Gratitude over the Timely Official Admissions that Now Leave 2014 Intentions Beyond Dispute

As I write this, I can practically hear the refrain from that 1984 Band Aid concert “Do They Know It’s Christmas Time?” playing in my head. And I certainly do know that. The gifts are wrapped here and the ingredients for pasta bolognese are ready for Christmas Eve dinner. I hope every one of my readers gets the opportunity to engage in the festivities and rituals they and their loved ones also cherish at this unique time of year. I am going to just play mom, chauffeur, and cook  through the New Year after this post although I will likely keep the conversation going in the comments. But two important admissions that clarify what has been going on and what we will likely encounter in 2014 and beyond globally have come my way. This post is just a head’s up, and a reminder that there is a language involved with all these transformational intentions, we now speak it, and we can correctly translate and appraise Whatever comes our way in 2014 in both education and social policies generally.

Clarity is always something to be grateful for even if it does not come in a box with pretty paper and a bow. Some of it did come, however, on this slideshow that arrived in my email to Wish Me a Happy Winter Solstice. I suppose longer days of daylight from now on is something to celebrate, but you will find quite a bit of meddling about what is supposed to make us “happy” going forward. Very much grounded in communitarianism as so much else seems to be these days. We had already noted in previous posts that the UN started a World Happiness Report in 2012 and the OECD has been pushing Subjective Well-Being as a means of aiding its Great Transition emphasis.

GT also has its own posts, but briefly one of our 2013 discoveries is a shockingly widespread political  belief that it was always the West, not Russia or China, that actually met Karl Marx’s criteria of the high level of technology produced by capitalism (in our case computers and broadband and ICT generally) that would be necessary to achieve his envisioned little c communism stage of human development -“From each according to his abilities, to each according to his needs.” The ‘needs’ or support economy (also distributed capitalism and other tagged names) then is another way of philosophers or sociologists or economists or bureaucrats saying we are shifting to this little c vision without anyone actually needing to inform taxpayers or use either the alarming c word or the notorious M name.

A few weeks ago (Dec. 11, 2013) the US National Research Council and UK (Economic and Social Research Council) released a joint report called “Subjective Well-Being: Measuring Happiness, Suffering, and Other Dimensions of Experience.” When governments decide to shift the “focus of economic measurement from production [i.e. consumer choices] toward people’s well-being,” that is a significant enabler of stealthily shifting to a needs economy. Especially when there is to be a focus on “equality, sustainability and nonmarket dimensions of well-being that cannot be captured well by conventional ‘objective’ means.” We could add that all that data on youth from digital learning will prove useful here, but let’s stick to the actual report for now. It wants to have the feds measuring the  experienced (hedonic) well-being (ExWB).

Now that mouthful term means that the governments now want insights into the “emotional states and experiences of people belonging to different groups.” With those insights, factors like “long-term unemployment, depression, or lack of income” that are shown to be drivers of long-term suffering can supposedly be reduced. Because LBJ’s Great Society policies turned out so well. The idea is also that positive experiences can be enhanced or increased. Yes, ‘enhance’ was the word used and this could easily turn into a parody with the  catch-phrase “I’m from the government and I’m here to help,” but the intentions are quite serious. The feds also want to evaluate the purpose or purposelessness in people’s experiences so that they do not miss what the report regards as ‘crucial,’ ‘central drivers of behavior’.

Going into 2014, let’s keep in mind the intentions described in that report which are clearly laying the ground work for attempts at extraordinary levels of social engineering for the future. Think of it as teed up in the dark away from prying eyes that could ring an alarm. We were quietly lurking in the outfield though and have caught what was intended to be a most troubling concept. Now we get to frame sought 2014 policies through the “lens” of making Subjective Well-Being the domain of governments in the 21st century. As if we are all merely wards of the state in need of constant oversight.

Now for that second admission we can make great use of in 2014. We have long known that the accreditors answered to UNESCO and intend to use education to drive cultural change. We also knew that UNESCO globally is the driver of all the tremendous changes in higher ed. We have suspected UNESCO is the driver of K-12 reforms globally including the US Common Core, but I have been looking for the proverbial indisputable link beyond UNESCO being a named partner in the global 21st century skills movement. I now have that proof downloaded and hard copied along with UNESCO’s desired global curriculum and methods. Helpfully available on CD-ROM so with digital learning we parents will never see it.

