Transcending the Individual Mind as the Analytical Unit of Learning While Still Guiding How We Will Act

In 2003, Peter Senge, also tied to MIT’s Sloan School of Management just like Alex Pentland from the last post, wrote an article “Creating Desired Futures in a Global Economy” based on remarks he delivered at his Society of Organizational Learning’s first Global Forum. It was held in Helsinki, Finland. Like John Dewey’s purposes for education, Peter Senge’s purposes or Alex Pentland’s or those who push practices unaware of their background, the purposes still attach to the desired education practices. No matter what or where. No matter how pure the heart may be or how noble the personal intentions. The purposes need to be a part of every discussion of education reform, and no degree from any institution should enable anyone to impose these practices with their undisputed collectivist intention in a country that intends to remain free.

Otherwise we have precisely what seems to be occurring. Education being used to mount a nonconsensual political coup at the level of the human mind. In that article Senge quoted a physicist David Bohm, who in 1980 expressed the sentiment that “the most important thing going forward is to break the boundaries between people so we can operate as a single intelligence. [J.S., another physicist] Bell’s theorem implies that this is the natural state of the human world, separation without separateness. The task is to find ways to break these boundaries, so we can be in our natural state.” Senge apparently agrees with Bohm and gave a similar quote from Einstein.

He also waxes on about the Global Consciousness Project at Princeton (interestingly, that’s the same noosphere project I drew attention to in the book). If this were simply a matter of personal beliefs that would be one thing, but when these beliefs drive education policy no one should lose the right to avoid declared manipulations of minds and feelings, values or complete personality, just because the person pushing these ideas got a certain kind of degree or works at a school or district or university or government agency or has a lucrative consulting contract.

If the nature of the education policy or practice is to foster that Marxist change in the student and the world to make history that we encountered in the last post, then the people pushing these policies are Marxists. Whether they admit it or not and whether they are aware or not of the ancestry of what they are pushing. I don’t know about what you feel when reading the word Marxist, but when I have to type it feels like I am insulting someone. Like telling them they have bad breath or must turn sideways to make it through a door. For many of the people developing and pushing these education ideas though, it’s a term of pride. And when it comes to pushing Vygotsky’s theories or those of Piotr Galperin, who we are going to talk about today, it is not merely that they personally had Marxist sentiments or lived in a country under its sway.

Using education to create “forward-looking transformative practices that are needed to enact history in the present” is the entire purpose of their theories and instructional practices. If the actual implementation of the Common Core in the US and comparable education reforms elsewhere are grounded in Vygotsky (usually admittedly if you know where to look) and Galperin (by the function of the required practices and how closely they align with his theories), then the purpose of the education reforms is every bit as much of a Marxist transformation as anything that happened in Russia in 1917 or Cuba in 1959. Nobody is goose stepping or shooting or fleeing abroad this time, but that does not change the aim. Nor does it change admissions that these theories and practices are “ideology-driven” to foster a different kind of future world.

What Galperin set out to do, and what his decades of research on students in the USSR showed, according to Igor Arievitch and Jacques Haenen, was how to use the “active construction of actions in the external form [what the Common Core calls learning tasks]” to guide “transformation of those actions into mental processes.” That’s what ‘teaching students how to think’ and a ‘thinking curriculum’ actually mean. To put it in the language used in a different essay by Arievitch and Anna Stetsenko, Galperin’s systemic-theoretical instruction laid out “how to arrange teaching-and-learning processes [what he and we now call by its Russian name obuchenie] in such a way that they indeed lead to a profound developmental change in children’s minds.”

How you ask? You provide a conceptual understanding from the beginning that encompasses the point of instruction (maybe true, but what a student is to believe regardless) and what types of physical phenomena it applies to (supposedly) and the (mostly invisible) relationships among those phenomena that physically exist in the real world. So real physical things encountered in daily life by a student or adult evoke “a chain of images, associations, and concepts”  in the mind that is designed to pop up like a reflex response. Let’s tap that knee says the doctor.

