Invisible Serfs Collar

"a group which desires to be strong has no use for the man who claims to think for himself."

Main menu

Skip to primary content
Skip to secondary content
  • Home
  • About me
  • Contact Us

Tag Archives: Civic Engagement

Exceptions For Ideals and Principles Backfire When Liberty Becomes a Marxist Term With Undisclosed Goals

Posted on June 21, 2021 by Robin
91

Despite all the uses of the terms ‘grassroots outcry’ and ‘organic movement of parents’ with reference to the widespread sudden outcries over CRT–Critical Race Theory (which I deplore, which is why this blog began covering years ago issues like the Aspen Institute’s RETOC Initiative–Racial Equity Theory of Change, the SPLC’s Handbook with the NEA, and Glenn Singleton’s Courageous Conversations work for school districts, as just a few examples) I can see a coordinated effort in play. It comes out in the webinars I have been on since my last post, stories in publications that are factually untrue with common support from certain philanthropies, and troubling articles by lawyers who just happen to share office space with think tanks belonging to the State Policy Network just to offer a few recent examples. The common remedy being explored for CRT, as well as another term–Action Civics–is what I want to talk about though because statutes prescribing and proscribing thought in a classroom or activities outside the classroom seem to me, as a lawyer, history major, and an active researcher of educational thought, to be Trojan Horses.

Let me explain with Liberty as my example since it fits with the kind of Ideals or Founding Principles exceptions language I am seeing. Liberty is definitely within the philosophical and normative tradition that the Declaration of Independence is grounded in. But what if it has been redefined and no longer has that historic definition? I intend to show eventually through a series of posts how common Founding Principles and Ideals have all been systematically redefined to lead to what Uncle Karl called his Human Development Society. They are all being ground into K-12 curricula and pedagogy grounded in the so-called Science of Learning and Development. The SoLD Alliance, of course, sounds so much better than saying grounded in Marxist philosophy and Soviet psychology, but the latter links are provable too.

In the historic ancient world, all roads were said to lead to Rome. In education over the last century, it can honestly be said that all ‘reforms’ lead to that Human Development Society which, in turn, needs a Moral Revolution to be its midwife http://invisibleserfscollar.com/naming-educators-as-the-levers-shifting-the-human-personality-to-marxs-moral-revolution/ . Sometimes that same shift gets hidden as a pitch for John Dewey’s Democracy as covered in my book Credentialed to Destroy. Sometimes that shift is hidden in a word like Liberty. A book from Cambridge Press released in April 2021 called Whole-Child Development, Learning, and Thriving: A Dynamic Systems Approach (WCDLT) that is tied to the well-connected SoLD Alliance has a co-author, Richard M. Lerner, who wrote a book called Liberty: Thriving and Civic Engagement Among America’s Youth, published in 2004.

Since the phrase “Thriving Individuals, Flourishing Societies” has become a ubiquitous goal to supposedly address alleged ‘structural racism’ and the traumas of the ‘Pandemic,’ let’s find out what comes in under the Ideal of Liberty referenced in a statute to supposedly combat CRT. In fact, Lerner went beyond just the general term Liberty and redefining what it means, he argued that the very ‘Idea of America’ requires a shift in educational and social practices that get at the “link between the is and the ought of human behavior…so that normatively civic duty and moral action are merged.” What precisely does that mean we should reasonably ask? Here’s what Lerner defined as A Theory of Positive Youth Development, Thriving, and Liberty (italics in original):

I define a thriving young person as an individual who–within the context of his or her physical and psychological characteristics and abilities–takes actions that serve his or her own well-being and, at the same time, the well-being of parents, community, and society…a path that eventuates in the young person becoming an ideal member of a civil society…[Thriving young people] are people whose senses of self involve a combined moral and civic commitment to contributing to civil society in manners reflective of their individual strengths, talents, and interest. Accordingly, thriving youth are on life journeys that involve productive civic engagement and valued contributions to other people and to the institutions of their communities…I describe such a mutually beneficial relationship between person and society as liberty.

