Tag Archives: BF Skinner

Mappae Mundi, Psychological Governance, and 21st Century Citizenship Priming

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Let’s start with a quote that will help us recognize the bullseye that needs to be manipulated by education reforms tied to social and political transformations. This blog and my earlier book laid out in depth that those transformations are the undisputed goal.

To acquire knowledge we need an apparatus of concepts to classify and organize our sensory experiences–the more so as the latter become, through all kinds of measuring equipment, elaborate extensions of those experiences…Beyond our immediate sensory experiences, with or without artificial extensions, we use inferences, hypotheses, speculations, conjectures and refutations as part of our genetic and acquired configuration…It may sound trivial but: you can only see what you can see. Yet even in the realm of sensory perceptions philosophical questions may arise about the relationship between those perceptions and the associated experiences, information and knowledge. There is always a lot of filtering and selection going on, followed by complex cognitive processes which add ‘meaning’ to the perceptions–or simply ignore them.

That’s what was being manipulated that gave rise to what were misleadingly termed the reading, math, and science ‘wars’–pretending the dispute was about how to properly teach a subject. As the book Mappae Mundi put it, “human beings are able to conceive new ideas, put these new ideas into practice and transmit their innovations that come after them”. That capacity, however, is not evenly distributed among human beings and is thus not equitable. Even more crucially though, those who possess that capacity, really do not fit well into a collective. Inventors of new ideas may not simply accept the transformational “myths, maps, and models” those with political power insist that they use.

the idea of myth as a narrative account intended to make sense of the present by explaining it in terms of events and developments in the past…[This interpretation of myth] has the advantage of not drawing a sharp dividing line between ‘true’ and ‘untrue’ images of the past…The standards by which we measure the validity of our myths evolve; but this applies to our maps and models as well. Maps are a pictorial means of orientation and communication…The standards by which we measure the quality of maps depends on the purpose for which we wish to use the maps…Loosely speaking, any scheme representing associations between events may be called a model…In the process, the complex forces at work are interpreted and simplified. Even rudimentary and relatively simple models can serve important heuristic purposes by pointing to significant problems for further research…Myths, maps, and models represent three modes of discourse, that is, of thinking and communicating, which are, respectively, mainly narrative, descriptive or explanatory.

Useful to control in other words for anyone wishing transformation in the world that currently exists, but not just at the level of conscious thought. In July 1999 American Psychologist published an important article entitled “The Unbearable Automaticity of Being” that recognized a crucial aspect used by learning standards and the conceptual frameworks they mandate. School curriculum can be created to manipulate “mental processes that are put into motion by features of the environment and that operate outside of conscious awareness and guidance.” See how useful controlling Myths, Maps, and Models can be once they become embodied in the neural architecture of the brain as Habits of Mind that can be activated without any conscious thought, but still actively guiding both perception and behavior? That article quoted a 1911 insight of philosopher Alfred Whitehead we should also be aware of:

It is a profoundly erroneous truism, repeated by all copy-books and by eminent people making speeches, that we should cultivate the habit of thinking of what we are doing. The precise opposite is the case. Civilization advances by extending the number of operations which we can perform without thinking about them. Operations of thought are like cavalry charges in a battle–they are strictly limited in number, they require fresh horses, and must only be made at decisive moments.

Controlling conceptual frameworks instilled in students at both a conscious thought and an automatic level means that when the student believes they are making their own decisions–launching a cavalry charge to use the above metaphor–they are still coordinating their life in a way designed by others. When it is unconscious, it uses what that article called “a direct and automatic route provided from the external environment to action tendencies, via perception.” Makes the requirement that student achievement now be measured by action required–‘performance standards’ as the measure of learning make more sense, doesn’t it? The student as automaton, completely unaware of how much his or her future action has been programmed into them. A useful tool for anyone with aspirations for a compliant collective and disdain for the historic Western conception of the individual.

That includes john a. powell from Racing to Justice to build on the previous post, whose interest in dreams in the book, made it crystal clear that he too wants to reconfigure K-12 and higher ed to use the psychological fact that:

Mental representations designed to perform a certain function will perform that function once activated, regardless of where the activation comes from. The representation does not ‘care’ about the source of the activation…The activated mental representation is like a button being pushed; it can be pushed by one’s finger intentionally (e.g., turning on the electric coffeemaker) or accidentally (e.g., by the cat on the countertop) or by a decision made in the past (e.g., by setting the automatic turn-on mechanism the night before). In whatever way the start button is pushed, the mechanism subsequently behaves in the same way.

Think of it as BF Skinner’s aims, but not his methods, because the values, attitudes, and beliefs–the categories of thought whether myths, maps, images, models, lenses, or frames–become the activated mental representations guiding perception and behavior. Across the political spectrum, this bullseye appears to be what everyone wants to use education to remodel and control. It’s also the source of a great deal of deceit. Much of the deceit comes from think tanks, which makes far more sense given these totalitarian aims, when we become aware of a book from 2017 called Psychological Governance and Public Policy: Governing the Mind, Brain and Behavior. No wonder there was such an organized effort to misdirect public attention away from the documented revelations in Credentialed to Destroy, especially in the areas of how learning standards, competency frameworks, and Tranzi OBE (as defined in book) operate.

They all utilize both the manipulation of nonconscious processes, as well as when the student believes they are making their own decisions consciously. Why on earth would a think tank that quietly advocates that governments and the law promote “the widespread use of psychological governance techniques” be forthcoming about such aims? Utilise the methods of 21st century governance that rely on

the ‘two-brain model’ that succeeds in gaining policy traction precisely because it does not challenge liberal democratic assumptions of political freedom…Certain nudges are aimed at cultivating deliberation and rational responses, whilst others seek to bypass conscious awareness to achieve rational responses through irrational (heuristic) means.

That 2017 book recognised valid concerns that such psychological governance techniques could be considered by some to be overly intrusive in a free society, but rejected that contention since there was supposedly no covering up of this nudging. My point in today’s post is to reject that contention because this targeting is being made in K-12 learning standards that virtually everyone writing books and white papers on behalf of think tanks is misrepresenting. That deceit then leaves no impediment to each student’s very mind, brain and behavior becoming a means where

Key to the exercise of psychological governance in this case, therefore, is a set of technological developments that represent certain tools and techniques necessary for the practical workings of governmental power…[It allows] the political and cultural normalisation of a therapeutic behaviour change agenda. In educational settings from early years to university, numerous policy reports reflect a wide, influential consensus that an interrelated set of psycho-emotional attributes, dispositions and behaviours…can be taught, learned and transferred over time as an essential foundation for successful education and life functioning…All mainstream political parties now agree that the inner states of human subjects determine the relationship between psycho-emotional responses and behaviours in complex, non-linear ways.

