We Must Reframe Americans’ Mental Models toward Shared Fate and Equal Opportunity to Drive Well-Being

Our LMS from the last post will be useful for that, won’t it? Let’s get to several quotes before I get to the document called “Thriving Together: A Springboard for Equitable Recovery and Resilience in Communities Across America” that so many of the education visions of transformation actually tie to. The first comes from https://www.facinghistory.org/chunk/student-activities-assessing-strength-democracy recently tied to the subject of one of this summer’s extravaganza funerals, where attendees need not worry about crowd limitations or quarantine orders between states, is quoted in a way that is guaranteed to shift the students’ mental models of what ‘democracy’ means. Here is the offered quote from a posthumously published editorial in the New York Times by “civil rights leader John Lewis”. The Times is one of the listed partners in the “Thriving Together” agenda.

Democracy is not a state. It is an act, and each generation must do its part to help build what we called the Beloved Community, a nation and world society at peace with itself.

Students are then asked to reflect as follows:

What do you think John Lewis meant when he said democracy is an act not a state?

How do you think John Lewis’s definition of democracy is similar to or different than the one you created on your concept map?

According to John Lewis, each generation is responsible for taking action to support democracy. What actions do you think people in your own generation are taking to create “a nation and world society at peace with itself?”

And just like that a revolutionary theory, that John Lewis himself would have tied to Bayard Rustin [see tags from where we have had related past posts] gets operationalized in classrooms and LMS activities to internalize the new desired mental models. Let’s go with the next quote from the cover of “Thriving Together” from Amanda Gorman, listed there as the US Youth Poet Laureate 2020 (emphasis in original):

The Miracle of Morning

From a wave of woes our world will emerge stronger.

We’ll observe how the burdens braved by humankind

Are also the moments that make us humans kind;

Let every dawn find us courageous, brought closer;

Heeding the light before the fight is over.

When this ends, we’ll smile sweetly, finally seeing

In testing times, we became the best of beings.

One of the themes of all the reenvisoning of education in light of covid and supposed ‘systemic racism’ is this call for education to support Becoming straight out of Humanist Psychology’s launch in the early 60s. It’s back by name [see links to Maslow and Rogers from past] and the education vision ties to this broader social, economic, and political transformation that is far worse than what I first recognized in Credentialed to Destroy. No wonder Tranzi OBE never goes away by function. It just gets new names or incorporated in a school’s charter or mission statement. “Thriving Together” also has a new vision of what Democracy means that is also getting quietly incorporated into new civics activities.

Thriving and well-being for all in the long-term of 10 years and beyond. Transformation to an equitable society where everyone thrives is the goal and is the moral imperative to aspire to. ..Our systems writ large do not work for low-income Americans. ..The democratization of power so that there is a shift to community and local governance models where government resources are provided to local communities who are responsible for making decisions about how to improve their conditions is a key element in successfully financing well-being…This shift will reinvigorate our democracy and help financing of well-being goals. It will create a different social contract between citizens and government that engages citizens in improving their communities [gives a new meaning to learning standards to be ‘citizenship ready’], versus the primacy of individualized pursuits of wealth and prosperity. Social contracts are rooted in reciprocity and mutually beneficial relationships that over time sew bonds and relationships of trust that transcend self-interest and are critical for achieving well-being and for surviving over the long term as a unified prosperous nation and human experiment in freedom and justice.

That last puts a new spin on what is meant by the phrase We the People as a curriculum in the 21st century doesn’t it? We will come back to that in future posts but if you are an eager beaver, track down Professor Danielle Allen’s Education and Equality. Regardless, all these visions where education is now seen as the tool to transform the meta-systems of Capitalism, Racism, and the nature of Democracy state outright, in a reelaboration of our title that (my bolding):

We must pursue comprehensive, long term attitude and mindset shift initiatives to reframe Americans’ mental models toward shared fate and equal opportunity. As a nation, if we understand our shared fate, we will be much more motivated to create an equitable society, not only for the moral imperative, but because it is also in the self-interest of the population as a whole. This is the central argument of our transformational work.

To get at the meta-systems requires “shifts in mindset, beliefs, and values”, which is exactly what education generally, but especially the LMS, is designed to do. It allows for the desired experiences to foster epigenetic change at a neurobiological level to be reliably delivered and then outcomes, improvement, and overall student transformation can be measured. In fact, although we have only covered LMS’s as they pertain to desired changes to student and how to best create them, “Thriving Together” see LMS as a much broader tool for overall systems change.

