If this blog provided sound effects, I could blow the whistle now and holler that we have reached our destination. This is the 6th post in a series that began on February 27. I used the unexpected DeVos declaration of our ‘moral obligations’ and the IPEN paper on global education as recent examples of what the UN had enacted in the late 90s as the Universal Ethics Framework. I found that because well-known communitarian advocate Amitai Etzioni cited it as he laid out his vision for The New Golden Rule: Community and Morality in a Democratic Society that seemed to accurately reflect the actual classroom and school implementation of Radical Ed Reform going back to the mid-80s. It also seemed to track all the organized deceit I had found about SEL Standards, the Common Core, and other matters which are too consistent in what is being suppressed to be coincidental.
Let’s dive right in because as I have warned, a communitarian mandate pops up on a regular basis and it is always mired in deceit. Now I know why. To prevent resistance to what is being sold as an italicized regeneration of American Society that seeks to penetrate ALL schools and ALL colleges and universities. Here’s the quote that also fits with what was laid out in A Call to Civil Society and Hardwired to Connect from the last post. It explains the neural emphasis we just keep coming across now:
“The communitarian analysis, at least as practiced here, involves a keen awareness that values need to be embodied; that is, for values to guide behavior, a society needs to evolve social and personal formations that undergird the society’s values…Embody or perish is the communitarian motto behind much of what follows.
Embodiment refers to the need for shared values to be internalized by the members and for these values to be integrated into the societal formations [like schools and churches] that help shape behavior.”
Won’t federally required ‘performance standards’ be so useful in making this needed internalization and embodiment an invisible component of how every student will succeed? If such sarcasm seems unbecoming, we need more quoting, especially on how a communitarian society differs from an authoritarian one. My succinct explanation is the coercion is imposed neurobiologically via education to become a Habit of Mind so the coercion is mostly invisible. At least it was until I wrote Credentialed to Destroy and then this presciently named blog. Communitarian societies are steered in “a new shared normative direction. Communitarian societies differ from authoritarian societies in that they require a smaller core of shared values (although significantly more than the societies individualists envision).”
That antipathy toward “individualists” sounds straight out of the new Classical Learning Test hype, doesn’t it? That’s not coincidental, as I will show later. Etzioni stated that:
“the new golden rule requires that the tension between one’s preferences and one’s social commitments be reduced by increasing the realm of duties one affirms as moral responsibilities–not the realm of duties that are forcibly imposed but the realm of responsibilities one believes one should discharge and that one believes one is fairly called on to assume.”
Education, of course, is first on the list of the ‘normative means’ used to create the desired moral commitments which enough people have internalized as the basis for their likely future behavior to change the direction of the society. In case anyone thinks this is just the admitted Left pushing this, remember that Hardwired to Connect from the last post with its ties to the supposedly conservative think tanks pushing School Choice vocally also stated explicitly:
“… an ‘us’ strategy is quite different. It is much broader and more radical. Its focus is cultural, not merely political or programmatic. It aims less at a specific intervention than a fundamental social shift–a change that involves the society as a whole. A ‘them’ strategy is about getting specific things done, but it is more fundamentally about guiding an entire society in a certain direction.”
My book’s pivotal observation that the actual Common Core implementation targeted student’s ‘values, attitudes, and beliefs’ makes so much more sense once we become aware of the widespread desire for Social Reconstruction that is no longer just a project of the admitted Left. Did you know that Chester Finn of Fordham, who we have tracked back to the mid-80s duplicitous Project Education Reform and forward to his work with Diane Ravitch and now Fordham’s co-sponsorship of the PEPG forum at the Kennedy School of Government, is listed as a signatory to Etzioni’s Responsive Communitarian Manifesto? So are several other people tied to those IAV papers in the last post. This truly is where the Right and Left Pincers want to take education. They want the coercion to be invisible and binding.
As I told my kids when they were growing up, wanting something doesn’t mean you are entitled to get it. To avoid the invisible coercion we have to know this vision “requires that most members of the society most of the time, share a commitment to a set of core values, and that most members, most of the time, will abide by the behavioral implications of these values because they believe in them rather than being forced to comply with them.”