Ways that are now being deliberately manipulated via education globally to create the desired citizen of tomorrow, ready for the ‘wicked problems’ of 21st century living. For our own good supposedly we are seeing a new vision of 21st century education grounded in values, attitudes, and beliefs and controlling the instilled mental representations, operating largely unconsciously where

psychology is a source of knowledge and practice with regard to policies and initiatives designed to make live: to impel people to live in particular ways, to endorse certain views of the good or responsible life, to promote and normalise ways of achieving this good life.

In the next post,  I will track this aim through particular curriculum like a 21st century conception of American Democracy grounded in a new vision of History and Civics, as well as Global Education Futures new Learning Ecosystems: An Emerging Praxis for The Future of Education.  These qualities for a governmentally mandated and psychologically instilled ‘good life,’ with its need dispositions and attributes, are ALL communitarian in their vision. They all have the effect that at least john powell laid out explicitly as the real purpose of all this attention on race–to target and then rearrange–“the meaning of the Western self, to bring us into a new relationship with the other and the self. We can and must expand the circle of human concern and attend to our structures and the work they are doing.”

Rather than quoting more from powell that ties to the next post’s specific curricula or restate his tied to both K-12 education and higher ed, let me point out he has a tag for anyone interested in previous posts. Let me close by pointing out that he covered the importance of “framing and priming” because “what we call something can be consequential, affecting the way we think and what we do in relation to our conceptualization of it.” Mandating desired categories of thought to guide our perception and thought at an unconscious level are a major target of his book Racing to Justice as a way to get to his vision of a just society laid out here in a way that will fit well into the next post.

as humans, we are living beings, inherently connected with one another and with the natural world. So although our brains develop partly through categorizing and organizing in ways that can be challenging in a diverse society, our hearts orchestrate a system hardwired to care and respond empathically to one another’s suffering and joy. We can’t allow structures–economic or political–to block or blunt these connections…To embrace our commonality…will require new selves, who are citizens in the true sense of the term: individual, interconnected, and inclusive in ways that reflect the highest aspirations of our nation and our species.

Those new aspirations, to be instilled neurally at an unconscious level, just happen to be the target of the Roadmap to American Democracy and Learning Ecosystems for the global or species level. I guess we could call this the Instilled Mental Map Trilogy.

Developing Dispositions/Character Traits as the New Global Focus: Resilience, Resourcefulness, Reflectiveness, Reciprocity

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The idea of deliberately fostering muddled minds via K-12 education that we encountered in the last post and the overall disdain for Axemaker Minds in the 21st Century that is practically a theme for this blog makes perfect sense when we remember all the entities and people we have encountered, in either my new book or this blog, who have openly proclaimed a desire to use education to drive radical political and socioeconomic change. From John Dewey and Karl Marx as I describe in the book to the OECD’s current admission of The Great Transition or the UN’s related The World We Want 2015 campaign, we are just being overwhelmed by people generally living at taxpayer expense who want wholesale transformation. The US Common Core Initiative and 21st Century Learning globally are simply methods to stealthily get US schools, teachers, and students “in transition” without being honest with parents or taxpayers as to what is going on.

To truly appreciate how so much change could be attempted in plain sight without being properly understood, it is important for us to take a look at the new RSA report that came out this week. http://www.thersa.org/__data/assets/pdf_file/0004/1536844/J1530_RSA_climate_change_report_16.12_V51.pdf The so-called “New Agenda on Climate Change” described in that graphic report is to cease debating the reality of manmade climate change and to turn it into a “social fact.” Widely believed and therefore influencing behavior whatever the actual facts. Needless to say, K-12 education that is no longer fact based but instead focuses on key concepts usefully presupplied will come in awfully handy to such a “social fact” aspiration. Not to mention a muddled mind and a trained willingness to act in the face of ambiguity and “persist in the face of difficulty” as we encountered in the last post’s mention of those desired learning dispositions.

Called the 4 Rs by Claxton and UK documents, these Learning-Power Dispositions of Resilience (Feeling or the emotional aspects of learning), Resourcefulness (Thinking or the cognitive aspects of learning), Reflectiveness (Managing or the strategic aspects of learning), and Reciprocity (Relating or the social aspects of learning)   http://www.buildinglearningpower.co.uk/images/blpia_extract.pdf make perfect sense as a focus of the classroom if change to and in the student is what is sought. As an invisible means to broader transformation. Claxton even said that the 4 Rs are part of a needed  Epistemic Climate Change in the schools. So let’s go back to what Jonathan Rowson wrote is now desired to appreciate why it is the student, and ultimately voting adults, whose values and guiding beliefs and personality need to all change.

Rowson and the Social Brain Project and its work are not interested in dealing with an environmental problem. He wants to “refocus the debate away from the existence of the problem towards competing ideas about solutions.” Which again is very useful if the problem does not actually exist and was always just an excuse for social, political, and economic transformation in a desired collectivist direction which is precisely what we have discovered on this blog going back to the early 60s. RSA is simply going to assume away the dispute. It knows about the governmental monopoly over education that allows a radicalizing focus on bringing students on board with the desired changes while erroneously believing they are essential. Rowson acknowledges the extent of RSA’s goals on behalf of the UK and actually the rest of the world by announcing:

“we have to connect with the root causes of the climate problem, which is partly about using way too much energy to fullfil socially and culturally needs and desires, but is more profoundly about the price of fossil fuels [what was that quote from candidate Obama about necessarily skyrocketing?] that produce that energy, and political and economic structures that keep us addicted to them.”

So it is the political and economic structures that need changing. Rowson concedes why getting at individual values, attitudes, and beliefs is so essential in all these radical change efforts as the agenda seeks to get at “how the behaviours of consumers and citizens serves to perpetuate the economic and political basis of the energy production and consumption that drive climate change.”

