Healing the Psychological Split Within Ourselves is the Learning Transformation Goal Few Openly Express

Let’s see if I can bring together a wide variety of sources from people of varying political labels which appear to me to be headed to the same place. The first part of that explicit and startling goal came from a 2013 book Dawn of the Akashic Age: New Consciousness, Quantum Resonance, and the Future of the World from our old friend with his own ISC tag, Ervin Laszlo. We have also met his son Alexander, in connection with introducing us to Pavel Luksha and GEFF-Global Education Futures Forum, and his son Christopher, who is involved with transforming business schools globally through a UN-affliated entity called PRME and executive leadership retraining programs. If all three are interested in transforming human systems, Ervin wants to make it all humanity and his sons specialize in schools and businesses, respectively. Influential, in other words, in hugely crucial domains, whether we are aware of their work or not.

In education, Laszlo was involved with pushing intentional cultural evolution in the mid-80s with other ISC favorites with their own tags like Riane Eisler, Csik with his Excellence template, and Bela Banathy who created the vision for charter schools as a place to practice theories of reform. All these troubling quotes, in other words, have a way into the school or online learning platform near you whether that is appreciated or not. Let’s see what Ervin intends now:

“The need to integrate and heal the psychological split within ourselves and embrace a unified and harmonious political partnership is essential if we are ever to shift the balance and co-create with the systemwide sociopolitical systems in existence today. It will require psychologically integrated and spiritually balanced humanitarians to guide twenty-first century humanity in a new direction. It is such people who can offer the greatest potential for the evolutionary transformation of humanity and a peaceful and sustainable global community.”

Ervin stated that “global authority systems” can be used to “integrate an intelligent and sophisticated vision of collaboration”, which is exactly what learning standards like the Common Core or competency frameworks do when properly understood. Hence the reason for so much deceit. These plans are not supposed to be recognized nor the alignment in visions among different groups. Let’s use one more Akashic quote before we pivot to what is being put forth in the name of Conservatism: “The level of change required for the planet to shift toward a sustainable, harmonious, and more equitable future calls for us–awakening humanity–to draw on all our physical, creative, and visionary capacities. This is no sudden call; We have been forewarned. Our human systems and our worldviews have been undergoing preparation for some time for the transition to a global paradigm. A new era of social organization, communication, and understanding has been unfolding in the twenty-first century as the old systems reached their peak and began to decline.”

It’s no secret I have been tracking why self-billed Conservatives now push a vision I identify as communitarianism and Amitai Etzioni’s New Golden Rule, while also misdirecting readers on the true nature of education reforms, so when I read about a 2017 book called Patriotism is Not Enough on the Ideas that supposedly “Redefined American Conservatism,” I found the book.  I learned that Conservatism now aspires for social sciences such as education to be normative, not just descriptive. “This requires a political science of an entirely different disposition, one that is concerned first and foremost with the condition of the human soul rather than the structure of government institutions or the foundations of the law.” That quote is not an aberration as a few pages earlier, we have the quote: “Politics, if practiced as anything but an art of the soul, is bound to fail.” I also learned that Conservatism now views the “formation of character” as the “principal duty of government.”

Suddenly Classical Education’s pitches about Moral Virtues and Good, True, and Beautiful as new educational goals makes more sense if Conservatism itself wants to impose an “objective moral basis of human life. Ultimately, this cannot be done without a view to the good of the human soul, with an idea of human excellence and happiness that is not just an idiosyncratic individual exercise of the will.” Not a matter of personal choice then, but imposed and something held by a group. Boy, that sounds just like the goals from the Classical Education promoting Circe Institute in a September 5, 2018 blog post called “False Happiness and Human Flourishing: Part Two.” See if this doesn’t sound like Ervin Laszlo’s collective goals for transformation with presupplied purposes, but with a different rationale for the new kind of education.

“The great secret, as C.S. Lewis asserted many years ago, is that God is a hedonist at heart. God tells us to say no to many things, but only that we may say yes to higher and better thing! God instructs us to say no to avarice and prodigality in order that we may say yes to generosity. He commands that we say no to selfishness and self-centeredness so that we may say yes to love and community. If we make higher things–God’s things–our goal, our lives will flourish and they will be filled with moments of unexpected ecstasy and joy…”

Now let’s pivot to one of the withdrawn books I alluded to in the last post, which is interesting as the book The Next Enlightenment: Integrating East and West in a New Vision of Human Evolution was published in 2003. It is definitely New Agey in its approach and is by the author of the Esalen book–The Upstart Spring.It used a member of the GEFF Board, Howard Rheingold, as a back cover blurb advocating for the book. Relevant in other words to where global education, especially in the US, is really going. That became even more clear since the already tagged Robert Kegan and his desires for new forms of consciousness were laid out in the book. For anyone who has not read Credentialed to Destroy (shame on you!), it is Robert Kegan’s work that PISA assesses for as Key Competences and higher ed is also being reimagined around his Cognitive, Intrapersonal, and Interpersonal Competencies work.

