True Norths, Steerable Rudders, Heuristics Control, and Circumscribed Minds

Now that we have finished that Trilogy, let’s put the parts together since I happen to have https://democracylab.de/wp-content/uploads/2018/03/Democracy-Lab_Anthology-on-Democratic-Innovation_final-1.pdf explaining that this vision of ‘education and action learning’ can generate ‘shared understandings’ that will become the “building blocks for a new DNA of thriving democracy” and the “conscious evolution of our social systems.” That’s why Learn Liberty from the last post and its “Heuristics” video call for “Intellectual Humility” euphemized the same type of sought change. Instead, we are instructed to  begin “recognizing the flawed nature of [our] thinking [as] a bold first step to challenging it” and “be humble about our views.” Yet those of us paying attention will recognize this aim as functioning just like Carol Dweck’s Growth Mindset as something all 21st century students globally should now have.

The part the admitted transformationalists via ed, and the purported “How to Think” School Choice ‘conservatives’, leave out is that they are both interested in creating what that Democratic Innovation blueprint called “Inner Work, self and meta-reflection as core competencies for a new OS.” If OS is not yet a recognized acronym in your busy life, it stands for Operating System just like your computer. That’s right. In the name of social and political change, your child’s very hardware and operating software, also known as their mind and personality, along with the biological brain and the central nervous system that embody both, are being targeted. Why? Because “we need to grow as human beings” and “develop a vision and an understanding of who we are and how we can internally host the rapid changes and become self-aware participants in the current transformation process.”

Hard not to visualize some of those marching Parkland or other high school students reading that passage, isn’t it? That blueprint included a quote from a name, Roberto Unger, who I recognized as a Harvard law prof [see tag] and it turned out he had written his vision of education in a book called The Religion of the Future. I think he is interested in a new Operating System as well, see what you think:

“In a free society, the individual has the educational equipment, as well as the economic and political occasion, to cross the frontier between the activities that take the framework for granted and those that bring it into question. He has been educated in a way that enables the mind as imagination to become ascendent over the mind as machine. He has learned to philosophize by acting [Parkland again and ‘action learning’ generally], in the sense that he recognizes in every project the seed of some great or small reformation. The practices of society and of culture multiply opportunities for the affirmation of this preeminence of the mind as imagination over the mind as a formulaic device.”

The “mind as imagination” is likely humble in its views and that ‘formulaic device’ slur sounds much like the Fixed Mindset insult or the supposedly discredited Axemaker Mind, doesn’t it? There turns out to be quite the consistence between the admitted Left and the supposed Right in the new kind of thinking and internalized OS each is pushing in the name of K-12 education. The better to get to a dialectical Convergence apparently. It all aligns with the Idea-centric vision we saw with History Matters, Thinking Like a Historian, and the News Literacy Project. All these curricula create internalized “shared understandings” that can be used to “design impactful projects and policies” so that “the political system can be transformed in such a way that we can adequately deal with our current environmental, social and ethical challenges and create the kind of world we want to live in.”

That willingness to transform needs new values and Ideas. Unger called it–“our vision of who we are and what we can hope for.” It also requires a willingness to be malleable in our dealings with other people–Intellectual Humility. All of these can be accomplished stealthily by what gets euphemistically hyped as “personalized learning,” or High Quality Project-Based Learning, to use just two current examples of what gets billed as “educational innovation”. Underneath though is what Unger confessed was a needed “reorientation of personal experience…and reconstruction of institutional arrangements, as well as with the radical changes of conception, attitude, and practice that such a combination requires.”

Values, attitudes, beliefs, and behaviors need to be targeted for change to create the sought new OS for each individual, not because they are the basis for an existing OS’s database of PII. Ideas are a useful vehicle to be the new definition of 21st century knowledge because, as Unger admitted, what is really being sought is a “revolution in human affairs”. That, in turn, requires “both change in consciousness and change in institutions…[where] no simple division exists between the religious and the political spheres of life.”

That quote certainly explains why every type of K-12 education now pushes a Tranzi OBE vision, doesn’t it? At stake are “attempts to influence our ideas about the possible and desirable forms of human association in each domain of social life.” Action learning instead of lectures makes sense for a change in classroom practice in this transformative vision when it is “the ideas we act out in our relations to one another [that] must, more than the ones we profess, be the object of concern.” Weigel was calling for much the same change when he emphasized that religion and education should create a properly cathected individual obedient to instilled values and Ideals. We have also seen this same aim pitched by creativity advocate John Raven as creating a ‘steerable rudder’ at the level of the mind and heart.

