice as “higher-order thinking.” Teaching Intelligence explicitly mentioned five areas of “cognitive reorganization (CORE categories): strategies, metacognition, dispositions, distributed intelligence, and transfer. We have already talked about transfer today and in that Yrjo Engestrom post. For metacognition it is intimately bound up in the real definition of college and career ready. It also explains why CCR architect, David Conley, sought to rename noncognitive skills as Metacognition. Laid out here  http://www.invisibleserfscollar.com/now-more-than-five-years-into-an-attempt-to-help-organize-a-near-total-revision-of-human-behavior/

Strategies “reorganize thinking by providing patterns to follow that work against the defaults.” Like complex causation and systems thinking in general. Dispositions “emanate in part from underlying beliefs.” Well luckily there has been no organized attempts to foster any false beliefs. The paper then cites Vygotskyian scholar Carol Dweck without pointing out whose work she is so fond of. Today she is better known for her work on Growth Mindsets and Fixed Mindsets. Her books and passages are not only being assigned to teachers but I know for a fact they have been assigned in Honors English classes this school year. Of course the Chair of that English Department had a newly minted Masters from a Vygotskyian-oriented program so that may explain the determination to move fast.

Thinking dispositions “consist of both sensitivity and inclination.” They are what John Dewey called “habits of thought” and they reorganize thinking “through the sensitivity to detect occasions that call for a particular pattern of thinking and the inclination to follow through.” Again all this in an environment where teachers are not to teach factual content. And being told you have a fixed mindset at a tender age seems like such an insult. Must change.

Distributed cognition gets at “team thinking” and the use of cultural tools like computers. It also stresses “teleconferencing [to] allow the pooling of expertise and collaborative brainstorming.” Have you heard about mental mapping? This is where it comes in– “extensive use of graphic organizers-diagrammatic ways of representing evidential and other relationships that provide both physical and symbolic support.”

All of this is designed to force students to see the world not as it is. But as people with a political agenda for education, who actively seek to transform society to cause a shift to a centrally planned economy premised in a welfare state/ social citizenship structure, wish the students and future voters to see the world. All going on at the same time Europe is coming to grips with the perverse incentives and financial Unsustainability of so many of the programs this type of education was intended to promote. None of which is part of the sales pitch for the Common Core or its continuing propaganda campaign.

I guess everyone is hoping that the Cognitive Reorganization in enough voters will be a  done deal before enough people grasp what has happened. And by then it will be too late.

I can just hear it now. “What do you mean the Common Core assessments were not actually tests and were not monitoring knowledge of facts?”

A West that couples low information voters to voters who live at the expense of the State and then adds voters who have undergone years of this ideological reorganizing of thought patterns will be dysfunctional at virtually every level.

And every bit as toxic as the spoliation that occurs without refrigeration.

Viewing Education as the Prime Lever for International Social Change: Community Organizing Everywhere

No I did not add that reference to community organizing as a provocative means of grabbing your attention. Yes I do know that it was the past profession of the current US President and it’s not an area I knew much about. Until about a week ago when a book from the political theorist I kept seeing cited in the footnotes of so many of the books and reports I was reading came. If his was the political vision that went with these education, social, and economic “reforms,” I thought I’d better check out precisely what that vision was. His name is Harry Boyte and the 2004 book was called Everyday Politics: Reconnecting Citizens and Public Life. Boyte lays out his vision for the future direction of society in terms of a “cooperative commonwealth” where citizen groups organize and work together with governments at all levels to identify and solve society’s problems.

I do not find Boyte’s vision to be especially workable but it is the vision of the future that is attached to the real Common Core once you tiptoe through those all important implementing footnotes. Boyte sees a reenvisioned education, K-12 and higher ed, as central to his goal of creating a partnership among citizens and government. He quotes Jane Addams in terms of how to best spread his vision of an Everyday Politics:

“We are gradually requiring of the educator that he free the powers of each man and connect him with the rest of life. We are impatient to use the dynamic power residing in the mass of humankind, and demand that the educator free that power.”