Now if whoever created the textbook or software or video wants actual knowledge, you could actually use Galperin’s “technology of instruction” to accurately build up a fairly accurate understanding of reality. Such programmed instruction is not inherently bad, but there’s no real safety valve to protect against manipulative creators of virtual reality gaming or software or any other means of instruction from pushing concepts that are not true or do not apply. Nor is there any means of ensuring that the taught relationships among things accurately reflects real, verifiable, connections. Like Senge’s systems thinking, the instruction may be about hoped for connections transformation advocates want students to believe exist.

Because the manipulative potential of Galperin’s ‘technology of instruction,’ as his research demonstrated, stems from the fact that it orients future behavior in predictable ways. In other words, systemic-theoretical instruction has tremendous potential to anyone wanting to change reality and guide perception and govern individual behavior. All without saying so. Well, at least not at the typical PTA meeting. Now how is this different from that theory you learned in science class or as an interpretation in history? Glad you asked. In traditional education, those theories come from known facts. Remember though we are in the age when facts are being rejected as boring, or too print intensive, or unnecessary in a world of search engines.

Theory in the Galperin instructional practice and to Alex Pentland in the last post, and as used throughout the actual ed reform mandates, comes first. It comes from the philosophy that there is nothing as practical as a good theory for fostering social transformation. It shapes and alters how people perceive reality. It interferes with the absorption of facts when they do manage to come along. Remember all the classroom visions we are seeing pushed are experiential. Usually in a group. Physical activity. Visual encounters. Projects. All the references we have been encountering about providing students with ‘lenses’ or ‘Understandings of Consequence’ or ‘Enduring Understandings’ or ‘Generative Metaphors,’ to cite a few examples we have encountered, all seem to be used precisely as Galperin outlined. That means this is the attached vision (Arevitch & Haenen 2005):

“In fact, Galperin’s teaching strategies can be used to reduce if not virtually eliminate the gap between declarative and procedural knowledge. Namely, in his stepwise teaching model, each action that students master can be comprehended conceptually because it is introduced, from the beginning, in its functional relation to a broader, meaningful task to be learned.

At the same time, each concept students are learning is represented as a sequence of procedures (actions) that serve as a basis for solving problems. Therefore, declarative [facts traditionally] and procedural [how to do it] knowledge are essentially merged into an integrated whole. This can be achieved when teaching and learning are organized into meaningful activities, thus putting the acquisition of new knowledge to the service of orienting and guiding new actions.”

Highly useful theory of education, instruction, and knowledge to anyone with a transformation agenda, isn’t it? We started with Peter Senge, let’s close with a statement from the same paper since it applies to so much of the stated rationales for needing these so-called 21st century education reforms.

“The fundamental difference between creating and problem solving is simple. In problem solving we seek to make something we do not like go away. In creating, we seek to make what we truly care about exist. Few distinctions are more basic.”

Few education theories then would be more useful than one that orients future behavior in predictable ways.

35 thoughts on “Transcending the Individual Mind as the Analytical Unit of Learning While Still Guiding How We Will Act

  1. I am always so impressed with the real time exposure of the plot to undermine the education system going on that your blog provides. You clearly identify the problem. I wonder though, what you could recommend as a solution that we as individuals and families, or communities of concerned citizens might employ as a truly educational process for ourselves and our families and friends? What choices can we make right now to mitigate the damage that each day brings in today’s classroom settings? Homeschooling using the trivium method perhaps? I am at a loss to find any options that I could even begin to trust anymore. Thank you for any suggestions you may be able to offer. Somehow I don’t think the Khan Academy is going to cut it, little bite sized mcnuggets from a box that it is.

    • Rick-the fact that Khan has a degree from MIT and then Harvard B School gives me pause given both institutions admitted interest in this type of change as does the Gates funding. Then I located that Prezi presentation now linked in the comments section of the previous post, and Khan’s comments there make me think he sees KA as fitting with providing the concepts and skills, but doesn’t really see it as a lecturing way of disseminating knowledge in the traditional sense.

      Could you tell me ages? Of fundamental importance is fostering that solid reading skill coupled to a love of books from reading wonderful stories together as long as possible. Picture books from the 398.2 part of the library with Grimm tales and world lit are far richer and more sophisticated syntax and great vocab. Much better than those chapter books that tend to have a controlled vocab. Talk to your kids so they have access to your patterns of thinking and analysis of current events. Travel as much as your family can afford.

