The multiple tragedies in Paris on Friday in Paris did not change the topic of the Conclusion of this Trilogy. The ramifications of a document that came out of my UNESCO Lifelong Learning research, written by two Malaysian profs and presented at a 2011 Computing and Informatics Conference in Indonesia, http://www.icoci.cms.net.my/proceedings/2011/papers/86.pdf is what has flushed out the other Ideology that fits 100% with the actual implementation I tracked first in my book Credentialed to Destroy, and now as additional details come into place, through this blog. By Ideology I mean in the cultural model sense used in the last post, but essentially it is the values, beliefs, and concepts a person sees the world through–the personal and social belief system or Worldview that guides individual and collective behavior.
The Arabic word for this is tarbiyah and it means education for Total Human Development, which is why its mandated practices and tenets dovetail so closely with that other M word that grew out of the political and human philosophy of Uncle Karl. I had never heard the word before yesterday. I had planned to write about the still troubling hijacking of acceptable religious belief systems using the secular K-12 classroom as laid out in an atrocious UNESCO/ UNICEF report sponsored by the Arigatou Foundation called “Learning to Live Together: An Intercultural and Interfaith Programme for Ethics Education.” Looking at that long document and its recommended activities and project-based learning and role-playing experiences, it was obvious this global targeting of each student’s values and beliefs, whatever their religion or lack of it, was already in place in various mandates I have covered.
I had pulled that ICOCI “Visionary Model of an Islamic Learning Community” in part because it had a nesting graphic that worked like a Russian Matrushka doll with the student at the center just like the Aspen Institute wanted in that “Students at the Center of a Networked World” report created by a Task Force Jeb Bush disturbingly chaired. It extends outwards to classroom, school, community, and workplace, and then global, so it also fits with something a psychologist named Urie Bronfenbrenner developed. The C3 Social Studies Common Core Framework already hypes BEST (see tags), which also fits with the Learning Cities/ Regions emphasis from the last post. So not only did the push not seem limited to Islamic communities and countries, the link mentioned that Learning Communities, which we already know are to be required in US schools under the definition of what constitutes being an Effective Principal (see FCL tag), are based on a concept created by the founder of the Muslim Brotherhood in 1943.
Saturday morning then, I decided to reread that link carefully, and it said that the late Hassan Albanna used usrah as an education medium laying down its three components of knowing each other, understanding each other, and helping and caring for each other. I am leaving out the particular Arabic terms although these, and usually the symbol from Arabic script and a verse from the Quran, are consistently provided throughout every component of anything involved with this Tarbiyah Project.
Before anyone thinks I have to go to the other side of the world to track this, Tarbiyah was created by a native of Philadelphia, Dawud Tauhidi, who “embraced Islam in 1972. He studied at Lehigh University and later studied Arabic” at U-Penn. In 1980, he graduated from the famous al-Azhar University in Cairo where President Obama chose to go to address the Muslim World. His degree was in Usul ad-Din and Tauhidi’s masters and PhD in Islamic Studies are from U-Michigan. The Tarbiyah Project materials frequently cite to Michigan ed standards said to reflect the Project.
Now we could stick with that 2011 link which tells us “ICT will play a role in helping the democratization of the usrah system” so we can keep its tenets in mind as we look at various digital learning initiatives. I can look at the various prescribed features of the Tarbiyah Project and recognize the complete alignment with what is being mandated for US classrooms in NCLB waivers, Positive School Climate XO’s, civil rights laws, etc. Most of my regular readers and anyone who has read my book will be able to as well. Phrases like ‘continuous improvement’ that are what every administrator and anyone involved in student and school accountability track verbatim.
I have also tried to explain the focus on concepts and the desire to internalize what students will then use to guide perceptions and interpret daily experiences. Not only is that a component of Islamic education for holistic development of the Whole Child so they will learn to “be Muslim,” there was even a reference to the term ‘Enduring Understandings’. It has a tag as does its creator Lynn Erickson. Tarbiyah and Tawhid state that the heart and its transformation are to be the ‘core of education.” Anyone remember the subtitle of Erickson’s book on Concept-driven education? Stirring the Head, Heart and Soul. Did the Georgia Social Studies teachers down at the State DoE in 2009 receiving Conceptual Development training under a Bill Crenshaw know they were being trained to provide Islamic Education consistent with Tawhid (Spiritual Literacy) and Tarbiyah? Probably not and I doubt if the overpaid administrator knew either. That’s the beauty of K-12 globally now. People are pushing concepts they do not know the background of because there’s a lucrative job there, promotions, pensions, and frequently being a Change Agent through curriculum was the whole basis of the education doctorate.
And in it comes with virtually no one having the knowledge or incentives to look further. Did you know the Tarbiyah Project also likes to use that tired metaphor about education needing to move beyond the ‘factory-model’? With the name of the creator and project it will be easy to pull up lots of reports now, but this is too important to have to take Robin’s word for the alignment. Would you believe that in 2014 the US-China Education Review, perhaps excited about the implications of the 2013 Beijing Declaration and Learning Cities from the last post, published an article called “Revisiting the Concept of an Integrated Curriculum and its Implications for Contemporary Islamic Schools.” Again we have Malaysian profs who probably assumed they were talking among like-minded insiders.