Omnipresent in other words as a goal of both K-12 and higher ed reforms, which makes this quote all the more relevant as The Next Enlightenment urged us to “master new cognitive skills. The most important of these skills is what he [Kegan] calls the ability to ‘objectify’–to recognize as socially constructed and contingent rather than as God-given and eternal fundamental concepts such as selfhood, nationality, or religion. That doesn’t mean rejecting them, only seeing them as matters about which some sort of decision can be made. Without developing such an ability we remain trapped in our social structures.”

Those pesky existing social structures then need new forms of consciousness and new values, which is exactly what everyone I have quoted seems to be in agreement on. The sought change may be marketed as a “global ‘skill revolution’ that often takes the form of political action [as with last week’s G20 Declaration from Argentina Betsy DeVos committed the US to] but is fundamentally psychological.” Learning standards and competency frameworks in K-12 are examples of tools for “cognitive development in individuals [which] leads inevitably to the larger subject of cognitive evolution in societies and the human species.” It’s just that some writers like Laszlo or Anderson (quoted just now) admit that is what education reforms are all about and others do not. As Anderson said, if “enlightenment is cognitive development, and the various approaches to that development, whether we call them spirituality or psychology [or political science, Conservatism, or Classical Ed], are just different ways of groping the same elephant.”

That elephant is the human mind and personality and the big bullseye all these plans have placed on it to be purposefully transformed are just not well enough understood. Let’s use a different Robert Kegan quote from The Next Enlightenment that may be why the public library put it in the Discard bin. After all, it was Kegan the Hewlett Foundation hired to make sure the Common Core assessments would be assessing what it pushes as Deep Learning.  Anderson rightfully called Kegan “another of the big time moral development researchers” without pointing out that his mentor was Lawrence Kohlberg whose Moral Development Theory became the basis for the reimagined Hong Kong compulsory citizenship push Communist China imposed. Everyone then interested in individual or collective transformation wants to get at the level of values and beliefs. Quoting:

“the key process in epistemological change is what he [Kegan] calls ‘objectification.’ That means as you grow, you periodically turn around and look at parts of your worldview–values, beliefs, ideas, ways of doing things–that you experienced uncritically as subject, part of yourself and the way things simply are, and begin to experience them in a new way, as objects–things whose origin you might wonder about and whose ultimate truth you might question…In any case, you are quite a quite different kind of person from the individual in a premodern, traditional society who did not have to make such decisions at all because he or she never began to see the society’s beliefs as objects that could be thought about and questioned.”

That thinking about and questioning is precisely what every one of these educational paradigms seeks to do. Everybody wants a new kind of consciousness and political, social, and economic transformation, but some of the shifts are gift wrapped for sales pitch purposes as about God, Conservatism, or Classical Ed. They all want to get at Orthodoxy and Orthopraxy–Right Thinking and Right Actions. What Ervin Laszlo called “the wise way to think and be” and is willing to use social media to create collective pressure to force adherence so that we are “Democratizing the way we do things, how we relate to others, but also in the very way our minds work–in consciousness itself…a model based in shared interest as opposed to self-interest” fits with that Circe quote above to create Human Flourishing.

Another Circe quote from September 6 in “Language as Belief and Practice” begins with this statement: “Right belief and right action are necessary aspects of growing in virtue. Intellect and knowledge alone cannot save. If knowledge does not reach to the level of heart and action, we are left with smart people who are intelligent in their sinning and their avoidance of consequences.” Sounds like Whole Child and ‘objectifying’ the subjective, internalized realm to me. Let’s close then with another quote from Ervin Laszlo who makes no bones about the integration that will heal this psychological split between heart, mind, and will and the reasons why:

“the tipping point can be encouraged by a change in people’s perceptions…No real change can be achieved without a corresponding change in consciousness.”

Let’s pull these common aims for transformative education of consciousness into the realm of each of our conscious attention.





9 thoughts on “Healing the Psychological Split Within Ourselves is the Learning Transformation Goal Few Openly Express

  1. Boy, if this Lazslo quote this doesn’t read like Kurt Lewin’s Freeze, Change , Refreeze model delivered to scale I’m not sure what does. I suppose our culture has been broken down enough ( leveraged? ) at this stage ” in our evolution” that the social engineers, I mean, behavioral economists are ready to get down to brass tacks and refreeze our personalties along desired lines.

    “The need to integrate and heal the psychological split within ourselves and embrace a unified and harmonious political partnership is essential if we are ever to shift the balance and co-create with the systemwide sociopolitical systems in existence today”.