      Understand what is being targeted so your child can come to you if what is going on at school makes them uncomfortable.

      One of the reasons I have worked so hard to tell this story is the desire to give parents as much warning and leverage as possible.

      Hope that helps.

      • I think you should watch the homework the kids do and also, as much as possible, debrief them about what happens at school. Occasionally ask if anything made them uncomfortable or seemed weird, or if they got in any trouble during the day.

        This was hard for me. My boys were uncommunicative sometimes, but I found out things the school was doing wrong this way. Things I was certainly not supposed to know.

        And yes, talk to them about everything not just school. That’s how they will learn what you know in a thousand imperceptible ways.

  2. Robin –
    I appreciated so much the advice you gave to the first commenter above. Reading is so incredibly key.

    I have also been perseverating today on what to do about poor teaching theory. (yes Im being kind )

    My 7th grader came home from school today frustrated as she explained to me that her science teacher does not teach the class the information that they are tested on. She understood her own reaction to the lack of instruction. She immediately identified how first frustration set in, then anger and then disregard for the subject because, ” what is the point in investing mom when I wont have my questions answered?”

    She reported that the other science class experiences the same phenomenon with their teacher. And she understood clearly that the 4 top students would comprehend the material because they could break down anything.

    For my part I explained that what she was encountering was a very poor teaching curriculum and theory that saw a student’s frustration as something positive. She said the teacher whom she likes seems mad sometimes too. I told her its probably because he cannot actually teach with this curriculum. She was incensed.

    To date this class has been an exception in my kids fancy private school. But I do see what is going on. Any advice on how to address the problem with admin.?

    • Mari-

      Before I knew what was going on, only that something was, I innocently asked pertinent, respectful questions at the hoity toity private school. All hell broke loose. I never forgot how ugly the Principal was, and she never forgot I could appreciate what no one was telling me. We took a year to travel as I homeschooled and despite 99% SSATs no pvt school wanted my kids. It made no sense. Easy to teach. Respectful. I later found out the Headmaster was on the Board of the accreditors. The inroad to private education that has now borne so much fruit. Private educators can be more vindictive frequently than anyone else. I was careful, held my tongue, but the ability to perceive alone was threatening. It was not until recently I appreciated that the General Counsel background of a healthcare company meant I was picking up on a mirror image of policy.

      I know precisely what you are going through. We have spend the nights at my house during exams as kids who have never been taught the material look for someone to guide them through the material. The content will go away, but these are the kids in the twilight zone and I have watched that anger and the frustration for those unable to be an autodidact. If Dante comes back I would appreciate another special level of hell for those administrators who push this no matter what.

      I get kids asking me why the teachers cannot teach anymore. My favorite carpool trip about a month ago when that came up, I answered and the response was “why would anyone make social interaction the point.”

      One thing to do if financially feasible is to find an old fashioned knowledge oriented teacher and hire her or him as a tutor. The goal is not to teach what is omitted in school so much as to provide an intellectual conversation about substance that builds on itself every week or so. It is an outlet for the child, eases your frustration, and is a reminder of what the mind can and actually wants to do. It is the kids born to run who are the most targeted.

      • Thanks Robin,
        Excellent Advice and I will follow it.

        I’m appalled by your experience but not shocked. When I pulled my daughters out of the last baaad private school the Head there gave me a very icey cold shoulder on my way out the door and I had been a contributing member of the community as substitute teacher, spouse to a teacher and as a parent for 20 years.

        I suspect she is on the accreditation board as well. The curriculum is Gawd Awful and her imperiousness is beyond the pale.

        I just posted a comment on your post of August 16, 2012, Hobbling Minds. I was looking into Peter Senge’s mentor(s) and I stumbled on Jay W. Forrester. He is a gem. Seems to have been in the background for decades but made a full frontal public assault with his systems theory in 1991 or so.

        This site is his baby for disseminating Systems Think for Education.

        ( Given your research you have probably already heard of him. I just think his prescient timing is interesting. )

        • Yes, I have written about by Forester and the Meadows and I get the CLEX newsletter.

          Directly on point is this 20 minute video of the keynote address of the 2013 Contemplative Teaching and Learning Symposium of the Garrison Institute that Senge is tied to.

