Commanding Students to Treat Themselves as Manipulable Objects Means Invisible, Ongoing Predation

This post ends what began as a Trilogy but became a Quartet of posts when Senator Lamar Alexander substituted a substantially new version of his K-12 federal legislation rewrite with virtually no attempt to let the voting public know of the switch. As the last post covered in part, as a whole 1177, as the bill is called, reads as if it is the fulfillment of everything the behavioral and social scientists in Palo Alto have ever wanted from education to remake the existing world. It will take the sequel to my book Credentialed to Destroy to lay out all the connections I have documented, but I have them and I get to read 1177 with the informed mind and well-stocked glossary from books and papers going back to its founding in the early 50s. 1177 is also deeply embued with the communitarian ethos and seeks to turn it into collective obligations under federal law. Quite a combo.

I began this Quartet with the Fraud of the Century post because I thought it was important to begin to frame these shifts accurately as a usurpation by governments at all levels of an ability to make decisions that traditionally and legitimately belonged to private individuals. Now please forgive me for what is about to be a graphic metaphor, but it is the best comparison I can come up with and it unfortunately fits. Back in China under Mao or the USSR, the ordinary people knew perfectly well that they were coerced and manipulated by the power of the State. I won’t say imagine because this may be an apt image, but it’s not a pleasant one, that you wake up to someone with a knife to your throat and they insist that if you submit to sex they will not hurt you further. You may not have black eyes, but you were still raped and you would know that.

What the behavioral and social scientists in the East and West have been looking for over decades in a horrifyingly coordinated manner (also documented repeatedly beyond what is in first book) is an ability to gain that physical submission to whatever schemes the public sector decides on without the public appreciating the extent of the sought submission. That of course requires psychological manipulation and a limiting of knowledge, which is precisely what K-12 education in the US has sought to do from the original legislation in 1965 forward. On page 32,  the Every Child Achieves Act of 2015 (ECAA) prescribes that  each state “shall include the same knowledge, skills, and levels of achievement expected of all public school students in the state.” The ‘same’ and ‘all’ are deliberate language that limits what can now go on in K-12 public education for every child, regardless of ability.

Accessible to all as a legal requirement means that the focus has to be on emotions, beliefs, and behaviors because those are the only things all children have in common. Usefully those are the areas that the behavioral scientists have always wanted to access and now it’s the only legally acceptable focus. How useful. Now we are going to go back to one of the Big Fish among those behavioral scientists, Benjamin Bloom, to something he wrote back in 1976, where he believed his Mastery Learning techniques (notice how many times ‘mastery’ appears in ECAA) could create equality of learning.

He also wanted to shift the focus of school away from subject-content to affective characteristics, cognitive behaviors, and psychomotor skills. He pointed out that making equality of learning outcomes (italicized just like that) be a goal of education rather than equality of opportunity would mean “teachers and instructional material and procedures should  emphasize acceptable levels of learning for all children.” High standards gets its height from the percentage meeting the goal, not from the height of the goals themselves.

We see that same planned focus in the remake of all high schools project that started in 1998 as the National Urban High School project that the National Governors Association and the federal DoED saw no reason to tell us about. We have already discussed how all secondary schoolwork will meet distressingly low ‘common core goals’ such as the listed low, non-intellectual skills the federal Department of Labor created for its SCANS-Secretary’s Commission on Acquiring Necessary Skills in 1992. Oh, that would be when Alexander was the federal Education Secretary. What are the odds? From the 2008 NUHS “Seeing the Future” report, let me quote two more examples of “Common Core Goals” that would “cut across disciplines, drive the curriculum, and serve as the standards for assessing student work.”

The Six Hoover Learner Outcomes: What All Students Should Know and Be Able to Do on Graduation

1. Demonstrate habits of inquiry

2. Experience high technology

3. Collect, analyze, and organize resources and information

4. Communicate ideas and information

5. Work effectively with others

6. Organize personal resources, plan goals for the future, and show a commitment to lifelong learning

Now try to control your enthusiasm at these generic skills and personal qualities as I list The Five Habits of Mind from Central Park East Secondary, NYC.

Connection: How is it connected to other things?

Perspective: What is the viewpoint?

Evidence: How do we know what we know?

Speculation: How else may it be considered?

Significance: What difference does it make?

With those thresholds, what will now constitute mandated ‘learning for all’ judged as meeting federal law requirements, these very low and largely non-academic ‘common core goals’ asked of high schoolers will make a great deal of difference to where the US and other countries with comparable goals are really headed. Just imagine College and Career Readiness based on those as the high school completion goals and we will see why we found what we covered in this post. , which usefully gets us back to a global focus as we all ask why, why? For that answer we need to go to Uzbekistan to some research Alexander Luria did there in the early 30s to test the effect literacy had on the mind based on a theory he and Lev Vygotsky had developed.

