Orchestrating an All-Encompassing Conception of the Legitimate Domains of Government Control over Individuals

If anyone managed to avoid the fury over this past weekend over the Obama Administration’s Transgender Bathroom decrees http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201605-title-ix-transgender.pdf and this http://www2.ed.gov/about/offices/list/oese/oshs/emergingpractices.pdf , you either have a set of headphones we would all like to acquire or you had a loved one just graduate. Most of the coverage and outrage is directed at imagining the physical intrusiveness of this edict. Occasionally we will get someone stating that this is not the role of the federal government. Reading both those releases though makes it quite clear that we have governments insisting they can command ‘citizens’ to defer to personal perceptions that disregard physical reality.

Let’s take a look at how useful that command ability is for those who have long sought to bring fundamental transformation to human societies, targeting what people value and how they must behave. Anyone think it is a coincidence that the sacred point for deference–personal perception–is precisely the point that the cyberneticists have wanted to control going back to those Macy conferences in the 40s? I just happened to have an essay from 1973 from Heinz Von Foerster (who edited the conference reports) telling researchers that “Since there are only 100 million sensory receptors, and about 10,000 billion synapses in our nervous system, we are 100 thousand times more receptive to changes in our internal than in our external environment.”

Is it any wonder governments have decided to target that internal ‘Simplex’ at a biological, neural level to gain the compliant citizens they (and their donor class like the Chambers of Commerce) want for the 21st Century? Refuse to believe me because it seems too horrible to contemplate? Let’s go looking for well-connected confessions from people at two places that have been ringleaders in these plans for us going back decades–MIT and Harvard. When I found out that in 1987 Stewart Brand wrote a book called The Media Lab: Inventing the Future at MIT, I got a copy.  The last chapter has a fascinating, matter-of-fact conversation with Peter Schwartz that called attention to something I warned about in the early days of the blog. http://www.invisibleserfscollar.com/why-the-world-makes-far-more-sense-if-you-add-dirigisiste-to-the-things-you-understand/

“Schwartz: No, I think most of the world still believes it is appropriate for the government to control what the people will know. It’s really quite amazing–to me at least, having grown up in the United States. Regimes everywhere are–a term that is not well known in the United States–dirigiste. French word. Literally, it means state direction. It isn’t socialism, it isn’t fascism, it’s essentially the idea that part of the central role of the state is to direct society–as opposed to take care of a few things and let everybody else take care of themselves, which is [was?] the US philosophy. Most every country in the world is in some sense dirigiste.”

Now even if I had not explained recently what Upravleniye meant or the Science of the Individual or the required state and local economic planning now in WIOA or the change and then monitor the mental models of each student laid out in ESSA–the new federal education legislation, anyone want to venture a guess as to which direction global education reforms emanating from the UN would be taking the US on the dirigiste template? But the MIT conversation was not over and the other speaker was Jay Ogilvy, formerly director of research of the Values and Lifestyles Program at SRI International. Now I know SRI used to stand for Stanford Research and was involved in a hugely troubling task force called Changing Images of Man among lots of other things. Let’s listen in decades later to what Ogilvy said to Brand:

“Ogilvy added: What gets me is how utterly inappropriate our basic economic categories are. We need to recast the concept of property for one thing, because in Marx’s terms property is by definition alienable: that is, unlike your elbow which is you and not yours, property must be transferable to another (alia equals other). I sell you the cow. You got the cow. I don’t have the cow anymore. I sell you information. You got the information. I still have the information. That’s one anomaly.

Another anomaly: intrinsic in information is the ‘difference that makes a difference’–to a receiver. So the condition of the receiver is an important part of whether a given signal is or is not information. Is it news or isn’t it news? Well, that depends on the receiver and the receiver’s ability to understand it. That’s not true of a ton of steel. It’s not true of a ton of wheat.”

Where else do we get such a chance to eavesdrop on insiders so we can recognize that we, and especially students with still malleable minds, are the receivers (author’s italics but my bolding) whose ability to understand needs to be manipulated at the internalized (see ratios above), neurological level. Still resisting? When I kept encountering references to the book Harvard and the Unabomber and the social science experiments it laid out going on at Harvard in the 50s involving some of the Macy Cybernetics conference participants, I decided I should read it too. Turns out the author Alston Chase had also graduated from Harvard in the 1950s and he was rather matter-of-fact as well about how “Psychology came to be seen as a powerful tool that could be used for good (when employed by an enlightened elite) or for evil (when used by Hitler).”

On the list of things the Enlightened forgot to mention was the “rise of psychology in public policy” because “the masses could not be trusted, or, as the historian Ellen Herman put it, summarizing the thinking of this time, ‘mass opinion was dangerous as well as fickle…[It] was a real threat to rational planning.” Another word for such planning is dirigiste and the most effective and hard to observe place to enact such planning would be to go after what the so-called receiver has internalized to guide their perceptions and then interpretations of daily experiences.

Still want more quotes as to intentions? “Yet in their heart of hearts they had lost faith in people and embraced a new paternalism. They became what historian Brett Gary calls ‘nervous liberals,’ beset by ‘propaganda anxieties.’ Saving democracy, these scholars concluded, required new psychological techniques that would point public opinion in ‘correct’ directions. Social science was seen as not just a way to understand man, but to control him as well.”

Well, I am ready to leave Cambridge and whatever is in that air along the Charles River beyond world-class hubris. Let’s get back to why all this is clearly relevant to what the planners want to achieve with these Transgender Edicts. When I wrote my book Credentialed to Destroy , a professor–Ernst Von Glasersfeld and his theory of radical constructivism–figured prominently in what was known in the 90s as the Math Wars and what is really being changed via math classes now. What I learned recently was that Glasersfeld’s theories were a part of cybernetics aspirations and that he had written for a 1984 book called The Invented Reality.

Now if governments wish to guide societies and control citizens at a neural level without that really being appreciated, how useful is a theory of education or philosophy (depending on the department of the advocating professor) that preaches to students and future doctorates and administrators that:

“it does not matter what an object might be like in ‘reality’ or from an ‘objective’ point of view; what matters is exclusively whether or not it performs or behaves in the way that is expected of it, that is, whether or not it fits.”

Getting at perception and controlling it gives a means to literally change how students will act in the future to alter reality and how they will insist on interacting with others. That’s why the physical reality of anatomical parts and other ways to protect privacy and feelings are not enough for the Civil Rights Advocates. They know, and we should to, that all these theories on how to turn students, principals, and people in general into Marx’s Makers of History ride on using education to control perception. People may not like the bathroom edicts, but is anyone questioning the legitimacy of legally compelling how the world must work simply on the basis of a student’s declared perception of being transgender?

In 1979 Glasersfeld and a Viennese prof, John Richards, published a paper called “The Control of Perception and the Construction of Reality.” I am really not speculating here on how crucial controlling individual perception has always been to transformational plans to a planned society that meets all human needs. The transformationalists, showing their fondness for italics, want to shift the purpose of education away from What is the structure of the real world? to a cognitive, internalized emphasis on What is the structure of our experiential world? That is precisely the point of emphasis in the Transgender Edicts: Does the student perceive themselves to be a different gender? No need for psychiatric or medical evidence. A personal declaration will do and must be accepted at face value.

This is simply a furthering of the governments’ desire for to be dirigiste and to plan using psychological techniques. As that 1979 article in Dialectica stated, that desired shift simply needed that “We thus redefine ‘knowledge’ as pertaining to invariances [like how they subjectively perceive gender or racism or White Privilege]  in the living organism’s experience rather than to entities, structures, and events in an independently existing world. Correspondingly, we redefine ‘perception.’ It is not the reception or duplication of information that is coming in from the outside, but rather the construction of the invariances by which the organism can assimilate and organize its experience.”

Anyone beginning to see why all mandates now push a concept-based, activity-oriented [project-based learning] focus for education for everyone? We need to recognize that the theorists are using education to enact their observation that “the brain’s model of reality, as far as consciousness is concerned, is reality–there is nothing else to perceive.” By manipulating that model of reality through educational practices and then insisting that we must all defer to that manipulated perception of reality, the Transgender Edicts are not just about bathrooms and privacy. The government is continuing to insist that individual perception is a legitimate area for it to manipulate. Then we must all accept the results of the consciousness that was intentionally fostered to believe in the need for change.

A Haverford philosophy professor cited in a footnote concluded that ” today [writing in 1988] the type of dialogical communities that are required for its flourishing are being distorted, undermined, and systematically blocked from coming into existence.” The Transgender Edicts with their deference to personal perception over actual reality, the Science of Virtues and other pushes of Character and values first, and the ubiquity now of a Whole Child emphasis and emotions as an integral component of learning are all means to remove the barriers to the desired communities that promote the desired “solidarity with our fellow human beings.”

I am not the one who throughout the 80s in elite higher ed kept quoting from Marx on what must be done to change history. This is how Richard J Bernstein concluded his book on Beyond Objectivism and Relativism:

“Marx’s second thesis on Feuerbach, especially his claim that ‘man must prove the truth, the reality and power, the this-sidedness of his thinking in practice,’ is a fitting conclusion to this study. We can no longer share Marx’s theoretical certainty or revolutionary self-confidence. There is no guarantee, there is no necessity, no ‘logic of history’ that must inevitably lead to dialogical communities that embrace all of humanity and in which reciprocal judgment, practical discourse, and rational persuasion flourish.”