Here’s the really fun part, UNESCO says it has, since 2002, been addressing education reforms with “renewed vigour” because it serves as the “Task Manager of Chapter 36 of Agenda 21.” So much for people who consider any mention of Agenda 21 to be proof you are a “conspiracy theorist.” It appears that the Paris-based UNESCO bureaucrats and their supporters have clearly been the ones theorizing how to best conspire and with the aid of our money and children. The stated aim is “the educational strategies and action plans at all levels and sectors of education in all countries.” All means all, folks. UNESCO also confirmed what many of us have long suspected. The International Baccalaureate Organization is working hand in hand with it in implementing Chapter 36 of Agenda 21 in unsuspecting schools and districts. Frames the true intentions behind that IB Learner Profile, doesn’t it?

In this time when we commemorate Peace on Earth and Good Will Toward Men, I think we actually enhance our chances of ultimately getting there in as many places as possible through awareness of what the UN is actually up to in our classrooms through the aid of ambitious local administrators and oblivious politicians. I now have the needed proof of all those connections and aspirations.

And with those brief disclosures I wish everyone a Merry Christmas and a Happy New Year!!

39 thoughts on “Gratitude over the Timely Official Admissions that Now Leave 2014 Intentions Beyond Dispute

  1. Robin, after Christmas, I’d like to know more about where we can document that link between UNESCO, IB and Agenda 21.

    Have a Merry Christmas with your family and friends.

  2. Well that was not the present I was hoping for this holiday! (can you hear the sarcasm?)
    I am not surprised about that connection one bit. Kudos to you for nailing it down and securing the needed evidence.
    I too have the same question as Sara, I would like to know more.
    After the most recent school board that led to some interesting disclosures by our local IB charter I started digging on the principal there. I have recognized him as the notorious gypsy type of of three in our district so far. A few years classroom experience and ta-da he now runs his very own charter! He is from Ireland as well. I did a little research on the education in that country. They have a very large IB school there with all the bells and whistles. All the appropriate buzz words as well as PBIS. Is is at all possible they are totally oblivious to what they are pushing?
    It will be interesting to see how things go in the future after I ask questions at the next state of the district meeting. Certainly even more interesting will be outside of school because we attend the same church….. can you say awkward!

    • LL-Santa heard your gift request and has sent a little something your way. Please treat as a personal keepsake to be treasured and only used when you are quite sure security is in place. As you can now see, this little treasure cannot be replaced. Only copied to hard and/or flash drive and printed out for safekeeping.

      Joking aside, I am not putting up the link for a reason although it is now in the possession of a number of long-time readers. When I can get the attention of the techies in my life after the holidays, I will try to get this all turned into a pdf. But I personally am not good at that, and the whiz kids in my life are otherwise engaged at the moment.

      Am I the only one who has children who believe they have cleaned up the kitchen if all the dirty dishes and baking pans and bowls are in the kitchen sink?

      • Ha ha no you are not alone!!! Wish my ww2 navy officer grandpa was still around to enforce what constitutes a finished job! Boy I learned. Just not a well trained domestic officer myself here.

    • LL-this is how it all gets put into place, while remaining mostly out of sight. is from Atlanta but it says the concept of the ecodistrict came from Portland.

      The appendix is especially useful. Remember the post on Appreciative Inquiry and Gergen and Cooperrider? Well, this document has AI listed as a tool for achieving positive change to attain this vision of communities pushing for a common good going forward.

      It also puts the Atlanta cheating scandal in a whole new light that APS is listed as a partner in this.

      This is apparently the template being used in San Fran, Seattle, DC, and going national in 2014.

      • Bear with me for a moment, this is a lot to take in. I understand the pdf. on Atlanta. I frequently hear this topic just because I live in Oregon and as you know PDX is has huge momentum in this area. I understand what is being pushed but I am having trouble grasping how this directly goes into CCSSI. I feel silly for asking that question, because I know it does, but currently I am missing a link in my mind. I know it’s there, can you direct me? What piece of the puzzle am I missing? Multi-tasking is getting the best of me today.

        Back to sugar cookies!

        • Remember the push to turn away from the Axemaker Mind?

          Remember how reality is supposed to be seen through the desired ‘concepts’ or ‘lenses’?

          And that higher order thinking skills assessments of the kind actually funded by CCSSI via the 2009 Stimulus Act will be monitoring along with much of the digital emphasis?

          Common Core because of the change in the nature of assessments and classroom interaction and shift from facts is priming the mindsets and personalities suitable for this type of communitarian society. Remember how in the book I point out there’s always an oligarchy. It’s just a matter of how fluid it is and what creates the oligarchy. In the insiders only documents or even in Moises Naim’s book there is the constant acknowledgment equity will require constant overlordship. But no one tells the people pushing for equity and social justice that instead of everyone getting Mayo Clinic calibre care, for example, only those who are in the oligarchy will in the future. These plans always destroy the middle class.