The role of all these think tanks makes much more sense to this vision if we know that “a core of shared values also enhances the ability of a society to formulate specific public policies.” Try not to be too shocked that elsewhere those policies must include society and its individual members meeting all needs to provide for ‘individual well-being’. The Communitarian agenda says that is the 21st Century purpose of government. Nothing like 21st Century euphemisms redeeming Uncle Karl’s real vision of human development.
Lamar Alexander doing a presentation at AEI last week pretending ESSA supposedly gets the feds out of education makes perfect sense if ESSA laid out a mandate for the needed framework to force internalization within each student. Remember the requisite Internalization must occur without effective opposition from parents and taxpayers. Also, the local hype fits with the statement that “reconnecting the political decision-making bodies to community dialogues is one of the most important items of the communitarian public policy agenda.” Fits right into what AEI’s President Arthur Brooks called the true tenets of Conservatism. It requires a Revolution of the Heart too.
The calls of SEL Standards for self-discipline or self-regulation, or what the Faux Narrative refers to as ‘self-government,’ ( https://www.jamesgmartin.center/2017/03/common-core-damages-students-college-readiness/ ) which is also straight out of the Manifesto mentioned above, call for a longer quote from Etzioni that explains all:
“From a communitarian viewpoint, to draw on public schools as developers of character (for a stronger, higher self) it is most important that they focus on development of personality capabilities that enable people to act civilly and morally. [Soft Skills for All!] First among these capabilities is the ability to control one’s impulses [Is that what the above link calls the ‘right and responsibility of self-rule’?]…Second, a well-formed person must have what Adam Smith called ‘sympathy’: roughly, the ability to put oneself in the other person’s shoes, what we would refer to as empathy. Without this quality, there is little likelihood that children will develop charity, fairness, respect for other people, or the other virtues. When a person possesses these twin capacities, the psychological foundations for abiding by internalized values are in place.
Once schools are restructured in ways that enhance personality development, the question of which specific values are to be taught recedes in importance but still needs answering.”
The requisite ‘non-cognitive factors’ that must be a component of the State Plans under ESSA all go to that personality development prerequisite in one way or another. It’s not a database, but a starting point to get the needed internalized change to support this communitarian vision of a new moral order. It’s not coincidental that the definition of the law taught in elite law schools has now been altered quietly as the “enterprise of subjecting human conduct to the governance of rules.”
I personally reject the distinction that something is not coercive as long as people and governments can successfully misrepresent what they are up to via education and the law. It is also greatly troubling I keep coming across references to collecting data on where students are in each of the 24 listed characteristics of the VAI-Values in Action–Character Survey.
I need one more quote from Etzioni that goes a long way towards explaining what makes education through provided conceptual lenses and themes about what is important, cross-cutting, or Good, True, and Beautiful so necessary to a transformationalist. We will need it in the next post as I continue to prove this IS the vision ALL of education is being organized around. Long time readers will recognize this is the theory with the nerdy name of Ascending from the Abstract to the Concrete created in the USSR in 1962.
“Such statements about moral causes that present themselves to us as compelling are similar to what religious authorities speak of as revelation. This does not mean we cannot reason about these matters. The fact that some cause initially appears to one as powerful does not obviate the need to examine it closely. However, here reason follows and buttresses revelation, and not the other way around…It should be noted that reason plays a rather different role here.”
I’ll say. I wanted to shout “Transfer” as Lauren Resnick has been pushing for in education reforms for decades. She must be so pleased that her integral Higher Order Thinking Skills that embodies this very concept of Revelation first, and then Apply the provided concepts to real world, concrete situations, is a required ESSA component. Measuring every student for compliance at least annually.
That will be so useful for imposing this requisite Internalization.
Next time we will find this same goal being stated in terms of the US Founding Fathers and the purported requirements of “constitutional government.” We will see more clearly then why facts get in the way of simply accepting the provided concepts as Revelations that are to be accepted, internalized, and never disputed.
I feel like such a naughty Individualist sometimes for recognizing when we are being lied to and when something else has the same function.
Thank you for the insightful posts. I haven’t read your book yet and am ordering it.