So ‘standards-based education reforms’ were called on to alter perception to force what was never inevitable at all. Now we get legal decrees to further that same actual mandate and restart the hoped-for transformation.

See how this is not really about locker rooms and bathrooms?

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

Anyone wondering if we are about to play an exciting game of cards here at ISC? ACES is an acronym I just created because the phrase Anticipatory Cognitive Embodied Systems is simply too long to keep typing over and over again. Now every time we see the phrases ‘learner-centric education,’ ‘competency-based,’ ‘personalized learning to meet needs and achieve success and full potential,’ or ‘continuous improvement’ as the world’s largest education accreditor used recently http://www.advanc-ed.org/sites/default/files/ESSA%20Call%20to%20Action%20Whitepaper.pdf , we can accurately recognize that political power–local, state governors and legislatures, Congress and the White Houses led by both parties, and international groups–has decreed that students are simply systems to be measured, monitored and manipulated.

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

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

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

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

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

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

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

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

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

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

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

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

The system is the student in many cases and what is being tracked and manipulated is the internalized Simplex I covered in the April 4 post. http://www.inacol.org/wp-content/uploads/2016/03/CW_ChugachSchoolDistrict_APersonalizedPerformanceBasedSystem.pdf is another recently released paper from another group driving what must go on in the classrooms under the synonym of competency-based education. It is also targeting students as if they were simply ACES–Anticipatory Cognitive Embodied Systems–rearrangeable in a “Continuous Improvement (TQM) Process” just as the Macy Conference social engineers always wanted. This is how we measure, monitor, and manipulate the ACES providing whatever learning experiences data shows to be needed until political power and its Business Cronies have the malleable adult they want “upon exiting the education system in 2025.”

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

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

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

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

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

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

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

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

 

 

Statutorily Stipulating a Science of the Individual Driven by Useful Internalized Guiding Fictions

The first question then is “Useful to Whom”? Not the students themselves or the adults they will become, but useful to anyone seeking to benefit from this collectivist, steerable, scientifically-managed society and economy we just keep encountering. Useful to the decision-making oligarchs in this hoped for Upravleniye vision. The entire basis of the steerability must get at what each person has internalized at the level of the human mind and personality. Taking comfort that I am probably just exaggerating to drive sales of my book Credentialed to Destroy? Here is the link to the 2013 Harvard Ed School paper called “The Science of the Individual”  https://www.gse.harvard.edu/~ddl/articlesCopy/FischerGroundwork.MBE2009.3.1.pdf

There is a lot in that paper about the “new capacity based on technological innovation to collect and analyze massive amounts of data on individuals…for building realistic models of individual behavior, learning, and development.” What I want to talk about in this post is the confession about the “invention of a framework that can sustain a science of the individual.” In other words, the offered up theory–Dynamic Systems Theory–need not be factually true if enacting its practices through federal and state law mandates and required classroom implementations that get promotions for Principals and lucrative administrative jobs in central offices like being a District Super. Not true but useful to the Politically Connected.

Am I being mean here? No, DST grew out of NIH-funded research at Indiana University and its creators in 1994 classified this learning theory as “consistent with theories of the social construction of knowledge and in fact offers a biologically plausible mechanism for such a process.” Translated into English, the researchers want it to be true because advocating for the theory earns grants. Implementing the theory in school classrooms can have useful effects on guiding and motivating students to behave in desired ways that will ultimately be grounded, if the ‘research’ goes as hoped, into the students’ neural synapses. To quote again, “a dynamic systems approach to cognition and action provides a biological ground for cultural and contextual accounts of human cognition.”

Why am I hyping on these confessions? Because these are the theories adopted for the classroom in the famous 2012 federal “Education for Life and Work” report covered here. http://www.invisibleserfscollar.com/so-now-common-core-rejects-individual-thinking-to-embrace-soviet-psychology-ecology/ It is the theory guiding both the new federal education Every Student Succeeds Act (ESSA) and its companion 2014 federal Upravleniye legislation WIOA. That 2013 Harvard paper above is part of the IMBES–International Mind, Behavior, Education Society work and this 2014 meeting in Ft Worth, Texas shows just how thoroughly what ought to be off-limits in a free society and what used to be known as cybernetics research is rolling right into Texas classrooms, especially, with nary a barrier to entry.

http://www.imbes.org/Resources/Documents/2014%20IMBES%20Program%20FINAL%20for%20web%20%281%29.pdf They even have state legislators there describing how to get these theories and practices into effect. David Rose, the creator of that very same Universal Design for Learning covered in my book as incorporated into the Common Core required implementation, and now mandated in ESSA, was a speaker. Did you know he is a co-author of the US Educational Technology Plan? Another speaker, Fumiko Hoeft, is described as “interested in ‘understanding interaction between academic achievement, cognitive abilities, external environment, and [the student’s] ‘internal environment’ such as resiliency, self-esteem, grit and motivation.”

In other words, all the hype about instilling grit, resilience, and perseverence is not about creating those qualities. It’s simply as excuse to assess and collect data on what yet another speaker there, Paul van Geert (a name I recognized from systems theorizing) referred to as the simplex system. In a 2014 paper called “The Good, the Bad and the Ugly? The Dynamic Interplay Between Educational Practice, Policy and Research” defined what he meant by  a simplex system. He was referring to people and what they have internalized. He used italics for emphasis so so shall I.

“We define such a simplex system as a connected whole of beliefs, representations, values, emotions, habits, practices and material tools that serves as a simplifying representation of the overarching complex system in which a person participates and that organizes the participants’ actions.”

When the Faux anti-Common Core Narrative makes protecting Personally Identifiable Information the focus of their False Flag coordination it leaves no obstacle to manipulating each student’s simplex system as needed so they are amenable to the Upravleniye vision of the 21st Century. When the same groups keep hyping ‘standardized testing’ they create popular support for a switch to the formative assessments (covered in detail in my book) that are far more effective at altering this individual simplex system than anything that can be put on a multiple-choice test of knowledge.

When I was following up on the implications of Kenneth Boulding’s definition of people as purposeful, goal-seeking systems and what that really meant ‘student achievement’ and ‘success’ were now about (my child can meet the behavioral goals prescribed by government officials who want to steer!!Hallelujah, indeed), I kept encountering references to a 1976 book Ego Development where I encountered this alarming passage: “The drives, including the sex drive, are subordinated to a person’s goal or purpose in life, his guiding fiction. The philosophical concept of the fiction was developed by Vaihinger (1911). Fictions are not fantasies but predictive schemes necessary to orient oneself in the world; they are subjective, created by the person, and unconscious in some sense.”

Now by the time I encountered that passage I had read The Scientific Management of Society and recognized the deliberate targeting via assessment and data collection of what we are now calling that internalized simplex. I knew that was what personalized learning was really getting at. I recognized, in other words, the Upravleniye implications if all the mind arson we are encountering and Inapt Metaphors being pushed was actually about Our Steering Keelsmen, in political office or public policy, wanting to create Guiding Fictions because they would be useful in creating that invisible noetic keel. Turned out Vaihinger’s book had recently been brought back into print.

A German, writing before the Great War and very concerned about the warlike, aggressive nature of the German people since the 1871 Franco-Prussian War, Vaihinger wanted to dictate and control “those ideas, associations of ideas, and conceptual constructs” which guide an individual’s perception. As if that’s not enough, given the current HOTS mandate in ESSA for annual assessment and the stipulation of CDIs–Core Disciplinary Ideas and CCCs–Cross-Cutting Concepts and Themes in Common Core and its state successors–Vaihinger also wished to limit thought to what was needed for practical action. Sounds just like Competency to me!

Here is his theory of Guiding Fiction (and his italics). Think about the Planning Potential of  inaccurate concepts and categorization prescribed by political power, to be instilled by education, under a government mandate. A potentially useful policy to the Steerers, if not to the Steered Student. Just “because such constructs are devoid of reality they are not to be regarded as devoid of utility…Any true insight into the psychological setting and origin of knowledge proves that many things may be theoretically wrong and yet from a practical standpoint be fruitful in results, taking the term ‘practical,’ of course, in a wide sense.”

Let’s go back to that fictional framework Dynamic Systems Theory that can be the foundation of useful classroom practices for guiding, limiting, and predicting thought itself. For motivating desired behaviors in an Upravleniye society where we have become the Governed. The DST authors insisted that there are “compelling theoretical reasons for not putting the cause of developmental change in the frontal lobe.” What if the reasons are that such factually-informed, personally-sculpted Axemaker Minds are simply not amenable to being Governed and will certainly notice all the hoped-for steering and desired false guiding narratives?

DST wants to make the individual-in-context the focus because that theory is useful for Social Engineering purposes, not because it is true. It stresses Perceive. Act. Think. as the desired order because it too wants to limit the nature of thought to what is “emergent from the activities of everyday life.” Just like John Goodlad and UNESCO in the 70s for those of you who have read my book. I will end this post with a story told by another prof who wants to use Guiding Fictions and history as about creating scenarios of the future to guide perceptions of what ought to be done now.

“A Hungarian detachment was lost in the Alps for three days before finally returning to their camp. ‘We considered ourselves lost and waited for the end,’ said the soldiers, ‘but then one of us found a map in his pocket. That calmed us down. We pitched camp, lasted out the snow storm, and then with the map we found our bearings. And here we are.’ Their lieutenant looked at the map and discovered to his surprise that it was a map of the Pyrenees, not the Alps.”