If that sounds like John Dewey, yes we do seem to refighting the issues of the 20th century again in the 21st century. Again, there’s a reason Addams sounds like Dewey. They were both colleagues and friends back in the 1890s Chicago. Old theories do not die in politics or education. They just get renamed for another try regardless of tragic histories.

Boyte wants to use education in the 21st to “reinvent the role of productive citizen and the politics to express it.” Otherwise, “public life is unlikely to improve.” And what precisely does he intend to do? Here’s his precise plan:

“If we are to renew democracy through everyday politics, five things are needed. This first is conceptual: we need an understanding of the commons as something created and sustained by human beings, not simply given. The other four are practical. We need to develop public policy frameworks for productive citizen-government partnerships in problem solving. We need sustained culture-changing organizing in mediating institutions [bolded to make sure everyone recognizes he is referring to preschools, K-12 and colleges and universities], including the addition of everyday politics to political parties, issue groups, and other structures now dominated by experts. We need to understand popular culture itself as a crucial site of democratic organizing [somehow I think Hollywood got this memo long before us and maybe some network execs and newspaper editors]. And we need to develop learning partnerships that spread everyday politics on a global scale.

Boyte mentions Peter Senge and his idea of the learning organization for both schools and businesses admiringly in his book. He also advocates a systems approach. Which is really fortuitous because on July 4, 2012, Senge,  Robert Kegan of Harvard, Michael Fullan (Canada’s premier Driver of Education as Social Change) and others delivered a report to the Hewlett Foundation–that well-funded driver of Deep Learning as the real purpose of the Common Core that we have discussed several times. The report was called “Lessons of Systemic Change for Success in Implementing the New Common Core Standards” and it fits right perfectly with getting to Boyte’s vision of everyday politics with new guiding values and concepts for each student and adult.

The report envisions teachers and students developing and growing initially through classroom experiences that will take them through new stages of awareness and behaviors. Going from the initial Internalized Stage to the Socialized stage is to cause the students and faculty to develop deeper connections with each other. This transition is considered to be critical to “effective education” under the Common Core, which has a definition the parents and taxpayers are not being told about–“social interactions between adults and students and among adults.” Those of you compiling a glossary of unappreciated definitions will also want to add Community of Learners and Professional Learning Communities to the list of terms use to describe this interactive web of relationship learning.

Next stage (3) according to the report is called Self-Authoring or Empathetic but that’s not where they want students or adults to stop. As an Education for Sustainability report noted, empathy is not enough because it may not provoke action to change conditions and structures. It is thus important that education in the future “provoke outrage” about real-world problems. Those same problems that are to be the focus of the assessments of student performance under the Common Core. How convenient.

The last Stage is called Self-Transcending. Schools now will be looking to students and adults to commit to “personal transformation” and a willingness to confront and then “cultivate one’s mind-body system and strive to move on to the higher stages.” No I suspect that the public descriptions of what is going on will not be that graphic which is why it is so important to read the underlying blueprints and theories behind the sought school changes. The Hewlett report itself has a chart that describes the “self-transcending stage” as the level that sees school “as a vehicle for societal transformation.” Which is once again left off of the monthly newsletters from the school and district. Also left off from public discussion of the planned vision are a classroom that wants students to “maximize mutual learning and co-creating desired futures.” Based on feelings and wishes and maybe some fairy dust to boot but virtually no accurate knowledge of the past or how the world really works or how we came to be where we are in the 21st century. Apparently knowledge impedes imagination to co-create the future.

Our Self-Authoring striving towards Transcendence student is to seek “deeper awareness.” Just what you want when you put them on the school bus in the morning or drop off a loved one–“the capacity to interact and respond adequately with sensitivity and pertinence to the circumstances, situations or events that arise moment after moment.” And if this systemic/developmental vision of the Common Core does not sound creepy enough, non-progressing students and adults will have the reasons for the “blockage” examined so a remedy plan can be implemented. Individualized learning indeed.