I don’t and I suspect you do not either. Yes, I have just activated the blog tag for communitarianism and rightfully so. Here comes another Ideal too and a Founding Father–as Lerner insisted that “in specifying that ensuring liberty involves developing an integration of moral and civic identity in youth, a development that enables young people to contribute effectively and productively in a society that promotes individual freedom, I am in a sense proposing an idea found in the writings of Benjamin Franklin.” Wise old Ben supposedly laid out “moral qualities of youth that, when present enabled them to successfully contribute to their communities.” Who knew? Before we shift to WCDLT, which seems to be the method of enablement, Lerner reminded us that Liberty and this sought “association between moral and civic life does not occur by happenstance, and, most certainly, it is not ‘in our genes.’ Rather, the merger of moral and civic life is developed.”

That development, which Lerner calls Human Development Theory, is grounded in biological aims to implement these philosophical and normative aims because of “the intertwined changes between biology and culture that characterize humans’ evolutionary heritage and, as well, humans’ contemporary functioning.” That functioning is precisely what WCDLT seeks to alter using words like probabilistic epigenesis instead of Liberty or Freedom to change “the pluripotentiality of each and every human being.” WCDLT is very aware that it needs to shift the purpose and goals of education in the 21st century to provide the “context–relationships, environments, and experiences–[that] provides the energy that drives the brain’s electrical circuitry and develops the neural pathways that build increasingly complex skills.”

We can infer those complex skills are to be used in a communitarian manner and, like we saw in the last post, broader systems other than the individual student must be altered as well because “when such systemic societal inequities are addressed, the malleability of human beings to positive experiences and relationships can unfold.” I want to show another danger of blindly hyping CRT or treating it as synonymous with Equity as part of what I took from this video put up last week. https://www.city-journal.org/theoretical-roots-and-practical-consequences-of-critical-race-theory In the WCDLT book,  David Osher lays out what he calls “Robust Approaches to Equity and Thriving” linked to these changes sought for the classroom to supposedly create “anti-racist teaching practices.” Osher wants:

new approaches to equity and thriving must address the historical nestedness and dynamic nature of thriving, including dynamically related biological, phenomenological, and social processes that contribute to thriving…approaches to equity and thriving driven by minimalist standards do not provide learners with a means to address institutionalized racism and privilege–they neither enable individuals to fully address opportunity structures that are stacked against them nor do they prepare individuals to work with others to change the conditions that affect them…A richer approach to equity includes universal access to opportunities to develop attributes that contribute not only to well-being, but dynamically to individual and collective thriving–socially, emotionally, physically, cognitively, spiritually, and economically–in co-acting dimensions that together constitute thriving. As the COVID-19 pandemic and the Black Lives Matter movement vividly illustrate, thriving cannot just be individual. Our capacity to thrive, particularly over time, is dynamically linked to the well-being of others. This relation includes our proximal environment, those who support us, or with whom we affiliate, live, or work, the other human beings on the planet, and the health of our globe.

Those Equity aims to promote Thriving grounded in the K-12 classroom are much broader than simply talking about White Supremacy or the 1619 Project. Parents need to understand these planned broader aims. Nothing in my book has ceased to be relevant to today’s aspirations. The Civic Mission of Schools and its link to Competency Frameworks is even more important to grasp now. It’s also what allowed me to follow this trail. We need to appreciate what it means to be pushing a Building Blocks For Learning template that seeks to create “a set of skills that all children would have the opportunity to develop in an equitable world  (a world in which access to opportunity and robust equity define the prevalent conditions)” is not actually about math, science, or how to best teach reading or history anymore. It’s not “institutionalized racism or white privilege” themselves that must be addressed in this education vision, but their supposed SOURCES. Hence all the allegations about ‘structural’ or ‘systemic’ causation.

WCDLT honestly states that its social vision can be achieved supposedly by using education for “placing a primary focus on the individuality and potential malleability of each individual.” Education that targets the “attributes of this being” using open-ended, web-like processes (dialectical principles being the function, but too loaded a term apparently). WCDLT asks “what could be true if educational and learning settings were designed to nurture children’s potential?” This struck me as an eerie and odd common destination with the CRT video linked above, which also states at about the 16 minute mark that the solution to the CRT controversy is “we should really be aiming toward Excellence which provides a common standard and challenges people of all backgrounds to achieve their   true potential.” What a coincidence! Same goals and another abstract word–Excellence–that does not adhere in 21st century practice to its earlier dictionary meaning.