We recommend choosing, measuring, and tracking process and outcome measures over time that are inclusive of all collaborating sectors to create a ‘learning management system’ that uses harmonized data [subject to a standard like the Common Core and CEDS and ISCED via ISO] shared transparently [interoperability and Project Unicorn] to work together to achieve a common goal of creating an equitable, thriving community. This learning management system can inform the journey towards a thriving community…

Attitudes must shift after all if you are teaching students that “Democracies function effectively with all citizens contributing to the whole and a service mentality.” Put that kind of a statement of prescribed collectivism in a textbook and parents will notice and object. Design learning activities, either in person or online, around creating that very mindset and it is hard to notice until the mindset is in place and your student is spouting theories of how the world should work at the family dinner table, leaving parents rather mystified as to what happened, where it is going, and how.

Well, not if they read ISC or have my book, and we are going to cover this more in the future now that I hopefully will have more of a chance to describe all these confessions that have popped out this summer from all over the globe. I have them documented and know how this all fits. Let’s close though with a quote from the Harvard Redesign Lab at their Graduate Ed School from the “Thriving Together:” section titled “Lifelong Learning: Cradle to Career” as it laid out the ways that the school closings “can be harnessed to shift paradigms”.

We must shatter the myth that our current K-12 education system is the great equalizer, single-handedly creating an equal opportunity society in spite of unprecedented inequality in income and wealth. It’s a noble ideal, but the data over more than a century clearly prove that schools alone, even when substantially reformed, are too weak an intervention to deliver on the promise of giving all children a fair chance to succeed. It’s a myth. Now, we must move from an old-fashioned, schoolhouse-bound model of child development and education to a system of robust, flexible learning opportunities coupled with basic supports available from birth through adulthood.

See you next time, since disclosure is the only way to have any chance of avoiding this vision of collectivism imposed almost invisibly through the mind and personality of students. Luckily for us, it’s not actually invisible and the policy creators have been most communicative, even if they only intended to be speaking to fellow travellers.

Let’s just say I hitchhiked a ride and peered into lots of reports pertinent to the US, but never mentioned to or linked here.

48 thoughts on “We Must Reframe Americans’ Mental Models toward Shared Fate and Equal Opportunity to Drive Well-Being

  1. All of this is very grim.

    One thing I understood in speaking with my intern, — well, there were actually two things I understood — was that nations and states within my own nation could only justify the absurd quest for “not one more Covid-19 death”, if there was a racial agenda, an equity agenda baked into the narrative. So, this means that in certain willfully-ill-informed minds, a Covid-19 ‘associated’ death of a ‘person of color’ would be perceived as a racially-motivated death, akin to that of global icon, George Floyd. My intern, whose family of origin is based in the Philippines, recited for me the same bogus horror stories I had heard from Filipinos here in Japan. When I checked the CDC stats, the mortality rate for that island nation was on par with that of Japan, meaning close to non-existent.

    My intern was also using “we” (meaning citizens of the nation of N.Z.) in a royal and imperious way, as though she had been empowered to speak for ALL citizens of N.Z…and, I had heard this before. She displayed ZERO concern for her comrades who had lost their livelihood, or even her own future as the graduate in a field that likely has no real future application…RACIAL equity was really the only concern. I ended the conversation feeling that I was talking to a nouveau member of the Hitler Youth.

    When I pointed out the absurdity of my own field…how organizations in Japan were expending resources, now, not on business continuity planning, but on providing their confused populations with Trans ‘sensitivity’ training…this did not register, because if even ONE oppressed and ‘in the closet’ Trans person could be spared ONE moment of social discomfort, MONEY well-spent.

    Now, an observation I have made in this forum, and with regard to the many student interns I have endured, I will make, again. I don’t see these people — groomed as activists — as being ’employable’. You now have an entire generation of them in the U.S. Being female, being a POC, or a BAME, or person experiencing multiple indices of intersectional oppression, whatever, is not a job skill.

    Probably, there exists whole new sub-disciplines in the field of ‘talent’ management, and related to filtering them out, w/o gettng caught — because as some of us know, the workplace is a place where people work, as opposed to a venue for struggle sessions.

    I am really liking the advice Douglas Murray is dispensing to employees consigned to participation in ABUSIVE thought-reform anti-whatever training — express your displeasure and leave.

    All for today…

    • https://www.realcleareducation.com/articles/2020/09/28/we_must_use_this_moment_to_transform_public_education_110475.html from today.

      It’s time for a nationwide commitment and investment to invent wholly new systems that enable a learner-centered, socially just future for education. Leaders must make it a priority to reinvent how we educate young people and prepare them for a world that is vastly different from the one for which their schools were designed. This is the moment when we must think bigger than a return to the pre-pandemic normal. This is the moment we can begin to transform our public education system

      We have a world turned upside down with football players wearing ‘Equality’ on their jerseys despite the fact they are among the top football players of their generation and thus not a peer of so many others at all. No one sees that the memes they are being trained to employ do not fit the facts. They are simply primer to create the internalized mental models to accept the need for transformation and perhaps become an activist for it as you are encountering.