What Luria found was that: “For illiterate peasants speech and reasoning simply echoed practical and situational activity. For somewhat educated people the relationship was reversed: Abstract categories dominated and restructured situational experience.” In other words, illiteracy is problemmatic for pushing theoretical thinking as a reliable guide to altering perception, and thus future behavior, because it simply does not work. It works poorly with an Axemaker Mind that recognizes inapt metaphors and can develop its own concepts from its personal store of facts. So if that Davydov vision of a restructured curriculum and purpose of school we met in the last post and in Chapters 2 and 3 of my book is to work students need to be kept at a Basic Skills and low levels of factual knowledge threshold. Are things making more sense now?

And we have also documented repeatedly that in mandating assessments tied to higher order thinking skills and understanding ECAA mandates that Davydov vision. Now the title came out of reading the following passage in a book from 1981 called Educating because the described vision throughout the book dovetailed so well with the real Common Core implementation I documented in my book and all the references to ‘learning’ now in ECAA. Gowin stated that “voluntary individual learning probably cannot begin until the person can regard the self as an object…One must be able to treat oneself as an object in order to probe one’s self, to see it as an instrument in learning.” What ECAA does is mandate that the student must view themselves that way and accept the school’s right to manipulate his beliefs, attitudes, values, behaviors, and even the hardwiring of his brain as he wishes.

That’s what that language in the statute translates into when it is run through the behavioral sciences glossary and existing papers and books. Gowin called it  a ‘controlled yielding’ and viewed the reorganization of the mind and personality at a neural level as necessary. All of this is bad enough and quickly leads to all sorts of literature on precisely what Transformational Learning really means that makes me long for that first post where we were angry that “high standards” meant combining college prep and vocational into project-based learning for all students. A reader though has passed on the most aggressive charter language I have ever read from the school district, Clarke County, whose leader was recently named National School Superintendent of the Year.

It was this local school district declaring the right to reorganize its students minds and personalities via required “personalized dynamic learning experiences” that really brought home the level of predatory invasions governments at every level are insisting on. Dynamic means transformative change in the student so I want to close with a quote from the late Professor Jack Mezirow on Transformative Learning Theory that fits with where that charter, the ECAA, and this entire learning focus takes us. Long, but vital.

“Transformative learning is defined as the process by which we transform problemmatic frames of reference (mindsets, habits of mind, meaning perspectives)–sets of assumption and expectation–to make them more inclusive, discriminating, open, reflective and emotionally able to change. Such frames are better because they are more likely to generate beliefs and opinions that will prove more true or justified to guide action.

Frames of reference are the structures of culture and language through which we construe meaning by attributing coherence and significance to our experience. They selectively shape and delimit our perception, cognition and feelings by predisposing our intentions, beliefs, expectations, and purposes. These preconceptions set our ‘line of action’. Once set or programmed, we automatically move from one specific mental or behavioural activity to another, and we have a strong tendency to reject ideas that fail to fit our preconceptions.”

No wonder the behavioural scientists wanted a shift to theoretical instruction (called there frames of reference) as I have repeatedly documented. No wonder the government officials and employees who want all this power are lying to us.

The public sector gets to determine what is problemmatic and decide the desired fix and it’s all out of sight. Except for in the language it is using in laws, regulations, and charters to try to make all these personal intrusions mandatory.

Luckily for us the latter is my playground.


59 thoughts on “Commanding Students to Treat Themselves as Manipulable Objects Means Invisible, Ongoing Predation

  1. “The public sector gets to determine what is problemmatic and decide the desired fix and it’s all out of sight. Except for in the language it is using in laws, regulations, and charters to try to make all these personal intrusions mandatory.”

    I skimmed through the charter. As usual it reads like gibberish to me. At a superficial level it seems like they are projecting ‘flexibility’.

    Because everything seems obfuscated and the words gibberish to me I can’t really find “make mandatory” part even if it is there. Most words sound warm and fuzzy to me, like ‘affordable care” or “net neutrality” or “cute puppies.”I am not disagreeing with your conclusions. If I were a modern ‘educator’ trying to make you out to be a wingnut I would ask you to point exactly where X (what you fear) is required. If you went through the history in too much detail you would loose everyone.

    If a law is written that requires ‘gibberish” and a reg is written further detailing that with more gibberish, then who is to say that every school and home-school does not meet the gibberish requirements? Because I don’t know enough I don’t know how this is enforced or litigated. I would imagine that someone somewhere decides that a school does not meet gibberish and therefore they don’t get some federal money.

    If the modern ‘educator’ gibberish is actually brought in through teacher training then that is a different route it seems.

    It would be nice(?) if ‘they’ had a glossary to define the terms as in a contract to clarify things. How do they enforce anything without such a glossary? Is there an enforcer?

    I noted that the charter wanted flexibility to spend less than the normally required 65 % on direct classroom expenditures. What is with that?

    • I was too tired to answer you last night. Sometimes when I am marrying lots of sources like this, it takes more energy than running a marathon.

      I am going to pull up my original charter post from almost 3 years ago as this has been a gradual process of epiphanies.

      When I was still at basically that level of knowledge, the Heritage Foundation’s Foundry online site did a story on charters and what a panacea they were. I posted a comment about how they could be the answer, but I was seeing language that actually locked in the non-academic vision and that the charter amounted to consenting to that vision for a period of time. That people needed to read the actual charter language and not assume it was academically oriented. I had posted there on numerous occasions, but Heritage viewed that factual heads up as unacceptable. Not cleared.