It cited to the ‘Tarbiyah Project’ of Tauhidi and how it is an “entire curriculum approach” that can become embedded through standards and “involves integrating Islamic knowledge into every subject of the curriculum and, hence, the inevitable need to rewrite the curriculum.” This integration, which deplores self-contained subjects like algebra or chemistry, also goes by the name ‘Islamization of knowledge’. It “mainly involves integrating all subject disciplines into the Islamic Weltanschauung.” The German phrase for Worldview as the new focus of education.
So when you look at the Tabiyah Framework and its Universal Concepts, remember that the Next Generation Science Standards, with its CDIs-Core Disciplinary Ideas and CCCs-Cross-Cutting Concepts and themes, fits fully with what Tauhidi laid out. Maybe just in time for Bush 43 to allow the US to rejoin UNESCO. Anyway, evaluating Tarbiyah against the Common Core and competency-based education is so much easier with the boast that the Tarbiyah Project:
“promotes the inspiration and transformation of students through the process of teaching and learning in order to transform the world in the future. It has integrated the national curriculum with Islamic principles and output of a ‘brain-based research’. Hence, it avoids pure rote learning and makes learning more meaningful using students’ ability to think and comprehend.”
So the so-called Thinking Curriculum is consistent with Tarbiyah as are all the SEL and Whole Child Initiatives. Anyone reading the Overview should also remember the New 3 Rs of Rigor, Relevance, and Relationships because all are mentioned repeatedly as well. They even make it into Essential Learnings and Key Outcomes and Indicators that formative and summative assessments will be looking for and creating through Project-based Learning and cooperative projects.
Unless the pending reconciliation of the House-passed Student Success Act and the Senate-passed Every Child Achieves Act no longer reflects the language of either bill, the forthcoming ESEA Rewrite will be enshrining the fundamental concepts, values, beliefs, and attitudes of what it means to act as a Muslim per the Tarbiyah Project into federal law. Making the implementation point the states and local schools means nothing as Tarbiyah also fits so well with the Learning Cities/Regions focus that first brought it on my radar screen. Remember Chapter 7 of my book where I made the title about the Common Core always being about changing Values, Attitudes, and Beliefs? Here’s an enlightening quote:
“The ultimate aim of this Islamic education is closely related to character building, i.e. producing an integrated Islamic personality that requires Islamic values as its foundation. Hence, these two elements, i.e., beliefs and values, should be considered as key elements in the implementation of the Islamic integrated curriculum.”
What are those values? Well, the ubiquitous communitarianism we have located everywhere from what makes a Positive School Climate to what are Career Ready Practices is a key component. Tarbiyah is noted in footnotes as being consistent with Bloom’s Taxonomy and Howard Gardner’s Theory of Multiple Intelligences. Tarbiyah was not mentioned in any of the Rapprochement of Cultures materials I read or in the Learning to Live Together required practices and activities for the classrooms, but they all fit like puzzle pieces assembling a photo vista once we know about the other initiatives. Remember how the purpose of the creator of a theory or practice comes in even if the implementer is unaware?
Islamic values and beliefs, Tauhidi and these cited others say, thoroughly permeate what is being required and implemented in the US and globally under a myriad of names. I have used tags and Proper Nouns for phrases to bring some of these out. In a world where people can be shot for drawing cartoons or anything maligning, I am reluctant to quote all of the references in the Tarbiyah Project documents and appendices to the Prophet, Quran, quotes from verses, or further Arabic names for what is desired to act as a Muslim instead of knowing about Islam. The Tarbiyah Project aligns with what is already being imposed, including the kind of dramatic change in pedagogy and instructional practices laid out by the Ultimate in American insiders here last week. http://www.gtlcenter.org/sites/default/files/Using_New_Assessments_Educator_Evaluation.pdf We can all wish that a focus on Student Growth and the required Effective Teaching did not align so well with Tawhid and Tarbiyah.
How can free people survive in a world where the required practices all trace back to either Marxist theory for an ‘all needs met’ society or Islamic theory? In the Learning to Live Together report that was to be the basis for this post, the UNICEF/UNESCO writers make it clear just how regulated people are now to be to fulfill the UN’s agenda. No deviations or amendments allowed and they even said that.
It’s a one-way street though where the beliefs and perspectives of some groups and religions must be respected, while K-12 education deceitfully wipes out any religion, beliefs, or values that venerates the individual.
At least now we do not have to wonder why strange stories about required Mosque field trips and forced studies of Islamic pillars just keep cropping up.
Now let’s see what sunlight can do to this planned transformation without consent. It should trouble us all greatly that Tauhidi cited Abraham Lincoln’s famous quote about whoever controls school curriculum being in charge of the forms of government in the next generation.
Hopefully not, for all of our sakes.