Can you please explain more about CC math and the connection to behavior modification? CC rolled out when my daughter started K or 1st grade and she never learned math in a linear, logical fashion (except when I work with her – which she then understands). In school now (7th grade) all they do is Discovery Education (online CC) which is goofy, convoluted, and difficult. Her math teacher makes us feel like conspiracy nuts – they seem to turn things back on us as ignorant or misguided parents. I can’t even always help her with her Math (specifically Discovery Ed.) and it creates much distress and frustration in our family. Some of the math problems are subjective, like calculating how many bananas an average person eats throughout their lifetime. It really is frustrating; I am curious as to how and why CC math, particularly Discovery math, was designed this way – is it to dumb kids down or is it designed to mess with their minds intentionally?
Also, can you speak more about Values in Action Character survey please?
This blog post shows more clearly why we are being “snookered” by “conservative/religious” organizations, along with the supposedly conservative political think tanks, into believing that we are not being pushed into the same tunnel toward Uncle Karl’s vision of society. Any organized group operating right now can be analyzed as leading us in that direction with the same techniques under different titles. Education reaches the most vulnerable strata of our population. What is “falling” on our students and children resembles the serine gas unleashed in Syria–invisible and deadly.
After I wrote Credentialed to Destroy someone in an audience asked me if Tranzi OBE could be used to push any ideology into being the guiding factor behind behavior and I said yes. Basically, as much as religion can mean to people, it is a belief system. We are at a point where everyone is backward mapping from their desired vision of the future and then making ed and the law their foremost tools on creating the needed blindly subservient minds and personalities.
It’s not coercive if no one is aware of its existence?
Look at this alarming conference at Stanford on April 20 with two of our faves–Roy Pea and John Seely Brown. https://mediax.stanford.edu/events/mediax2017-conference
Ah that conference at Stanford well this splains it :
“On April 20th, the #mediaX2017 Conference will delve into the human mind as a sense-making organ, keeping as context the whole body, the whole person, in community”
Ok so the whole body, they got their hands on our kids brains, on their private parts too, and will tell them what to eat, feeding them 3 meals a day down at da hub….They will be sure to install the sense of a tranquilized baboon in them and the rabid hyena activism switch to shout down any ists they may encounter.
Da Hub is your community. Das it. You will be able to travel as far as the local bus/trolly can go down the corridore of the arts in your community. You will be rewarded with grants to open a nifty thrifter or make surrealist murals and perhaps a ticket for a latte if you ride your bike.
Yes baboons can ride bikes, cuz that makes sense from my brain.
Just in time, Harvard GSE launches a vision of education to create communities where everyone thrives. http://www.gse.harvard.edu/uk/one-and-all
Forgot their meaning of ” whole person in community” group learning aka peer pressure aka equity. Community aka Institution governance. Community includes the ” third space”. Live work PLAY. Monitoring all. Lifelong learning.
Massive over use of the word Conmunity.
Its so over done. But gotta give them credit for mass confusion due to their ability to justify lying endlessly.
End ( utopia) justifies the means.
All comes down to Hegel and Hess and protege uncle Karl.
Take a look at this out today. https://www.garrisoninstitute.org/blog/seeing-system-source-self/
Also notice how every problem now has the same remedy, localism, across the political spectrum. http://www.thedailybeast.com/articles/2017/04/11/to-reunite-america-liberate-cities-to-govern-themselves.html
The internalized level of the mind is simply the most micro of the desired levels to be steered by public policy in the name of Equity, meeting human needs, and Subjective well-being.
Integrated Identity. Wouldn’t that be another version of flourishing or human development? If we all become integrated in our identities then perhaps we will reach the proper level to function as they wish in their divine utopia. Gag.
As a different paper out in recent weeks put it–Sense of Agency to change the environment, Integrated Identity and Sense of Self to motivate the need for change, and Set of Competencies to accomplish the change.
We also have the just released MyWays Competencies for Success in Learning, Work, and Life (unlike the Faux APP/Pioneer Narrative trying to misdirect the crucial nature of Tranzi OBE away from my work) graphic that nicely illustrates what it means for the student to become an organized ‘system’. https://d3e7x39d4i7wbe.cloudfront.net/uploads/photo/image/4402/EdSurgeGuide_RedefiningStudentSuccess_MyWaysFramework-1491840897.jpg
That is part of the Next Generation Learning Consortium that we happen to know is global via GELP, but is a consortium of states, districts, philanthropies, and the CCSSO in the US. Plays right into another coordinated Faux Narrative that seeks to make the feds the bogeyman. Are local governments and schools really entitled to turn children into socially engineered systems at a neurobiological level while lying about it and that’s OK? It’s just an instance of ‘laboratories of democracy’? That phrase has now ceased to be a metaphor then and is now an actual factual description.