The belief that the map was accurate caused the soldiers to act and action was the way out. Both in the 90s version of standards-based reforms and now, the very word ‘standards’ is yet another misunderstood, ambivalent term that actually is a euphemism for goals. The 90s New Standards Project and the Common Core now are actually efforts by political power to use a fiction that students and people are merely purposeful organisms. To insist that governments now get to monitor and prescribe what our acceptable Goals can and must be. Just a goal-seeking system whose internalized simplex is subject to tracking and manipulation via education. Why? Because that is what political power and its financial cronies believe will benefit them.

They want to prescribe “those ideas, associations of ideas, and conceptual constructs” that they find useful “as a guide to thought and action in the present. The map in the above example was clearly not accurate, and yet ‘by taking some action, the soldiers started to obtain new feedback about their environment, and they entered a new learning loop’ which gradually built up their own understanding and mental map.’ That is, the map facilitated the process by which the soldiers could manage and navigate uncertainty.”

When Congress enacted ESSA it required states to annually assess  Higher Order Thinking Skills and Understandings for each student in most years. I typically summarize HOTS as the categories and ideas students use to decide what they should do when there is no single correct answer. How they will choose to act in a given situation when faced with uncertainty as to how to best proceed. Anyone think this is coincidental?

How about if I add that the author of the 1987 HOTS report, Lauren Resnick, was also co-director of the 90s New Standards Project and on the panel  for the Common Core set of student behavioral goals.

The real aim is so much clearer when ‘standards’ are described more accurately by their explicit purpose.

 

Subjugating the Subjective Factor Via Public Policy Cloaking Upravleniye–Another Useful Term

In his book The Flight from Truth, Jean-Francois Revel noted that most people are indifferent to knowledge. It appears that the so-called ‘conservative’ public policy think tanks have been relying on that truism in constructing their narratives about what is actually going on in education. Only “a tiny minority of human beings,” he wrote, are willing “humbly to explore reality and to expose ourselves to unknown information.” All these redefinitions pushed by public policy entities like Freedom, School Choice, Liberty, Limited Government, Standards, etc. all seem to rely on the truth that “the ideas that interest us most are not new ideas, they are ideas we are accustomed to.” We believe we know what all these terms mean and do not recognize they have become tools of a new political ideology.

Revel pointed out that a young Latin scholar, Georg Friedrich Grotefend, achieved the ability to decipher the Assyrian cuneiform inscriptions at Persepolis. The scholars in Germany were apathetic to the news this 2000 year old secret had been unlocked by someone Not of Their Set of Insiders. There was Henry C. Rawlinson, “an amateur researcher who finally succeeded in deciphering Mesopotamian script,” despite a background in military service for the East India Tea Company. Academic Hellenists also did not welcome the twentieth century’s cracking of the so-called ‘linear B’ script of Crete by an architect. Revel noted that all three men: “even though their main activities did not make them part of the university world, were by no means dilettantes. They simply lacked academic degrees. Well prepared for the tasks they tackled, they had personally undertaken serious and even more exhaustive studies than those of the professionals of their discipline.”

Needless to say I can relate to all three men and even more to this follow-up statement that “If their cases merit attention, it is because an amateur, by definition, is not backed by any power, by any network of alliances and friendships in the social milieu of the scientists and the university bureaucracy.” Now if Revel were still alive and in the US instead of France, he would obviously now need to add public policy think tanks and especially those tied to the Atlas Network to his list of what it takes to get recognized. I thought about Revel this past week when this paper came out by two researchers determined to make their university degrees front and center. http://www.moagainstcommoncore.com/Patience,Privacy,Power,Politics&PensionsBehindESSA_4JRedits.pdf I wouldn’t say the report is wrong so much as irrelevant to the true purpose of ESSA.

The Russian word upravleniye does not have an “entirely satisfactory one-word translation” in English. It follows my mention of ESSA because the word essentially means steering or control of society, the economy, and the people themselves down to the so-called necessary ‘subjective factor’ of human psychology. It seeks to regulate likely activities and the scale of values that motivate and guide likely behavior. The 1976 book from the last post mentioned a 1971 Russian book The Scientific Management of Society that was almost instantaneously translated into English. Having covered a 1976 book by Turchenko in my Credentialed to Destroy, I recognized what such an immediate translation meant. The book arrived Saturday and, just as I feared, it is also the blueprint for ‘steering’ Western countries and their citizens, down to the level of their minds and personalities.

ESSA, and its companion legislation WIOA, are the statutory enactments of a comparable scheme for the Scientific Management of Society using data. It’s what the Open Data Initiatives being pursued all over the world (President Obama’s first Executive Order on the day of his inauguration in 2009) are also about. http://www.invisibleserfscollar.com/circumscribing-knowledgepart-2-of-imposing-mindsets-to-fit-a-new-political-philosophy/ gets at that as well as covering the intentions of the same Boulding we covered in the last post. It is vitally important for us to understand that in order to treat cities, society, the economy, or other aggregates of people as ‘systems:’

“not only are man’s production activities necessarily subject to control, to regulation, but so is his social behaviour.

As for man’s intellectual activities, they, too, are organized and controlled by society, which moulds its members’ thinking in its own image.”

Clearly the effect of controlling values, attitudes, beliefs, emotions, and any other driver of behavior is not news to me. I wrote a book laying precisely that out. What is so unnerving is how closely the 1971 vision fits with what the public policy think tanks are pushing politicians to enact at every level of society today. Let me relate just a few of my personal experiences with think tank deceit so we can appreciate the true impact of what we are dealing with. I thought about it recently as that public policy major and fan of ‘data-driven decision-making’ by governments, House Speaker Paul Ryan, was lecturing Americans and Trump about ‘violence having no place in a campaign,’ while misportraying what was actually said. Ryan immediately made some comment about the rhetoric being a distraction from Republicans pursuing ‘their Agenda.’ He sounded precisely like someone who regards all of us as the Governed and himself as a ruler.

Interesting, isn’t it, that the consistent term in English used in that 1971 book for the people in a society that was scientifically managed by governments at all levels was ‘the Governed.’ It turned out to be a necessary component of the shift from capitalism to socialism and finally to communism. Another odd moment for me recently was listening to ‘conservative’ think tank employees insisting that a Hillary Presidency would be preferable to a Trump Presidency and looking at the attendees (especially from the tech companies) at the AEI Sea Island event. Is Trump the wildcard who might not be on board for this planned steering process of Upravleniye and that’s why he must be stopped? Was that why Jeb was the preferred candidate for 2016?

Last week I attended a breakfast called “At the Intersection of Education & Aging” that featured Dr Matthew Ladner, of the education-focused think tank and Atlas member, the Foundation for Excellence in Education, that Jeb Bush created in 2008. The presentation hyped the dangers to the state budget from an aging population if the state did not adopt the recommended education changes. Now I have to admit I went partly to hear Dr Ladner who had once responded to my point on Jay Greene’s blog that it was important to actually read a school or district’s charter and not simply to assume that the language was about academic quality. Dr Ladner commented back with a drawing of someone wearing a Tin Foil hat. I am a lawyer. Charters are legal documents intended to bind people to a vision they might not appreciate and when I point out that factual concern, Dr Ladner’s response was that I must be a kook. No interest in facts.

Likewise, the recommendations being pushed for K-12 education actually add up to Mind Arson given my knowledge of how they work as an avid amateur researcher with neither an education nor a political science degree like him. The legislators present at the breakfast would not know that, however. They were told x is a problem and y was the solution and that is what they will enact. The whole purpose of the public policy think tanks appears to be to control the narrative while politicians, blindly or not, adopt statutes that fit with all the details laid out in The Scientific Management of Society for the desired steering of people, places, and things.

Is that why Jeb created FEE two years after he began the Bipartisan, supposedly ‘state-led’ process, that just happens to use K-12 education to impose “a programme for standardizing men’s behaviour”? The Atlas Network needed an affiliate at that precise time that would focus on the crucial Subjective Factor needed for social control under the old Soviet-created blueprints?  In the last post I mentioned Boulding’s 5th grade Systems Analysis curriculum created in 1973 that “paves the way both for tighter scientific analysis of human and social behavior and for important moves in the direction of unified science.” Doesn’t that sound like Boulding and the Social Science Education Consortium sought to use the classroom in the US to also lay the groundwork for the Scientific Management of Society?

If anyone feels the natural desire to be apathetic to this new information, remember that we now know that in 1976 another well-connected think tank, the Aspen Institute, pushed interdependence going forward and systems thinking. http://www.invisibleserfscollar.com/pivoting-from-the-joy-of-the-us-bicentennial-to-the-planetary-bargain-dictate-yet-another-lost-invite-so-long-ago/  If planning and regulation are desired how useful is it to create a belief in malleable children’s minds that a “system is composed of two or more interacting parts.” Well, that pretty much covers most things that exist in reality. Now Boulding wanted young minds examining if these omnipresent ‘systems’ were “goal oriented or non-goal oriented; that is, there are systems that act in order to fulfill certain objectives, while others exist without any particular purpose or goal.”