That’s the journey we are on now. To see what transformational aspirations can be hidden in an abstract word with an assumed traditional meaning that just isn’t so. Parents have every right to deplore CRT and factually inaccurate curricula. Just be careful about where these offered remedies are really going. The ISC Glossary of What these Terms Really Mean and The Declared Intentions is just starting.

Posted in Belmont Challenge, Common Core, Outcomes Based Education, Quality Learning, Social and Emotional Learning | Tagged A N Leontiev, amitai etzioni, Bronfenbrenner Ecological Systems Theory, CHAT-cultural historical activity theory, Civic Engagement, Communitarianism, Dialectic Theory of Human Development, Marxist Humanism, SoLD Alliance | 91 Replies

Second Part: Empowering Millenials to Create Change & Youth Organizing Low Income Students of Color

Posted on July 10, 2013 by Robin
23

Are you starting to feel that 2013 reality seems like something George Orwell or Aldous Huxley or HG Wells would have dreamed up in fiction? Or satire? One of the key tools for confusing perceptions in politically useful ways, and bringing those always reliable emotions into play, is to skew what language really means. Notorious theories get warm, appealing names for a third bite at the apple of the student’s mind and her “full personality.” The Whole Child. Likewise, the historic purpose of school and university to transmit culturally and economically valuable knowledge? The transmission curriculum gets quietly dropped as “inequitable”and referred to disparagingly as “deficit-based orientations toward youth of color.” Have you ever noticed everyone not being equally good at something is not wiping out football or basketball as acceptable activities?

In 2012 the SRCD journal Child Development Perspectives published “Youth Organizing as a Developmental Context for African American and Latino Adolescents.” It advocated using schools to focus “attention to the political context of young people’s lives, both in how youth interpret their sociopolitical world and how they participate in changing it.” If you, like me, are wondering what the likelihood is of students getting accurate info of what the actual causes are and target the real predators, don’t hold your breath. I am willing to bet it will look similar to what the influential New Economics Institute envisions for its Campus Connect initiatives–http://neweconomicsinstitute.org/content/campus-network . Whatever these students are being told and however they are guided, there is no dispute that education is the place where they are compelled to gather together for many years. That long duration access is seen to be politically useful. For fundamental change.

How’s this? “Organizing enables young people growing up in working-class and poor communities to identify the social origins of problems and take action to address these problems.” In fact here’s a link to the Funder’s Collaborative Report laying out “An Emerging Model for Working with Youth: Community Organizing+Youth Development=Youth Organizing.” http://www.fcyo.org/media/docs/8141_Papers_no1_v4.qxd.pdf . Don’t miss the Tides Foundation support just as with the restructuring the inner-cities around Green Energy Initiatives I wrote about. http://www.invisibleserfscollar.com/well-no-wonder-no-one-listens-to-common-core-complaints-if-it-is-tied-to-federal-revenue-sharing/ Also appreciate that this becomes an acceptable focus of the classroom and a formal measure of school success since political action to “work collectively to address quality-of-life and human rights issues” gets classified as engaging and relevant.

It’s the real reason the Common Core was needed to take out objective tests of knowledge since that is no longer to be the focus. Anywhere. http://www.invisibleserfscollar.com/keep-urban-schools-weak-to-force-economic-and-social-justice-then-make-the-suburbs-close-the-gap/ . Now we get that amorphous term Student Growth which is really convenient as “studies of youth organizing” in, of all places, the Chicago Public Schools, “provide evidence that youth participants experience growth in three developmental domains: civic development, psychological wellness, and academic engagement.” The other two are self-explanatory but psychological wellness refers to “a sense of hope, empowerment and purpose in life” that “researchers theorize” can come from “building an awareness of justice and inequality, combined with meaningful social action.”

And if this all sounds alarming and intriguing there’s the Free Minds, Free People conference starting July 11 in Chicago that Ed Week is trumpeting. http://blogs.edweek.org/edweek/parentsandthepublic/2013/07/conference_aims_to_promote_education_as_a_tool_for_justice.html?cmp=ENL-EU-NEWS2 Note that K-12 students AND parents are invited so they can “understand the root causes of inequality” and “learn to take action to dismantle those inequalities.”