      Next Jay Greene’s blog (I have actually met and talked to him a few times) had Matthew Ladner doing a story on the wonders of charters and I made the same basic point. Read the language, not necessarily. Matthew responds to my point by posting a picture of a kid wearing a tinfoil hat. I then responded that as a lawyer I knew language and that a charter was a contract and that I had pointed to facts. I was not theorizing about anything and he was the one who wanted to shut down discussion by besmirching me via a graphic and ad hominem attack. I guess when Matthew reads this he can have another expletive rant like he did when Glenda Ritz won in Indiana. Anyway I actually started looking into the background of Ladner and some of the other ed analysts for ‘conservative’ think tanks. I kept discovering that the doctorate was in political science. That was the beginning of a hypothesis that an excellent way to control a narrative towards a desired end game like the Human Development Society Model would be to have a think tank with a reputation as conservative that people would defer to their analysis.

      Notice LL said Oregon did not need charters and she is right. It has pushed systems thinking for a very long time and wants its assessments to be about ‘meaningful learning’. Gowin would just call that learning, but then he runs through ‘grasping meaning’, then feeling its significance, and THEN making it learning by making it part of the cognitive structure that interprets the world. Frames of reference in the post or worldview generally are getting at the same point.

      That is what makes learning meaningful is that addition and reorganization of how reality and experiences are viewed. Luria’s actual telegram was that “Uzbeks have no illusions”. They did not perceive the kind of visual optical illusions we in the West see because we are practiced in there being more than one perspective. Remember ‘critical thinking’ and Robert Kegans’ work we have covered want students constantly practicing and being forced to take on the perspectives of others. This is also what Growth Mindset is getting at, which is why I tagged it. Before she came up with that excellent euphemism, Carol Dweck was a well-known Vygotsky scholar. She found a good way to get his insights into classroom practice without his name being attached.

      Briefly because this has gotten long, every charter I have now looked at and even their websites if you look for it sell the idea that the purpose of school and content is to change the child. Most seem to have language as well about a Whole Child perspective. That’s the base even in classical academies. It’s not knowledge for its own sake.

      Fulton is Type 2. I read it and instantly recognized it had locked in the Transformational OBE vision from my book and I was horrified. That is bad but it is static.

      Athens is Phase 3 and it contractually locks in the right of the school to change the student and use the produced data to keep changing him or her. It does what Transformational Learning says it wants to do. It is truly dialectical. Change the student’s view of the world so there actions change and that impacts the real world and that changes the student further. Change is internal and external and in and out of school. The ultimate dream of Marx and the behavioral scientists of getting an altered future and change in the world as it exists.

      “Personalized dynamic learning experiences” are the answer to that question Lenin asked back in 1905 “What is to be done?” There’s more but hopefully that is enough for now. The language in ECAA also gets us there when we consider what was laid out in the previous post. I think t is why all that troubling digital learning language is late in the document and waited for this stealth version.

  2. Robin,

    The link to “” appears to be broken in the text.

    How long before S1177 will be voted on in the Senate and then the House?

    • is a hot link.

      Sorry. Not always apparent from this end when something did not fully go through. I do not know on the voting. Supposedly McConnell picked trade instead of this, but that was about the time switch was made. I had not looked at the previous bill since I had analyzed it in mid-April. People who had more recently are insisting the previous form was the one still coming up until well after April 30 as the bill shows.

      I suspect it will be stealth as always, but McConnell knows the Senate rules and that may well be the source of whatever technique allowed this substitution. Kentucky has been piloting this vision for more than two decades and it has brought untold federal revenues and foundation dollars into that basically poor state to let its schoolchildren be the guinea pigs first. Oregon and Georgia are not far behind and Connecticut and Texas.

      • I noticed Kentucky just finished a pilot for the Gates funded, CRESST developed Learning Design Collaborative for English and Math. We must appreciate that CRESST has been in the business of “shaping minds” for a long while–and now Smarter Balanced is housed at UCLA / CRESST. Folks can opt out in droves but it won’t matter if they fail to see the shift away from bodies of content knowledge to skills and competencies. On a daily basis, the next generation is being equipped “to do” and “to act” so as to advance the common good. Forget opt out–we need a knowledge for knowledge’s sake movement…

    • Isn’t it funny how others catch up and want to push what we knew about last week?

      Might as well be writing a series of stories about gaming and the Common Core as if this was a newly discovered emphasis on the K-12 implementation. It is always interesting to see what finally gets covered elsewhere and how long it takes.

      Mike-that Brookings link, remember they are involved with UNESCO/OECD and LMTF, makes it clear how tight the nexus is between the economic planning vision and the K-12 ‘reforms’. It all looks like a coordinated effort because at a high enough level it is. We discern the plan from these sorts of institutional connections along with function when I cannot find sheer declarations.