This is the sought and planned reality behind the “student-centered” classroom mantra. The report goes on to inform all the adults, from teachers to principals to Supers, that it is the “fundamental task of leadership at all levels”–that means preschool and college too–to make sure all students “see the larger system of which they are a part and seek higher leverage strategies that address forces in these systems.” Not based on knowledge which is to be little and far between but grounded in feelings and affective beliefs about how the world works.

This is where all the references to hands-on learning and experiences become important and all the references to service learning and civic engagement come in. The best way to move students and keep them at these described higher levels of consciousness is to move them into community activities outside the classroom where they can work to solve real problems. And get primed to both practice Boyte’s everyday politics and to demand as Zuboff and Scharmer envision a different kind of economy to meet everyone’s needs instead of personal choices.

I wish I could tell you I am stretching here to try to provoke you into action on opposing the Common Core but honestly, if anything, this post still underplays just how radically transformational the attached visions of the future really are. I did not go looking for a reason to oppose the Common Core. I went looking for a reason for all the discrepancies between the rhetoric about the Common Core and the reality laid out in regulations and reports and waivers and books by the theorists being cited for support.

I am going to close this reality based thunderbolt revealing the real aspirations for change with a quote Professor David Orr used to describe his reasons for pushing the ecological education and Slow Knowledge that are attached to the actual implementation coming to a school near you. If it is not there already. Damaging and unknown to the public funding it. The words come from EF Schumacher:

“Education which fails to clarify our central convictions is mere training or indulgence. For it is our central convictions that are in disorder, and as long as the present anti-metaphysical temper persists, the disorder will grow worse. Education, far from ranking as [our] greatest resource, will then be an agent of destruction…”

The real Common Core is about new values and mental models and those central, motivating, convictions. And they will not be based on what the student brought from home or what has EVER created mass prosperity in the past. And even the relatively few who are aware, much less concerned about the Common Core, are unaware that the actual common core involves an internal redo of everything we hold dear.

Out of sight. Remaking those minds and Personalities.

Nothing As Practical As a Good Theory For Gaining Access to Action Research

If a political theory gets you grant money or a job at a foundation, it “works” whether it is true or not. And puts its creator in a position to drive social change. The same is true with a learning theory. It does not have to be grounded in how kids actually gain knowledge if imposing it on a classroom will change future behaviors of soon-to-be voters in desired ways. Or might. That’s the great thing about action research theories. You impose them in real-life situations and see what happens. And you call them “research-based” to add an additional touch of legitimacy. Slyly leaving off the key point that the research is yet to come.

We already encountered Anthony Giddens saying it did not matter if global warming theory did not turn out to be factually true. That the theory itself would drive desired changes in individual behavior and social and economic changes. German sociology prof Ulrich Beck was even more forthright in declaring CAGW theory created a basis for a post-Berlin Wall Metamorphosis of the State all over the  traditionally capitalistic and individualistic West.

Social science researcher Kurt Lewin is the one who made the observation that there is “nothing as practical as a good theory.” He is considered the Godfather of all political theory action research and is intimately involved in what education pedagogy has become. Culmination of his life work you might say if you look him up.  The fact that he is quoted by name as a justification that:

“in order to learn how to sustain the development of the whole of humankind, individual human minds develop new mental models that can be used for representing worldviews in innovative ways. One way that knowledge of a global view of the world can be enhanced is through the use of systems thinking, from which merges the concept of global interdependence.”

Now the part in the next section about systems thinking being a useful metaphor and not literally true gets left out when systems thinking comes to a classroom. There it takes on its intended function of creating new mental models and worldviews. By the way that IB presentation I mentioned in an earlier post recently had multiple slides on creating new worldviews. It was the purpose of the Critical Thinking and Global Citizenship emphasis.

The disturbing fact that these new mental models and worldviews are intended to use education to drive a Biosocial Evolution should give us pause. So should the reality that I pulled the language from a UNESCO Encyclopedia of Life Support Systems (EOLSS). Especially as the National Geographic Society is helping to draft the Chapter called “Global Interdependence and Biosocial Systems.” It’s not like NGS is involved also with the drafting of the new US Common Core Science Standards.