          Does that help? I just got all the bolgnese ingredients finally to the just simmer stage.

          Time to get out of sweatpants.

          • That did help. Thank you.

            Prime rib eaten, stockings filled., children sleeping. Time for rest.

            Merry Christmas

          • LL-this should help too. Climate, Mind and Behavior and all the contemplative ed and connections to Peter Senge and his systems thinking (he is or was on the Board) and look how it says it is connected to the Urban Land Institute and ICLEI and Green Building Council

            It is all about the ‘deeper learning’ that fits with this future vision of society. CCSSI is just the excuse for getting all this shifted and then measuring whether the desired values, attitudes, framing beliefs, feelings, applied concepts are all occurring as desired. The changes become classified a “student Growth” or ‘achievement’ or ‘learning.’

        • LL, I think that the best place to start would be to take a look at this article:
          “Big Data, the Common Core, and the Global Governance of Education, Part 1: Who is Sir Michael Barber?”

          Notice 2 important things: first the common core flow chart Garrison includes in his article. This flow chart shows Michael Barber of Pearson Curriculum and McKinsey Data companies as a major mover in promoting CCSS. Click on the Orange words “Flow Chart” beneath to see and enlarged version. Then note what Garrison cites as Barber’s own admission that he supports the United Nations educational agenda. The educational arm of the U.N. is UNESCO.

          Then I would go to a doc called UNESCO’s Purpose and Philosophy:
 This was written by a eugenicist named Julian Huxley

          Highlight the purposes to end family moral teachings, cultural morals, and to control who gains political power, attitudes about eugenics etc. ‘These are world goals.

          Then find Bill Gates, a prime mover behind CCSS, and the agreement he signed to uphold UNESCO’s educational agenda, and to support a world curriculum for training teachers, along with some other choice tidbits:

          Bill Gates father has ties to Planned Parenthood and the American Eugenics Society. Bill Gates attended a major Eugenics Conference not long ago in, I believe, London.

          You might also look at this article on Michael Barber:

          Then look at the admission found that Robin has discovered linking UNESCO to Agenda 21.

          you will see that a pattern on the target tightens and emerges. CCSS is being promoted by globalists who believe that our cultures and populations should be controlled, in part, by education.

          • Sara,

            Speaking of Barber, watch this Pearson video and tell me if you don’t feel programmed by all the outcomes and efficacy language. Given the announced goal of subjective well-being, the determination to improve people’s lives through learning where learning is behavioral changes does not leave me feeling warm and fuzzy.

            Trying to get through emails why daughters and hubby are off at The Hobbit movie.

          • Lots of great links there Sara.

            LL-now that the dishwasher is running, notice how often the ecodistricts keep wanting to make the focus working for the common good. Must do that. Individually cannot create a common good, but that’s wrong.

            That is the common thread running through everything. Instilling a belief that the group comes first. That the common good is a major life theme. Brought to you by people who are lying about what they are up to to get it in place.

            The idea that we no longer have individual rights, but we have lots of responsibilities to others.

          • Sara,
            Thank you for that. For some reason I was having difficulty mapping it all out in my mind today. It really is quite the process going on.

          • It is LL, but it is always about making political power the dominant decision maker in the 21st century. Precisely what the US Constitution and Anglosphere common law generally were designed to prevent. Another book I read last week kept saying the Constitution and the common law are in the way and the French have it right. Alex Marshall, a journalist and NYC regional planner, but the book had been cited as “proof” of how governments really create markets.

            Have you ever noticed no matter how many scissors you own someone takes them and they cannot be found at that crucial moment to finish the wrapping?

            On the process, that’s why it is so important to me that yesterday’s links say this is about the fulfillment of MLK’s vision and that they point to the Atlanta Public Schools in appendix as intricate part of the “plot.” Some solace to all those kids who never leaned to read so they could be community organized around their grievances. That appreciative inquiry is a part of all the urban districts change agent tool kit, not just those like Houston and Cleveland, Ohio who held summits.

            I keep thinking of this summit in Italy on the regionalism push that the Rockefeller Foundation funded and I wondered why Shirley Franklin, then the mayor of Atlanta was there. I do not wonder anymore. I was looking at it because the co-author with one of the big proponents of digital learning and competency, Michael Horn, has a co-author whose specialty is regional equity. It is quite a process. But we really have moved further in putting it all together in 2013 than any outsider ever has. Something to be thankful for today.