      • I have been reassessing many of my social/business encountered over the last five or so years. I had initially contacted you, Robin, related to the behavior of individuals who had matriculated from certain elite U.S. universities, and seemed to be engaged in a form of identity politics I did not understand at the time. It is hard for me to articulate this even now, but, it seems to entail the idea that you can choose to identify as an ‘American’, though you know nothing about the culture, or an oppressed female, though you are living in million> yen/mo. apartment with a maid, and a ‘helper’. The key term, which I recently caught onto is ‘self’-identified, which evokes in my mind, ‘selfie’-identified.

        Just received photos from my intern in which she is cavorting in her multi-cultural paradise. I have been in thinking with regard to this of what was/is called “California’s Lost Generation”…should add an (s) to that, what happens when learning institutions produce armies of people whose skills fit no actual need in the workplace — multi-cultural as hell, though!

        • This https://www.aier.org/article/stakeholder-fascism-means-more-loss-of-liberty/ also fits with your experience and with the aims of “Thriving Together”.

          To bring about this refocusing, the World Economic Forum, which normally holds its annual conference of political, business and social movers and shakers at Davos, Switzerland, has sponsored a new “white paper” on Measuring Stakeholder Capitalism (September 2020) that presents an agenda for all businesses, everywhere, to follow to bring this about.

          The key to the entire project is the underlying idea that corporations should not see their primary responsibility to be the financial betterment of the shareholders who own titles to the company. No, the shareholders and those who manage these companies on their behalf must see that their obligation is to the enterprise’s “stakeholders.”

          Stakeholders are all who have any type of “relationship” with the private enterprise, including the company’s employees, their suppliers, those who live in the surroundings of the enterprise’s place(s) of business, or who otherwise may consider themselves impacted in some way by the actions or inactions of the decisions made by the company. Those who take the stakeholder view of corporate and business “social” responsibility, including the authors and sponsors of the white paper, add “the planet” among the stakeholders concerned with the conduct of the enterprise.

          http://www3.weforum.org/docs/WEF_IBC_Measuring_Stakeholder_Capitalism_Report_2020.pdf is the actual link to the embedded Davos crowd paper from the quote.

          • Notice this passage from Appendix which is directly on point to your previous observation.

            Research examining public companies across Canada, Latin America, the UK and the US has found that companies with higher diversity financially outperform their peers.33 Crucially, boards that reflect the diversity of their companies’ stakeholders are more attuned to their needs and are therefore well-positioned to deliver long-term stakeholder value. This necessitates the inclusion of traditionally under-represented social groups (see Glossary for definition of “under-represented social groups”). Although these groups will vary based on a company’s context, it is important to consider racial and ethnic diversity.This disclosure was chosen on the basis that it captures a breadth of dimensions critical to governance body composition, including competencies related to economic, environmental and social topics. Single measures of governance body composition are insufficient to determine whether a particular corporation has the board fit for its particular needs. Practices for achieving greater diversity of board member backgrounds and capabilities are relatively universal and well-established, and the disclosure is comparatively easy to observe.

            Plus, the auditors for virtually any publicly held company are among the listed creators of this report–Deloitte, EY, KPMG, and PwC are listed by name on the cover and all their involved personnel laid out following the conclusion. These metrics get incorporated into what it means to be publicly-held. Also notice all the references to ‘standards’ with our own Common Core as part of the vision along with any frameworks for Personalized, Competency-based Learning.

        • Self-identification isn’t always enough, e.g. Rachel Dolezal (although she ended up having other problems with welfare fraud), Jessica Krug, CV Vitolo-Haddad.

          They’re telling you how to identify, how much to identify (you’re just an “ally” so you must do this but you cannot do that), and it’s all with their permission. Fuhgiddaboudit!

          I opt out, which is easier for me to do than for black people who want to opt out of the craziness. They *really* come under pressure!

          • I think you will find this paper interesting, especially with the attempt to link and regulate the physical, social, AND digital. https://infrastructure.siegelendowment.org/wp-content/uploads/2020/10/Infrastructure-Building-the-World-We-Deserve.pdf

            Paying attention at the end the graphic shows what my webinars are all saying with all ‘content’ delivered digitally and thus manipulable and throwing off copious data. Notice on the Thanks page the involvement of the Kahn Academy (remember he has an AI degree from MIT) as well as Summit Schools, which was essentially the pilot for the Chan Zuckerberg education vision using the digital realm and LMS’s.

            I am getting better at stairs now so hopefully my days of being stuck in the breakfast room with a laptop are almost over. I watched an ASCD video yesterday on SEL and one of the 5 categories to be cultivated was “Public Spirit”. Goes well with that shared reality worldview I suppose.