Or don’t drive climate change at all but are useful to social, political, and economic change. Those 4 Rs as the student and classroom focus instead of knowledge would certainly help if the solution to be pushed is some kind of Universal Love or obligation to care for others. Rowson mentions Robert Kegan in the paper and we know Kegan spoke at RSA this past year so Kegan’s Stages that are in turn based on Lawrence Kohlberg’s globally influential Stages of Moral Development are very much on the mind of the RSA, the OECD (remember this is what their Key Competences are built around?), US implementers of the Common Core, and new Hong Kong definitions of Citizenship traits to be fostered in school. Such global commonality around what is basically the same set of desired personal dispositions and moral beliefs at the same time can hardly be coincidental.

Especially when the Rowson paper explicitly mentions that what President Obama (no insertion of ‘US’ there as if Rowson considers him everyone’s President Obama) did with the climate change discussion that was so crucial was to frame it in “distinctly moral terms.” We keep coming back to the same goal to be encouraged in students and ultimately everyone: “the ethical responsibility to safeguard the welfare of people we care about as well as those we are never likely to meet.” Necessitating our need to take someone else’s word for what those unknown people want and need from us.

Now if this is the change you want in the future, how useful is an official Learning Quality Framework   http://learningqualityframework.co.uk/index.php/using-the-framework/ that has a New Vision for Learning? That the school should now be “investigating social, economic, moral and personal reasons for revising the school’s vision of and for learning.” To make the new focus of school how “teachers now plan lessons around the learning capacities they are trying to help students to build.” And the “development of learning capacities is planned to ensure progression.”  That’s not knowledge folks and this view of the focus is not confined to the UK either. It fits perfectly with descriptions of how the College and Career Ready Index and Student Growth are being touted in US school districts too. Elsewhere the Framework makes it clear teachers are to be “drawing students attention to learning behaviours they are using” so that the students will be “progressing in developing learning habits.”

The purpose of content under this vision is merely to “drive learning opportunities and stretch and progress learning capacities” although it of course remains terribly useful to taking an unknown and getting students to know regard something as a social fact. I don’t think it is a coincidence that Guy Claxton talks about meeting with David Perkins of Harvard who we have encountered in connection with the NSF-funded Understandings of Consequence approach to science and social studies learning under the Common Core. Nor his mention of working with one of the best known Whole Language advocates Shirley Brice Heath or fuzzy math advocates-Jo Boaler. All of these education so-called wars makes much more sense if affecting what the student believes is the actual goal of all these controversial philosophies.

So many of us still hear the word assessment and simply erroneously assume we are still talking about measurements of knowledge. The Learning Quality Framework makes it clear that assessing for learning is about “tracking and authenticating the growth of learning dispositions (with regard to when, where, and how they are used)” and insists that such tracking, likely to be revealed to parents using opaque terms like data and feedback, “builds learners’ motivation and informs learning design.” Which of course gets sold under the euphemistic term “personalized learning for all students” but sounds rather like BF Skinner’s operant conditioning.

Again having such intimate data and detail about the essence of each student is very useful if the goal is “challenge the values, structures and processes that led to this case of overconsumption and resource depletion, and which otherwise leads to more.” And that is precisely what Rowson says the new goal is. He also proclaims the need to shift mindsets and must be excited about the prominence in the UK of Guy Claxton’s Learning Power work.

Does anyone doubt that a ‘learner-centred classroom” in the UK and the US and elsewhere will really come in handy if you believe we as a society need a “broader cultural shift that reframes ‘prosperity’ as something with social, relational and experiential dimensions”?

How about if it is your intention to challenge “the structure of the macroeconomy and the logic of capitalism”?

Stay tuned as I drop yet another related disclosure bomb next time.

 

 

Motivationally Misleading Situations and Wicked Decision Problems: Imposing Psychological Experiments on Students

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What would you think if you read the Dear Colleague Letter put out yesterday by the  CCSSO trade group that is funded by tech companies and the accreditors and other beneficiaries of taxpayer education dollars and that supposedly represents state Departments of Ed and you ended up finding this sentence. “There is no experimental evidence to back up this dialectical/constructivist view of self being created by the required assessments being pushed under the Common Core. Or by the OECD to be considered internationally competitive in the future. In fact, we have to look instead to existential philosophy, meditation, spiritual, and history-of religion literatures to locate proof that the kind of personality we want to use education to create is actually possible.” Would you say “that sounds like a wonderful mandate for all schools and all students. Here’s my tax dollars to fund the transformation?”

Well, of course, we wouldn’t. That’s the beauty of the misrepresentations surrounding the Common Core and charters with duplicitous language actually mandating Maslow’s psychological model of growth or the lack of genuine appreciation for what the OECD’s PISA ‘test’ is measuring. It makes the end goal of a revolutionary new purpose for education on automatic pilot towards fruition even though no one would agree to it voluntarily with their own money. Despite the fact that warning after warning is out there in the small print that this is all a massive psychological experiment designed to gain a nonconsensual political and social transformation. Starting at the level of the student’s personality.

Now the letter http://blogs.edweek.org/edweek/curriculum/CCSSO%20Assessment%20Quality%20Principles%2010-1-13%20FINAL.pdf   did not actually say that but when you track back what it did say about what constitutes “high quality assessments” and “deep knowledge” and the ancestry of the term “higher order thinking skills” instead of surface knowledge back about 25 years that descriptive quote I wrote up is precisely what you find. Especially if you go further and click-on the “Criteria for High-Quality Assessment” issued in June 2013 https://edpolicy.stanford.edu/sites/default/files/publications/criteria-higher-quality-assessment_2.pdf .

It lays out precisely the international push to gain personalities amenable to the rise of China and public-sector directed state capitalism as the global model. Citing the Singapore Ed Minister we all need “engaged learning, discovery through experiences, differentiated teaching, the learning of life-long skills, and the building of character, so that students…can develop the attributes, mindsets, character and values for future success.”

Everyone remembering that Dalian New Champions Conference held out Singapore as the model for the desired 21st century state capitalism? Good because that vision is hugely important to such statements as “new assessments must advance competencies that are matched to the era in which we live.” Now if I run through all the rest of the reasons this letter and that report tipped me off as to what was going on we will never get where I need to go. Regular readers should see it and I can answer questions from new readers in the comments but both sent me looking at “An essay on wisdom: toward organismic processes that make it possible” by Professor Juan Pascual-Leone. Why? It’s a combo of what was sought along with what was said at the (co)lab conference as being part of the desired education transformation for this sought future. Especially Sir Ken Robinson’s statement that the revolution he sought was to view education now as “an organic process.”