As the OECD put it yesterday: “In the past, education was about teaching people something. Now, it’s about making sure that students develop a reliable compass and the navigation skills to find their own way through an increasingly uncertain, volatile, and ambiguous world.”
So who determines what constitutes the metaphorical gauge of North on this internalized compass? Isn’t that what CLT is measuring and what IAV and ETzioni want to use education to alter?
Are you really ‘autonomous’ if your values and visions are being manipulated like this? Especially when we add on learning experiences created via virtual reality designed both to measure, alter, and ‘train’ what is the internalized basis for both conscious decision-making and unconscious habits of acting?
If parents only understood the real template, but then again making sure they do not is the reason behind the coordinated Faux Narrative.
Look what all the hyping about ‘federal control’ also obscures. http://pie-network.org/article/achieving-equity-through-local-control/
Just look at everything coming together here. http://www.newprofit.org/new-profit-launches-two-education-initiatives-aimed-inclusive-social-entrepreneurship-personalized-learning/
hand surgeon gave me cortisone shot yesterday and said no typing and thumb spica splint 24 hours a day for at least 4 weeks. i am using left hand and hunt and peck here.
This shows right and left pincers coming together agin to create the School Choice narrative and using npr to boot and the atlas network. https://www.atlasnetwork.org/news/article/school-inc.-documentary-brings-ideas-about-innovative-education-to-public-t
It’s a shame my body is weak as I just swim with connections these days.
Hunt and peck as you can. Hope you heal quickly Robin.
de quervain syndrome. the only way to avoid surgery is to wear this awful splint. i am bummed, even though i had something published today confirm the same template i had tracked to 1988 and carol dweck this morning.
http://www.huffingtonpost.com/entry/to-make-better-policy-we-need-better-access-to-facts_us_58f77fcbe4b071c2617f0180 is more on evidence-based policymaking.
some reading while i am ailing. notice ‘hearts’ comes first as priority http://www.casel.org/wp-content/uploads/2017/04/ESSA-and-SEL-Five-Strategies-April-2017-041717.pdf
oh. my joy knows no bounds. http://www.fabbs.org/2017/04/20/feldman-barrett-highlights-need-to-integrate-neuroscience-and-behavioral-science/
page 5 of this out today ties to the precise point i warned about in this post. http://www.p21.org/storage/documents/Skills_For_Today_Series-Pearson/Collaboration_White_Paper_FINAL.pdf
all of these skills are to create peple who have internalized traits, beliefs, practices, and values for the mh, hardwired to connect, new golden rule, and unesco ethical framework society. it’s behind the deceit over school choice and the common core. it’s behind the reading, math, and science wars covered in my book.
your favorite. http://www.arthurzajonc.org/wp-content/uploads/2016/05/Contemplation-in-Education-Handbook.pdf
siegel cited him in his newest book, which i have just finished. siegel never says so directly but it fits perfectly with what the civil society, the mh template, and the new golden rule all need people to become and factual knowledge is in the way of becoming from the inside-out. turns out he met with john paul ii at vatican at his request. ties in to creation of imbes. refers to ‘richie’ davidson as well, which brings in casel even though it is not referenced. he also hypes all his work with dalai llama without mentioning holos consciousness or club of budapest or ervin lazslo.
all the undetailed connections once again that would interfere with narrative, but has everything to do with the real aims.
SEL look at graphics!
Feel better, Robin, occupational hazard?
thanks. gourmet cooking is a hobby and this started over the holidays and then the typing aggravated.
sel is not an add-on. it,s the whole point. academic subject names are merely the conduit for the activities to create the desired internalized dispositions and scripts and schemas.
here is the graphic in what it means to ‘thrive’. http://4h.ucanr.edu/files/4046.pdf
This gives more detail on what I am working on.
Her paper [Carol Dweck] with Kristina Olson, “A Blueprint for Social Cognitive Development” (2008), lays out the central features of this approach. Particularly important in this approach is the importance these researchers give to the role of the mental frameworks through which people navigate the world and solve the problems they encounter.