Now I am going to pivot for a moment to remind you that the Common Core is usually referred to by the politicos as “college and career ready standards” so changing the nature of most college work to be about creating a “robust democracy” is rather pertinent to what can then go on in high school and middle school. We have met Harry Boyte before (he has his own tag and is said by Stanley Kurtz to have been a major influence on President Obama’s choice to be a community organizer). The White House and the federal DoED have committed to the American Commonwealth project involving changing the nature of higher ed. http://www.nifi.org/stream_document.aspx?rID=21022&catID=19164&itemID=21020&typeID=8 . Readers with a good memory will remember that the “cooperative commonwealth” was Boyte’s name for a reimagined US society that functioned like small C you know what. http://www.invisibleserfscollar.com/viewing-education-as-the-prime-lever-for-international-social-change-community-organizing-everywhere/ That post was an alarming enough vision before we knew about this formal relationship to DC power and money and AASCU.

AASCU stands for American Association of State Colleges and Universities which would make this trade group VERY influential about what is to constitute “college” and “coursework” in the 21st Century. And last month in Denver AASCU had a conference  with the now ubiquitous goal for K-12 AND college students. “21st Century Citizens: Building Bridges, Solving Problems.” Here’s the program  http://www.aascu.org/meetings/adptdc13/FullProgram.pdf .If you go to page 2 you will find the Opening Speech with a blurb that perfectly explains where K-12 and higher ed are actually going. Without telling most of us and with taxpayer money and mounds of student debt. All that debt simply fuels a demand for political and economic change. I am going to quote at link since, for once, no one is speaking in Orwellian Doublespeak. And the intentions for ed are graphic.

” This is both the best of times and worst of times. The worst is the unprecedented level of global change and the uncertainty and insecurity that come with change. Our environment, our economy, our civil society are in a tailspin. The tools for mediating these new and turbulent terrains are evolving slower than the change itself. The good news is that a generation of idealists–the Millenials–are coming of age to navigate these murky waters.

But this is only if we effectively prepare them for this brave new world. We cannot use old methods for addressing this new world; we need to redesign our educational system for major social and economic transformation. Millenials need skills to tackle tomorrow’s key challenges, including sustainability, civility and global citizenship, and above all, ambiguity. These challenges are best addressed through experiential learning focused less on service-learning (learning how to do what is already being done) and more on innovating social change experiences for Millenials, so that they may deliver in these new times.”

How? Boyte’s cooperative commonwealth or Peter Senge’s Regenerative Society? You can vote it in. You can teach about a vision for a new world but you cannot make it so. You can though break everything that works now and end up with a generation with expectations of the future that are unmeetable. Or they are meetable but only with an old-fashioned vision of education that tolerates differences among people and seeks to make everyone as mentally strong and accurately informed and as autonomous as possible.

Off the high horse for one more phrase you will recognize from K-12, the goal of “Educating Globally Competent Citizens.” AASCU has even come up with a Global Challenges framework for colleges to use in building curricula and coursework for our young scholars/Change Agents To Be. Conveniently it aligns with the UN’s priorities for change in the West and a shift to the Primacy of the East as well. We get population, resources, technology, information, economic integration, conflict/security and governance.

As you can see from preschool through K-12 and higher ed, no one will have much accurate knowledge unless they get it from home. Or are stealthily a voracious and fluent reader. But we are to be overwhelmed by students completely indoctrinated in the need for fundamental changes that will require a Government-directed economy and society at all levels. That cannot get to where these students want to go because we have completely severed knowledge from power in this vision. And genuine prosperity always requires that a knowledgeable individual have power to make their own decisions. And suffer from poor consequences.

And there are no knowledgeable individuals in this vision. It is utterly consumed with creating high school and college students primed for change and dedicated to “active citizenship” before the next 2016 US Presidential election. Actively gathering data.

Fulfilling every nightmare a Founding Father ever had about what majoritarian democracy could do. Or take.

Especially if no one with the knowledge of what constitutes irreplaceable cultural seed corn has a say. Or even a shield from the Predatory State to protect themselves.

And the children. The Millenials.

 

Posted in Common Core, Education for All, Outcomes Based Education, Quality Learning, Social and Emotional Learning, Sustainability, UN Millenium Development Goals | Tagged Capitalism 3.0, Civic Engagement, cooperative commonwealth, Fourth Sector/For Benefit Capitalism, Global Competence, Harry Boyte, Peter Senge, Student Growth, Tides Foundation, Youth Organizing Education | 23 Replies

Is P-20 Education for Collective Democratic Participation Really a Good Investment?