      I did notice though that Bruce Katz of the Brookings Metropolitanism was on the list of attendees at that group that people used to pretend did not exist and now they just come out with the list and where it meets annually. Build-a-Bear can’t be right. That’s where I used to have to go to birthday parties with the kids.

  3. So Robin I appreciate your earlier advice regarding how, as an. educator one can combat all of this within the system. I am becoming adept at being subversive, and underming all our “betters’ ” intentions….thank you for all of your information….where I am ultimately hitting my head against the wall is all the teachers who care far more about HOW things are taught in their classroom than WHAT is taught…we all must use CHAMPS or moving the clothespin etc etc. WHO CARES? Use the PROGRAMS. Lexia or Imagine Learning or anything that means you the teacher can play on your cell phone while the kids do the “PROGRAM”.

  4. “[T]he democratic republics of the present day have rendered it [tyranny] as entirely an affair of the mind as [is] the will which it is intended to coerce.” — Alexis de Tocqueville. 1835. The Republic of the United States of America, and its Political Institutions, Reviewed and Examined.

  5. Am sending a post from Kline’s committee in the House concerning a recent trip to Europe by a bi-partisan group to observe the things as out which you posted today. Talk about timing!

    Subject: Kline Leads Congressional Delegation to Discuss Education and Workforce Policies with Transatlantic Allies

    Image removed by sender. Education and the Workforce Committee
    Congressman John Kline, Chairman
    May 27, 2015
    CONTACT: Press Office
    (202) 226-9440

    Kline Leads Congressional Delegation to Discuss Education and Workforce Policies with
    Transatlantic Allies

    WASHINGTON, D.C. – House Education and the Workforce Committee Chairman John Kline (R-MN) and a bipartisan delegation of House members are traveling through Northern Europe to exchange ideas on ways to improve education and workforce competitiveness. In recent days, the congressional delegation participated in a number of meetings with senior government officials, education and business leaders, and others in Norway and Sweden. Members of the congressional delegation reaffirmed the strong relationship between the United States and its transatlantic allies and discussed a broad range of policies affecting schools and workplaces.

    Among other events in Norway and Sweden, the delegation:
    Met with members of the Labor and Social Affairs committee of the Norwegian parliament. Members of the delegation discussed with their Norwegian counterparts challenges regarding the country’s rising unemployment, immigration, and regulatory climate, as well as the importance of the proposed Transatlantic Trade and Investment Partnership (T-TIP). The meeting also discussed the need to raise the stature of vocational education and ensure students are obtaining skills for industry-demand jobs.

    Joined a working lunch with the Confederation of Norwegian Enterprise (NHO) and Norwegian Educators. A representative from NHO discussed the need to deliver educational resources that are relevant to the demands of area businesses. The representative also described the country’s “two plus two” initiative, which provides students two years of educational instruction followed by two years of apprenticeship training. A representative for Norwegian Educators provided a brief overview of the Norwegian education system and the challenges it faces.

    Visited the Fryshuset youth center and gymnasium in Stockholm, Sweden. Founded in 1984, Fryshuset provides creative and constructive activities to help youth develop into productive members of society. The center offers a number of sports and music-related activities and innovative educational programs. Members of the delegation discussed with Fryshuset leaders and participating youth the successes and struggles confronting the center.

    Participated in a roundtable discussion with members of the Swedish parliament’s education and labor committees. Members of the delegation and their parliamentary counterparts addressed Sweden’s recent decline in the Programme for International Student Assessment (PISA) and the difficulties Sweden faces reversing the decline. The discussion touched on a broad range of education issues, including teacher quality, school choice, and STEM education.

    Held separate meetings with members of the American Chamber of Commerce in Sweden and representatives from Sweden’s government, business, and labor sectors. These meetings focused on the importance of the proposed T-TIP as a way to boost economic growth and job creation by providing greater access to free and fair trade.
    The congressional delegation also participated in a number of meetings with senior leaders in the Norwegian and Swedish ministries of foreign affairs and defense, and joined a working dinner hosted by the speaker of the Swedish parliament. These discussions focused on the threat posed by Islamic extremism, as well as the significant challenges stemming from Russian aggression and provocation in the region.

    “Our nations are wrestling with many of the same challenges,” said Chairman Kline, “and it was a pleasure to speak directly with our transatlantic allies about important issues facing our schools and workplaces. Our bipartisan delegation is grateful for the frank discussions and a robust exchange of ideas, and we hope this visit will strengthen our relationship with these vital friends and allies in Northern Europe.”

    Image removed by sender.
    Members attend a working dinner hosted by the speaker of the Swedish parliament, Urban Ahlin, and other members of parliament and the Swedish foreign service.

    Image removed by sender.
    Congressional delegation meet with members of the Labor & Social Affairs committee of the Norwegian parliament.