At its core, SCD is a field concerned with how mental representations and mental processes relevant to social development change across development. It also involves the study of how these mental representations and processes may mediate or moderate the impact of particular antecedents (e.g., parental input) on children’s outcomes (e.g., well-being). (193)
Olson and Dweck highlight four key goals for research in social cognitive development studies:
Identify and measure a social cognitive mental representation or process that is believed to be important in development.
Manipulate the mental representation, and observe its impact on outcomes of interest over development.
Investigate the antecedents of the mental representation or process of interest.
Compare how the mental representation operates in the laboratory and in the real world. (195-196)
This is a crucial theoretical innovation, because it insists on what we have previously called an “actor-centered” approach to behavior. What is the mental framework on the basis of which the individual acts? Olson and Dweck consider examples of aggression and achievement motivation and demonstrate how beliefs and mental frameworks influence the child’s dispositions to behavior in various circumstances.
that would be what i meant by script and schemas.
I fixed that first link. That is a highly sanitized version of the creation of casel. it actually grew out of the rock f funding of james comer’s work.
if you look at the keynote of the upcoming gsv summit in utah in may you will see tim shriver of casel on that agenda.
more on the sel juggernaut. http://edpolicyinca.org/sites/default/files/SEL-CC_report.pdf
as well as this from the same upenn pushing aisp–actionable intelligence for social policy. https://www.tes.com/news/school-news/breaking-news/martin-seligman-teaching-wellbeing-schools-will-improve-lives-young
plus siegel’s books are the support for many sel and readiness frameworks. i think etzioni would like ‘mwe’ as a concept to teach students. https://www.garrisoninstitute.org/blog/getting-next-generation-fall-love-planet/
I am sure you seen this but thought I would check in for your thoughts.
Hope the typing fingers are healing.
that article is a useful blend of good insights and info to things that are not true at all. ceds is crucial as the aisp work on integrated data systems makes clear, but evidence-based policymaking is not about pii. mit even released a paper this week on synthetic data vault that made me think about this deceit that also pertains to the purpose of sel standards and that howler of a letter to congress.
why not also be upset at the corporate interests that create and fund think tanks like app or pioneer that then turn out papers that are not even true as we saw relative to tranzi obe and competency-based ed? if you go back to the first month of that blog in april 2012 it constantly hypes pioneer, texas not going along with cc, and sc withdrawing. sc is one of two states, the other is washington, that already has a statewide integrated data system. where is the anger over that means of upravleniye at a state level?
enough typing. she is right about devos’ disingenuousness, but then her alma mater, calvin college, is more interested in educating the heart than the mind. i have read david naugle’s worldview book while i mend and it is graphic about wanting to control how reality is viewed and what is to be internalized to prompt action. it said calvin college is ground zero. apparently deceit surrounding ed is seen as a viable strategy to create ‘well-ordered souls’.
look at this. straight from what my book warned about. https://ssir.org/articles/entry/learning_progressions_road_maps_for_21st_century_studentsand_teachers
In an ironic twist this article was posted in a online group. In the past this would have not been allowed. Funny that those of us that followed I SC and read the book warned them and knew it was coming. Now they are catching up.
they need to catch up faster. just out https://www.oecd.org/media/oecdorg/satellitesites/opsi/contents/files/SystemsApproachesDraft.pdf
ssir is doing a webinar to further launch this vision. talk about graphics.
The webinar is called “Rebooting the american high school with neuroscience and purpose learning” . here is the link. http://view.exacttarget.com/?qs=333a408415230a4557e75e398b1b542f8eebc8074e72bbc9bc004dc12a57a6741caf26e94967301c3390644d3a590a5cb75d6218e7aba7e194be4cda3d8ce0a32f3ae75fd1d17f14
deceiver alert. https://eppc.org/events/2017-bradley-symposium/
i am adding this as we can now affirmatively tie the bradley f, school choice false narrative,pepg at harvard’s kennedy school to the nih-funded new science of virtues. http://www.thenewatlantis.com/publications/justice-without-foundations
the moderator of that forum was the associate director of the center for the study of science and technology that publishes that journal. we have quite the convergence while i am healing.
you will love this. http://www.smithsonianmag.com/science-nature/how-sitting-through-same-class-gets-your-brains-same-wavelength-180963075/
can you say ‘shared understanding’?