Posted on October 3, 2012 by Robin
11

Sometimes when I have to point out the problem with a proposed solution that everyone has become excited about I feel like Scrooge. The panacea for education is found at last and then I point out that charging up your credit cards for a delightful Christmas will be a terrible idea come December 26. First I was cautious on charters telling everyone to read the language carefully or you may be binding yourself to a unappreciated Transformational vision. http://www.invisibleserfscollar.com/what-happens-when-a-charter-pillages-minds-and-wallets/

Now I am urging caution on Parent Triggers highlighted in the emotional movie “Won’t Back Down” that opened last week. Parents and taxpayers do need choice but please be aware that the Turnaround literature coming out sees the Parent Trigger as a splendid opportunity for community organizing. First create problems in schools by refusing to teach reading and writing properly or providing rich content. Then use the deliberate dysfunction to provoke outrage and nurture a sense of grievance for political and social change. Organize the parents and subject the students to a non-academic social and emotional learning and values curricula like Purple America and Responsive Classroom from previous posts. You are well on your way to organizing at least two generations through schools that were deliberately made far worse for the political benefits. http://www.invisibleserfscollar.com/keep-urban-schools-weak-to-force-economic-and-social-justice-then-make-the-suburbs-close-the-gap/ is the post where I explained how Saul Alinsky’s community organizing practices have come to urban schools. And the desired outcomes are not academic.

After all, to quote from a Report released October 1, 2012 called “Democratic School Turnarounds: Pursuing Equity and Learning from Evidence” a test-score emphasis assumes “that education’s primary functions are economic.” (Isn’t that what taxpayers ARE being told?) The Obama Administration, in my opinion, and certainly the NEPC (National Education Policy Center based in Boulder, CO) and those Texas supers from our previous two posts and that duplicitous charter in Fulton County, Georgia described above that Ed Week heralded as a national model and Best Practices schools are all driven by what is being called the “democratic purposes of schooling.”

Instead of viewing schools as being instruction-centered and focused on the transmission of knowledge of the Best that has been written, thought, or imagined in the past, the democratic purpose of schools theory sees classrooms, schools, Districts, colleges, and universities as having powerful contextual roles to play as daily environments where the students are embedded for an extended period of time. Long term captives susceptible to political and social and psychological manipulation is a less stilted way to say it. Social, political, and economic change for the US and the world is the explicit goal of the democratic purposes of schools theory.

“The democratic approach creates opportunities for local communities to publicly deliberate and self-govern. Its goal is to provide all students with equitable opportunities to learn, participate in society, and further social change.”

How well does that aspiration work in Detroit or Stockton? So much of what is sought via educational reforms like Systems Thinking/Systems Dynamics and Transformational Outcomes Based Education and SEL and Reengaging Disconnected Students has always been about this desired Transformation. The true goals no one is honest about so this stealth push via education amounts to a political coup d’etat just as surely as any junta in a Banana Republic complete with military uniforms and jeeps. It is just not as visible to target personal Values, Attitudes, Feelings, and Beliefs in the classroom. But it sure is as effective. Probably more so because you are influencing the drivers of all future behavior and perceptions. No wonder no amount of parental or taxpayer outrage makes it go away.

Only a solid expose in the sunlight will have that effect. As the NEPC report acknowledges, the target is social, political, and normative realities. And Normative is just a nerdy word that means telling a person how they ought to behave in the future. So now the government, through its agents and vendors,  has decided that the purpose of schools, colleges, and universities is to “foster the values and skills necessary for collective, democratic participation and civic engagement.”

Apparently john a powell http://www.invisibleserfscollar.com/distributive-justice-is-not-enough-we-must-break-the-illusion-of-the-unitary-self/ and Paul Ehrlich http://www.invisibleserfscollar.com/how-disabilities-law-is-already-being-used-to-gain-ehrlichs-new-mind-and-the-future-earth-economy/ and Peter Senge and Bill Ayers and Riane Eisler and the Texas Supers and all the others we have described over the summer are ALL determined to use education to erase individualism and promote a sense of community for the common good. Emphasize repeatedly the primacy of the collective and the student’s role as a mere part. An alien vision that likely would have left the Founding Fathers weeping and Benjamin Franklin nodding that perhaps 225 years or so was better than he anticipated.