The easiest way to explain what is being sought is a desire to have all thought grounded in emotions. It is the constant refrain that the problems to be used for assessment have no fixed answer and it is why lecturing and textbooks are becoming abhorrent. They build up the logical, independent, mind and are not necessarily grounded in feelings. Which means they may not produce the behavior desired to fit with all these plans for transformation. To get that requires a personality that has been shaped by “qualitative metamorphoses in affective-cognitive experiencing and thinking.” Which is precisely what the new curricula and gaming and online learning and these new assessments are designed to create. It’s also why you keep hearing so many mentions now globally to ‘quality learning.’

That’s what these ill-defined “motivationally misleading situations” and “wicked decision problems” assessments force. Discomfort in the student so they change values and strategies and how they view the world. Such “reexaminations are actual executive-learning situations, where the subject, little by little, can acquire suitable metaexecutives” that will guide the desired “mental revolution” of when and how student’s choose to act going forward in dealing “with the hard, misleading reality of everyday experience.”

That’s why the problems have to be authentic and grounded in the real world and relevant. It brings in emotions and changes how the world will be viewed going forward. It’s also why this type of education is something all students can do without regard to family income levels or cultural backgrounds. And if this seems like BF Skinner’s operant conditioning or a science fiction novel, Pascual-Leone actually says this will synthesis (he likes italics a lot) is the answer to Skinner’s belief that “the human mind is so strongly conditioned by its learning history that it cannot be free, and thus the will is an illusion.”

These cognitive psychologists and education profs are saying no, human will exists but we can use pedagogy and theories of education to both shut it down and guide it in desired ways. Since we would all rebel if that was the way these reforms were presented, they are not being phrased that way. To us. In the materials we are supposed to use to frame our beliefs and attitudes toward education reforms. But I track down to the insider-only material that gets withdrawn from library shelves for a reason and it is quite clear. In fact, the commonly used term  “college and career ready” is clearly a play on gaining over time a progression of how students “create our conscious structuring of the intersubjective world of everyday experience” so that each student structures their vision of reality in the way desired.

Over time these motivationally misleading situations and wicked-decision problems are supposed to create empathy in the student towards others and the world. To be “developmentally sophisticated and advanced” in this vision of education, what is desired in future students is to be “humanistically oriented or psychologically ‘spiritual.” Now you know why we just kept encountering such a psychological emphasis as we explored the real Common Core implementation and why there is so much deceit and  misleading definitions to so many terms. Being upfront and declaring you are seeking a personality suitable for the illicit political revolution may be true but it would make for a bad PR campaign.

Now I have explained this psychological model before.Yesterday’s letter simply clarified how important a particular kind of assessment is to the vision. It’s how the psych model gets mandated in the US and globally without admitting it. This psych model by the way has long been pushed in urban school districts. It’s just that now it is being foisted on the suburbs in a way that is not supposed to be visible. I am very concerned though by the widespread belief among many minorities that the only way for them to succeed is to push this psych model on all schools.

It’s the economy as a fixed pie belief and they want government to intervene to give them a larger share. And the economy is not a fixed pie and the way governments are intervening to push this Competency model as the goal for all students will ultimately be the death knell of mass prosperity. It’s just not appreciated yet. There has been an awful lot of racial hatred that has been nourished over the years to get this psych model and the overall political transformation in place. Breaks my heart to watch and hear.

Commenting on a similar push in Brazil a WSJ letter to the editor pointed out how hard it is to contain “the populist forces of fairness and change once unleashed for political gain…[E]conomic success overseen by leftist populists intensifies the hard-left passion for absolute social justice and equality.” Yes, and that is precisely the blood lust these ed reforms and the Inner Cities vision and all the movies being pushed now on inequality are building up. Not bothering to point out that the public sector dominant remedy being pushed ultimately brings less prosperity for most of us.

I am going to close with a quote from Sir Henry Sumner Maine from 1885 that we need to all keep in mind to confront what most assuredly is coming all of our way (h/t Don Boudreaux, Cafe Hayek blog):

“Yet nothing is more certain, than that the mental picture which enchains the enthusiasts for benevolent democratic government is altogether false, and that, if the mass of mankind were to make an attempt at redividing the common stock of good things, they would resemble, not a number of claimants insisting on the fair division of a fund, but a mutinous crew, feasting on a ship’s provisions, gorging themselves on the meat and intoxicating themselves with the liquors, but refusing to navigate the vessel to port.”

I would add that now the enthusiasts are blindly or greedily insisting no one may have navigational skills in the future either. Then where will we all be?

 

 

Experimenting on American Children with Soviet Psych and Political Theories as Federal Policy

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What’s that line from the movie Casablanca about “of all the gin joints in all the world you had to walk into mine?” I read so much troubling stuff, from theories to open declarations, that I tend now to take what is going on for granted and try to figure out ways to explain it.  When I read statements about research into “characteristics of users” I know users refers to actual children and their personalities and what makes them tick and what their family background is. When a federal report talks about “solid evidence of combinations of user characteristics and specific adaptations that matter” the report wants to use American students as guinea pigs to see what it will take to make students change behaviors and feelings and values and other motivational factors. The report seeks to examine how the level of resistance or ease corresponds to personality traits and family back ground.

When I first read http://www.ed.gov/edblogs/technology/files/2013/02/Expanding-Evidence-Approaches.pdf released by the federal DoEd in February about “assessing noncognitive features” I knew the feds wanted to investigate feelings and beliefs and values at a horrifically intrusive level that does not belong in a free society. http://www.invisibleserfscollar.com/if-the-system-seeks-to-destroy-the-ability-to-think-can-james-madison-save-us/ is a piece I wrote more than a year ago explaining that under the US Constitution the feds are targeting areas that constitute personal private property that is supposed to be off limits. I had no idea then at the level of sought intrusions, only that I was looking at principals and Supers who seemed to assume there were no barriers except personal ambition on what they and their staffs could do to students in the classroom. Think of it as a cultivated belief that a title or Ed doctorate authorizes all except sex with an underage student or embezzlement.

The recognition that the schools plan to conduct cutting edge research through “learning sciences theory” into “metacognitive factors” that have previously been inaccessible in a mass way and use “educational data mining and learning analytics [to] uncover patterns of learner behavior” that can lead to “insights as to whether alternative A or Alternative B is more promising” was alarming when I read it in that federal report. It also put the controversy last winter when both Glenn Beck and Michele Malkin did stories on the hugely troubling Grit, Tenacity and Perseverance Report into context.  http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf .

Grit, tenacity, and perseverance are all the so-called “metacognitive factors” the federal DoEd wanted to use digital learning to do research into. When the stories came out the media dutifully responded with attempts to portray the stories as out-of-line, over-hyped to get readers and viewers, and consistent with a black helicopter view of the world. A rather strange way to characterize accurate reporting of an official federal agency report. That had been quietly released without publicity.

The critical reports would have had more bite if Beck and Malkin and others had known about “Expanding Evidence Approaches Learning in a Digital World” that laid out the broader research agenda. Especially looking at all the Recommendations on page xii that the federal government wants to do or have others push with its support. And great gratitude with its coffers of taxpayer treasure and ability to regulate to show its thanks. When recommendation 2 says “Learning technology developers should use established basic research principles and learning science theory as the foundation for designing and improving digital learning resources,” the feds are saying to the private sector and venture capitalists that to gain the lucrative education contracts, they need to design based on the cultural-historical activity theory that radical professors who studied with Soviet psychologists like Luria and Leontiev developed. The theory that rejects individual mental thought altogether except what is picked up from personal experiences interacting with others. I first explained this shift here  http://www.invisibleserfscollar.com/so-now-common-core-rejects-individual-thinking-to-embrace-soviet-psychology-ecology/

Coincidentally I was actually reading a 2005 book this week called Culture & Context in Human Behavior Change: Theory, Research and Applications to clarify why this new sociocultural emphasis for the classroom that comes from Soviet psychologist Lev Vygotsky had become so vital to the actual Common Core classroom. The book kindly informed me that references to improved student performance or achievement or learning are all euphemisms in sociocultural, learning sciences, theory for changed human behavior. And that emotions are a type of behavior. Comforting, huh?

So who are the lucky schools and districts doing this experimental research on their students to use computers as the Vygotskyian sociocultural tool that mediates thought and makes collaboration with others the whole point of education? Well the initiative is called Digital Promise and the feds are hyping that it is bipartisan and authorized by Congress. Arne Duncan also likes to call it an independent third party nonprofit which is rather Orwellian since the seed financing was $500,000 from the federal DoEd with another $2,000,000 or so from the Gates, Carnegie, and the Hewlett Foundations. The very foundations who asked for and underwrote that Education For Life & Work report rejecting traditional education research as too oriented to individual thinking. And its governing Board is congressionally appointed. Does anyone on the Rep side on Capitol Hill appreciate what CHAT and learning sciences theory is and why all this matters? Why getting digital and blended learning to US classrooms is an essential part of a stealth long-term political coup financed with taxpayer dollars?

The initial guinea pigs are students in the 32 districts and schools that have signed this Organizational Charter to join the League of Innovative Schools.  http://www.digitalpromise.org/content/uploads/LIS-Charter-FINAL-5.23.12.pdf Unfortunately one of the districts who signed was my school district, Fulton County. I was not following what Fulton was doing but looking at what is cutting edge research now. And Fulton, like many districts with a strong property tax base and lots of upper middle class neighborhoods, is quite full now with ambitious people who want to sell what they are willing to do to children as a means of getting the next promotion or maybe even their own school district to manage.

That’s how ed administration works these days. “What will you agree to do no matter how horrified parents, teachers, students, and taxpayers are? Are you good at deceit? Can you dissemble with a grin as if you care?” Many of the districts on that list like Chicago, NYC, Houston, and Baltimore are typical urban districts but in a suburban district like Fulton, administrators are agreeing to take high schools that used to regularly produce 5s on the AP Calculus B/C exam and leave students only with a “strengthened ability to leverage cutting-edge technologies and to demonstrate 21st century skills.” That’s vocational as the new definition of what it means to be college and career ready. Deliberately levelling down while targeting the student’s personality for change.

To get the desired “real-time updates about what’s working and what isn’t” means taking the taxpayers’ property and sales taxes and using it to fund human behavioral experimentation. On their own or neighborhood children. There is no term better known from the controversial BF Skinner era of behavioral research of Stimulus-Response than the Black Box as in “I don’t care what goes on in the Black Box of wishes, I can train people like pigeons.” So when Digital Promise’s Charter agreement says ” A series of micro-level experiments will be rapidly conducted to unlock the black box of achievement and discover how technologies should be used to make classrooms and schools work more effectively.” these districts and schools are agreeing to impose CHAT sociocultural theory on classrooms and then conduct the kind of noncognitive research outlined above. The research that cared about student characteristics and what it took to gain adaptation. Change within the student.

There are only a few countries in the world that are listed as attempting to carry on the type of research that the League of Innovative Schools has agreed to deliver up their students as sacrificial lambs to do. Denmark, Norway, the UK, and now the US. The type of shifts that will constitute the new learner outcomes and the planned shift in both the classrooms and future workplaces (the attached new type of capitalism, remember?) are laid out if you have the time in a 2010 book called Learning Across Sites: New tools, infrastructures and practices.

So once again what is masquerading in the US as the Common Core is actually part of a much broader global vision to use education and technology to remake the nature of the economy and society. In the West that did not just try to overlay Uncle Karl’s vision of the future on an agricultural society but went though the Industrial Revolution and created high levels of wealth and technology. It is redistribution time.

You know how one of the 4 Cs of 21st Century Skills is Collaboration? That Learning Across Sites book makes it clear that collaboration, either at school or the workplace, is NOT just joint activity. No, participants must see each other’s perspectives and appreciate each other’s experiences and aptitudes and collectively reach an agreement of how to proceed. Collaboration is priming the student to break down beliefs that he or she is entitled to their individuality. Instead, he or she is to adjust to being a contributing member of the group and a proficient user of the tools of technology.

I wish I was exaggerating or making this up. I wish I was straining to make pieces fit to tell a good story instead of dropping pieces into places they were created to fit.

I wish our children were not the next targets to be created to fit.

Naming Educators as the Levers Shifting the Human Personality To Marx’s Moral Revolution

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The full quote was Change Producing Levers and it bemoaned their current disassembled status. But that was decades ago before education doctorates became about implementing Marx’s Human Development Theory in the schools and classrooms. And before all that psychology research from the late Soviet Union got rolled into pedagogy as we have discussed several times. And before Cultural-Historical Activity Theory, grounded in Hegel and Uncle Karl’s hope that man could change himself and his values and external conditions through practical activity in the world, got renamed to pitch to parents as student centered or project based learning.