          • I love that! “Nope sorry, i have opted out.”
            Lol i am gonna use that!
            Show them my starbucks card, say see i have opted out!

  2. You would think I could hardly say ” I’m depressed about all of this.” at this very late stage in the psyop. … and yet having been reading here since 2012 I am …just sad.

    All the objective, facts in the world don’t seem to penetrate the illusory, vaguely maniacal, unicorns and rainbows, collectivist lies that are coming at the masses from absolutely every angle imaginable.

    Talk about an assault upon reality.

    As I read the EST/Becoming hustle I thought immediately of one of its most recent pop culture incarnations, designed to embed the language in the minds of minions, in the form of Michelle Obama’s book ” Becoming”.

    Becoming is the new Whole Child.

    Whole Child was the ( misunderstood/misrepresented ) schtick in the 70’s in my Quaker School. It made its way into other private schools and then into general k-12 curriculum by the 90’s when my husband was a young 5th grade teacher.

    Today it’s Becoming. You and your child can be formless, mindless, empty vessels to be filled with whatever competencies are needed in a given moment. BECOME whatever you the unit of labor is needed to be.

    Has our dear friend Martha Nussbaum written anything recently about Capabilities and Becoming?

    • https://ndpr.nd.edu/news/creating-capabilities-the-human-development-approach-2/ From 2011. Not new, but precisely on to your point.

      I managed to aggravate a decades old ankle injury and am now in a boot with orders to stay off the stairs.

      In the meantime, these old pots are precisely relevant. http://invisibleserfscollar.com/naming-educators-as-the-levers-shifting-the-human-personality-to-marxs-moral-revolution/ . Robert Tucker was the first to clue me into the true MH template.

      This second one is on the 1962 Maslow/ Rogers book with the NEA about Becoming launched at the same time as the MH template. http://invisibleserfscollar.com/psychological-approach-to-a-humane-politics-restructuring-the-west-quietly-and-effectively-via-ed/

      And we wonder why i developed the Uncle Karl euphemism to overlay some humor to a grim aspiration.

      • I am pretty sure that both Rogers and Maslow expressed deep concerns about the monster they had created just prior to their respective deaths. Apparently, these concerns can be found in the last edition of “Humanistic Education” Rogers was able to edit. His zealots expunged his comments in future editions. Maslow remarked in one article (which I will try to locate) and with regard to his self-actualized students at Brandeis, “I might as well be selling chewing gum.” By this, I think he meant that his decades of accrued knowledge and experience were of no interest to his students. Kinda portents what has become of the social sciences, and the humanities for that matter.

        I guess we can take comfort in the fact that these two guys killed their own discipline.

    • Good compendium of the lingo that keeps getting recycled.


      My sense with Rogers is that he was allowed to play fast and loose with a number of constructs w/o the onus of demonstrating positive results. So, he intuits that ‘group therapy’ is useful to traumatized vets in a V.A. hospital, which means it must be equally beneficial to ‘healthy’ individuals in various settings, and then, hey, lets turn our schools into venues of self-exploration/actualization. He was an ex-seminarian…and, seems to not hesitate to impose quasi-religious belief systems on others.

        • At one point Rogers/Maslow got so frustrated with “therapy for normals”…they called it, “the lunatics are running the asylum”. Therapy for normals was practiced at my SJW graduate institution, i.e. they let the lunatics run the admissions office. Kinda like the U.S. right now.

          • Speaking of Maslow we have this

            “Maslow before Bloom”—we hear it all the time. The idea that educators should meet students’ basic needs for safety and belonging before turning to challenging academic tasks is one that guides the work of many schools.

            In this era of high-stakes testing and inflexible curricula, that’s not as easy to do as it sounds. The need to do 45 minutes of preplanned reading instruction, followed in lockstep by 45 minutes of math, leads many teachers, especially newer ones, to conclude that they simply don’t have the time to plan for brain breaks, or to check in with students regularly to make sure they’re feeling OK.

            Research indicates that’s a mistake, though. Child psychiatrist Pamela Cantor told Edutopia in 2019 that “when we’re able to combine social, emotional, affective, and cognitive development together, we are creating many, many more interconnections in the developing brain that enable children to accelerate learning and development.” Making time to integrate social and emotional learning into academics, in other words, is a better way for schools to achieve their goals than a focus on academics alone.

            from https://www.edutopia.org/article/how-maslow-bloom-all-day-long and then we have another listed partner in “Thriving Together” having the author of the 1619 Project as the keynoter for the conclusion of StriveTogether’s 2020 Cradle to Career Network Convening https://www.strivetogether.org/insights/truth-and-power-nikole-hannah-jones-closes-convening/

            Nikole Hannah-Jones ended the 2020 Cradle to Career Network Convening with a powerful message for the audience of more than 1,400 community changemakers: Keep pushing and bring along allies to reconstruct the architecture of racial apartheid.