A business that wanted to make a profit would be a ‘purposeful system’ then and a pond was the given example of parts that interact but “they do not interact together to achieve a common goal or purpose.” Now getting students to begin to analyze the world like this does a number of useful things for anyone wanting to encourage collectivism and social planning as a new norm. It focuses attention on dialectical processes so the student sees adaptation and change as normal and desirable. It creates the belief that people working together in any organization are not supposed to retain differing purposes or goals. By focusing the student on seeing a “city, for example, is not itself a goal-oriented supersystem,” the students are primed to believe that politicians will need to adopt goals on their behalf.

To do that, of course, politicians will not have direct knowledge and will need to rely on public policy think tank employees to tell them what the goals should be and how to best enact them. See why WIOA requires systems thinking in all students to be workforce ready? If Upravleniye needs an alliance of government employees and non-governmental actors to push the vision of Scientific management of Society as the 1971 book said, don’t we now have the rationale for the sudden proliferation of public policy think tanks starting in the 1980s and in earnest since 1990? Telling teachers to raise the question with students of “what must the system ‘know’ if it wants to reach its goals effectively?” prepares students to believe that society and an economy can be successfully managed and should be.

Telling them that people are poor because they ‘lack power’ and that “to bring about the desired result, the poor must communicate to the candidate that they are a bloc and that they have particular wants” encourages students to come to believe that all social and personal problems are solvable via political processes. Laying out classroom activities so that students will ‘relate system concepts’ directly to their daily lives really explains why people seem to have changed so much in what they can do and what they expect. It wasn’t accidental cultural change. With WIOA, ESSA, and Open Data Initiatives, we are all at risk of being governed in the sense sought by Soviet totalitarians unless we recognize how all these elements function together.

These false narratives pushed in the name of ‘public policy’ have a common direction and it was laid out in 1971, originally in Russian. Please do not continue to fall for the conflicts of interest surrounding these think tanks and what they or their employees push.

Better tell elected pols at all levels too where the phrase ‘the Governed’ really comes from as well.

And it is not Our Founding Fathers being quoted.

Triggers of Action: Carving the Noetic Keels Needed for Politics to Steer Society and People

Serendipity has always been one of my favorite words. I used to tell my children that a great vocabulary word has a sentence full of meaning in a single word. Several weeks ago I was out of town and catching up on emails when an investment newsletter just happened to use the following quote to make a point:

“A world of unseen dictatorship is conceivable, still using the forms of democratic government.”–Kenneth Boulding, University of Michigan

Yes, that is a troubling quote, but I recognized the name as being the professor I had cited in my book Credentialed to Destroy. He was behind the push that began in the 1970s to force ‘systems thinking’ into the classrooms. The quote was credited to a 1957 bestseller I had never heard of called The Hidden Persuaders by Vance Packard. Getting that book zoomed to the top of my To Do list even before I knew that the quote introduced a section of the book called “Persuading Us as Citizens.” It covered how the motivational research the PR and marketing firms were using to sell products and services had been introduced into politics in order to “influence the state of our mind and to channel our behavior as citizens.”

What was then at least understood by its dispensers as ‘depth psychology,’ and controversial enough to drive a bestselling tell-all explaining it, is precisely what is now known as Whole Child Education and Deep Learning. It must be used by teachers and principals, who may never have encountered anyone explaining the true background of these practices and techniques. Why? To be deemed Effective. This is why I created the term Inadvertent Change Agent in my book. It is also tied to what the new K-12 federal legislation, the Every Student Succeeds Act (ESSA), mandates as the means of establishing ‘success’.

“Forced ideological homogenization” and “equitable economic development” have long been regarded as necessary components of an attempt by systems thinkers to reorganize society and individuals and redefine what constitutes ‘self-reliance.’ I am really getting tired of all these non-asterisked redefinitions, aren’t you? There was a February 1976 annual meeting of Boulding’s General Systems Research Group followed the next day by a meeting at Harvard of virtually every group we have ever covered on this blog or in the book including representatives from the Club of Rome and the World Order Models Project. I located the minutes of the meetings in a book which was kind enough to tell us this:

“in order to carry out the program proposed by the model, one really has to carry out very deep structural and attitudinal changes. This is why we say that the main problem is a sociopolitical, not a material, resource kind of problem, in the sense that there are paths and strategies which can take us to the satisfaction of basic needs. But the main problem remains of a sociopolitical nature.”

Good thing, huh, that systems thinkers specialize in a remaking of education and the creation of think tanks and a public policy network that will cause politicians to believe that they need to mandate and plan all these areas in the name of Equitable Economic Development? In fact, that is what the 2014 federal legislation–WIOA–now has all states and localities on record as planning. Since all the legislation to force the needed sociopolitical changes is now in place in the US, let’s go back to see what motivational research already knew in the 50s. After all the Congressionally created and White House visiting League of Innovative Schools was created to obtain desired research into what ‘motivates’ students.

Boulding, in a 1973 paper he wrote for the Social Science Education Consortium, laid out his interest in viewing the “whole human being as a system” whose “concepts and perceptions are often strongly influenced by our motives.” Is it any wonder then that motives have been officially targeted for research and that ‘concepts and perceptions’ are officially required for annual assessment via ESSA? Vance Packard shorthanded Motivational Research and its goals and techniques as MR in his book The Hidden Persuaders so we will too as we access some of its insights as to why education is now taking the same techniques and forcing them deceitfully on classrooms and students everywhere.

Packard quoted the magazine Advertising Age as stating the wide use of MR in politics–“This is all to the good.” What was not good, however, was the “growing public discussion of the importance of advertising in politics.” If public awareness that politicians were seeking to influence them emotionally and at subconscious and unconscious levels was problematic in the 50s, by all means let me continue to try to force a discussion of these same MR methods into K-12 education now. After all, if ‘role playing’ is a ‘psychological technique’ used to ‘modify the behavior and attitudes’ when it is used on ‘key personnel’ in large industrial organizations, it still has that same function when it becomes a required classroom practice for students.

If an insurance exec admitted role playing was used widely because “we needed a motivational device…[that] at the same time teaches at the emotional level,” that remains true when the methods are transferred from adults to the far more malleable minds of students. When Packard quoted the book The Engineering of Consent on how the MR methods are of “considerable value…to those who wish to modify society” and that “People must be controlled by manipulating their [instincts and emotions] rather than by changing their reasonings,” we get to remember that quote when the Davos crowd suddenly this month calls for  https://www.weforum.org/reports/new-vision-for-education-fostering-social-and-emotional-learning-through-technology .

That’s even more true once we realize that MR users in the 50s knew already that “if you are engineering consent, then I think the social sciences would like to warn you that you should begin with a basic analysis of three levels upon which consent moves in a society like ours.” Try not to get ill when we recognize that education now is all about manipulating level two and public policy think tanks and many pundits from every spectrum and announced party affiliation are all about targeting level three. The man being quoted above and below is a social anthropologist Lyman Bryson describing 1953 seminars on the social sciences held at Teachers College, Columbia for PR firms. My bolding.

“The first level, he said, is human nature. He added that little really could be done here to ‘manipulate’ people. The second level was cultural change, which is where you must operate, he said, if you want to influence people’s ideas. The third level is the region of choice. Here is where an impulse is running in a particular direction, and some sort of choice will be made regardless, ‘as when a choice between similar products [think tank or media deceit functions here] is made.’ At this level, he said, ‘it is relatively easy to manipulate people.’ On the other hand, if you are trying to change their ideas, ‘you work on the second level,’ where different ‘psychological pressures, techniques, and devices from those successful on the third level’ must be used.”

Think of that quote and the ubiquity of the School Choice mantra that the think tanks push as their solution to education and the needs of public policy. Suddenly the imperviousness of the phrase to facts that show there is actually no choice becomes clearer. Likewise, Packard quoted a Dr Samuel Stouffer, director of Harvard’s Laboratory of Social Relations telling his listeners that “it was a good working rule that people’s attitudes are more easily reached through their emotions than through their intellects.” Back to role playing and a Whole Child emphasis and that Science of Virtues, then, huh?

It should bother us a great deal that Dr Stouffer considered that to be ‘learning theory’ research. Looking for ‘triggers of action’ in the form of words or visuals, learning theory even in the 50s knew that “behaviors can be changed by changing ‘the motivational forces working upon them.'” Think about that when you reread Chapter 7 of my book about how the Common Core and Competency-based education really target values, attitudes, and beliefs. If people are systems as Boulding and others hoped, then those are the areas that must be changed in order for personal behavioral goals to change as well. Once again the redefinitions kick in as the socially reengineered student, and then adult, gets described as ‘autonomous.’ It’s called Hidden Persuaders for a reason as the MR techniques “can create wants in people that they still didn’t realize existed.”

Trained through learning tasks and classroom experiences to act. Requiring ‘performance standards’ precisely to force daily practice with engineered mental models and manipulated emotions. Meanwhile no one planned to disclose the engineered existence of an internalized noetic keel consciously carved during years of preschool-high school ‘student-centered’ education. Carved precisely so that politicians and agency planners can steer society as they wish and reward cronies as they want. Packard ended his book with this worry:

“The most serious offense many of the depth manipulators commit, it seems to me, is that they try to invade the privacy of our minds. It is this right to privacy in our minds–privacy to be either rational or irrational–that I believe we must strive to protect.”

Federal law now requires, and states and schools, public and private, everywhere are happy to go along with, a now mandated invasion of the privacy of our minds. That’s the purpose of education research and the mandated databases. Longitudinal is another word for what used to be called more clearly ‘time series data’. The point is not what is personally identifiable, but the changes over time to allow this desired steering process. Packard was lucky. He was able to get the word out to enough people that MR became notorious. So it went underground and got new names and is now mandated for all of our children. To ultimately control enough of us for this steering to guide all institutions, but installed through deceitful false narratives and K-12 education.