    The bipartisan delegation includes the following members:
    Rep. John Kline (R-MN), chairman of the House Committee on Education and the Workforce and member of the House Armed Services Committee;

    Rep. Tom Price (R-GA), chairman of the House Committee on the Budget and member of the House Committee on Ways and Means;

    Rep. Virginia Foxx (R-NC), Secretary of the Republican Conference, member of the House Education and the Workforce Committee, chairwoman of the Higher Education and Workforce Training Subcommittee, and member of the House Committee on Rules;

    Rep. Tim Walberg (R-MI), member of the House Education and the Workforce Committee, chairman of the Subcommittee on Workforce Protections, and member of the House Committee on Oversight and Government Reform;

    Rep. Randy Hultgren (R-IL), member of the House Committee on Financial Services and the House Committee on Science, Space, and Technology;

    Rep. Suzanne Bonamici (D-OR), member of the House Committee on Education and the Workforce, member of the House Committee on Science, Space, and Technology, and ranking member of the Subcommittee on the Environment; and

    Rep. Rick Allen (R-GA), member of the House Committee on Education and the Workforce and House Committee on Agriculture.
    To see more photos from Norway and Sweden, click here.

    # # #

    Image removed by sender. facebookImage removed by sender. twitterImage removed by sender. youtubeImage removed by sender. rssImage removed by sender. Website
    Image removed by sender.

    • Wow, cpw. That’s not just timely, it is eerie. All about the needs of local businesses and the Chamber of Commerce.

      Remember the post on the Swedish ed system that I based on the 1971 book called The New Totalitarians?

      I have a copy of that book still and have met Tom Price when it was just the two of us in an elevator going to the Georgian Club where he was speaking. Maybe I should take it by his office with my tags and highlighting.

      Glad you saw that. It also shows me we were right that HR 5 was intended to dovetail with the WIOA economic planning by the state and local commissions.

      Two members from Ga to boot. When I took daughter to international terminal a few weeks ago and saw all those flags and the Porsche HQ, I wondered what politicians had been promising all these companies from other countries they were willing to impose on US citizens. Foreign Direct Investment as that Ten Reasons Brookings report called it.

      Like we do not remember or know about Brookings Universal Education vision with UNESCO and the Learning Metrics Task Force. All these links say all these visions are connected, but only this blog and my book are talking about the connections in detail. Thanks for adding that relevant link.

    • And don’t forget that Eva Baker of CRESST was on the Gordon Commission.

      Maybe we should ISC crowdsource my theory that the real work of the Gordon Commission is the current language of ECAA in 1177. It completely reflects their vision and as I mentioned in the Women on the Wall conference call, the Gordon Commission was funded by ETS. ETS was the original entity behind pushing HOTS on classrooms back in the 80s. I quite literally have the book.

      • Also notice that Gomer from that link is a Digital Media prof and has funding from the MacArthur Foundation. Like Hewlett they also funded all three LMTF reports from the previous post. MacArthur’s connected learning emphasis fits the I-TECH language on personalized rigorous digital learning experiences language in 1177 and Hewlett’s deep learning fits the Davysov theoretical push. Hewlett was also the primary funding behind the Education for Life and Work report that made Vygotsky the lodestar of American K-12 ed policy.

        That post and report have only gotten more crucial with time. Almost 3 years ago now. I caught it the week it came out. Real time monitoring.

          • Nice find. Basically I am listening to all the confessions out of Soviet psych that closely parallel the real implementation and the language in ECAA. Footnote mining is pulling up diamond-encrusted platinum level declarations of why and I can see it in what I know from the book was called for in the 60s surrounding the original ESEA.

            There is a language in ECAA that in my mind reflects mindfulness to a T. My notes would have the actual page # but I wrote that in the margin of my note pad as I read and took notes.

          • “Inside the Schools Where College Prep and Project-Based Learning Go Hand-in-Hand”

            Do I get a high five for I told you so? High Tech High, which we have documented via P21 as others as also being the model of joining college prep and vocational for all students. It was also part of the National Urban High School Project featured in this Quartet of posts.

            Remember until last fall Knowledge Works, with Richard Riley on their Board, owned this New Tech network of high schools. There’s our tie to competency-based education as well.

      • Thank you! I had forgotten that about Baker. Wow! And with the ETS & HOTS many things just got a whole lot clearer for me. You must go to bed with a headache every night, Robin. The connections are mind blowing.

        I missed the call. Hoping they will post it soon.

    • Take a look at this, especially the descriptions of the assessments. Page 30 has someone from the Frameworks Institute at the symposium. That’s huge since we know their agenda and it is thus a part of what personalization really means.

      I am adding this link because I can now tie this vision from the report to the Texas High Performance School Consortium.

      This is where I am going next. Now imagine I can use Carnegie-funded research from the early 50s to prove that the language in this report on what personalized learning means mirrors almost precisely what the Soviets actually sought under Stalin to “change the individual to meet the needs of the state.”

      Now also imagine that book referred to another book and that when I went to locate a copy I discovered it had been republished after 1950 again in 1965 (the year of ESEA) and then again in 1976.

      The things now on my radar screen and the level of authority behind it is huge. As I say, apparently we are supposed to know this in time to avoid Lamar’s Bipartisan enslavement scheme. I do wonder how much he knows. I do not wonder that someone knew precisely what they were designing this to do and it was to quietly enslave the mind and personality at a biological level that would be almost impossible to later alter once caught. So we caught it on the front end.