or this quietly rolled out in march http://cbl.digitalpromise.org/wp-content/uploads/sites/7/2017/03/CBL-and-Habits-of-mindv6.pdf
I think smarter balanced has performed its function already and will get incorporated piecemeal into formative assessments. The Education Technology Standards that the common core and competency-based ed are a component of and inacol thanked Brandt Redd, the cio/cto of smarter balanced, on their acknowledgments page. That ties into the ims global work.
did you see betsy devos is keynoting the GSV/asu summit in salt lake city next week? she falsely states the common core is mostly gone and then keynotes a convention where ims global’s work is featured prominently in the sessions.
did you see this tennessee initiative that ties to the integrated data systems that k-12 is a part of to Address Adverse Childhood Experiences? https://www.tn.gov/dcs/topic/building-strong-brains-tennessee-aces-initiative
quite the graphic.
Here we go with meeting all the needs through education .
and i m reading a george bush sponsored program in december 2001 on the engineering of the mind that has james albus explaining how to use standards to do that. newt gingrich went on for page after page on the potential for NBIC–combining the nano, bio, intercommunications tech, and the cognitive to create a convergence of humanity.
when i followed up on albus i discovered he had moved on to the krasnow Institute at george mason. remember the decade of the brain and neuroeducation?
i am having a convergence myself. no wonder these think tank employees spread such deceitful narratives.
hard to do what the last line says and determine if goals and plans are morally acceptable when no one, but me, is being accurate and forthcoming about what is really going on in education and what the roots are. http://www.joachimschummer.net/papers/2008_Nano-NBIC-Convergence_Maasen-et-al.pdf
your favorite topic http://www.educationdive.com/news/yale-program-partners-with-app-to-promote-mindfulness-in-schools/442164/
how can anything with such cute graphics be harmful?
Report that among the Macron Leaks was this document laying out the plan for Islamifying French education.
Interesting that there is such an emphasis on textbooks in that vision instead of the role playing and themes and concepts we see so much of here in the frameworks on how to create the desired worldview.
Since i am still having to wear a splint and do not go back to doc for a week to get the verdict, it is a good time to remember the Big History vision the Gates money is foisting all over the world, including the US and Russia. http://invisibleserfscollar.com/schools-that-break-down-obstacles-to-the-formation-of-revolutionary-personalities/
Also note that, despite the US rhetoric about returning control to state and localities, the real focus is global. https://gemreportunesco.wordpress.com/2016/05/12/getting-down-to-business-the-global-alliance-to-monitor-learning/ Notice one of the co-authors of that 2016 article is with the World Bank. WB recognizes that the desired implementation point for the global agenda to get at the internalized basis of likely behaviors is the local school and district. it is why WB has created the school autonomy and accountability framework to guide what is to occur in those schools. i have found the word autonomous, whether for schools, people, or cities, now means to believe you have choices because the binding framework that controls what must really take place is out of sight.
well, not out of my sight, but i am a serious nerd.
https://gemreportunesco.wordpress.com/2017/05/09/countries-experts-and-agencies-meet-to-measure-progress-toward-education-2030/ says the next gaml meeting is may 11-12 in mexico city with a technical group meeting on how to assess the desired outcomes later in montreal.
this is also why we see the same basic template all over the world as my book laid out and also between public, private, parochial, classic, charters, etc.
I am back in town and look what was in my inbox.
I am about to do a live interview. This is the link. https://www.youtube.com/watch?v=aUJAzxo143g
as i get over the painful effects of injection #2, this is a doozy of a graphic and intentions. http://blogs.lse.ac.uk/politicsandpolicy/how-to-increase-public-support-for-policy-citizens-frames-as-test-conditions/
think of the common core and standards in general as eliminating a need to reframe as the desired frames can be created from the get-go.
happy memorial day weekend.
So now competency-based learning is about creating a ‘society without poverty’?
i can remember asking george after a presentation several years ago if he was saying that matchbook’s model was all based on benjamin bloom’s work. it turned out later that in 2011 fed ED and carnegie had held a CBE summit to herald the use of the common core to shift to a competency focus. Too bad for them i had already grasped that when I was writing Credentialed to Destroy.