Let me end with the remaining purpose that I believe has motivated who has been  deemed acceptable for the Presidency and other political offices by either party since at least 1988. I think it is why ESSA and WIOA were “Bipartisan and Bicameral” as necessary components of the mostly invisible steering process. It’s 2016 and the oligarchs think it has taken far too long for what was planned in earnest from the 1950s on. Removing all obstacles, down to the level of the mental models of our minds, that might block the planned:

“most important social engineering role of them all–the gradual reorganization of human society, piece by piece and structure by structure.”

Person by person, starting with the children and euphemised as being about Learning, Student Growth, and Success for All.

 

 

Pitching Personality Predation But Redefining It as Student Success, Achievement, and Learning

Nothing like a little mental break to help clear out the cobwebs and blow away the fog impeding clarity of thought. As is typical for me when I recognize the connectedness of initiatives that have been announced since my last post, I went back to my bookshelf for a little perspective. In this case it was to a short story Ayn Rand published in 1970 called “The Comprachicos,” where she wrote about the effects of the progressive education in the 60s grounded in John Dewey’s philosophies. This was education designed to cripple the mind and undermine its ability to accurately deal with reality. Sound familiar? Rand created a superb metaphor for what this type of Competency/Ideas first, instead of facts, education could do to the mind of a high school graduate by comparing it to the faculty of sight.

“Try to project what you would feel if your eyesight were damaged in such a way that you were left with nothing but peripheral vision. You would sense vague, unidentifiable shapes floating around you, which would vanish when you tried to focus on them, then would reappear on the periphery and swim and switch and multiply.”

Now that is a good example except this type of manipulation of Ideas, beliefs, values, and emotions starts in preschool now so there would be no memory of any other way to see. Peripheral vision would become each student’s idea of what it meant to “see”. Likewise, a mind taught to use ideas first to filter experiences is being trained “to use concepts, but he uses concepts by a child’s perceptual method. He uses them as concretes, as the immediately given.” [Italics in original]

It is a bit unnerving, isn’t it, to know that Rand was worried about where the behavioral sciences wanted to go with the mind even back in 1970? She even had a term for it–the student’s “psycho-epistemology.” So our student would be trained to use words and concepts like a parrot and believe they had ‘understanding’. To be willing to transfer those ideas and concepts to new situations where an expert would know their use was inappropriate–the Inapt Analogy we can call it. Without facts though, the student will not.

In the Trilogy I just finished I argued that it appears to me to be a consensus about what education should be in the future and that politicians and think tanks from the so-called Right and Left, admittedly Progressive or declaratively conservative or “for limited government and markets,” seem to be describing a common vision. That vision again takes us back to John Dewey as Steven Rockefeller described his vision of Democratic Humanism. It would act as a religious faith best implemented through the schools and other social institutions. So when someone pitches education grounded in Conceptual Understandings, Guiding Ideas, Cross-Cutting Themes and Concepts, or other ways to describe the same general instructional practice, remember why John Dewey wanted this technique to become the core of education. This is true even if the pitch person insists this technique is actually a form of classical education or intended to mold character in desirable ways.

Dewey “proposes that ideas are guides to action in concrete problemmatic situations, that is, ‘plans of operations to be performed or already performed.'” The antipathy we have found towards lectures and textbooks makes far more sense as we switch to education where “ideas are not correctly conceived as reproductions of what already exists, but as plans of something to be done and anticipations of some result to follow. They are tools, instrumentalities.” Fits with the Maker Movement and Project-Based Learning now, doesn’t it? Especially when we add on this quote: “The validity or truth of an idea can only be determined empirically by putting the idea to use and observing the consequences of the actions to which the idea leads.”

Remember all the current emphasis on relevance and real world problems? Evidence-based policy making using data? In Dewey’s vision for an education that can lead to a reconstruction of society, emphasizing moral issues plays a crucial role. Students are expected to regularly identify “the causes of moral and social problems in concrete situations and on framing ideals with reference to the available means for overcoming such problems.” So ideals need to be connected to real world action. Otherwise, “ideals that are framed apart from the study of problems and possibilities in concrete situations are dreams, wish-fantasies, and useless as instrumentalities in directing practical affairs.” Anyone unclear as to why the new federal Every Student Succeeds Act requires not tests per se, but that states use performance assessments that involve activities and tasks to see if the stipulated learning is occurring can simply reread those two sentences.

If it’s not action-oriented it may not guide or motivate future behavior. Likewise, if school is merely intellectual, the desired future behaviors may not occur. Social and emotional learning, whatever the given rationale, a Whole Child emphasis, Head, Heart, and Hand, as well as soft skills, are all consistent with what Dewey also recognized–the Role of the Heart in Moral Life. That way “prizing and appraising unite in the direction of action.” Dewey and every other progressive since culminating now in where Deeper Learning (pushed by the Hewlett Foundation as part of 21st Century Learning) is going recognizes that “Reason divorced from emotional involvement has no moving power.” Can you say student engagement as a necessary 21st century classroom practice to be an effective teacher?

Dewey’s conception of education and learning fits perfectly with what ESSA now requires and Competency education generally. It fits with the kind of effectiveness that will get a school charter renewed and allow a CMO (Charter Management Company) to expand. It fits with what will make online learning an example of Best Practices for Student Growth. In none of these instances though is the Learning about the transmission of knowledge in a traditional sense. No, it’s about what kind of person the classroom activities are helping to create. “Growth means reinforcing those habits that contribute to human well-being and reconstructing those habits that do not.” Since none of us can even get an honest answer from most of the advocates for the Common Core as well as against it as to what they really envision for 21st century education, do not expect to be the arbiter of what constitutes your own or your child’s well-being.

For Dewey then and for any school or other education provider wanting access to taxpayer money now (federal, state, or local), “learning means an increased perception of the meaning of things that leads to a modification of character (i.e., of basic dispositions and attitudes). In short, growing and learning involve the reconstruction and transformation of the self leading to an improved capacity of the self to adjust to its environment and to control and direct subsequent experience.

The concept of habit is the fundamental idea in Dewey’s psychology of the development of the self or character. Dewey insists that the self is essentially identical with its active interests, purposes, and choices. There is no self apart from these activities. The core of the self is formed and defined by the concrete things about which it cares and by the choices it makes in pursuit of these things.”

Guess what? If, like me, you are an expert on the actual implementation it is easy to read that biography of Dewey and recognize the actual current significance. For those of you with more of a life than I have managed since I started researching and writing on all this, first of all I congratulate you. Secondly, let me call everyone’s attention to two examples in just the past week quietly putting Dewey’s vision into widespread effect without even using his name.

First, many of the elite institutions of higher education have joined together to redefine what they intend to look for in an admitted student. The initiative is called Making Caring Common and it looks for non-minority students for whom acting on behalf of others and for the common good and to transform existing institutions and local environments has been shown to be a way of life. http://www.gse.harvard.edu/news/16/01/turning-tide-inspiring-concern-others-and-common-good-through-college-admissions

How’s that for an effective means to change the behaviors and practices at every high school with aspirations of of Ivy League admissions? Anyone reading that report can recognize it will result in a change in emphasis to what Dewey wanted for the schools. The creation of a “free person who is able to form his or her purposes intelligently, evaluating desires and goals by the consequences which will result from acting on them, and one who is able to select and order the means necessary to realize chosen ends.”

A similar end result comes from this paper http://asiasociety.org/files/A_Rosetta_Stone_for_Noncognitive_Skills.pdf except it admits it wants to restructure the emphasis in primary and secondary schools. The omnipresent rationale, as usual, is that this personality and psychological emphasis is necessary for future success in college, career, and life. The real reason, as is true of anything emanating from a Rockefeller-funded philanthropy like the Asia Society, is to advance the vision of the future Dewey called Democratic Humanism and others call Marxist Humanism. As Dewey, Ayn Rand, and Uncle Karl all knew and we need to recognize to protect ourselves and our children, collectivists need to target the emotions and personality to realize their plans for us.

Why? Dewey insisted that “unrest, impatience, irritation, and hurry that are so marked in life are inevitable accompaniments of a situation in which individuals do not find support and contentment in the fact that they are sustaining and sustained members of a social whole.” That’s what education that targets the personality and forces regular practices of altruism and actions grounded in provided ideas can all be manipulated to do. That’s why we have such a coordinated push now.

We have a sustained push from the Left and the Right, from the religious and atheists, from the global bureaucrat or ex-politician to the local mayor or city council member. All pushing practices that, whatever their personal beliefs and expectations in advocating for them, were nevertheless developed to “generate the sense of shared values and organic interconnection needed to harmonize society and to integrate and set free the personalities of contemporary men and women.”

If terms like Marxist Humanism seem off-putting, let’s just translate it as Dewey and his biographer Steven Rockefeller did and ask “Can a material, industrial civilization be converted into a distinctive agency for liberating the minds and refining the emotions of all who take part in it?” If a politician claims to want Quality Education for All Students, you might want to inform him or her as to what that actually entails.