      • By the way this blog extends our condolences to Grant Wiggins’ family. He passed away Tuesday from a heart condition. I did not agree with him, but respected the forthrightness with which he pitched Understanding by Design and advocated for his vision. This is a world of deceit, but not from him.

        For that we parents should be thankful. I wish everyone we are dealing with had that same honesty as to purpose.

        • You are kind. And Thank You, This is a good reminder that not everyone seduced by this idiocy has bad intentions.

          • Now that report appears to have been created for public consumption, unlike what I cited. Much less forthcoming about what personalized learning is actually about. Interesting to compare.

        • Look who’s worried about getting the ESEA Rewrite and the Higher Ed Reauth over the finish line.

          Chingos is yet another doctorate with a career in education policy who turns out to have a poli sci or government area of interest. Education is the means and new political structures and an organized society around the principle of Equity appear to be the ends.

        • Someone asked me to put up that June 2013 post where I first called attention to the use of gaming in the classroom both as a form of instruction because it is ‘engaging’ and as a means of assessment. Here it is

          And a pertinent between that post and what we are dealing with in the ECAA language is the tight relationship between ISTE, where MacGonnigal keynoted, and UNESCO.

          My Oregon readers will want to know that Paige Johnson who is an Education Consultant with Intel there is also a member of the Board of Directors of ISTE. Doesn’t this fit well with 21st Century Learning and what the LMTF is pushing as Universal Education.

          • Our issues in OR go back a long way. I read this today. A good review on OBE. It reads like they are speaking of the current reform We know they are nearly the same but it is uncanny in resemblance. I did take note of how Spady felt competency education is at a much lower bar than OBE. coming from him that is a statement! especially since we are shifting over nearly completely.


          • It sounds a bit silly to say, but things are literally exploding on my end as never before mentioned books are showing up as I see them in a footnote.

            As always I have one part of my head in the history and theory and the other in turning it into English so someone just loping by with an interest gets how it fits together.

            Since one of the things on my list for tomorrow is a 73 paper of Spady’s from a forum., we will know what this looked like in the beginning before anyone tried to hide the essence of what they intended for Mastery Learning to be.

            Thanks for finding that paper.

          • As best I can tell they go back to North Clackmas School District in Milwaukee, Oregon. It was an early adopter of Mastery Learning, the “instructional philosophy”, back in the late 60s.

            Their then Superintendent Dennis Carmichael was a presenter at the Society, Schools, and Mastery Learning Symposium of the 1973 AERA Convention. Remember AERA is the same outfit that thought Bill Ayers made a suitable VP. It’s also where the Gordon Commission presented its findings back in 2013.

            Here is a paper from him. Notice the references to ‘learning needs’ just like the language in ECAA.

          • Robin,

            I am re -reading Brave New World. Its sort of jaw dropping in that We are practically living the novel present day.
            Lots of associations keep popping up for me as I read ( of course reminding me of Aldous’ information drip from Julian ) but one of the first to jump off the page for me in the forward was Huxleys description of ” Feelies” taking over for Movies.
            It has occurred to me that role playing computer games are serving the essential purpose that Huxley’s “feelies” did for the citizenry in his novel. They create the desired perceptions and emotions in the individual player that serves the state just like “Feelies” did.

          • just came out today and further demonstrates this alliance we have been monitoring via the change to high schools.

            Harman Willis in his 1987 book Global Mind Change noted that the body reacts physically and emotionally to virtual reality situations without distinguishing it is pretend. Jane MacGonigal of Institute for the Future declared the intention to use these immersive visual experiences to change how students view the world and perceive the future.

            Nothing seems to matter but obtaining the revolution and we are being led by people who lack the ability to perceive the consequences of what they are pushing or who think they are insulated from the likely tragic consequences. There’s a reason I prefer historical fiction from previous centuries when I take a break from researching. Which reminds me I have a break coming up and a long plane ride.

      • Stunning and terrifying. But how do you get people to listen, to understand, to care enough to push back? I need to stop reading this stuff before bed.

        • California has taken these grants announced today to pilot the blending of education and workforce development.

          Also Mississippi, Ohio (something to ask Kasich if he decides to run for Pres), and Rhode Island. The latter links with the Providence high school consistently described in the New Urban High School literature.

          The fact that JP Morgan Chase is a sponsor ties with that economic development Ten Lessons report I linked to yesterday making this also into a wioa matter via state and local sector planning.

          I get people to listen by being right. By being perceived as the only person out there who gets whatever is the next step, who monitors all the related angles to education which is only the means. This is a long-haul project for me.

          Last night I watched a very bad x-men movie to get my mind elsewhere and the night after the conference call I watched a terrible Transformers movie. Hubby asked why I would watch something stupid. Stupid was actually what I needed as it was time to mentally and emotionally wind down from the acuity with which I see where this leads and the impending tragedy. It also helps that ECAA is such a tight narrative of past initiatives that are on my radar with the hard copy to back up what I am saying.

          I could testify before Congress at this point and have what I need to back up where that language comes from and what it really means.

