I have kept a constant drumbeat going now that what we are dealing with in education, Preschool–higher ed, and the hoped for changes elsewhere in all social institutions and practices are related to hoped-for transformations toward government-led collectivism. That seems so shocking and painful that it is easy to dismiss. It is perfectly understandable to feel that way, but the incessant drumbeat now has cymbals joining in and we are building toward a crescendo. Time spent ignoring these planned transformations simply increases the damage they are doing and the extent of the future clean-up. We really are dealing with educators, politicians, professors, and social planners who are determined to enact “forward-looking transformative practices that are needed to enact history in the present.”
That’s what Quality Education and Redesigning Curricula are all about. It is thus hugely alarming that a video surfaced this week of the director of the MIT Media Lab Entrepreneurship Program giddily bragging about the extent of the planned transformation. http://www.edge.org/conversation/reinventing-society-in-the-wake-of-big-data I don’t share his optimism that the acknowledged potential for evil to be the engineered result is unlikely because there is no central place for a dictator to get at individuals. Of course there is. That’s the new purpose of all these transformational practices in education that MIT is deeply immersed in. It is also the purpose of all the interest coming out of the UN in media cooperating on how it portrays, or ignores, daily events. UNESCO now uses the term Media Education as a means of advancing to what it euphemistically calls Scientific Humanism for a reason.
Alex Pentland, the talkative star of that troubling video where he says George Orwell was simply not imaginative enough of the possibilities, is also involved with the United Nations Global Pulse Initiative. GP began in 2009 and “serves as a laboratory through which the UN System and its partners are discovering how to harness the power of Big Data to meet the challenges of global development in a Post-2015 world.” http://www.un.org/millenniumgoals/pdf/GP%20Backgrounder-General2013_Sept2013.pdf So again I am not theorizing about what is going on here. I just have more sources and an intensive understanding of what is involved and how it is interconnected. I have already written about that post-2015 troubling agenda and how much it looks like what Uncle Karl envisioned as the human development society.
If the phrase little c communism still strikes us as off-putting, imagine my horror at reading Pentland’s new visionary book Social Physics which openly proclaims the intention to “reinvent our current economic, government and work systems” and having “Reflections on Primitive Communism” being a cited article supporting his vision. Say What? indeed. Likewise, the Sakhalin Declaration we looked at in the last post is just an update conference to the vision of the global common future laid out at the World Summit in Geneva in 2003 for “Building the Information Society: a global challenge in the new Millenium.”
It is to be “people-centred, inclusive and development-oriented” and the place to start for realizing this “common vision” is to “focus especially on young people” and the “opportunities provided by ICTs.” Yes, that is acknowledged as mind arson in the last post, but then Pentland is pushing social learning precisely because it makes people more susceptible to peer pressure that will change future behaviors. Brave New World should perhaps be retitled as Education to Promote Bullying by Governments, Cronies & Communities: the 21st Century Great Transition, Like It or Not.
Those are some of the background facts and declared intentions undergirding all this talk of changed instructional practices and curricula and measuring assessments to look for a poorly-understood Student Growth or Achievement. Orwell may not have been imaginative enough, but he was spot on about the use of unappreciated definitions of words to obscure intentions from the general public. This quote is taken from a 2006 article in Theory & Psychology called “Embracing History Through Transforming It.” It provides the rationale for Quality Education and Deep Learning and Social Learning and all these other transformative practices we have uncovered. It is the essence of the DiaMat process being pushed in education and the article says so.
“what is placed at the center is not the child alone and not even the classroom practice existing here and now, but rather the dialectical co-authoring of development and history by each and every individual child (and teacher) with the rest of humanity (including its past and present generations), through collaborative activities that continue and simultaneously transform history. [Now we can appreciate all the group projects or the emphasis on real world, authentic problems]
In this case, the students and teachers, instead of being de-individualized by seeing them as part of humanity, are in fact empowered to a larger degree than in any other, more individualistically based visions of education because taking the dialectical view of history means the ineluctable agency and responsibility of people, including each and very individual, as actors who together create society and history itself and are created by them.”
Boy, that’s a long sentence, but the sentiment could not be more clear. It also fits perfectly with the visions described above, in recent posts, and where I am going. That’s why there is a global need for a new vision of education and why its nature is obscured with Orwellian terms like Quality Education or Excellence. Remember I said I would talk about why subject-matter and content remain important to radicals who have no use for the transmission of knowledge? Because real knowledge empowers the individual mind (explained in detail in my book) and reenforces the existing social institutions and practices? Instead, according to Professor Seth Chaiklin, “subject-matter instruction should contribute to humanization, through personality development” and teachers and curricula designers should “consider how it could be used to work for those ends.”
“Teaching should aim to develop understandings of the central topics in a problem area” according to these CHAT and Marxist theory of development theories of education being imposed on us. Those understandings then act as conceptual lenses to interpret daily experiences in ways likely to fuel a personal belief in the need to take action to transform present reality. A/k/a act on history to change its course. It’s why facts are not important, but relationships among topics are. So the emphasis in a 1st Grade Math Lesson is on “More and Less” and “Some and Few.” Words that can come to correspond to a physical reality that should be changed in a world where economic justice is to be sought. The calculator can add or multiply, but it cannot become a Change Agent of History. Hence the need to change.
One of the most common terms now used to illustrate the need for classroom changes is the oft-proclaimed need for students to be ‘engaged.’ Now I always interpreted that term as social and emotional learning through experiential activities, but Pentland’s book helpfully tells us it is more alarming as a goal. Here is his quick definition of ‘engagement’ from the book’s Glossary. “Engagement is social learning, usually within a peer group, that typically leads to the development of behavioral norms and social pressure to enforce those norms.”
See where the title comes from now? Now “social learning consists of either: (1) learning new strategies (e.g. context, action, outcome) by observation of other people’s behavior, including learning from memorable stories [which of course need not be true, only emotionally impacting]; or (2) learning new beliefs through experience or observation.”
Well, no wonder lectures, sequential worked-out illustrations of math or science problems, and textbooks generally are now deplored. No wonder the great works of literature are treated merely as a means for making a transformative point. Making beliefs the focus and wanting them to be malleable to change, plus peer pressure to follow the always excitable herd, are so much more transformative in their potential as instruments for change.
Next time we will zero in on how Soviet psychology developed the use of instruction and curricula to create a Systematic Development of Orientation Towards Future Action. From the last psychologist (died in 1988) to have regularly worked with Lev Vygotsky.
No I am not going to sign off with Same Bat Time, Same Bat Channel. That phrase would really date me wouldn’t it?