When I get upset about the 2014 Bipartisan and Bicameral piece of federal legislation known as WIOA that all the candidates running for President who are US Senators voted for, it is because it fits perfectly with Dewey’s insistence that a planned economy would be needed for democratic socialism to be achieved and it was best implemented at the local level. After all, what is WIOA but legislation with the effect of controlling the ends of education as well as allowing for “social control of industry and the use of government agencies for constructive social ends” just as Dewey sought.

Let me close by pointing out that those of us not employed by the public sector or businesses getting taxpayer dollars are unlikely to find any of these desired ends particularly constructive.

 

 

 

 

Niti, Nyaya, Government by Think Tanks, and Every Student Succeeds

Hope everyone had a great holiday season. I took an unplanned break from writing, but not researching, since the last post. With the statutory language of the Every Student Succeeds Act (ESSA) now in place, the plans for the future I recognized when I read my state’s (Georgia) WIOA Plan, and other shenanigans offline surrounding false narratives, I decided to get to the bottom of all the interrelated parts. Let’s just say if my understanding was 20/20 on the real agenda behind all these education ‘reforms’ by the time I finished my first book Credentialed to Destroy, the acuity now can best be described as X-ray vision with the capacity to cut through metal when called for.

Since the fundamental transformation of each of us, our society, and the economy has been decreed federally via Bicameral and Bipartisan fiats like ESSA and WIOA to be imposed locally by elected officials, let’s keep following the trail in 2016. After all, some of you may get the chance to quiz the candidates about why they supported these measures or simply offered ineffective opposition. “Why did you vote to bring Fascism to America?” is such a conversation grabber. To be ready for such an exploration let’s add a few more words and phrases to our arsenal of explanations.

In December I saw this announcement  https://www.atlasnetwork.org/news/article/entrepreneurship-center-of-easterlys-hayek-lecture-on-poverty-alleviation and decided to get Easterly’s book. After all, I had spent much of 2015 arriving at the conclusion that many of the members of the Atlas Network like Heritage, Cato, and AEI seemed fully on board with a planned economy and education that focused on changing the student at a social and emotional level. I found the promotion of both Easterly’s work and that of Human Capability theorist Amartya Sen to be both troubling in its implications of a true agenda and fascinating at the same time. After all, if the so-called Left and Right have arrived at a synthesis and are not planning to tell us lest it interfere with fundraising, then our answers are located in who gets promoted.

First of all, when the Acknowledgments page thanks Larry Summers and Joseph Stiglitz we have just tied Easterly’s vision to the Inclusive Prosperity Commission   http://www.invisibleserfscollar.com/dwelling-in-a-void-of-unknowing-within-a-sculpted-narrative-designed-to-manipulate/ and the UN’s Post-2015 Road to Dignity for All Plans. Easterly argued that the “cause of poverty is the absence of political and economic rights, the absence of a free political and economic system that would find the technical solutions to the poor’s problems.” If anyone else is having a Say What? moment, let’s skip to the conclusion of The Tyranny of Experts, where our tenured NYU prof decreed that “It is time at last for the silence on unequal rights for rich and poor to end. It is time at last for all men and women to be equally free.”

Now before any of us also request unicorn rides with that declaration and perhaps the waistline we had at eighteen, I want to transition to a paper released back in November that shows how such economic and social rights get created via education. http://static.politico.com/bf/c2/26608bc644989d5f5225e2eae861/educating-for-democracy-a-concept-paper-on-youth-civic-engagement.pdf We are not really having a philosophical discussion here. I am citing the relevant philosophers to explain what is to be happening in those train cars we call schools. This train has left the station and it appears to be an Express Bullet fit for Japan. When we declare substantive rights for all, someone else has the duty to provide and that paper and its well-funded vision for education teaches that “the best way to make positive changes in society is…by being active in or through engagement with government.”

If you do not want to confront this wholesale shift, let’s go back a page to where “this paper argues that young people must learn how to use the political system, and existing governmental institutions, to effect the change they wish to see in their communities.” This is the world of ESSA, WIOA, and the Left/Right synthesis of the future unfortunately where:

“it is not just economic inequality that affects the American experience. We have also seen increasing political inequality, as measured by the clout and power of different groups, often along lines of wealth, income, gender, and/or race. Educational inequality, measured by variance in the quality and access to educational opportunities, has also increased in recent years, leaving behind the country’s most vulnerable populations, and weakening America’s overall democracy. In turn, it has become our collective responsibility to work towards a system in which these inequalities do not exist.”

If these so-called rights and responsibilities are taught as factual entitlements in our schools with a vision of governments as the enforcer as a matter of law, these expectations fundamentally change our society. It’s 2016 and an election year, if this is the vision our schools and think tanks across the spectrum are pushing, we need to be aware. Back to our philosophers again, in this case Nobel-Prize winning economist Amartya Sen. He uses the Indian words niti and nyaya to describe the nature of the desired shift and even italicizes them for emphasis. Niti is identified as a theory of justice that is about having the right institutions and rules. That is not good enough anymore. A nyaya vision of what is to be required focuses on “actual realizations and accomplishments.”

If this discussion seems esoteric and a bit like an odd vocabulary lesson, all the language in ESSA about ‘evidence-based’ is simply another way to describe a nyaya vision of entitled intrusion and tracking of what the student has internalized to guide and motivate their behavior. ESSA didn’t make that a permissible activity for the schools. It created a mandate. When the Georgia WIOA Plan called for “immigrants and other individuals who are English language learners” to acquire “an understanding of the American system of government, individual freedom, and the responsibilities of citizenship,” it is that concept paper above’s vision, not what James Madison had in mind. The individual freedom is again straight out of Sen’s famous book Development as Freedom.

In fact, it is as if the Hewlett and Ford Foundations and Generation Citizen all knew Sen’s work where “different sections of society (and not just the socially privileged) should be able to be active in the decisions of what to preserve and what to let go.” If governments and think tanks have declared that we are transitioning to “an accomplishment-based understanding of justice” because in the 21st Century “justice cannot be indifferent to the lives that people can actually lead” and this nyaya view of an entitled justice is to be sculpted in the “minds of men” [and boys and girls] via formative assessments and the real meaning of assessing annually for Higher Order Thinking and Understanding, we need to recognize this reality and the nature of the shift. When Bloomberg expands the metro areas participating in What Works Cities, this is the nyaya theory of justice in play as well.

It is ironic that the Atlas Network seems to regard all these affirmative initiatives as what Hayek would have supported as part of his spontaneous order vision. As my book pointed out, Hayek took a dim view of trying to achieve conscious direction invisibly via internalizing the desired values, attitudes, and beliefs to guide wanted behaviors. I was pretty sure I had something directly on point to refute this odious vision of the future as Hayekian. Since I have a depth of knowledge that is anything other than just sound bytes and a very large library of resources, I found what I was looking for in Volume 2 of Law Legislation and Liberty. That volume has the subtitle The Mirage of Social Justice.

Hayek didn’t just write a chapter on ‘Social’ or Distributive Justice where he presciently recognized that such social goals and governmental initiatives “means a progressive displacement of private by public law” whereby the law “subordinates the citizens to authority.” A pithier description of either WIOA or ESSA may never be found. Nothing like an escapee from Fascism to recognize its characteristics and dangers. Hayek then wrote an Appendix to that Chapter called “Justice and Individual Rights” of what he believed would happen in a society that tried to enact the Universal Declaration of Human Rights in practice as UNESCO has declared it is now doing. It was also about what would happen in a society which engenders “a feeling that they have a claim on ‘society’ for the provision of particular things which it is the duty of society to provide.”

Anyone else get the feeling that which books or even chapters of Hayek’s get assigned or quoted is now greatly circumscribed? Censorship by omission we can call it. Hayek knew what we all need to know as well now that the plans for conscious direction are to be developed in students,’ and apparently immigrants,’ personalities.

“It is meaningless to speak of a right to a condition that nobody has the duty, or perhaps even the power, to bring about. It is equally meaningless to speak of right in the sense of a claim on a spontaneous order, such as society, unless this is meant to imply that somebody has the duty of transforming that cosmos into an organization and thereby to assume the power to control its results.”

Organization is a more anachronistic term for what today just gets called a system. It starts with student-centered learning and systems thinking is a requirement for every student to be Workforce Ready under WIOA. Not a coincidence. Hayek knew what we all must know recognize so I am calling on this unassigned Appendix:

“If such claims are to be met, the spontaneous order which we call society must be replaced by a deliberately directed organization…[members] could not be allowed to use their knowledge for their own purposes but would have to carry out the plan which their rulers have designed to meet the needs to be satisfied.”

Have I explained yet that in countries like Scotland that are further along this road of social transformation via education ‘reforms,’ the very Experiences and Outcomes for each student are specified? The “Es” and “Os” they are called in what is the best example of the intended deliberate reorganization.

Welcome to 2016 as the Year of Epiphanies.

Scientizing Public Policy: Implementing Orwellian Tyranny by Statute Via the Mind and Personality

I have spent the last several days since President Obama signed the “bicameral and bipartisan” Every Student Succeeds Act (ESSA) on December 9 reading the false and misleading statements from various think tanks and reporters, supposedly representing a wide spectrum of political visions. Probably the most intrusive and impactful federal legislation ever and hardly anyone writing about it seems to feel compelled to actually read the legislation before explaining what it will do. In school a false Cliff Notes explanation of a book is likely to get a failing grade and an inquiry into cheating. In public policy and journalism now, creating false beliefs about transformative legislation seems to be all the rage. I guess it is to be expected that legislation seeking to physically reengineer the human psyche using behavioral science research would also use a bit of that research to create these false, or simply incomplete, talking points being used to describe the legislation.