            Hannah-Jones is the Pulitzer Prize-winning creator of the New York Times Magazine’s “The 1619 Project,” which shares the history and lasting legacy of American slavery. The Root named that she “is changing how history is taught, and this year, after helping to reignite the discussion about reparations and racial justice for Black Americans, she’s reframing what the future looks like, too.”

            And for this year’s convening attendees, Hannah-Jones did just that — offering a reframe of how to fix systems that have disproportionately impacted Black Americans. First, she encouraged changemakers to know their history.

            “You cannot fix systems if you don’t understand how they were architected in the first place,” Hannah-Jones said. “You can’t just ignore some of the past simply because it was uncomfortable.” The romanticized, patriotic history prevalent across our education system has downplayed the anti-Blackness, racial apartheid and racial terror experienced by Black Americans. This leaves many of us, including students, without the shared language to talk why we have gotten to where we are related to race.

            Speaking of which, one of the upcoming webinars on changing the nature of higher ed in the US seeks to now have it focus on 3 things: achieving upward mobility for all graduates, racial equality, and creating new conceptions of citizenship. We also have Getting Smart, with its Gates-affiliated and school district transformationalist consultant also tied to GEFF 2030, coming out explicitly for Harris-Biden ticket as Kamala refers to it when she goes off script. Same newsletter also announced a Walton Foundation supported initiative to make sure all of us serfs are being pushed to our obligation to perceive through a common, shared reality that need not be factual at all.

            I would say I feel like Alice beyond the looking glass, but let’s face it, no one has been chronicling all this at the depth I have for as long as I have. It’s hard to believe though that suddenly we are here where every authoritarian government has always wanted to be able to control.

          • YAAAAS! People are so braindead. But i was too until i wasputting kids in schools. As a researcher i had to know everything! Discovered crazy stuff like frankfurt school moses hess and rogers. Blew my mind. How can you turn away from it you see it everywhere. It cannot be unseen. And now it for realzy is in our face.

        • Make sure you take a look at this https://spark.adobe.com/page/EWohCj9EfkJEz/ new initiative on “Centering Healing and Humanity” from Living Cities. Originally funded by the Rockefeller and Ford Foundations, it is now connected with virtually every major foundation and investment or commercial bank of any size via their philanthropy. I worked on that last week while I was laid up. Genuinely shocking admissions on what is planned for us.

    • Remember when I covered the Asia Society in CtD? https://asiasociety.org/education/education-equity

      Education for Equity is an initiative building on The Center for Global Education’s prior work to transform education systems as a means to build a just and equal society. A primary focus of the initiative will be development of materials for teachers, parents and youth themselves that enable all students to understand and act on racism as an interpersonal and structural malignancy…
      Global competence is multi-faceted and includes cognitive development, social emotional skills, and civic learning. It has four overlapping dimensions that all students will need to develop in order to interact successfully with people face-to-face as well as virtually in their communities and in other regions and nations. Skills in these dimensions are also needed to examine and work toward the resolution of issues with local and global significance. Globally competent students investigate the world, recognize perspectives, communicate ideas, and take action. To learn more about global competence, click here.

      Opportunities for global learning are all around us. In this section, we will provide resources and materials to help you think about global competence as a framework to support education for equity. The intent is to get students thinking about the world differently and empowering them to take action on issues related to race, racism and social justice.

      • Well, golly Robin, I wrote a paper a few years back in which I used as an analytical framework a meta-study of research related to ‘global’ leadership competencies. The field of leadership studies is such a balkanized mess that the team that produced this study simply examined hundreds of papers and tried to ascertain common themes. Some of these were kinda ‘no brainers’, e.g. an innate curiosity about cultures other than one’s own, and then there was the dimension of emotional intelligence. I recall ‘resilience’ being in the mix. And, most definitely there was what was referred to as ‘cognitive complexity’…the ability to interpret date coming from multifarious sources in such as way that decisions could be made and work could move forward. All of this made sense.

        I have to say I don’t recall that ANY of the hundreds of papers reviewed referenced as a global leadership competency a focus on racism, anti-racism or social justice.

        Oh well…

        I see that our magnificent Pope has echoed the anti-racism agenda in his latest encyclical, the release of which I guess was timed to support the edu agenda you have so diligently documented.

        Oh well…

        • This came out yesterday https://education-reimagined.org/looking-beneath-the-surface-systems-thinking-on-the-journey-toward-transformation/

          Transformation can often feel instantaneous. We experience a ground-shaking external event, and all of a sudden, we find ourselves standing in a whole new world. COVID-19 and a national reckoning with racism feel like transformative events. But, these events alone cannot autonomously shift us into positive, long-lasting change. Only people can do that.