            I do promise to wash the crystal carefully today. No more stitches in 2013. Everybody else be careful too.

          • It is Curtis Johnson who wrote that book with Clayton Christensen and Michael Horn on digital learning. is one announcement with a pretty picture of another exciting invite lost.

   offers more details of who is involved.

            And he co-authors a book on digital learning because his background is education in Minnesota? The whole process ultimately comes back to this vision of society for the 21st century and people pushing related elements hoping nobody recognizes the true commonality.

    • Apparently I missed a global summit held in Atlanta recently on How the Poor can Save Capitalism.

      The first march was in the streets and the next will be in the suites. Good to know I guess, but all this feels like a tsunami doesn’t it?

      No wonder I kept hearing about finally enacting King’s vision of the Beloved Community at that September (co)lab meeting. The first Operation Hope Summit was in ATL the previous year (2012).

      See what I mean about how fast this is all moving?

      • Huge tsunami.
        I majored in American history as well. Love the stuff.
        Since reading this blog I have been having so many flashbacks to odd moments in my own education that gave me pause but I could not quite identify at the time as an adolescent what was wrong. (In public and private Quaker school.)

        I remember as a 6 year old in public elementary school in 1974 the relentless emphasis on equality and sameness lest anyone stand out. We were all going to learn together dang it. So what if the math made no sense or you were reading several grade levels above the class. Frog and Toad was what the class would read.

        I remember the zeal in the early 80’s for studying everything Soviet/Russian and I remember how contrived it felt. Much like the zeal to study everything Chinese seems to me today in my kids school.

        I remember how the push for politically correct relativism hit hard in the mid to late 80’s when I was in college and how having a strong opinion backed up with facts was frowned upon.

        I can see now I had reason to scratch my head .

        The trajectory was always in play. The original controllable….erm ….I mean…..sustainable plan.

  3. Merry Christmas Robin!

    I too would like to know more about the documented link to UNESCO and UN Agenda 21 chapter 36.

    And One Million Thanks for all of your research and intrepid persistence in ferreting out all the machinations at play as regards our children’s future and our own.


    • Mari-The elves have also arranged to answer your Christmas wish.

      Chapter 36 is the education component of Agenda 21. Agenda 21 really is the UN’s blueprint for finally shifting the West and the world generally towards that human development stage envisioned by Karl Marx so many years ago. As you may remember when I first encountered Robert Tucker’s book earlier in the year and read what he had written in the early 60s, I was shocked. I have since run into this intention and description in many other places over the decades. I think the best way to describe what has gone on based on details I have from one of the World Order Models Project books from the early 70s is that if you had certain profs on certain campuses and were seen as ‘promising,’ this alternative vision of what political power might remake the world to be by the early 21st century was shared with you. Many times I will discover that one person who has been candid about what he or she are up to was the PhD advisee to someone else already on my radar because of the nature of their theories. Or Robert English, the USC prof who wrote the definitive version with Gorby’s cooperation of the fall of the Soviet Union and big C Communism, who turned out to be the son-in-law of the Robert Tucker where I first encountered this. I did not know that when I pulled English’s book.

      Agenda 21 is about getting the desired last stage vision in place whether we like it or not and preferably without anyone doing precisely what I did in the book and this blog and finally what is in my head that I have not yet written up. I am as shocked as anyone, but I am too grounded in history to regard this as unprecedented or unimaginable either. It is what it is. WE now have lots of confessionals on what is intended and how. The timeline is to commence this in earnest in 2014 so 2013 was a really timely period for someone to pull this together. And to think my mother fretted over what I was going to do with a history major. I replied that it would make my life more interesting and I was going to law school. I truly had no idea just how interesting it would end up making my life.

      Thanks for the kind words. Every time I see more sales of the book I just hope it will finally get in enough hands in enough places to start to make a difference in time.

      • To be honest, Robin, this video reminds me of the kind of time- wasting, mind-numbing activities used to distract and wear teachers out so they can’t focus on preparing truly dynamic lessons for classroom instruction. I suppose everyone’s part of a family team in this video. They always are.

        • I found that video to be troubling because it is supposedly how Pearson intends to be the dominant ed company in the world. It is mentioned in the heads letter to shareholders and also why they are moving away from print. We get “outcomed” via computers keeping track of whether objectives have been met.

          And yes I was struck by the fact that this is not a dynamic group to be taking on such projects of social engineering.