That’s us. A biosocial system. And the introduction of such systems thinking into the classroom likely will not have the intended effect but it will alter values, beliefs, emotions and perceptions. That highly useful foursome to change future behavior. Just like Paul Ehrlich says his MAHB is more than five years into doing. Now Paul Ehrlich has a history of outrageous predictions of future calamities that never turn out to be true. I have noticed a tendency recently to mock his predictions and ridiculous statements on Twitter and in books and publications. It can make it easy to forget that Ehrlich’s theories do not have to be right. They are not intended to be. What they are intended to be is Influential. To become the excuse for someone’s desired change. That Metamorphosis of government power over people and an economy and the political structure. And in those domains his theorizing seems to be working splendidly.

That’s also why the influence of his Stanford colleague psychology prof Albert Bandura on the classroom implementation of the Common Core in the US and education reforms globally matters to all of us. That would be Bandura who is now trumpeted as the most cited living psychology prof. It appears we have located MAHB’s how to fundamentally change human behavior via UNESCO’s sought global education reforms. It is Bandura who Ehrlich and Orenstein thank first in their Humanity on a Tightrope book. Bandura is intimately in the hyping of overpopulation with Ehrlich. He and Ehrlich were working together to get the Palo Alto schools to study how to motivate students to cut greenhouse gas emissions. Oh and Stephen Schneider too for those who know his work. And if you wonder if he hypes quite as much as Paul I suggest locating Bandura’s 2007 “Impeding Ecological Sustainability through Selective Moral Disengagement.”

Not like access to the classroom would give a means to do something about Moral Disengagement on this issue in the future. That’s Bandura’s Self Efficacy Theory by the way creating a new theory for equity and student success in the Classroom that I described in this post. http://www.invisibleserfscollar.com/self-efficacy-cultural-proficiency-training-critical-reflection-and-change-agency-development/ Based on that 2010 Framework created by California Tomorrow to become a national template. That’s also his theories involved when I wondered why the Facing History theory taught students that “history is largely manmade” even though that is clearly not true. Described in this important previous post  http://www.invisibleserfscollar.com/changing-the-filtering-perception-the-way-we-see-the-world-is-key/

Stressing the idea that each person can make a difference turns out to be based on Bandura’s Social Cognitive Theory. He has discovered it encourages motivation to take action if students believe they can manage fortuity as he calls it. So he has developed theories of Social Agency to encourage students to take action, individually and collectively. So Kurt Lewin was right. Good theories are practical means of  trying to change the future in Transformative Ways. And it is important that we remember that and not get caught up in the falsity of the theory.

Now if Bandura’s influence was limited to what I cited above, it would still be important to write about. UNESCO and friends really are trying to use government mandates over education and what constitutes science and regulatory policy to drive a Biosocial Evolution. Why? Because it brings them power and money and justifies what they already have. A motivation about as old as Ancient Babylon and Eqypt if not just after the Garden of Eden exodus. No Bandura is much more influential than that. Which is how he came to my attention.

I have mentioned that Ed Week wanted to trumpet Fulton County, Georgia’s Conversion to a Charter System as of July 1, 2012. And that when I read that charter it clearly reflected the Hearts Desire of UNESCO for post-Berlin Wall education that I wrote about here.   http://www.invisibleserfscollar.com/values-and-vocational-creating-citizen-drones-via-education-worldwide/ . One of the troubling terms used repeatedly in that Charter was Life Skills. Clearly a defined term left undefined in the actual document so I went looking for the origination of the term. And I found it in a 1993 document put out by the World Health Organization, Division of Mental Health with help from UNICEF, TACADE UK, and funding from the Carnegie Corporation in New York.

The idea was that teaching everyday life skills would promote mental well-being and positive health behavior. Something to keep in mind now as social and emotional learning are being trumpeted as necessary post-Sandy Hook “mental first-aid.” These Life Skills for Psychosocial Competence are listed as “Decision making, Problem solving, Creative Thinking, Critical Thinking, Effective communication, Interpersonal relationship skills, Self-awareness, Ability to empathise, Coping with emotions, and Coping with stressors.” The actual document goes on to describe each of these in detail. Leaving no doubt that Life Skills for Psychosocial Competence is the less politically correct name for what are now being called 21st Century Skills. Which is not just a controversial US push under the name P21. As I mentioned in the previous post it is global under the name ATC21S and tied into what Pearson will actually be assessing students for. That will be the next post. I promise.