          To dismantle the oppressive systems and structures whose limitations have been made abundantly clear and have only worsened during 2020—in education and many other domains—requires a surge in leadership and public will. It demands that we shift our thinking.

          To paraphrase Sun Tzu: To defeat one’s enemy, you must know your enemy. And, to know your enemy is to think like your enemy thinks. Therefore, to dismantle an oppressive system and replace it with a liberating one, we must engage in systems thinking.

          KnowledgeWorks is tied to Strive Together which as I have said is one of the listed partners in the “Thriving Together” vision. And the term ‘White Supremacy’ is now being used to describe any outcomes that are deemed not equitable. In other words, allegations of structural racism, like climate change, get used to justify what Ervin Laszlo called the Organized Society in the 70s. It was to be the successor to both capitalism and communism. It all goes back to the need to control the nature of thought in the vast majority of citizens globally.

          Here’s another quote from the article that helpfully explains the crucial role of ‘mental models’:

          Mental models underpin systems.

          Mental models are the values and beliefs that influence how people understand and act in the world. They come from our lived experiences. Mental models are necessary to help us simplify the complex realities in which we live.

          However, in this attempt to simplify, the lived experiences of others (individuals and groups) are often dismissed if their dismissal does not negatively impact (or even positively impacts) another person’s or group’s place in the world. This dismissal happens both implicitly and explicitly. And, as those mental models are passed down and advanced from generation to generation, massive, deep-seated barriers are created for those who have been ignored.

          For example, mental models are dictating almost every aspect of the United States’ COVID-19 response. From mask wearing, to vaccine development and public trust of its effectiveness once available, to testing availability and uptake, to business and school closures: individual and group mental models determine what is put in place, how people respond, and, ultimately, the outcomes we experience.

          Disagreement about the response speaks to disagreement in how people see the world. Unfortunately, we often do not see our own or others’ mental models at work. They so often operate so far in the background that we aren’t even aware to look for them (or if we are, how to identify or make sense of them).

          This makes collaboration and shared action difficult. But, it’s far from impossible to bring these mental models to the surface. All it takes is an initial spark of awareness and a lot of intentional practice.

          • A commenter above mentioned The Frankfurt School. A great deal of the mental model ‘architecting’ we are seeing is flowing from constructs that came out of the so-called Authoritarian Personality research. Problem is, the ‘architects’ of that research were either unaware of how their own mental models had inflected into the design of the assessment and how they interpreted it, or they cynically did not care. I believe they cynically did not care. Beyond that, I think that whole project was trumped up to provide a rationale for a social engineering project already on the table.

            And speaking of nonsense cobbled together to craft mental models, see the Pope’s recent ‘Tutti Frutti’, brotherhood of man, encyclical.

            One commentator noted that Francis has created a rationale for his own conclusions, meaning he frequently quotes himself to appear ‘authoritative’.

            It is the same drill.

          • ROBIN, an FYI…I went back through another est/Erhard biography last night. It seems that a master plan was drawn up in 1978 to ‘transform’ K-12 education, religious orders, the prison system, the corporation. As part of this plan it was decided NOT to use that brand name ‘est’. As a first step CA teachers were offered ‘free’ transformational learning programs. As many at 10% of all teachers participated in these programs. The prison practice was MUCH larger than I had thought, with at least five major CA prisons being involved. As for the corporate focus…this was accomplished via the formation of consulting firms and the coaching cults.

            What I can say is that so much of the language in the documents you post sounds like ‘est’-speak with the anti-racist update…only difference, really.

          • https://www.theatlantic.com/ideas/archive/2020/10/public-infrastructure-civil-rights/616671/ helps explain the need for the ‘structural racism’ hype. Lauren Powell Jobs, Steve Jobs’ widow, is both a major investor in The Atlantic that published this new vision of the term’ public infrastructure’ that is our old MH vision. She is also funding project XQ to reimagine the nature of high schools.

            I also worked on what disinformation has come to mean. We are now in a situation where governments all over the world want to control what we are to believe. What counts as ‘approved’ information. It fits with controlling the conceptual map and deemphasizing factual knowledge in K-12 and higher ed. https://gcs.civilservice.gov.uk/publications/resist-counter-disinformation-toolkit/ is from the UK government. Notice the Foreword about the “growing international consensus on the need to take action against disinformation, regardless of source or intent. Our vision is to strengthen the institutions of democracy and uphold our democratic values by ensuring the public and our media have the means to distinguish true news from disinformation. This starts with us, as government communicators. We hold the responsibility of delivering the truth, well told.”

            What utter BS!! Clearly our servitude in the 21st century is tied to not knowing much and accepting what the political elite want us to believe and value. Disinformation becomes an Orwellian term that actually means unacceptable beliefs inconsistent with being amenable to servitude to political power implemented via a new conception of the law.