          A chilling intention and Jennings says this should be part of teacher ed programs and classroom mgmt to establish a sense of community. How important school reform is to this shift away from knowledge to an understanding of our role as part of humanity. That such a shift is necessary because we face extinction as a species from climate change. She shows graphs on decrease on polar ice and increase in sea levels and says “together these visualizations show why we must change how we educate our children.” She uses Einstein’s quote about the type of minds that created a problem not being able to solve it.

          At the end she has educators envisioning the just world this new type of ed can help bring about and she closes with the same Einstein quote as what Senge used in his 2002 paper that I mentioned in post. Except she adds at the end a part Senge did not use from Einstein. That “Nobody is able to achieve this completely, but the striving for such achievement [widening our circle of compassion to embrace all living creatures] is in itself a part of the liberation and a foundation for inner security.”

          Her comment that what is missing in the world today is the cultivation of the collective will suggests she is a historical illiterate. I guess knowledge of past tragedies and their causes might get in the way of all this reimagining of a world that never was.

          • Oh good grief. She hit on them all. Transformation. Adaptable. Compliant. Collective. Teaching and learning. Can’t anyone make them stop? ( how does one think outside the box while being expected to remain compliant and in high step with the common good? )

            Two thoughts: it’s quite a leap to say the oceans are rising and the polar caps are melting ( and the sky is falling?) and therefore we need a new way to educate our children.

            Quintessential Educrat sophistry.

            Second thought: I am increasingly irritated by these Dudley Doogoode types who ask us to be mindful and thankful in public displays of compassionate performance.

            It’s controlling and patronizing but they are too full of themselves too see it.

          • Do you remember Seymour Papert being interviewed on the Prezi/edutopia link on the previous post? I had forgotten he was one of the founders of the Artificial Intelligence Lab at MIT that became Media Lab. Anyway, his connection to cybernetics was what woke me up this morning as I mulled over where the MacArthur-funded Connected Learning is going.

            Doing a search up came this bullion Euro project that Alex’s Pentland’s group at MIT is said to be involved with. It’s actually a global project, but just look at this vision of what can be done with the data. I think we people are what the paper calls semi-autonomous components. Won’t mindfulness come in handy with this vision of the future?

            And all those supplied conceptual understandings linked to objects in real world. No wonder they needed Galperin’s research. Most of it, by the way, remains untranslated in Russian. So it’s accessible to UNESCO and to all these American universities who hired these Russian psychologists about 20 years ago, but only marginally to even someone like me who manages to intersect with its centrality and starts to consciously dig in.

          • So no violation of church and state to bring to a classroom because it is only Eastern religions being mentioned?

            Notice she mentions Linda Lantieri who was a focus of the contemplative education post. She alternates what she calls these same practices depending on whether she is doing professional devt at a school or ed conference or doing a New Age religious practices program. When I attended a Mindfulness program last year for cle credit and to see what was pushed, over and over again the push was “to empty you mind of all thoughts. Just be physically present in the moment. Experience your body and each pf your senses.” It really plays into this experiential focus instead of private mental conversations.

          • Robin,

            That Future ICT article is horrific.

            “In addition it will equip different scales of collective agent to more effectively sense their environments, interpret signals, debate the assumptions and implications, and make better informed, more collectively owned decisions.”

            Different scales of collective agent? By which I assume they mean various human beings. These folks are unbelievable. They are scary smart and truly sociopathic. All their empathy talk is arms length. They give the appearance of not actually feeling emotions at all. Emotions are an intellectual construct to be exploited only.

            Systems Theory is a perfect breeding and hiding ground for these sociopathic and narcissistic personalities. We are in big trouble. They make Ted Bundy look like good company.

          • This is the longer version that is even more graphic.

            And it fits perfectly with what we are tracking. Upset me so much I built a fire to read by this morning which I never do. I am working off an MIT Symposium back in 1956. I have found that the 50s templates always recur.

            Remember how I talked about the smarter planet system of systems initiative of Big Blue in the book? Turns out there’s also an MS Modelling of the World Project per that Outline. Now marry that with that Ms Pearson alliance around common core curriculum? And the Redesigning Curriculum Project with Google in the mix.