          • Thanks for the link. Why don’t folks see that allowing the government to track a student from school to career is a terribly old idea that has never ended well? The ability to do this using tech that assess external actions as well as internal thoughts is almost beyond comprehension. SIF and friends have been hard at work to make sure all of this data is put to good use to benefit…well, the global elites of course.

            And thanks for the OBE link LL.

          • OK this is weird. This is the Congressional action on 1177.

            Notice Patti Murray is no longer cited as a cosponsor and the action is the introduction on April 14, 2015. I read that cited intro from the Congressional Record and it dates back to the intro before amendments.

            Then we have the April 30, 2015 placement on calendar and a showing it came out of committee on that date but committee vote was before that, but it’s not reflected. The lobbying/consulting arm of Clinton Ed Secretary and Carnegie Corporation Vice-Chair Richard Riley has the text of 1177 in its now 792 page form from the GPO that is what I have been looking at in this Quartet of posts announced today in its weekly newsletter summary that: “Since Chairman of the Senate HELP introduced S. 1177, the post-markup version of the “Every Child Achieves Act,” no action has been taken on ESEA reauthorization in the House or the Senate. The bill is widely anticipated to be considered on the Senate Floor in mid-June, though the exact timing remains unclear. The text of the bill, now including all amendments from Senate Committee markup, is available here.”

            So did HELP do some kind of voice vote on 1177 on April 30, 2015 since it says “no written report”?

            This remains quite curious in how it was handled and we all have to wonder if the existence of 1177 and its new language were not being discussed on the Internet whether Education Counsel would have mentioned it today at all. Why wasn’t it discussed in last Friday’s newsletter or the previous newsletters prior to that but subsequent to April 30, 2015?. I first saw it Monday, May 18, but I have gotten phone calls from researchers who were still accessing previous version after April 30. When David Vitter’s amendment on privacy was introduced on a Thursday, it was cited in the next day newsletter.

            If this is indeed the previous version with amendments, why is that not discussed in 1177’s history?

            It appears that what I have noticed from having read both versions and looking at all the HELP passed amendments is that there is some connection but also essentially a substituted bill.

            The close alignment of the 1177 language with the tenets of Mastery Learning has me back today in the early 70s. That literature makes it quite clear that Mastery Learning was not designed to educate for the world that existed then. It was to fit with an “industrial democracy” vision of a restructured society, economy, and workplace hoped for in the future. Then the author cites Bowles and Gintis’ work, which I am unfortunately familiar with. They hoped for a Marxian revolution in the US and wanted it to be without bloodshed.

            Those are the kind of visions actually attached to the vision of learning and achievement and needs and will equality of outcomes aid mental health and all sorts of other theorizing I have from the 70s. That’s without tying it to what was going on in the Soviet Union and education and psychology that I also have documented.

            We may not be able to get Congress to not enact 1177 any more than we could stop WIOA. What we will most certainly be able to do with 1177 is tie a vote for it to the practices and visions of the deadliest regimes of the 20th century. Someone was aware just how full with terms of art and practices with a track record in other countries and documentation its creators wished for here when they created these theories.

            Why on earth have I ended up in this position? Definitely not something I wanted, but all of this really does matter.

    • I think I read somewhere that he introduced that with Senator Kirk and someone else. Kirk’s role tends to follow from anything that pushes the CASEL vision, which ECAA and LMTF most certainly do. In fact Roger Weissberg of CASEL was listed as being at the LMTF original meeting in NYC. I think the next was Dubai and the final one at the Rockefeller Foundation property on Bellagio.

      Remember when I linked to the story on the signing of the Ga Student Privacy Act and how it actually locked in the ability to access and rewire the mind at a physiological level, much like ECAA now?

      We knew the Foundation in Education Excellence that Jeb Bush founded that gets so much money from tech companies touted Deal signing it. This from them today states that it was actually their model language being used in the Ga statute. That fits with other initiatives these tech companies have going on with GELP, ATC21S, the OECD, and UNESCO, but it does create a Presidential campaign question. Isn’t the Foundation merely a conduit for connected cronies to push political policies that serve their financial interests but are antithetical to anything that has ever worked.

      That model language grants totalitarian access to student’s minds and personalities and all the data flowing from the “educational” purposes, which include rewiring the mind to reliably guide future perception and likely actions. It all tracks back to something Jeb established.

      Fascinating confession that suggests that people do not appreciate what the language in these federal and state statutes are really designed to do. Somebody knowingly wrote that verbiage just like someone knowledgeable about the end game wrote 1177. We seem to have a lot of politicians pushing language they do not actually understand the consequences of. The US in 2015 once you know what these phrases means feels like the Soviet Union in 1936 when they promulgated a new constitution there to more clearly bind the individuals to submit to the will and designs created by state actors there.

      Tell me how WIOA, 1177, and Georgia’s new Student Privacy Act as well as so much unappreciated language in school and district charters, has not been created in the same vein. To use the law offensively to bind people to a vision they would never knowingly go along with.