Honestly I was a history major and I have spent the first five decades of my life not giving the disgruntled German revolutionary dreamer much thought. Especially since I wrongfully assumed it was a tired old defunct ideology anyway. But it just kept coming up as I charted what the real Common Core implementation, the one compelled by degree programs and actual definitions and the accreditors and laws and regs no one else seems to be reading, looked like.   So I dusted off my Phi Beta Kappa key for inspiration and rubbed it like a charm for good luck, shook the cobwebs out of my non-student brain, and dove into what turns out to be a still vibrant world of Marxist scholars looking for our answers. Especially why I kept seeing references to some unpublished 1844 manuscript that was still supposedly a vibrant vision for the future. The 21st century future.

I started with Gar Alperovitz’s new book that had struck me as fitting a vision of a small “c” communist future. That insight then pulled up economists Richard Wolff and Stephen Resnick lecturing and writing away in an inspired way that showed no signs of being a defunct ideology. In fact they have said there are more Marxists today teaching in American colleges and universities than ever. I believe them but it also suggests that our collective guard is down about something that is still a real but unappreciated threat. If educators in higher ed and K-12, especially administrators, are committed to reorganizing our society and economy around Uncle Karl’s belief that:

“In a properly human society, we would find our freedom through our relations with other human beings. A proper human life is one which is lived, at least in part, for the sake of others.”

And no, Karl was not referring to spouse, kids, and friends. But that does read remarkably consistently with what is called Kohlberg’s Theory of Moral Development and the Universal Love Principle which we encountered in Hong Kong and all through teacher training in the US. http://www.invisibleserfscollar.com/using-education-to-shut-down-free-choices-and-then-redefining-as-personal-autonomy-orwell-lives/

So lucky me tackled several books by NYU prof Bertell Ollman that were quite enlightening on how important it was to Uncle Karl to provide the Concepts of Understanding that would then filter daily perceptions. Check. We had rather noticed the omnipresence of conceptual frameworks and how the planned assessments are tied to those supplied Enduring Understandings and Understandings of Consequence. And Harvard Project Zero’s CORE–Cognitive Reorganization. So the lineage goes back to how to spark an inner change at the level of the mind and personality. That will then ramp up the motivation to take action to change the world.

Another enlightening prof I tackled this week from London was Jonathan Wolff. His insights may also help explain why Bill Ayers goes running around declaring himself to be a small “c” communist apart from a propensity to be obnoxious. Wolff quoted from The German Ideology where Karl wrote that “communism is not for us a state of affairs which is to be established or an ideal to which reality will have to adjust itself. We call communism the real movement which abolishes the present state of things.”

A quote to keep in mind as education and other degree programs trumpet their purpose of creating Social Change Agents. And with education reforms globally admitting their purpose is wholesale social, political, and economic change. Away from the concept of the individual and the primacy of the rational mind. And before we really dive into our Uncle Karl Scholarship 101 Cliff Notes version dialogue, remember how I have told you several times that the accreditors all over the world answer to UNESCO? That accreditation is actually being used as a driver of cultural and noetic change in higher ed, graduate programs, and K-12 and that the standards tie to what we have identified as the vision of Humanist Marxism we discussed two posts ago?

Well it now turns out UNESCO actually has a division called MOST–Management of Social Transformations–that ties to virtually everything controversial that I have ever written about. Including the Belmont Challenge and International Human Dimensions Programme–IHDP– that Paul Ehrlich has bragged will fundamentally alter human behavior. I mention both of those programs again because they are operational right now with far-reaching visions of global change. Especially to citizens of the world’s only superpower. See the tags on right to find those posts if you have never read them.

Now we come to Princeton political science prof and Sovietologist, Robert Tucker. He wrote a 1961 book called Philosophy and Myth in Karl Marx. Now Professor Tucker had little use for Karl’s economic vision but he believed that:

“the aspect of Marx’s thought that is most live and relevant to the concerns of men in the contemporary West is the purely utopian aspect, the part relating to the post-revolutionary future…his vision of the future world was, if not scientific, at least rather prophetic of real possibilities. Marx’s concept of communism is more nearly applicable to present-day America, for example, than his concept of capitalism.”

That quote calls for both a deep breath and a sit down and gulp reaction. 1961. Especially as Tucker goes on to make the point that is so critical to the education reforms that commenced all over the West in the 1960s. Prompting outrage from the get go but never accurately perceived. The sought revolution is not military confrontation and it needs no pitchforks. “The world revolution would be the universal act of human self-change.” If that’s not clear enough, Tucker goes on:

“The revolution involved is not a political one but rather a revolution of man’s attitude towards himself and the purposes of his existence, a revolution of values.”

And if that is not clear enough Tucker goes on to say the sought change is “psychological” and “a moral revolution within the self”. This Growth (as in each student in the federally mandated teacher evals) is the “outcome of a gradual process” (like over years of collected data now starting in preschool). If you wonder why the ASCD is pushing the Whole Child as an essential component of the Common Core and why every one with any power over the classroom is decreeing a social and emotional learning focus, we need go no further than Tucker’s insistence that the revolutionary change needed to target each person’s personality. As Tucker wrote graphically: “it is only there, and by the individual’s own moral effort, that the egoism can be undone and the revolutionary ‘change of self’ achieved.”

Now I am not trying to spook you but those passages accurately describe precisely what is being targeted. And now we know for sure why. And for most of us the terms Marxism and Communism are bounded by visions of the Kremlin and Mao and Stalin. We remain dangerously unaware of the real threat to the West from Uncle Karl’s philosophies. And how it can come in and create the desired, revolutionary changes in values, attitudes, and beliefs without notice. And at a psychological level within the student.

The year after Tucker’s book many of leaders in the Behavioral Sciences in the US visited the USSR on an officially sanctioned trip to look into the psychological research being done there. Ralph Tyler and BF Skinner were both on that trip and Skinner kept a diary. And Ralph Tyler came back and basically wrote the legislation that launched Title 1 and the massive federal involvement in US education. And Skinner pushed the operant conditioning potential of education, especially if tied to the computer. And in 1965 federally funded research began to change the nature of the colleges of education to make Behavioral Sciences the focus. Others have written about that BSTEP program and the revolution it controversially ignited.

But not in the context of Tucker’s book about where the real communist, little c, revolution needed to begin.

I will leave you to mull all this over. But I will add that all the economic and social transformations we have encountered in post after post that all seem to be different names for the same vision are all consistent with this little c vision of the economic future and social citizenship.