            This morning’s reading said Cisco and IBM are competing over being the data cruncher from the smart, connected cities. The Morgridge Foundation is the tie to Cisco in the Redesigning Curriculum initiative.

            And we wonder why the tech companies are so interested in ed. It’s not just the boost to revenue from selling services, hardware, and software. They are the kingmakers in this vision of participation around technology.

          • Mari-

            Adding to the vision laid out by Alex Pentland and embraced in FuturICT, we also have the Collaborative Consumption/Sharing Economy global newsletter picking up on The New Citizenship Project and this article.

            I had noticed RSA pushing his work as well as we supposedly shift from being consumers to a new kind of citizen. Extra alarming since CCSSO, the Common Core’s formal sponsor, is now pushing the Dispositions that will make us “College, Career and Citizenship Ready.”

            Like FuturICT, Pentland, and some recent reports I have from the US NRC the assumption is we are to get a new kind of governance built around consensus.

            I have not written it up yet, probably today, but the MacArthur Foundation sponsored Remaking Education/Reimagining/Digital Media pushes are also formally embracing this sharing economy. They also see these ed shifts as how to get there, not a reaction to what already exists. This really is intended to be a largely invisible coup for the most part.

          • Regarding Contemplative Learning:

            I am crystal clear now on the purpose behind the odd meditation and visualization exercises the newly graduated from Harvard’s Ed school English teacher asked my son’s 10th grade class to perform daily.

            ” Imagine a Balloon is floating you into the sky….”

            Regarding Buddhism being fine to teach in schools but not any other spiritual tradition:

            I have noticed an increase push in the last decade to explain Buddhism as an intellectual endeavor only and not a religion at all. Which is simply untrue but many people believe it. But of course Buddhism as Mindfulness alone will get it accepted into the education system “toot Sweet.”

            Trojan Horse.

  3. ““In fact, Galperin’s teaching strategies can be used to reduce if not virtually eliminate the gap between declarative and procedural knowledge. …”
    Yes, by eliminating the declarative knowledge from the curriculum.

    “The fundamental difference between creating and problem solving is simple. In problem solving we seek to make something we do not like go away. In creating, we seek to make what we truly care about exist. Few distinctions are more basic.”
    Almost right. Creating does not require that we “truly care about” what we are creating. It just requires that something be created, even unintentionally. (In fact it’s a big mistake to ignore the stuff we don’t truly care about, the unintended side effects!) What is the meaning of “truly” anyway? I think it has a political tinge. If I were trying to create, say, effective border and immigration controls, I would be told that’s something I should not “truly care about”.

  4. L.L. – If you are located in the Pacific Northwest, Senge is coming to you this summer. Robin has mentioned his collaboration with the Waters Foundation in earlier posts. Senge, Fullan,

      • L.L., I am referring to Camp Snowball. Usually, Senge has Michael Fullan, Tony Wagner and has even had David Coleman do a webcast at one of them. You must already know about Senge in your area since you named Camp Snowball.

          • LL-this is from the UK but the aim applies to US or Canada as well. UK is simply further along, in part due to what Tony Blair and Michael Barber were pushing.

            Notice all the references to changing behavior and relying on the perceived better response of the local administration to implement what is in fact a centralised directive. Also notice that the report is graphic, but speaks of the need to market these shifts in more soothing PR terms when they are marketed. A whole different definition of citizenship all over the former British allied world in the 21st century.

          • Oh.My.Goodness. page 30 is where I went from disgusted to angry. I can see this happening largely under the radar of the public eye. With the new focus on mayors, governors, and it almost seems like city council levels. Found myself wondering if they are taking advantage of the potus and the seemingly opened doors or if potus is fully aware and is laying out the red carpet himself. Why on earth are reps not seeing this? I suppose hiding out in other countries but influencing from afar is effective. The overreach into private lives and desire to shape families is grating on my nerves. A big government spanking is in order.

          • At the end that report lays out how politicians should sell this and what soothing things they should say. I finished report about an hour ago and then literally went to take a shower. Remember RSA also has the Social Brain Project and a new view of spirituality not grounded in religion and is pushing Robert Kegan’s stage thinking and Roberto Mangabierra Unger’s vision of a collective society. Remember Hewlett hired Kegan and Senge to make sure the Common Core assessments would be looking for ‘deeper learning.’ The desired conceptual understanding envisioned and researched by Galperin in the USSR.