  6. This is the most recent email on Oregon Education. Delivery every Friday. We have a special name for it on our group, junk mail will suffice here. This week is particularly interesting due to the partnership. I still think the early learning is the most nefarious. Read with Robin’s ed dictionary on hand.
    From the Desk of the Chief Education Officer

    Authentic partnerships with families represent some of the greatest sources of untapped capacity for delivering on the promise of opportunity for each of our students. When our child-care centers, community organizations and schools engage as true partners with family members we see powerful outcomes that benefit the child, their family and larger community.

    Research tells us that meaningful family engagement in children’s early learning supports school readiness and later academic success. Yet, I often hear how daunting authentic engagement with families can be, given staff capacity, systemic strains or even a quandary about where to start.

    At the state level, we are focused on creating the major systems changes that are critical to support and foster a deepening of family engagement into the fabric of our educational approach. Through many of our community driven regional initiatives we are working to set the stage such that a broader cross-section of partners, including families, come together to develop a shared-vision for student success.

    Alongside this work though, there are extraordinary examples of meaningful and culturally specific family engagement happening all across the state that are simple in nature but carry the potential to be transformative for the next generation. I’ve met with community organizations who regularly seek input and guidance from caregivers through parent committees or councils, other educational entities shifting meeting locations to go to community centers or churches to meet families where they are, and partners who have engaged with culturally specific organizations to support meaningful engagement with families from communities of color.

    This week, Oregon’s Early Learning Council (ELC) launched one such simple concept designed to deepen partnerships with families to help put our youngest Oregonians on the path to success in school and in life. Through a partnership with the Bezos Family Foundation, the ELC launched a pilot program to roll out VROOM. VROOM is designed to empower families to turn every day moments into learning and brain building opportunities. It is a simple concept that offers a research-based tool for Early Learning Hubs and culturally specific community organizations to elevate caregivers as brain builders and provide families with fun, researched based ways to help children learn through everyday routines and activities.

    How are you tapping the potential for partnerships with families in your own community?

    Notice the partnership.

    • Now tie your graphic language to this recently filed lawsuit.

      Also remember I have mentioned that there is language in ECAA that speaks of the school’s obligation to the community and not just students. I also read certain language (my notes with page numbers) are upstairs that to me reads as if schools will be asked to take on obligations to remediate all known effects of poverty. This fits with the long time goals of the School Mental Health Project at UCLA, that I have thoroughly researched by not yet incorporated into a post per se. It is clearly implicated, however, in the language you have provided, this Compton lawsuit, and the language in 1177.

        • There is language in ECAA that suggested to me that poverty itself was to be deemed unacceptable. I am about half way done with that 2015 National Initiative laid out on the smhp site above. It looks like it will delay the next post as it declares openly what I had intuited from other sources about what personalized instruction really means. Also learning needs. Chapter 8 on “Crises Sssistance and Prevention” and the paper linked to at end and Chapter 9 “Student and Family Special Assistance” get at an obligation to ameliorate effects of poverty and other risk factors including illegal immigration in those communities now being saturated by federal fiat.

          Since I have read ECAA and am almost done with the “transforming Student and Learning Supports: Developing a Unified, Comprehensive, and Equitable System,” it appears that document was intended to be incorporated into the obligations ECAA will be creating or allowing. Likewise, it appears designed to be bootstrapped under aggressive interpretations of federal civil rights laws. It is hard to read all this and not recognize this is how Ban Ki-Moon’s vision of Dignity for All by 2030 gets attempted with nary a heads-up to we peons financing it all. No wonder we keep taking men with the intellectual capacity of 10 years olds and making them district supers. They lack the wherewithal to recognize the consequences and they are incentivized not to question because of lucrative pay packages.

          • Reading through smhp and I can’t help but think how many will love, love, love the 2015 National Initiative. Ed World is replete with those who believe policy is the panacea for all injustice. After all, this is what most in the opt-out movement want, right?

            CRESST, also at UCLA, has been using students in LA’s inner city charters to experiment with psychological assessments for some time now. Recently, unaware students have been providing free labor for the Center of Advanced Technologies in Schools (CATS), a division of CRESST. “The center combines research on cognitive psychology, instruction, assessment, and new technologies including gaming to improve the understanding of fundamental math concepts of underperforming middle school students.” If I believed any of these intrusive policies would actually do more good than harm, I might be pleased with ECAA. But I don’t and I’m not. Also, UCLA is in the process of opening its second community K-12 school in South LA. Like its counterpart, it will be a teaching school where new teachers will learn the ropes. These newbies will fulfill the program’s core principles, which “are aligned with the school’s commitment to social justice.” Justice, as far as I can tell, is defined by a full array of wraparound services necessary to educate the whole child. These schools intend to be models for the rest of the state / nation to follow. Because they’re charters, there will be little oversight–no one to objectively question the efficacy or ethical nature of the experiments played out in the minds of children. So much already in place–it’s hard to see how any of it will ever get rolled back.

          • More proof that the local is where the global agenda gets implemented. Aspen will be there and so will Bruce Katz, My Metropolitanism from Brookings.

            And Aspen is taking applications for its Communities that Work initiative with the US Department of Commerce. It’s all the same vision. Aspen was also there in April at Fordham Law School at a conference on the sharing economy.

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