Oh, one more thing. Robert Tucker turned out to be the father-in-law of Robert English. You know who wrote the 2000 book that gave the award-winning, officially sanctioned story of how Gorbachev’s New Thinking was actually the Marxist-Humanist thinking?

Small world, huh?

 

What Happens When the Hidden Goal of Education Is Interrupting Pre-existing Social Stratifications?

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What if you were a hungry pioneer in a new town in the middle of nowhere in the 19th century and it was a long, cruel winter? Inexperienced you did not appreciate the danger of eating the seed corn that would be needed if there were to be plants for the following years. So you and your family and maybe other starving townspeople consumed it all to get through the winter. Unaware just how precious it might turn out to be in hindsight. But by then it is gone.

That failure to appreciate the precariousness of how we stay where we are culturally and economically, and the preciousness of what it actually took to get to this point in history, is exactly what I worry about when I read statements about “suspending the contributions of inborn capacities” or the “extent to which people expend great effort.” Jettisoning those important things is supposedly necessary to “adequately interrupt the reproduction of pre-existing social stratification.” And I am once again NOT playing Fish Around for Horrific Quotes to Get People Riled Up About the Common Core. Or C-Scope. Or even those preparing for a new type of capitalism 21st Century Skills.

Initially the quotes I am using are from another one of those Gordon Commission reports I have been writing about in recent posts. This one called “Democracy, Meritocracy and the Uses of Education” is by Aundra Saa Meroe. It helps frame the very dangerous mindsets being created in graduate higher ed programs to credential adults to impose what are actually political or sociology theories on students in K-12 institutions. And soon to be preschool.

I am going to detour for a second to reiterate a point Nobel Economist Friedrich Hayek made in his classic 1944 bestseller The Road to Serfdom. It is something to keep in mind as we explore today and generally in this blog the determination to use educational institutions to transform the prevailing worldviews. In the US and all over the world especially anywhere that ever cherished individual liberty and freedom to create and trade and set rules by private contract. Schools and colleges and universities really are being used to alter individual feelings, values, attitudes, and beliefs to embrace, or at least tolerate or not notice, a radically different political, economic, and social structure than what has ever brought mass prosperity. Hayek with his background in prewar Europe and then among the Fabian social planners in London knew what was, and still is being sought.

“The important point is that the political ideals of a people and its attitude toward authority are as much an effect as the cause of the political institutions under which it lives. This means, among other things, that even a strong tradition of political liberty is no safeguard if the danger is precisely that the new institutions and policies will gradually undermine and destroy that spirit.”   (HT to Don Boudreaux of Cafe Hayek for that timely Quote)

That destruction is absolutely the hidden intent of the Common Core’s actual planned implementation and its new assessments and the Lumina Diploma Qualifications Profile in higher ed and all the social and emotional emphasis coming to the classrooms. To understand why anyone would contemplate such a wholesale attack I want to quote from a part of this report that sets up the anger and actual hatred for what currently exists:

“The history of nascent democracy and nation-building in the United States among voluntary immigrant populations obscures how the broadening horizons for some were in part realized through the brutal eclipses of basic human freedoms, for many others through land seizure, warfare, the persecution and containment of indigenous populations, the enslavement of African people and the subordination of women. These forms of oppression and subjugated labor underlie the advances made in the nation’s formative forays into farming, commerce and industry.”

In this view everything that exists in our 21st Century America is seen as irrevocably tainted by the past and illegitimate. The remedy? “Absent the larger society’s commitment to an equal distribution of resources, academic institutions are held to be central sites for the distribution of resources.” Hence the Equity in Credentials even if they no longer designate meaningful knowledge or skills. Those unfulfillable expectations merely become more fuel for the desired radical transformation. That’s why all these education reforms are always coupled to a Social Citizenship vision in a Welfare State vision. We first saw it here http://www.invisibleserfscollar.com/morphing-the-common-core-into-a-new-rewritten-us-constitution-by-mandating-false-beliefs/.

Meroe then follows up her vision of tainted America with a description of Robert Dahl’s vision for democracy to become “an evolving, progressive social enterprise.” This time “all people must have equal opportunities to realize” their “mutual interests and valued goods.” Of course history has shown that that kind of equality can only exist with an overarching government constantly administering “fairness and justice.” And government involved to that extent will ALWAYS be captured by politically connected rent-seekers wanting favors at our expense. And thus be even less fair or just in the long run. But, hey, let’s not let reality intrude quite yet on all these pie-in-the-sky decrees.

One more pivot to the Education Innovation Laboratory at Harvard that philanthropist Eli Broad set up in 2008 with a $6 million contribution. Best known in education for his creation of the Broad Prize for Urban School Districts and training administrators in a Superintendents Academy, I am going to use the description of the purpose of the Ed Labs found on the website of the WEB Du Bois Institute at Harvard. It says the project is “devoted to understanding the causes and consequences of inequality in American society. .. The broader objective of the lab is to employ scientific methods–rather than anecdotal or ideological reasoning–to improve public decision making and policy around issues related to inequality in the US.”

Fair enough although with all the behaviorist economists, psychologists, and sociologists involved in the effort you do have to wonder if the “scientific methods” are not BF Skinner’s vision for a science of education using operant conditioning. It sure would fit our known facts and is something to keep an eye on.

Meroe’s report goes on to announce that the “ubiquity of substandard public education among students of lower-SES ethnic minority groups . . . also reveals the malevolence of meritocratic rationalization.” She is on her way to lay the ground work for “mass-scale capacity for cooperative productivity in the workplace” that we have seen before. She advocates for what she calls “these collectivist goals of ‘democratic equality’ and ‘social efficiency’ [that] can conflict with a view of education as a private good for the purposes of education.”

Meroe is not unique in her angst about the urban areas and seeing the solution as Social Citizenship. We saw it with the Building One America conference and the Regional Equity and Metropolitanism movement I have written about. I read Professor Michael Katz’s The Price of Citizenship: Redefining the American Welfare State this week and got treated to yet more of the Social Citizenship as necessary to give our inner cities a remedy for their devastation argument. Likewise, the involvement of a number of the listed Ed Lab contributors with the Russell Sage Foundation led me to the future vision laid out in 1995 in their Poverty, Inequality and the Future of Social Policy: Western States in the New World Order.