          • Also in the now they tell us category:

            Adapting successfully to the pandemic means more than reorganizing people and tasks in space and time, difficult as that can be. It also, and foundationally, requires aggregating the cooperation of many individuals, both within and across domains (school, work, home, play), to construct viable new ways of ordering daily life.

            The pandemic presents more than a formidable public health crisis; it also exposes and exacerbates a crisis of societal configuration. We face enormous challenges, but the primary problem is not that we lack the necessary resources and skills to address them. The hitch, instead, is that we have tremendous difficulty putting what we have into the combinations we need. The result is a palpable sense of scarcity, which Sendhil Mullainathan and Eldar Shafir define as “having less than you feel you need.”

            Mullainathan and Shafir use a packing metaphor to illustrate the way that configuration interacts with scarcity—as they observe, jelly beans fit far more easily into a small container than does an equal volume of whole fruit. COVID-19 has imposed new constraints on societal arrangements that come in lumpy, hard-to-divide units. Recutting those societal arrangements to meet present conditions is an essential and urgent task.


            A further quote that fits with all the things you cited that were to be restructured:

            Innovation can help us restructure ways of living and working through—and beyond—a pandemic. That means two things. First, identifying approaches that account for the deeply interconnected nature of human behavior, both within and across spheres of activity. Second, creating the kinds of platforms and mechanisms that can put together resources and cooperation in combinations best suited to these conditions.

            In the education context, teaching physically distanced students might require finding more or different spaces in which to hold class. One idea would involve repurposing now-vacant spaces, such as office buildings, for student instruction. Instead, or additionally, different pieces of now-disaggregated educational services might be addressed separately. Consider the idea of “microschools” (aka “pandemic pods”) that is now gaining traction. Under this model, a teacher can provide instruction remotely while supervision is provided in appropriately distanced group settings by responsible adults who need not be professional educators. Finding ways to scale up and equalize access to this model—or others like it—is a pressing need.

            Other reconfiguration ideas are beginning to receive attention as well. There is new interest in job-sharing arrangements that reallocate work into a larger number of smaller buckets. Venues like zoos that used to be open to the public now experiment with timed ticketing. New experiments in outdoor dining are cropping up everywhere, and the city of Chicago recently partnered with the open innovation platform OpenIDEO, BMO Harris Bank, and the Illinois Restaurant Association to launch a design challenge for outdoor winter dining and entertainment.

          • This was just announced this morning. https://everychildthrives.com/a-global-call-to-advance-racial-equity-by-2030/

            $90 million to be given out “to drive transformative change”. Once again ‘racial equity’ becomes the excuse for a politically organized society at all levels of government and down to the nano-level of the human mind.

            I am also adding this quote that is relevant to the call for ‘new mental models’

            Which brings us—finally—to the most recent example to receive media attention: the (now temporarily-withdrawn) proposal being considered by the school board in Loudoun County, Virginia that would adopt CRT (euphemistically labeled “Action Plans to Combat Systemic Racism”) as the school system’s official policy. Not only would this noxious doctrine be foisted upon Loudoun County schoolchildren, but teachers would be subject to discipline if they publicly disagreed with CRT—even in private speech off-campus and on non-working time. This government-enforced speech code is a clear violation of the First Amendment. The proposed policy forbids Loudoun County teachers to express disagreement with CRT and requires them to snitch on colleagues who do. Critics call the proposed policy “tyrannical” and charge that Loudoun County schools would become “ideology factories,” and rightly so.

            This Orwellian policy has been denounced as “a rush to soft totalitarianism,” but recent events illustrate how quickly things can metastasize. Totalitarianism, whether “soft” or “hard,” has no place in America. Loudoun County is not a rural backwater or hipster enclave resembling Portland or Brooklyn. It is a wealthy suburb of Washington, D.C., and one of the nation’s most affluent communities. If this could happen in Loudoun County, it could happen anywhere. Only after a barrage of negative publicity did administrators announce that adoption of the proposed policy would be postponed to allow for its “clarification.” The pushback, initiated by the union representing many Loudoun County teachers, focused on the speech code, not the rest of the CRT agenda. Whatever finally emerges is likely to embrace race norming, educational “equity,” and (in the words of draft policy) “socially-just teaching.” This is code for wokeness.


          • This is certainly pertinent to why everything is coming to the same place in both your realm and mine.

            This chapter locates learning, as an increasingly lifelong commitment and a lifewide endeavour as societies adjust to living and working within turbulent, often surprising, and always dynamically complex, evolution of an increasingly technology-dominated world. Absolute and global rather than relative national standards of excellence and skills are what count in this interconnected world according to UNESCO, OECD, WEF, EU, China, Japan and USA authorities. So those without current and continually updated credentials to compete in the global market face a steady decline in income and social inclusion. Your curriculum vitae or “Brand you” (Peters, 1997) is the ticket to enter the global marketplace. The Higher Education sector exists to provide the means to get a better ticket and improved position for “brand you” in the age of the gig economy and portfolio workers. Critical Cosmopolitanism (Delanty,2006) and complexity theory are used to discuss emergent scenarios of transformation in personal and business commitment in knowledge societies.