Apparently federal Education Secretary Arne Duncan has begun campaigning actively for President Obama’s reelection. Asked to characterize the difference between the candidates, Duncan said Obama regarded education as an “investment.” And that the Romney-Ryan ticket regarded education as an “expense.” Given the acknowledged Transformation of these democratic purposes http://www.invisibleserfscollar.com/priming-delicate-minds-for-a-desired-disruptive-revolution-what-is-the-real-damage/ , isn’t education now a pretty sorry investment for the students and taxpayers? It clearly works well for certain politicians, government employees, preferred vendors, and connected Big Business seeking to hold on to current revenue streams and avoid the Creative Destruction of markets and genuine innovation. They get nonmarket salaries and committed, dependent customers and voters and lessen the likelihood of real competition. But is education for collective social change really a good investment?

Likewise on the expense side, what could have been done with all the money that is being poured into education with a decisively nonacademic purpose once you pierce through the obscuring rhetoric? What about the nondischargeable debt for life for a college education that is little more than a paper credential http://www.invisibleserfscollar.com/credential-inflation-how-reforming-higher-ed-with-learner-outcomes-can-damage-all-degrees/ and about to get much worse with the adoption of the Bologna Process and Lumina Diploma Qualifications Profile? What is a District Super or Principal worth who is committed to gutting academics in a high-performing suburban district or school in order to promote Equitable Education? What about all the expectations for middle-class jobs being created in students without any actual marketable knowledge or skills? Does it really seem possible that everyone can be made middle class by fiat? A Government edict that there will be well-paying jobs? In a Green Economy that emphasizes Quality of Life and Wellbeing instead of GDP?

It apparently works in school district central offices and government bureaucracies and university campuses but all of these employees live derivatively. At the expense of others. The expense of their services and what is actually being provided matters. If principals or administrators are committed to not teaching reading well, for example, and relying on digital devices to handle most of the burden of “communication,” every dollar spent for such a insidious education policy is a dollar gone forever. And it was a dollar used to weaken the host– the economy, our society, and the individual student and the future they could have had. Their Vision. Not Bela Banathy’s. Not a Scheming Super’s.

So a cavalier “We believe in education as an investment and the other candidate is being chintzy” just does not reflect the facts or the expressed goals or the reality of what could have been done with the dollar confiscated by the public sector or in tuition for a Paper Credential. This country is in too much debt and capitalism and economic freedom and genuine markets have always been the only way to prosperity for the masses. This democratic purpose of schools nonsense is a lit powder keg under the US economy and the health of our society and the future prospects of millions of our young people.

We have the information now of the reality in American and global education and the likely catastrophic consequences of continuing on this planned course. October 2012 is a magnificent and necessary time to commence a national dialogue in earnest of how to–Turn, Turn, Turn. There is literally not a moment to spare. At so many levels.

Posted in Career Pathways, Common Core, Education for All, Outcomes Based Education, Quality Learning, Social and Emotional Learning | Tagged Bela Banathy, Bologna Process, Civic Engagement, democratic purpose of schooling, Equity & Excellence, Lumina Diploma Qualification Profile, P-20 Preschool-Graduate Ed, Parent Trigger, Peter Senge, Purple America, Responsive Classroom, Riane Eisler, Systems Thinking | 11 Replies

Subscribe to Blog via Email

Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Join 354 other subscribers

Available on Amazon

Recent Posts

  • Surfing the Contrived Sluice to a Citizen Fit for Constitutional Democracy So that Marx Quietly Prevails
  • Great Reset Requires Instilled Great Narrative to Create Desired Consciousness to Imagine? Mind Arson Helps Too
  • More than Men in White Sheets: Prioritizing the Power of Imagination Because Antiracism Demands Equitable, Just Systems
  • Critical Race Theory as a Tool for Social Reconstruction: Why Consistently Omit Its Stated Purpose?
  • Tickling the Brain to Invisibly Assert Control: Guard Rails and Common Rules, Student, Then Citizen