          If the teachers are preparing their own dynamic lessons though they might be off the desired script. At least that’s what I am hearing from some teachers now anecdotally. They are not to deviate from the script so that all the classroom vocabulary becomes essentially scripted in elementary school. I guess by the time those students get to high school much of their vocabulary will be predictably circumscribed.

          • Yes. I pretty much figured teachers must be pretty good at sabotaging their agenda–most, probably because most are not aware that there is one, and so assume that standards and objectives really are well-intentioned and, due to the vague language of such objectives, they lend themselves to any interpretation (intentionally to hide their true purposes). This has allowed teachers I know to be eclectic, blending phonics instruction into reading programs, covering classic novels in class, and teaching math so that students actually learn. We can’t have that, now can we?
            I pretty much figured a few years ago, they’d be coming up with scripts and proscripted programs of study (referred to by the powers-that-be as “science-based” programs.)
            When Tom Luna came out with his plan to bring in electronic curriculum, I started sounding the alarm. I knew then what they were up to, though I didn’t know anything about CCSS then.
            I should go back and find that bit about them moving away from print. It helps prove a point when people look at one in disbelief.
            Yep, Pearson’s the big dog in the curriculum publishing world, owning virtually every curriculum publishing company in the U.S. while letting them keep their own names. I didn’t know this either untill my daughter asked me to investigate a new curriculum her son was studying in school. She said it was strange and reeked of Agenda 21, so we started digging.
            If I hadn’t learned about Agenda 21 the year before, I probably would have dismissed her fears.

            Thank you, Robin for being on this for years. I think more and more people are realizing what has been going on.

          • Here in Oregon there is a very large divide between those that see this agenda as only a corporate takeover of education and those concerned with the gobalist vision, and thstate of America.The same groups do not view the standards as having any nefarious intentions. At the moment they are about to strike as a result of teacher evals. Those that believe common core to be more are distressed by the globalist vision, and removal of the axemaker mind and much more. While this section is growing quickly, the others control the votes.
            We have a unique situation here. Our state school super resigned. Our progressive Governor by XO promoted himself to state school superintendent. Now most docs to change k- 12 policy come under XO. He formed an advisory board full of big business cronies to advise him and the legislature complete with teacher union president and a Nike global strategist. More recently he hired chief education officer ( at 18k per month blud bennies). Nancy Golden is also the board president for Epic. We have a very deceptive web being spun here. Not only in efucation , but we are innovators in the eco- districts. We are part of the west coast infrastructure exchange that includes CA, WA, and B.C. – creating jobs with green technology. Funding from Rockefeller, and advisement from FSG , social impact consultants as well as those involved in promise neighborhoods. We are digging a very deep hole in the PAC NW.

          • Look at this “reimagining” of ed with all these politically connected entities.

            Plus which is linked to above. The term ‘deeper learning’ is the global term I keep seeing beyond Hewlett’s sponsorship. OECD and UNESCO both use. Notice the mention of emphasizing student agency. That’s student’s acting on real life problems as the coursework. Again not mental. Little print.

          • Thanks, Robin. I had to take a couple of classes to recertify a couple of years ago. I noticed a pronounced emphasis on the theories of Lev Vygotsky. And in language acquisition theory, I noticed the textbooks had almost entirely dropped the theories of Stephen Krashe. I also noticed renewed and pronounced emphasis on student agency and cautionary attitudes about teacher-led instruction. I started to ask myself why.

            I realized that Vygotsky’s theories of social learning are entirely based on material causes for the learning process. Everything takes place due to social interaction.
            I also realized that, if one did not want certain traditions and knowledge to be passed from one generation to the next, the best strategy would be to muzzle adults by insisting that everything to be student-led.

            I notice that Stephen Krashen has come out against CCSS, and has been disinvited to speak at a TESOL (Teachers of English to Speakers of Other Languages) conference in Texas. I, frankly, am proud of him.

            You mentioned systems learning and Peter Senge in another comment. I watched an interesting video the other day showing how systems thinking grew out of cybernetics and how the computer model was used to form global policies on ecology. This video described well that the data fed into the making of the model was flawed. The ecologists are almost universally insisting that we need an emphasis on systems learning for teaching about sustainability in the classroom.

            Your work on tracking down deep learning is fascinating and I would like to know more. I have mainly decided to focus on the environmental issues, but deep learning plays into both ecology and education very much, too.

          • Sara-

            This is the original deep learning post from August 2012 .