Today we are talking about Ehrlich and Bandura and the usefulness of theories in driving attempts at social change. Which is why the following paragraph from that WHO report is so important. Not just to education’s real intentions globally. Since its intended purpose is to change future voters from the inside out on what will motivate them to take action and how to behave in the future. That’s really how you get Transformative Change. Here goes:

“The methods used in the teaching of life skills builds upon what we know of how young people learn from the people around them, from observing how others behave and what consequences arise from behaviour. This is described in the Social Learning Theory developed by Bandura (1977).  In Social Learning Theory, learning is considered to be an active acquisition, processing and structuring of experiences. It is this emphasis on the individual as an active processor of reality that lies at the heart of the conceptual basis for teaching life skills using active, learner-centred teaching methods.”

So the actual classroom implementation of what is being called Common Core in the US and Quality Learning and what goes under a variety of names in other countries all ties back to what was laid out in this WHO document in 1993. That ties into what every UN agency wanted before and since. That ties into Ehrlich’s declarations. And the measurements to be used to determine if this is in fact what is going on in classrooms. And the Effective Teacher evaluations. Yes I do have all the relevant documents.

So never ridicule an influential theory or theorist until we successfully defuse those who plan to impose those theories on us anyway. At our expense. Short term financially and long term culturally.

 

Isn’t It Political Sabotage to Use Education to Eliminate the Assumption that Students are Individuals?

Yes I am in a feisty mood today. I am angry at the level of deception and duplicity surrounding the actual Common Core implementation and where this is all going. Or was until some of these revelations. Those of you past a certain age may remember the 80s TV show “The A-Team” when George Peppard would put a cigar in his mouth, lean back, and with a grin say “I love it when a plan comes together.” Well today we really are taking a huge step towards unravelling a well-laid but nefarious scheme that involves Common Core but more importantly it involves education globally. And UNESCO. And the IB, International Baccalaureate Program, and its IB Learner Profile and concept of Global Citizenship as where Common Core is actually going.

I had intuited this from personal experience over the past several years but never thought I could prove it. Then Ed Week did a story right before Christmas on how Common Core was now emulating IB except that the Common Core was missing the IB’s focus on the affective or social and emotional learning. Well I was intrigued and annoyed. Fascinated that Ed Week would admit the link given the IB focus is on changing the individual to listed Personality Characteristics rather than knowledge. For the student to develop a desired Worldview that frames their perceptions of reality for a lifetime. But the typical person does not know that. And annoyed because I knew Common Core was just drowning in social and emotional learning. And Ed Week likely knows that too. I think they are angling for SEL to get an invitation to come in through the front door instead of the windows or through Executive Orders.

I tucked that annoyance away until I was reading David Conley’s 2007 report to the Gates Foundation on College Readiness and recognized just how much the listed characteristics mirrored the IB Learner Profile. And also the 21st Century Skills Movement. Doublechecking to see if I was right pulled up a September 2010 IB document called “Meeting the needs of 21st century learners: New Developments in IB Programmes.” Which sure did look like it fit the actual Common Core implementation I have been charting. Moreover, Harvard’s Project Zero is advising IB. That meant Howard Gardner and Csik’s Flow. And we have been chronicling what they say they are up to. Altering the future. Lots of that aspiration. In fact the new IB motto is “Imagine Education for a Better World.”

IB’s updated Learner Profile language too is quite reminiscent of what Paul Ehrlich and IHDP and Peter Senge all claim to be seeking via education. See what I mean?

“The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.”