So I actually do see where all this is going and it is an unworkable remedy. But I want to go back to the rationales. In particular that the low achievement in the urban districts is a result of “malevolence.” Whose? After all it is the urban districts that readily embraced the Vygotskyian “sociocultural” approaches first. Why? Because as we saw in the goals of the last post and as Leontiev and Bronfenbrenner apparently discussed in the 60s in talking about the Western countries and economies, many decision-makers do not want education theories or practices that preserve or reenforce the prevailing capitalist/individualist systems. They want urban students primed for transformation. This was also why Saul Alinsky’s IAF saw urban schools as great places for community organizing. The Alliance Network in Texas and other states now show it still is viewed that way.

I have written about Professor Michael Cole before. In a chapter to a 1985 book called Culture, communication, and cognition: Vygotskyian perspectives, Cole writes “In circumstances where we do not want to take the cultural context as given. . . [sociocultural theory] offers a very fruitful framework because of its militant insistence on linking individual and social activity.” So what was a militant linkage in 1985 is now to be the required classroom practices under the definitions of Effective Teaching under the Common Core. Moreover, that physical and social activity approach had toxic effects in urban areas. Especially when normed or even criterion tests are used against suburban schools which still had an academic focus and parents who could remediate at the proverbial kitchen table or hire a tutor.

That’s not malevolence and the resulting gaps in performance are certainly no reason to wreck everything as we are doing. And it’s not like the sociocultural/Soviet emphasis in the Urban schools was a secret. Professor Cole goes on to thank the Carnegie Corporation for the funding to import the psychology theories from “our Soviet colleagues.”

This went longer than I wanted so I will stop. The dysfunction of the inner cities and the achievement gaps have causes that are not being discussed. They have become excuses for wholesale transformation of all our institutions and even us. From the inside-out.

And when we trace backwards we find either false beliefs or political theories with a tragic past. All being pushed by tax free foundations intent on social change and without any willingness to do the cleanup work from the effects of previous theories.

Equality-the chimera that threatens to ruin the futures of anyone without political connections.

 

Being Grateful for What We Know and Appreciating Why It Matters

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I had actually outlined another barnburner story but the day before Thanksgiving is no time to serve up indigestion. So I thought I would write a tale of appreciating why individual liberty has mattered in the past and why Freed Markets resulted in mass prosperity would be a nice tribute. And I do not mean that in a Pollyanish sense. One of the books I am tackling this holiday week is Robert P Moses’ radical equations: Civil Rights from Mississippi to the Algebra Project. I want every child to learn to the best of their ability. I want to really appreciate the desperation that is driving this Equality for All even if it guts the economy philosophy. It is why I read what attracted Van Jones to the Green Growth Economy as a manifestation of his self-confessed preference for Communism.

I think the history lessons of the Predator State declaring its Goals for People and then using its powers to coerce are too easy to forget. It’s not an ideological preference. It’s a factual story. A repeated pattern once government reaches a certain size of the economy. I think history consistently bears out the truth of what Nobel Prize-winning economist Friedrich Hayek said in his 1945 lecture “Individualism: True and False.” I give extra credit for people who have first hand experience in what led to most of the great tragedies of the 20th Century. It’s called Walking the Walk and there is great validity to the hard-earned wisdom it imparts.

“There is all the difference in the world between treating people equally and attempting to make them equal. While the first is a condition of a free society, the second means, as De Tocqueville described it, ‘a new form of servitude.”

There is just no getting around the fact that government officials and their Business Allies deciding they get to fine tune personalities and reset Values, Attitudes, and Beliefs to guide an Individual’s Future Behavior is a 21st Century form of servitude. Especially when the inappropriately named Positive School Climate is now a tool to retrain each student’s filtering Mindset. The worldview they will use from now on as they encounter daily reality. With their preferred non-Axemaker Mind and habits grounded in emotion. All quite consciously cultivated and monitored.

But we now know all this up front and that really is something to be Thankful for. As an active pursuer of these plans and blueprints this is decidedly unauthorized knowledge that was not supposed to become available. A 2012 Deerstalker Gold Star Award for Me. The most common question I get from frustrated parents especially is Why? What I am saying simply rings too true with their daily reality to discount it. But why the Deliberate Operant Conditioning towards a Future that’s not really about prosperity?

Like I have said, I take great comfort in putting all this in its Historical Context and its real Self-Dealing Context. Because honestly that is where it belongs. So I am going to quote you a passage from Hayek’s 1944 book The Road to Serfdom (page 176 in my 2007 copy). He really nails the drivers behind making education miseducation. Notice he also nails down the frequent unholy alliance between government and the media. Simply refusing to report or cover accurately anything that might caste a poor light on desired government policies. My bolding and snark is in the brackets.

“Facts and theories [Sustainability, Man-made Catastrophic Global Warming, Diversity, Social Justice] must thus become no less the object of an official doctrine than views about values. And the whole apparatus for spreading knowledge–the schools and the press, radio and motion picture–will be used exclusively to spread those views which, whether true or false, will strengthen the belief in the rightness of the decisions taken by the authority; and all information that might cast doubt or hesitation will be withheld. The probable effect on the people’s loyalty to the system [Peter Senge just swooned that we so understand the essence of Systems Thinking and Why It Must Be Pushed] becomes the only criterion for deciding whether a particular piece of information is to be published or suppressed. [Benghazi; Actual Employment Numbers] The situation in a totalitarian state is permanently and in all fields the same that it is elsewhere in some fields in wartime. Everything which might cause doubt about the wisdom of the government or create discontent will be kept from the people. [Hard not to think of Candy Crowley and that 2nd Debate]. The basis of unfavorable comparisons with conditions elsewhere, the knowledge of possible alternatives to the course actually taken, information which might suggest failure on the part of the government to live up to its promises or to take advantage of opportunities to improve conditions–all will be suppressed. There is consequently no field where the systematic control of information will not be practiced and uniformity of views not enforced.”

There you have the incentive of Government officials for using education for merely Competent, Mentally Hobbled Citizens. Especially ones who are being bred to see a Duty to the State. And the Business Angle. They are politically connected and want special privileges and protections from their Cronies. That’s not Capitalism though. It’s Mercantilism where there is no mass prosperity. It is what Adam Smith rejected as he accounted for Britain’s phenomenal 18th century economic growth.

So enjoy your friends and loved ones on this cherished American holiday. Whatever happens in education in 2013, we WILL understand what is really going on and what the likely consequences are actually going to be.

And that really is something to be Thankful for.