The UN Agenda 2030 and its previous manifestation, the Agenda 21, were always the vision, the mission statement, and now the Key Performance Indicators for a new Global Corporation. They were patiently created under the deceptive guises of ‘development’, Global Warming, environmental catastrophes, wars and migrations (all masking the original and real reason – over population brought about by huge technological advances). Global citizens are needed for this new world and must be educated to create it, create its mythology, religion and its institutions.
thanks for the links. I was on the switch in terminology from the get-go and also have a download of unesco’s agenda 21 curriculum plans created back in 2002.
still cannot type much but this is the february 2015 post on the UN agenda. http://www.invisibleserfscollar.com/knowledge-to-avoid-becoming-roadkill-on-the-bipartisan-global-road-to-dignity-by-2030/
it also ties directly to what is called devolution globally and ‘high quality’ ed standards.
The link below is to an article that sounds fine because the sanction of being sent to a re-education camp is not there yet. It is a wonderful example of what Robin referred to as backward mapping or start with the conclusion and develop your premises and arguments later. See in paragraph five of this article how the the ‘poverty’ meme is now inserted into the mix everywhere. This is not opportunistic. It will contribute to the emotional symbolism – hungry and starving people. The urgency is being made human, visceral, psychologically painful to resist.
This was from the 1993 book, The First Global Revolution (a report to the Club of Rome):
“In searching for a new enemy to unite us, we came up with the idea that pollution, the threat of global warming, water shortages, famine and the like would fit the bill”
It is in front of you if you can believe your eyes.
Thanks john. My book Credentialed to Destroy ties that CoR report directly to this education vision, what the OECD called Green Growth, and the anti-individual ethos.
This came out today. https://www.city-journal.org/html/not-quite-rational-man-15130.html We have traced many of the cited individuals to this transformational ed vision. The premise is that economics can now be grounded in psychology and that K-12 standards can be used to make the desired changes neurally.
Hidalgo’s position with the Collective Learning initiative at MIT Media Lab ties this vision to the Holos Consciousness being pushed by CoR’s cultural arm–the club of budapest. enough typing.
This was just released ‘Co-creating the Urban Future’ and it’s why we here so much about the local. https://www.uclg.org/sites/default/files/goldiv_en.pdf
GOLD is the acronym for Global Observatory for Local Democracy and Decentralization. It makes it clear the local is where the SDGs are to be met and that the Paris Climate Accords Trump announced we were leaving leaves the other two legs of the 2030 Agenda and the New Urban Future intact. We know Obama’s HUD was working with the Urban Agenda to implement it in the US. Does Ben Carson even know that?
It also makes the mayors’ defiance of Trump’s decision more clear. ‘Quality’, competency-based Education is what gets at the micro, neural level of this agenda, but it’s a mistake to ever ignore it is aprt of a much broader transformation agenda. It’s not just the admitted Left either. This is what the Civil Society vision I covered before I got silenced by injections and its link to the New Golden Rule covered here are also about.
It’s why it matters that the Manhattan Institute (an Atlas member) this week began to push “Not Quite Rational Man” written by someone from MIT Media Lab. Seymour Papert would be proud.
https://www.city-journal.org/html/not-quite-rational-man-15130.html Notice the citing of Daniel Kahneman and our old friends Gintis and Bowles. No mention of their expressed desire in 1976 for a Marxian revolution in the US, hopefully bloodless they said. Education is always the way in for that.
Here we have an upfront acknowledgment from a few days ago that the days of “disciplined-based education” are over. http://www.gettingsmart.com/2017/06/integrated-curriculum-why-it-matters-where-to-find-it/
“Neuroplasticity! Say it to the light! Say it to the floor! Tell it to your brain!” hard to make this stuff up. And this is what constitutes evidence-based or scientific practices in education.
http://www.npr.org/sections/ed/2017/06/12/530893427/how-to-apply-the-brain-science-of-resilience-to-the-classroom continues to make the bullseye on the brain’s physiology in order to control how the mind works and what it perceives and how it interprets daily experiences quite upfront.
Thanks for the link to this neuroscience school initiative. It raises a lot of questions: namely parental consent for their children’s participation, protocols and safeguards adopted in this experimental program, evaluation by independent agency and accountability. Though the Turnaround for Children program is about children’s healthy development and academic achievement, the principal is already stressing that development is primary. Surely the two goals should operate in tandem with each other.
This summer reading list came out yesterday and it has Neuroteach: Brain Science and the Future of Education as the first rec. The last rec is also related, but in the name “scientifically-proven approaches”.