IB just loves to push that “I am because we are” theme, claiming it is an old South African expression. And its elementary program, PYP, has an educator in 2012 proudly proclaiming that “our students no longer see themselves as the centre but as part of the whole. The change is inspiring!” Yes and Peter Senge, who IHDP views as one of their favorite futurists and a useful Statist aider and abettor calls that Systems Citizenship. I wrote a post about it in horror. http://www.invisibleserfscollar.com/develop-learners-who-think-and-behave-and-view-themselves-as-systems-citizens/

When I went online to check to see if IB was touting a connection to the US Common Core up came the Hunt Institute in NC which is putting out so many of the Common Core training videos for teachers. They had put up the Ed Week story on IB as proof that the Common Core reflected “World-Class Standards.” So IB=World Class Standards. Time to track IB some more. Which is what I did. Arne Duncan in his Equity/Civil Rights drive would be pleased to know that IB is changing its programmes to make them more accessible to all students. Called “Valuing All Learners” it is intended to allow for the inclusion of special needs students in everyday classrooms for all kids. Just change what counts as learning!

Then it turned out that Professor Martha Nussbaum is an advisor to IB talking about Critical Thinking and the problems of our current economic model. More links to Chicago! She wanted IB attendees to know she did not hate business. She merely believed “a human face needs to be attached to our economic system by the teaching of critical thinking and global citizenship.” I think Riane Eisler called that a Caring Economics in our new 3 R’s post. Nussbaum wants education and society to produce more “people who are prepared to live with others on terms of mutual respect and reciprocity” and fewer of the people “who seek the comfort of domination.” Well, honestly, the solution for that is not to make sure nobody knows much and is driven by feelings and intuition instead of facts. But, hey, I am not tenured. What do I know about how the world has always worked. That doesn’t really matter I suppose now that we have IB to recreate our Worldview for the future. More than one slide laid that out.

Now I could talk about IB over several posts but all the papers and slideshows I was downloading over the past several years certainly looked like the planned Common Core implementation if you take good notes. Then things got ever so much more interesting. IB put up its partners in research. They included the University of Chicago and Columbia University Teachers College. Plus the American Institutes for Research. Which might well explain why so many of the slides were from the US. Guess who else? EPIC–Education Policy Improvement Center, David Conley’s group. No wonder the definition of College Readiness reminded me of the IB Learner Profile.

And representatives from the UK and Canada and Australia and Hong Kong. Which would explain why there is so much commonality worldwide. It’s not just UNESCO although UNESCO helped create and fund IB initially. And IB in the last few years has again openly embraced the UNESCO vision of using education to obtain cultural evolution. Downloaded that pdf before writing this post. And IB and Martha are quite graphic in seeing IB education as a vehicle to “promote a humane, people-sensitive democracy dedicated to promoting opportunities for ‘life, liberty and the pursuit of happiness’ for all. Which sounds strikingly like the Second Bill of Rights push her old friend Cass Sunstein is touting for Obama’s Second Term.

I am going to close with two statements David Conley made in his 1993 book Roadmap to Restructuring that graphically laid out every aspect of what will be sought via education for transformation. His involvement in both IB and College Ready and laundering non-cognitive in 2012 is no surprise. Various Means to Still Sought Transformations that go far beyond education. What he said in 1993 as a statement that underlay all his visions and intentions for education that explicitly included OBE and systems thinking and communities of learners was that this was all an education for “a democratic society that rejects the social class system.” And the alternative would be a leveled society except for political insiders? That’s a caste system like the Middle Ages with no movement or mass prosperity.

The other complained of continuing “learning experiences predicated on assumptions of students as individuals.” There is nothing accidental about the communitarian emphasis to the definition of Career Ready or in the interdependence to be fostered by mandated systems thinking  or john a powell’s determination to destroy the concept of the unitary self.

I have said before that globally there is a recognition that the sought common core is changed values. A Global Consciousness. Values with a Common Good/Universal Love orientation. Now that it appears that the IB Learner Profile=Common Core in US and global classrooms we have to decide whether educators and politicians have the power to jettison the concepts of Individualism without our permission.

It turns out there was a very good reason for all that Mind Arson. Power. Getting it and keeping it. The real 21st century vision.

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

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.