            It is even more influential than I knew then. I agree with the tie to cybernetics and I have a fair number of posts on the ties to ecology and even more that I have, but have not written up

            This cyberlearning post and the fact that NSF sponsors the push away from the analytical mind is really nailed down in this old post .

            Bruce Mazlish, a history prof at MIT, has written a number of books pushing computers and people as what he calls the fourth discontinuity. Like Marina Gorbis, he wants to let computers do the rational work and let people be ‘creative.’ I am reading his sociology book at the moment. He had a quote about Thomas Jefferson and usufructs that he translated as the opposite of what TJ was saying. Unfortunately for him, I was really good at my Property law school classes and remembered correctly what usufructs were. I get some of my best info from authors who are trying to mislead readers to make a point. It tells me what false beliefs are desired and thought to be usefully influential.

          • Robin, I did read those two posts. They made my hair stand on end. I need to go back and read them again.

            I thought this latest essay from Hillsdale College might be of interest. It’s called something like Renewal of Liberty and Learning. It’s actually good and dovetails with your blog here quite nicely.

          • Excellent Sara. I have actually been to Hillsdale. We looked at it for one of my kids. She loved the classes, but it was also snowing in April and she was raised a Southern girl.

            As Tunya says, everything is clicking. Both in what I have in declarations and also simply how it all fits.

            I still believe that we have pulled it all together in time for a reason. Apart from making us want to pull our hair out in fury at the impertinence of so many in the political class.

          • Sara-this one is particularly for you.

            By the way when I heard Tony Wagner speak at (co)lab in September, this was the vision he was now pushing. My favorite fact about his view of ed is that he was the first Executive Director of Educators for Social Responsibility. It now goes by the acronym esr and has an sel program for high school.

            Whatever excuse it takes to toss out the mental and knowledge and then push on reforming the personality to what is politically advantageous to the collectivist planning set.

      • Right at the beginning, with my caps for emphasis:

        “We all spend a lot of our time thinking about how to support learners in reaching THEIR goals. But how do you know whether you will achieve the learner outcomes YOU want?”

        The rest seems pretty harmless and constructive, but the fact is that all this puts the objectives firmly into the planning process. If we can’t trust that process to have the right goals, then the kids will be steered into wasting their time or worse.


    Things are really falling into place. These are just some of the noteworthy eye-openers I’ve had this year.

    1– Dialectical Thought — One of 6 skills to be learned in Grade 4 in a BC classroom (with social skills, thinking, communication, research, self-management). Posted on the wall.

    2 – Covert No More — That professor takes the cake! Wearing a T-shirt emblazoned with Marx pride!
    From an ISC posted link —
    Hope it doesn’t disappear as so many incriminating links have lately!

    3 – Flow Chart Showing Connections — Mark Garrison, again from a recent ISC post, has started connecting the dots with a flow chart. If a flow chart was to be developed from Robin’s work (ISC and book), it would likely take up a 10X12 wall.

    4 – How To Muzzle Parents Even Further — The Sutton Trust released a report — “Parent Power: using money and information to boost children’s chances of educational success” — was shameless in using the media to advance its egalitarian mission. Firstly, the report fully acknowledges that there are “good” and not so good schools — something most public schooling advocates deny. BUT, instead of validating and praising parent efforts in seeking the best education for their children (in their lifetimes!) the staging of the report’s release ensured that a torrent of revulsion was spewed out about “cheating” parents — shaming and blaming. That Sir Michael Barber is from ST and is now a leading light in CC alerts one to “methods”.

    5 – The Hobbit Is Good News — I haven’t seen the movie yet but anything to bring forward the notions of “GOOD” and “EVIL” is so welcome. In a universe that is so full of political correctness and relativism — that is hell-bent to teach us that “tolerating ambiguity” is a good thing — that soft competencies are to replace hard skills and knowledge — it’s a blessed relief to see challenges emerging to the imposed 21st C Learning and mind-meddling juggernaut. I recomment the book “Life at the Bottom: the worldview that makes the underclass” (150 bk reviews) that abundantly makes clear the connections between excesses of the nanny state and the unintended consequences resulting in growing current social dysfunctions.

    6 – Gratitude For Connections To Like-minded People — Instead of feeling one is a voice in the wilderness — to find such people as found on these pages of ISC is such a blessing. Not just personally, but really for the redemption of mankind. The unchecked and untested education experiments being rolled-out — without checks and balances or proper protocols — are too scary to contemplate. Thanks for the sharp insights of Robin and contributors and hoping that 2014 proves to be a pivotal year for truth and common sense!

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