Recent Comments

  • Leslie Taylor on Surfing the Contrived Sluice to a Citizen Fit for Constitutional Democracy So that Marx Quietly Prevails
  • Robin on Surfing the Contrived Sluice to a Citizen Fit for Constitutional Democracy So that Marx Quietly Prevails
  • Leslie Taylor on Surfing the Contrived Sluice to a Citizen Fit for Constitutional Democracy So that Marx Quietly Prevails
  • Robin on Surfing the Contrived Sluice to a Citizen Fit for Constitutional Democracy So that Marx Quietly Prevails
  • Robin on Surfing the Contrived Sluice to a Citizen Fit for Constitutional Democracy So that Marx Quietly Prevails

Archives

  • November 2022
  • May 2022
  • March 2022
  • February 2022
  • December 2021
  • November 2021
  • August 2021
  • June 2021
  • April 2021
  • March 2021
  • February 2021
  • January 2021
  • December 2020
  • October 2020
  • September 2020
  • August 2020
  • June 2020
  • May 2020
  • March 2020
  • February 2020
  • January 2020
  • December 2019
  • November 2019
  • October 2019
  • September 2019
  • August 2019
  • July 2019
  • May 2019
  • April 2019
  • March 2019
  • February 2019
  • January 2019
  • December 2018
  • November 2018
  • October 2018
  • September 2018
  • August 2018
  • July 2018
  • June 2018
  • May 2018
  • April 2018
  • March 2018
  • February 2018
  • December 2017
  • November 2017
  • October 2017
  • September 2017
  • August 2017
  • July 2017
  • June 2017
  • April 2017
  • March 2017
  • February 2017
  • January 2017
  • December 2016
  • November 2016
  • October 2016
  • September 2016
  • August 2016
  • July 2016
  • June 2016
  • May 2016
  • April 2016
  • March 2016
  • February 2016
  • January 2016
  • December 2015
  • November 2015
  • October 2015
  • September 2015
  • August 2015
  • July 2015
  • June 2015
  • May 2015
  • April 2015
  • March 2015
  • February 2015
  • January 2015
  • December 2014
  • November 2014
  • October 2014
  • September 2014
  • August 2014
  • July 2014
  • June 2014
  • May 2014
  • April 2014
  • March 2014
  • February 2014
  • January 2014
  • December 2013
  • November 2013
  • October 2013
  • September 2013
  • August 2013
  • July 2013
  • June 2013
  • May 2013
  • April 2013
  • March 2013
  • February 2013
  • January 2013
  • December 2012
  • November 2012
  • October 2012
  • September 2012
  • August 2012
  • July 2012
  • June 2012
  • May 2012
  • April 2012

Outcomes Based Education

  • Accreditation (91)
  • Belmont Challenge (177)
  • Career Pathways (102)
  • Common Core (366)
  • Education for All (192)
  • Outcomes Based Education (404)
  • Quality Learning (394)
  • Social and Emotional Learning (381)
  • Sustainability (263)
  • UN Millenium Development Goals (140)
  • Uncategorized (20)

Links

  • Log in
  • Entries RSS
  • Comments RSS
  • WordPress.org

Common Core, Outcomes Based Education, Quality Learning, PBIS, RTI, SEL,

Abraham Maslow amitai etzioni ASCD Whole Child Initiative Axemaker Mind Bela Banathy Bronfenbrenner Ecological Systems Theory C3 Framework Career Ready Practices Carol Dweck CASEL CFSC-Communication for Social Change CHAT-cultural historical activity theory Communitarianism Enduring Understandings Ervin Laszlo FCL-Fostering Communities of Learners Great Transition Growth Mindset Harry Boyte Hewlett Deeper Learning Higher order Thinking IB Learner Profile ICLEI Agenda 21 John Dewey Karl Marx Lauren Resnick League of Innovative Schools Marxist Humanism Metropolitanism Michael Cole Mihaly Csikszentmihalyi Paul Ehrlich Newmindedness PBIS Peter Senge Positive Psychology Positive School Climate Riane Eisler Robert Kegan Subjective Well-being Systems Thinking Understanding by Design Understandings of Consequence UNESCO Vygotsky's Cognitive Tools WIOA-Workforce Innovation and Opportunity Act
Proudly powered by WordPress

© 2012-2023 Invisible Serfs Collar All Rights Reserved