            I am not going to speculate about what the President knows outside of what I can prove. I did notice though that this week’s so-called student privacy summit was headed up by Professor Jim Steyer, the brother of hedge fund billionaire Tom Steyer, a noted Obama supporter. I suspect the Center for the Next Generation is not sponsoring any of our vision for the Next Generation. This public-private vision is all about whose politically connected and then there are the rest of us. Responsible for funding governments at all levels and per that RSA report also responsible for helping solve the “problems anyone experiences.”

            And the Great Society would have worked if only there had been more cross-agency coordination.

        • Old School-Tony Wagner came to Davidson to speak at an entrepreneurial program last fall. The college is telling alums that there is no video of the speech and event. It would be very unusual not to record the event. I was curious what he says to college audiences vs his K-12 or Big Business pitch. When I heard him at (co)lab he was pushing High Tech High hard. Interesting as that is where the students in the Edutopia film in Prezi on previous post are. It is also a central component of both the league of Innovative Schools and EdLeader 21 visions.

  5. Years ago when I first heard about OBE ,while attending a conference in Des Moines Iowa, the presenter closed by stating that someday we would understand that perhaps OBE would become an OUT OF BODY EXPERIENCE.. Incomprehensible at the time, but now, not so much.

    • Polly-interesting story as yesterday I had an offline inquiry on whether this was looking like what Alice Bailey pushed back in the early 50s at a UNESCO backed conference in Chicago. My answer was that having read 2 of Bailey’s books and knowing the reasons for wanting to eliminate Axemaker Minds it is hard not to see all these mindfulness exercises as emptying the mind of anything but provided schemas for thought coupled to instinct and emotion.

      If you have not looked at the FuturICT links I put up this morning they are just full of using big data to plan everything going forward. The quote in the first part of the title is verbatim from the Galperin materials. I no longer think john a powell’s comment about destroying the concept of the unitary self or Gee’s about not wanting an brain capable of independent coordination are anything other than how these profs intend to push their political wishes for transformation.

  6. Robin, I have a question.
    Is there anyone you trust to facilitate a Facebook page for your book and your blog? This info needs to get out there. Parents need to know. US citizens need to know.
    I hate/love Facebook. It is a great way to get the word out.
    Anyway, the page wouldn’t need to be something you would have to do anything with. All content could come from this blog and your book.
    Then people can discuss and their friends will see conversations and get interested and it will grow, hopefully.
    If there is someone you can trust who could do it. Heck, get a “dummy” account to set it up so nobody can tie it to anyone.
    If you want to do something like that, let me know. I know that it could be done and you wouldn’t have to worry about it, just pop in to see what people are talking about once in a while?
    PLEASE? 🙂

    • Macey-I only started emailing 3 years ago and don’t do facebook, but if you would like to work with me to set up I am game. I don’t have time to track all this in real time and to do FB but agree this does need to get out there more. People do not want this to be true, but science fiction cannot trump the reality I have documented. The discussion of OBE in book is still esssential to monitor all this. You can email at contact us and we can talk about.

      My mom duties are calling right now.

  7. Yet Another Worldview Transformation Force To Be Aware Of

    [I will try to briefly map out my voyage of recent, very discomforting, mental bombardments.]

    While I can accept that historical events are mostly man-made as in —
    – migrations, wars, imperialism, etc. OR are man’s responses to natural forces on Earth —
    – plagues, earthquakes, floods, fires, etc. OR are responses to man’s mental devices such as
    – philosophies, ideologies, religions, curiosities, etc.

    And while this discussion on Invisible Serfs Collar is very disturbing, I am still very involved because I’m hoping to find understanding and perhaps productive approaches to stay sane and helpful to self and grand kids.

    And I can see how the deliberate invasion of Soviet Man’s agenda, through Marxist/Leninist infiltration to bring about a socialist worldview has followed a simple strategy — demoralization, destabilization, crisis, normalization (of socialism) and thus might be “deprogrammed” with effort and commitment.