If that other “bicameral and bipartisan,” fundamentally transformative legislation from summer 2014-WIOA-was the federal legislation that no one who enacted it wanted to even speak of, its partner-ESSA-is the transformative statute that no one intends to describe accurately. Unfortunately though, the actual statutory language and its real purpose control what must now occur in P-12 classrooms. It lays out what has really been authorized for meaningful change at the level of our children’s minds and personalities. Remember that. Talking points and articles may influence how ESSA is regarded by parents and the voting public, but it has nothing to do with the actual required implementation. Because the points raised and language ignored have so much commonality article to article, I shifted the actual quote I pilfered for the title from ‘scientizing politics’, which is what I believe ESSA was designed to do, to ‘scientizing public policy.’

The reference to Orwell is not me being a clever wordsmith and trying to hype attention. There really was a conference in August 1984 (like his book title) in Cambridge, UK on George Orwell and the “potential for tyranny if the enterprise of politics is interpreted as being analogous to that of science.” I believe that is precisely what ESSA is designed to do. A huge number of reports I have read from the US as well as from all over the globe back that up. Recognizing that makes me want to at call attention to what is at risk and why it matters. This, I believe, is the true reason politicians of both parties and public policy types across the spectrum refuse to accurately describe ESSA. No one seems to want anyone to have much of a chance to recognize the purpose of all those euphemisms used in its language or the Red Herrings designed to be a cited focus.

What does it mean if politics is being falsely analogized to science? Instead of politics being about competing interests within a set of rules that values the individual, scientizing politics uses education and the law as its primary tools. These allow coercive implementation without consent from those actually bound and treat politics as a truth-discovery process. What’s the truth to be compelled for belief? I have warned before that there really is such a thing in political science as the Human Development Society. Karl Marx wrote about it and all its tenets are being put into place now legislatively via all those unread, except by me, provisions of WIOA and ESSA. That is not an ideological smear, but a factual recognition of the background of these ideas.

Whether widely known or not http://buildinitiative.org/Portals/0/Uploads/Documents/Four_Ovals_paper.pdf   lays out the federal/states framework of using federal money to intervene in meeting ‘needs’ from birth on. The two think tanks, AEI and Brookings, have recently published definitive plans called “Opportunity, Responsibility, and Security: A Consensus Plan for Reducing Poverty and Restoring the American Dream” that would also please Uncle Karl immensely. Notice that as much as certain groups have capitalized on criticizing that video of Congressman Tim Ryan saying social and emotional learning is to be the primary focus now of education, that cited paper calls for the same focus. Since I have already read that paper, I know that it makes it clear that the primary reason to have funding follow the student and vary in amounts based on categories of ‘needs’ at federal and state levels is a desire to force socioeconomic integration on all public schools.

I mentioned that goal last week at a program on Student-Based Budgeting and having it be portable like a backpack that was being put on by two Atlas Network members–the Reason Foundation and the Georgia Public Policy Foundation. Both acknowledged that was the goal, but it was a long way away. I pointed out that parents and taxpayers were not being told that was even the long-term goal in all the public programs around changing the nature of student funding. Following up on that discussion, I discovered that both Reason and the Cato Institute had published papers urging a shift in welfare policy to Universal Basic Income. In other words, the so-called Left and Right public policy makers seem to have agreed on implementing Uncle Karl’s vision with the only question marks being how much should be publicly provided vs merely publicly funded and provided under stipulated standards.

Since that apparent reality would probably not be politically popular in a world where a majority of Americans do want to close the borders and not work as a beast of burden for everyone who can physically make it here and then start having children, we get the very lies and misstatements about WIOA and ESSA and what they are really intended to accomplish that I have been noticing. As always when confronted with any attempt to politically install a false picture of reality in the minds of boys and girls and the adults around them, I turned  to a 1988 French book by Jean-Francois Revel that was translated into English in 1991 as The Flight from Truth.

Revel noted just how unusual it is to find people “who possess a taste for facts and an interest in truth.” He called it the “anomaly of intellectual curiosity” and since I have definitely been driven by that curiosity all my life, his descriptions seemed like a good way to describe what ESSA, its required Higher Order Thinking Skills and Understandings (HOTS), the embedded Competency-based education, the required behaviorally-oriented performance standards and assessments, etc. are all hoping to foster in the minds and personalities of the students who will be tomorrow’s voters.

“The power of ideology is rooted in a human lack of curiosity about facts. When a new piece of information reaches us, we react first by wondering if it is going to reinforce or weaken our habitual mode of thought…The ideas that interest us the most are not new ideas, they are ideas we are accustomed to. [or which preschool through higher ed intends to make us used to as Relevant, Engaging, and Culturally Responsive]. The prodigious progress of science since the seventeenth century prompts us to invest human nature with a congenital appetite for knowledge and an insatiable appetite for facts.

But what history teaches us is that if Man does indeed display an intense intellectual activity, it is above all to construct vast explanatory systems as verbose as they are ingenious-systems that induce mental calm by providing an illusion of global comprehension, rather than by encouraging us humbly to explore reality and to expose ourselves to unknown information. To grow and develop, science has always had to struggle against this primordial human tendency which surrounds it and combats it from within: indifference to knowledge.”

The refusal to describe WIOA and the deliberate inaccuracies surrounding ESSA build on that recognized general indifference to knowledge most people possess. As Revel recognized and so does every behavioral scientist and educator seeking to ‘scientize politics’ in the 21st Century: “Man’s major foe is deep within him. But the enemy is no longer the same. Formerly it was ignorance; today it is falsehood.” Those mental systems that can induce calm or motivate action from a deep, emotional level must be created by education under ESSA in each and every student.

Looking for that presence, and manipulating what is found as needed to create the desired dispositions and generalized knowledge and skills to be the future citizen a Human Development Society needs, is precisely what ESSA prescribes. It is what assessing for HOTS, personalized learning based on data, and ‘well-rounded learning experiences’ are all about. The entire concept of 21st Century Schools required to receive all that funding under ESSA goes back to another reason why education and the law are being used now to Scientize Politics without permission and with organized, active deceit from the public sector and its public policy advocates. We are being forcibly shifted from our historic emphasis in the West of a community organized around moral order to a moral community organized around shared common purposes.

ESSA, WIOA, and those reports I provided as examples above, all assume a shift to an “overriding community interest” where everyone’s designated needs must be met. Individual rights to pursue our own interests and, apparently, our own knowledge of actual facts, get trumped by the desire to plan people, places, the economy, and supposedly ensure economic justice for all, regardless of background or personal productivity. Again, since being honest about this shift and a widespread recognition of what the consequences are likely to be is simply not good for a political career or even fundraising prospects for the typical think tank, we get lies and descriptions of legislation based on talking points with no actual curiosity for the facts.

Education necessarily has to be altered at all levels to support this clear, but unheralded shift, because a society that locates its sources of social cohesion in moral community is “necessarily more vulnerable to shifts in attitudes and behavior patterns that might reflect individual departures from the shared purposes of the community.” At least we know now why a communitarian ethos and shared understandings just keep popping up in the required implementation of a Positive and Safe School Climate.

Everything from the Career Pathways requirements to the new descriptions of K-12 as Workforce Development to the mandate that all educational practices promote Equity and meet needs actually trace back to this shift to a moral community where:

“Persons are tied, one to another, by their common identification to the collective, with their shared sense of nationhood, race, class, or ideology.”

As an anomalous seeker of facts with an insatiable curiosity about the likely effects in the reality where we all dwell, let me be the first to point out that this has historically been a tragic path for any society to actively cultivate.

Just because our elected public officials have arrogantly voted to impose this vision on us using education and the law, with an assist on the falsehoods part from the media, doesn’t mean we have to acquiesce.

The way out, as usual, is the recognition of what is really going on.

Even is it is not a politically approved pathway anymore under federal law.

 

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

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

Before anyone jumps to the conclusion that my reference to greed is merely the Pay for Success language that is unmistakably there, let me say the Greed I am talking about is not just for Success or Social Impact Bonds. It is Greed for Compliance that permeates ESSA. What local school districts and governments as well as states must agree to do, in schools and to children, in return for those luscious federal dollars. First though here is a news release from a well-connected organization bragging that just the Pay for Success components of ESSA add up to $2 billion a year. http://results4america.org/press-room/press-release-michele-jolin-evidence-based-policy-provisions-essa-game-changer-federal-education-funding/

Results for America with its ties to President Obama’s Office of Social Innovation and Civic Engagement and Cass Sunstein’s Nudging initiatives along with the UK Behavioural Sciences Unit and its interest in cities (Remember my Learning Regions post November 11, 2015) http://www.bloomberg.org/press/releases/bloomberg-philanthropies-announces-first-cities-selected-to-join-what-works-cities-initiative/ . They also created a relevant vision back in March with Atlas Network member AEI. http://www.results4america.org/wp-content/uploads/2015/03/2015-3-18-Moneyball-for-Education-Report.pdf

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

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

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

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

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

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

Luckily for us this  http://www.educationdive.com/news/new-measurements-promote-efficacy-of-personalized-learning/409798/ states Gates has spent $5 billion promoting personalized learning. Part 3 is not terribly ambiguous either in its intentions. This is especially true when the chosen evaluator Rand is also who the White House chose to create the Intrapersonal and Interpersonal Competencies it wishes to make the new focus of education. http://www.invisibleserfscollar.com/confessions-of-a-coordinated-cabal-intent-on-psychological-rape-with-impunity/

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

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

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

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

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

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

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

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

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

 

Harnessing the Willingness of the Populace to Fill its Role in These Plans Via Deceit at all Levels

Part Two begins with the UNESCO General Conference meeting in Paris that last week enacted what it already abbreviates as FFA–Education 2030 Framework for Action: Towards inclusive and equitable quality education and lifelong learning for all. UNESCO is celebrating its 70th anniversary at this meeting and fully intends to use “Quality Education” to achieve its long time agenda of “Building Peace in the Minds of Men and Women”. That’s what Rapprochement of Cultures and Human Rights Education were about from the last two posts. I happen to have the up-to-date official definition of Quality Learning at the ready for us:

“there is an acute need to foster skills, values and attitudes that will enable people to overcome religious, linguistic and cultural differences, to coexist peacefully, and to discover shared human, moral and ethical principles…we attach great importance to enhancing quality in learning by..raising awareness of shared moral, ethical and cultural values, and promoting tolerance of differences [at least certain kinds of differences as the Oregon bakers discovered].”