Without using the “M” word as I did in the last post, when Unger wrote of the need to “rely on institutional arrangements, established in law [good thing he is at Harvard Law, huh?], that restrain governmental or private oppression even as they secure a universal minimum of endowments to everyone,” it is still Uncle Karl’s ultimate vision he is describing. In the 21st century, preschool to higher ed are all being restructured to target the values and Ideas that guide an individual’s decisions and motivate his actions. This is all hidden for the most part and lied about by so many in the employ of think tanks and the media on all sides because we are no longer free NOT to “change our enacted beliefs about the possible and desirable forms of human association.” Education targets that internalized OS, as a government mandate from all levels enacted as a matter of law, precisely because this “effort to envisage and to establish a greater life for the common man” requires a new purpose for education.

That purpose necessitates new Ideas, practices, and arrangements that will, at a neural level, “bridge the gap between the personal and the political.” Hard to see though under euphemisms like Intellectual Humility, Excellence, or Quality Learning. All of these ultimately target what Unger said would be needed to get what he called Deep Freedom, a much more alluring phrase than that M word.

Having a Growth Mindset or Intellectual Humility as a prescribed goal makes sense if a vision of the future needs “many minds and many wills.” A focus on Ideas and Reading and Thinking like a Historian make sense if a desired transformation “evolves in historical, not in biographical, time.” Criticizing the “imperious, autonomous self” or insisting that students become “Hardwired to Connect” makes sense if one has a vision that “it is not within the purview of the individual, no matter how powerful, to direct.” Making the internalized changes to the student the goal of K-12 education makes sense, as so many of the Portrait of a Graduate or Positive School Climate visions now do, if the political and religious vision of the future relies on:

“a change in the conduct of life: a change of heart, a change of consciousness, a change in the orientation of existence.”

In other words, a new internalized OS. a/k/a student-centered learning.

 

6 thoughts on “True Norths, Steerable Rudders, Heuristics Control, and Circumscribed Minds

    • Funny as I have come to see think tanks as a vast conspiracy to mislead about the nature of the Ideas being pushed or how the major benefactors benefit.

      Did you see this vision right on cue? Notice the role of Ideas. http://www.greattransition.org/publication/human-rights-frontier

      “The coming decades will be critical for steering the global trajectory toward a just and sustainable world. Such an outcome will require a multifaceted global movement capable of driving transformative change in culture and institutions. Although this kind of movement does not yet exist, we can see it stirring in the efforts of myriad activists and organizations fighting for a better world and the ideas that inspire them to take action.”

      Plus, we have that word ‘thrive’ again. “Liberating human potential lies at the core of human rights. When the pioneering 1948 Universal Declaration of Human Rights (UDHR) speaks of freedom of speech and religion, and freedom from want and insecurity, it reflects a worldview in which blending the unique capacities of individuals into an interdependent whole lies at the heart of thriving societies.” That interdependent whole functioning as a system grounded in goals enshrined in law and a consciousness created via education appears to be what the Right and Left formally agree upon once the meaning of their rhetoric is scrutinized.

    • Did you see this? http://www.gettingsmart.com/2018/04/tools-for-pbl-the-landscape-today/ We covered HQPBL in this post. Notice the attention to setting goals and acting on them.

      Also, given Tom VanderArk’s role in GEFF 2035 and his work as an advisor to school districts like Fulton where I live, this quote of his puts the actual purpose of learning standrds into their true role: “The increasing concentration of income and wealth will make the civics of sharing –how communities and countries decide to share the wealth–the new determining factor for the quality of life of the next generation.”

      It always does come back to ed being the handservant for an infamous theory that cannot begin to imagine what actually created the wealth they intend to redistribute. What would someone like VanderArk know as he sucks his entire adult life from the teats of philanthropies like Gates and Carnegie and taxpayers. Think about that quote when he is touting Pavel Luksha’s work or the new Whittle School.

      This post from two days ago is the MH theory disguised with euphemisms. http://www.gettingsmart.com/2018/04/sharing-the-new-superpower/

    • Look at what FB is hosting this week and won’t this go well with Chan Zuckerburg financing youth finding their True North? https://www.peerforward.org/peerforward-announces-2018-youth-activation-summit-hosted-by-facebook-education/

      Have to wonder if the siblings Hogg will be attending.

      Also turns out Ms Grit-Angela Duckworth–is really involved in seeking permanent behavior change. https://bcfg.wharton.upenn.edu/team/

      Watch this short video https://bcfg.wharton.upenn.edu/ The Behavior Change for Good Initiative thinks humanity’s social problems in the 21st century are all solvable via behavior change so that we make better choices instinctually. Of course we are not the ones deciding what is better.

      Remember this is where AISP is located and Seligman with his Positive Neuroscience work. Video also shows this is tied to her Character Lab work. Not news to us here at ISC, but more admissions nonetheless.

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