    • If you look at this programme http://www.clubofbudapest.org/clubofbudapest/index.php/en/events/83-1st-integral-european-conference (link is at bottom of the page) you will see that Laszlo is keynoting with Ken Wilber, who does a great deal of education work with Robert Kegan and did some work for CCSSO in connection with the Common Core implementation. If you go to page 6, you will see that executive coaching and leadership development in also a part of this. I have been told you cannot be an exec in a multinational now without this kind of new mind and acting on purpose training.

      Do you remember me writing about Holos Consciousness and Laszlo pushing that along with the Dalai Lama? That was long before we uncovered the unesco/harvard dalai lama education nexus although we did know about the Dalai Lama’s work with Richard Davidson of CASEL.

      I also thought the Kegan quote as well as Laszlo’s fits with Carol Dweck’s work and what Growth Mindset as a goal is really pushing. That also fits with the National Mindset Scholars Network being based at CASBS in Palo Alto, where so much else was hatched.

    • This is a nice overview although it is not about ed perse. I know how all this applies to ed and General Systems Theory was also hatched at CASBS before making Michigan its home for Social Research. Also where Lewin’s work was based after it left MIT. http://www.gaianxaos.com/pdf/abraham/abraham-genesis_of_complexity.pdf

      Page 10 has the author being interested in the implications of Lewin’s work and by the end of the page we have him meeting with Laszlo and other members of the GERG Group. This post provided additional names relevant to ed.

    • This is also helpful on the connection between Laszlo and Lewin. https://www.positivedisintegration.com/Loye2007.pdf

      David Loye is Riane Eisler’s husband. We encountered him at ISC a number of years ago in one of Alexander Christakis’ books. It was Alexander’s son Nicholas and his daughter-in-law who as Yale profs and house masters had their common sense reaction that Halloween costumes and what is suitable ought to be within the abilities of a Yale student. Not acceptable thinking as you may remember.

    • Take a look at this that came out yesterday. It’s not about “being a good person”. It’s about learning to act on your values. http://behavioralscientist.org/why-being-good-ish-is-better-than-being-good-a-conversation-with-dolly-chugh/

      Boy does that fit with this ed template of Learner Profiles or Portraits of a Graduate, doesn’t it?

      The reason it was important to speak to this specific audience is that I think we are overestimating the positive impact of simply believing in things like diversity and inclusion. When we feel strongly about those beliefs but do nothing to act on them, it potentially does real harm to the people we’re intending to support. If I believe in diversity and inclusion but I’m not doing anything in my daily life or my workplace or my family to create a world that’s more supportive of diversity and inclusion—well then so what if I believe in it?

      Now the bio of the author ties him to both Daniel Pink who pushes sel so hard as well as Angela Duckworth. “Cameron French is an editor at the Behavioral Scientist and an editorial assistant for Daniel Pink. Formerly, he was a writer and editor at the University of Pennsylvania’s Character Lab. He earned his B.A. from Swarthmore College, where he studied psychology and linguistics.” That’s her Character Lab.

  2. Wow! I have been following your blog for many years. I taught public education(grades K-1st) for 11 years and began waking up to what was happening. My colleagues labeled me as a “conspiracy theorist”. They have slowly realized that maybe I wasn’t so crazy after all. I left the classroom three years ago to homeschool my own children after the oldest endured two years in the public school system. Everything I suspected is now happening at a rapid pace. All this being said, thank you for sharing your insights. They have helped me piece together what is happening in the big picture and behind the scenes. Scary times ahead…

    • Yes, but the times ahead would be even scarier had I not accidentally stumbled across this and then taken the time to completely grasp and then document its essence.

      I covered Constructivism in CtD and I always get concerned when people inaccurately describe it as “Discovery Learning’. https://www.printfriendly.com/p/g/h8VSKy really captures the true function.

      You might also appreciate just how much science has been slated for change. http://s3.amazonaws.com/amplify-assets/pdf/science/AmplifyScience_Phenomena.pdf

      Welcome to ISC. Hope to get something back up tomorrow after an unexpected dental visit today.

    • How is this for hitting so many transformational notes? https://www.teachingchannel.org/tch/blog/creating-citizen-scientists-connecting-students-world

      On the first day of school, science classrooms around the country welcomed back their scientists, who also happen to be their students. As we’re establishing classroom cultures and norms, it’s an optimal time to celebrate citizenship — not only in the classroom, but in the community. After all, these students will someday change the world… and that day may be today.

      The notion of being a scientist used to require one to go to a lab. Now, we’re able to collect and manipulate relevant data from anywhere. From the heart rate monitors in their smartwatches and accelerometers in their phones to simply taking note of the natural world around them, our students have the opportunity to connect with the outside world, which provides them with a starting point for interacting with the larger world and someday changing it for the better.

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