It is that internalized belief and value system we all have that is being consistently targeted, isn’t it? They do intend to build peace at the level of the mind, or at least prevailing perceptions that it is possible. To discover why let me introduce you to a new definition of ‘culture’ and something I had never heard of–Cognitive Anthropology. See where footnote surfing gets us? To quote a cited book, Cultural Models in Language & Thought, “this school of anthropology came to stand for a new view of culture as shared knowledge [hence the boldfacing above]–not a people’s customs and artifacts and oral traditions, but what they must know in order to act as they do, make the things they make, and interpret their experiences in the distinctive way they do.”

Sound familiar? That’s what Competency gets at, what Higher Order Thinking Skills assessments evaluate for, what the Maker Movement and Project-based Learning have students emphasize, and what the local school administrators mean when they hype ‘quality learning experiences’ for all students. When the White House Summit this week on reimagining American high school showed a film Most Likely to Succeed   touting High Tech High in San Diego http://mltsfilm.org/ they were pushing a vision of education developed by cognitive anthropology research. The title of this post tells us why. Education–preschool, K-12, higher ed, and adult–is looking for “insight into those conditions under which cultural models [what Quality Learning internalizes. See above] are endowed with directive force and hence with ideological potential.”

Gulp. The essence of the phrase “sustainable development” is finding cultural models that can be internalized as values, beliefs, and attitudes that will reliably guide and prompt desired future behaviors. If that sounds authoritarian, it is. It fully intends to rely on ‘statutory enactment’ and ‘political regulations’ to be binding, but those things and ‘financial incentives’ cannot carry the load fully. Education for All throughout a lifetime, from cradle to grave, is needed to always be malleable and subservient to political power. No rebellions and no resentment, at least not overtly. In what may be my all time favorite phrase taken from a 2006 book Learning Cities, Learning Regions, Learning Communities: Lifelong learning and local government,  written by a professor and UNESCO consultant Nicholas Longworth:

“Top-down authoritarian structures are no longer in vogue and leaders in cities and regions will need to know how to harness the creative energies of thousands of people for the good. Shakespeare’s ‘tide in the affairs of men’ becomes also a tide in the affairs of local and regional authorities.”

Remember this as your Congress Critter or Senator Lamar Alexander hypes the ESEA Rewrite returning power to states and local districts and schools. Remember it as your State Governor files his WIOA plan, with its state and local boards, with DC. This is all consistent with the UN vision for achieving its 2030 Dignity for All agenda via Learning Cities and Learning Regions. The FFA mentioned above says so. We may not know any cognitive anthropologists or behavioral scientists, but the UN does, and it knows:

“Social life depends on the fit between what is socially required [see above and previous posts] and what is individually desired [Quality Learning games this]. So, too, the designs of those who would rule society and those who would benefit from this control over others, depend upon the willingness of the populace to fill its role in these plans. Therefore, states and other agencies promulgate ideology [Equity for All; Catastrophic Global Warming] persuading people to do what they otherwise might question or resist…To be successful, ideologies must appeal to and activate preexisting cultural understandings [Quality Learning again]…to be convincing, an ideology must pose as either legitimate or inevitable.”

Now we know why Outcomes-Based Education just keeps coming back as my book laid out and as a speaker from the well-connected Georgia Partnership for Excellence in Education confirmed just last night. The stipulated outcomes are what can ‘grip us’ and act as an internal compass as Human Rights Education called it. That FFA stated that “Education is at the heart of the 2030 Agenda for Sustainable Development and essential for the success of all SDGs.” Front and center and running through everything, crucial to education, beginning ‘at birth’ and continuing ‘throughout life’ is the ‘concept of lifelong learning.” This time it is FFA bolding that phrase and luckily for us the footnote is on that page and not at the end. It was all-encompassing though and sent me scurrying for the cited technical paper. That’s when the Learning Cities and Regions came rolling out so here’s the quote:

“In essence, lifelong learning is rooted in the integration of learning and living, covering learning activities for people of all ages (children, young people, adults and elderly, girls and boys, women and men) in all life-wide contexts (family, school, community, workplace and so on) and through a variety of modalities (formal, non-formal and informal) which together meet a wide range of learning needs [what new state funding formulas all seem to emphasize] and demands. Education systems which promote lifelong learning adopt a holistic and sector-wide approach involving all sub-sectors and levels to ensure the provision of learning opportunities for all individuals.”

I was a history major and I recognize a variant of Mussolini’s infamous definition of Fascism, even if the State force is divvied up at multiple levels from the global to the local all the way to an insistence on student-centered learning: “All within the State, Nothing outside the State, Nothing against the State.” Remember authoritarianism is not rejected, just any perception of a top-down, centralized imposition. When I found that Lifelong Learning Technical Paper, it revealed a supposedly binding set of documents from 2013 called the “Beijing Declaration on Building Learning Cities” and ” Key Features of Learning Cities.” Locating these and reading through them it became apparent that I had been living through and attending meetings clearly implementing this Learning Region agenda. No wonder I accidentally learned so much as my book pulled together in alarming detail.

I now know that for sure and not just by inference because a few days ago the San Francisco region issued what it called the Roadmap http://www.bayareaeconomy.org/report/a-roadmap-for-economic-resilience/ that fits with every tenet aspiration of a UN Learning Region down to wanting to create a public-private partnership of elected officials and civic and business leaders to guide an Economic Development partnership that would be qualified to access federal funds as one of the 380 duly-qualified Economic Development Districts. Lots to build Learning Cities and regions on, huh? The report thanked those that have gone before and listed Atlanta, Chicago, Seattle, DC, and Los Angeles.

Between the last post and this one I went out of town and part of that trip involved driving Interstate 75 through Dalton, a reminder of the Aspen/fed Communities that Work Partnership http://www.aspenwsi.org/communities-that-work/overview/ that just commenced. WSI is Workforce Strategies Initiatives because in Learning Cities and Learning Regions, we all know that K-12=Workforce Development=Economic Development=Living itself under that definition of Lifelong Learning. Get enough physically juxtaposed regions and cities in one federal program or another, including Community Broadband that the close-by Chattanooga just issued bonds to finance, and our Learning Regions start knitting into a Learning Society committed via the law and education to Lifelong Learning–everyone, everywhere, all the time.

Quickly as I am running out of time, at the end of September 2015 a Second Learning Cities Summit was held in Mexico City and it set out the above as Guiding Documents for cities and regions to formally join the UNESCO Global Network of Learning Cities. Maybe our mayors or city council members do not plan to tell us though and simply go to conferences like PolicyLink’s October Equity Summit in Los Angeles where the principles are all asserted with federal officials mixing with local and with community organizers, implementing a global agenda without telling us officially.

Maybe the recognition comes from something like an ASCD Whole School Whole Community Whole Child Poster http://www.ascd.org/programs/learning-and-health/wscc-model.aspx once we know about the Lifelong Learning/Learning Region formal agenda and seeing how it fits like a jigsaw piece to a puzzle. When we read about “more collaboration and partnerships with families, industry and business, voluntary associations, people active in cultural life are needed,” we need to recognize this is not just some random public spiritedness and desire for collaboration. It derives from official global policy for a new kind of cultural model internalized within the mind and personality.

We will close with the aspiration laid out by the Chinese Vice Premier at the 2010 Shanghai World Expo that this UNESCO agenda of Lifelong Learning is to “facilitate the comprehensive and personalized development of each and every individual.” Now take the top-down authoritarianism rejection and marry it with the bottoms up intent of Human Rights Education. This is Part 2 of a Trilogy, remember?

The Key Features Framework has a Greek Temple graphic with Sustainable Development across six pillars that basically summarize elements of the vision as the Major Building Blocks of a Learning City and three steps laying out the needed fundamental conditions. The left side of the pediment at the top is “Individual Empowerment and Social Cohesion.” Get it? The collective is what empowers the individual, even if it is only an entitlement to basic skills. The right side joining it is “Economic Development and Cultural Prosperity.”

Now would be a good time to remember it does not say Economic prosperity. It would also be a good time to remember that new definition of Culture the Cognitive Anthropologists created set out above.