    And now I’m following (via ISC) the complex networks of yet another man-made project — the deliberate transformation of human nature itself through public school systems — that individual mindsets, values, dispositions, emotions, can be tinkered with and conditioned to a collectivist agenda for global public-sector governance. This project is still not fulfilled and in many places is being challenged and might indeed be stopped in time to help my grand kids and their futures.

    WHAT came to me TODAY, however, is beyond MAN — it is GALACTIC. Now, before anyone thinks I’m bonkers, remember that in our communities today, 1/4 to 1/3 of our populations are young, tuned in to the Internet, and exploring “MEANING”— something our schools systems are encouraging. Here is a typical twitter comment — “It’s becoming clear that something big is happening here, but I don’t know what I can do about it?”

    If the young now get to feel they, or MAN, will have little control over their lives, that the universe is unfolding according to cycles, then this is something we should anticipate. I am unsure of this CE — Collective Evolution — movement, it calls itself a “movement” and you can “join”, who is behind it and WHY. It warns people that “control structures” will stand in their way, that “This is the most exciting time in the history of our world.” (Feb 23, 2014)

    Sharper minds and eyes than mine might help me allay my fears or decipher what’s going on here.

    • Tunya-

      I have not watched those videos, but both the FuturICT outline I have put up and the RSA Manage Demand document fit with what I know. Will distill tomorrow. Hopefully with some jokes even if irony is the best I can do. In the RSA report notice they bring back Milton Rokeach who created the idea of Competency to obscure how much of his hoped-for ed emphasis was about altering values.

      There is great power in coming up with apocalyptic events, which is why most times throughout history have had someone proclaiming end times. Young people with little knowledge would not know that though, and becoming involved becomes a source of their Identity and it comes from a collective effort. Just what the schemers would want to cultivate.

      I really do not write to make people afraid. If I was not explaining this it would all be going on, but unlinked. I want you and all my readers to gain a sense of power from the fact that these aims may not be pleasant to contemplate, but this time what is going on will no longer be able to hide behind name changes. Nor will the ed changes go untied to the broader transformational intentions so that administrators who are greedy mental and moral midgets can proclaim they are the professionals. Defer to their wisdom and experience and call them doctor repeatedly as if it were their first name now.

  8. Tunya-

    I think this is the organization you are speaking of?

    It is only an educated guess on my part but I have seen lots of sites like this in the past five years pop up on the web and my understanding now is that it is a standard governmental honey-pot ploy.

    Sites like this one are quite likely run by the state department. It is basically designed to attract a disaffected population. It tells them some truths and feeds what they already believe which may or may not be true and in the process captures their attention and data so that their disaffected energies are co-opted and controlled and not out in the world causing problems for the planners.

    Regardless of its trashing of the UN in the above linked article, this site seeks to steer people in the very direction of State control that the U.N would have us treated to.

    It is all in the spin. This guy seems to be the grand puppeteer. His bio identifies him as an actor ( red flag – means he was probably hired to be the front person ) and now also as a unified soul. AKA better than you and me.

    Most “alternative” news websites are manufactured nowadays. It is the official policy of Cass Sunstein advisor to President Obama during his first term that the government infiltrate social media and alternative news sites as well as create their own alternative sites in order to steer public conversation.

    Furthermore as I understand it Smith-Mundt which was repealed a year ago this month makes it possible for the government to propagandize to the American people to their hearts content.

      • And Cass Sunstein and Martha Nussbaum of Capabilities Approach philosophy were an item for a while. Cass is now married to Samantha Power. Its a friendly group of like minded folk.

        • Don’t forget Martha was they keynoter at the Global IB conference in Europe I wrote about where she pushed for education that creates desired worldviews. She also is part of a post of how the UN is using her definition of human rights to translate into an obligation to meet humanity’s needs. Uncle Karl’s human development vision.

          Did you notice the reference in the RSA report to Milton Rokeach? Just as I have been saying. It is his definition of Competency being envisioned. Remaking values while obscuring that from parents in terms like ‘student achievement’ or ‘student growth.’

          I guess you can tell how mind blowing I found all this from the title of the post “Science Fiction Made Real.” Let’s engineer a new kind of human nature and reorganize society around theories.

          The good news is I have nailed down more mind blowing confessions and unappreciated connections among important schemers I have written about over the weekend. I read, get frustrated, go rake my backyard, read some more. Lawn is looking much better.

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