The truth is that the language about “academic achievement” is simply masking the aim of neural rewiring via K-12 education now all over the world. As the UN keeps admitting, to reach the Dignity for All by 2030 goals a new kind of consciousness is needed. The last 8 weeks of being a good patient have allowed me lots of time to read and keep observing the connections to what I already have made connections to. It’s rather stunning actually.
This article from about a week ago also makes it crystal clear that it is behaviors in designed tasks that are being measured. http://www.centerdigitaled.com/k-12/New-Hampshire.html
Just a heads up, this OECD report on Innovative Learning Environments came out yesterday and it lists British Columbia as one of the 5 systems globally that stepped up to be part of the ILE pilot. http://oecdeducationtoday.blogspot.com/2017/06/rethinking-learning-environment.html
It feels like your students are guinea pigs for a good reason.
I have not visited here in a while. I wanted to share two links. The first may have been posted here long ago. It is an education jargon generator.
If you click on the “generate jargon” button it will do exactly that.
“We will utilize real-time classification through high impact practices.”
“We will reinvent standards-based models for our 21st Century learners.”
“We will generate dynamic learning within the new paradigm.”
Also, I stumbled on an addictive Youtube channel for Jordan B. Peterson, a psychology prof. I know nothing about this subject.
Thanks for the links. Hopefully will get back to writing this week even if posts need to stay short for a while.
That all fits with the global paradigm laid out here last fall to create the so-called ‘Learning Generation’. http://report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_Report.pdf
It asserts “more equal, inclusive, and just societies” can be created if only education shifts so that it now “explicitly seeks to encourage positive behaviors…The right education fosters increased tolerance and resilience, more environmentally sustainable choices in planning, production and consumption, improved hygiene and health, and greater civic participation.”
Hard not to feel utterly manipulated when global oligarchs like former UK PM Gordon Brown or Harvard theorist Amartya Sen are “defining the desired learning outcomes” to enable the desired transformed societies. Seriously, our kids are not modelling clay.
That’s an ironic link since it pushes the Pay for Success/Social Finance model and this afternoon we got this announcement. http://www.jff.org/news-media/social-finance-and-jobs-future-announce-partners-develop-first-nation-pay-success for K-12 education.
Nothing like being at the intersection of evidence-based policymaking and impact investing if you want to benefit financially from the Human Devet Society and all these transformation aspirations. http://socialfinance.org/
I should add that Jordan B. Peterson was recently in the news for opposing some proposed Canadian law/reg Bill C-16 that would force people to use the gender pronouns preferred by a trans-person or non-binary person/whatever. He was almost fired as a result. He is a clinical psychologist and professor.
His lectures and talks are incredible.
His reading list page is below, giving an idea as to who he considers important, including: Orwell, Dostoevsky, Solzhenitsyn.
This is one of his best.
Epoch Times recently featured Jordan Peterson on the Postmodernist Agenda.
Postmodernism is the “Marxist idea that knowledge and truth are social constructs.”
Postmodernism is “hellbent on demolishing the fundamental substructure of Western civilization.”
I was glad to see this article (an easy read with words of one syllable) in PJmedia today. I put it out on FB but my former colleagues in education are such dyed in the wool progs I predict they all ignore it and only the choir gives it a read. Oh well, if even one eye gets an opener I will smile.
Hope you are healing well dear Robin.
Thanks Tina. As you can see I did just manage to get a new post up, but I should probably go ice my hand just in case. It has been a long, painful few months, but it did give me plenty of time to reflect and monitor where we should go next.
I think your link relates to this desire to create the internalized characteristics to supposedly make Our 21st Century Society to Flourish. https://www.youtube.com/watch?v=07jEYUqbbQc
It’s about 3 minutes and came out 2 weeks ago.
“… requires a redistribution of power downward and transformation towards a system in which social, economic, and rational planning trump private profit and the anarchy of market forces.”
A redistribution of power downward would mean eliminating the Dept of Ed and ESSA etc. The people saying such drivel as above do not even know what they are saying is not what they want.
“College, career and citizenship ready”
I thought you made up the last ‘C’ to be a smart aleck. I was wrong.
Q. What is the difference between Russian and the US?
A. You can pray in Russian schools.