            That’s the abstract for “Citizen Learner Discourse and Emergent Global Knowledge Societies” found here https://privpapers.ssrn.com/sol3/papers.cfm?abstract_id=3703694&dgcid=ejournal_htmlemail_educational:psychology:cognition:ejournal_abstractlink

        • Language. “Architected”. Wow.

          “ You cannot fix systems if you don’t understand how they were architected in the first place,” Hannah-Jones said.”

  3. I would like to see that ‘research’. It makes me recall a few years back when the African American female Head of Global Diversity for Apple was fired because she suggested that a team of ‘white’ males could be ‘thought’ diverse. That said, I do get that there can be benefits attached to, say, gender diversity of boards and consulting teams. I would say this would really relate to understanding consumer needs, and corporate client perspectives. For instance, many of the health & beauty firms in Japan have women positioned in senior leadership roles, and it has been thought that the consulting teams that serve these firms should have a woman or two on them. (This is an outlier situation, however.)

    It kinda goes along with a fallacy, though, that has destroyed my field…that being that only men can coach men, women coach women, gays coach gays, the disabled the disabled, ad infinitum.

  4. I recall arguing in my SJW graduate program that Ford v. Dodge precludes many forms of CSR, but found that feelings were more important than legal decisions. I also argued from the perspective of what I have seen in corporate welfare state Japan. FYI, this nation is now desperately trying to sell emerging technology firms to western MNC’s because it cannot grow and manage competitive global enterprises. Oh well.

    • This is in reply to your comment further back… ‘the pope quotes himself to appear authoritative ‘ …. that is a gem !
      In the late 1800s, after the pope declared himself infallible, a British pundit responded, “Power corrupts, and absolute power corrupts absolutely.”

      • Hi Liv4ever, I hadn’t realized what had inspired Lord Acton’s comment, but we have lived to see its proof!

        The Pope is kinda doing what I have been seeing, we have all been seeing, going on in the so-called social sciences. They go off on tangents, unhinged from standards of research practice…create whole fields and then self-reference to appear authoritative. James Lindsay, et al., do a great job of documenting how this is done in their ‘grievance studies’ work.

        The Pope has just created his own genre, or permutation of infallible truth, or truthiness…which we, the ‘faithful’ are calling “Tutti Frutti”…and, I would add, leave it to a Jesuit.

        • This article on Why White Students Need Multicultural, Social Justice Education https://www.cultofpedagogy.com/white-students-multicultural-ed/ is featured in this week’s Education Reimagined newsletter in case there is any doubt in anyone’s mind what “student-centered education” really meant.

          Don’t get me wrong; I’m not advocating for a bunch of Kumbaya moments in the classroom. This is not a post about how we need to teach students to embrace diversity and love each other. It’s about the influence we can and should have on our students. Dr. Gloria Ladson-Billings taught us that we teach what we value. Therefore, we are part of the problem if we refuse to teach about antiracism and speak out against police brutality. Our students look up to us as adults, and many of our students mimic our behavior. If we are silent around social justice matters, we send a loud message to our students about where we stand as these issues impact many of the communities we serve.

          In fact, we need to go beyond multicultural education. In this 2017 interview, Zaretta Hammond differentiates between multicultural education and social justice education, which provides “a lens for the student, really being able to look at the world and seeing where things aren’t fair or where injustice exists.” To ensure the changes our society is hurting for, we need to give our White students both multicultural and social justice education. Additionally, Dr. James Banks, the father of multicultural education, advocates for educators to teach our students about social and civic action. Ensuring that students engage in multiple perspectives without coupling their learning with civic engagement does not complete the process of developing socially just citizens who are willing to take a stance against the mistreatment of others. We need to help our students find ways they can take action in response to what they have learned.

          …“Whiteness” is Complex

          When someone asks why multicultural education is needed at a predominately White school, an assumption is being made that White people are a homogenous group. But White people are as heterogeneous as other racial and ethnic groups: there’s socioeconomic status, gender and sexual orientation, identity, religion, language, age, and disability, to name a few. All of those represent different cultures. Sometimes, when you’re in a dominant culture and used to things being a certain way, you don’t necessarily think about your ancestry or heritage and how things have changed over time. And because conditions have changed over time, it may appear that Whiteness is Whiteness, but there are so many different cultures embedded within that broad category.

          I think it’s essential that we help teach our White students about their ancestors and the origins of when their families first arrived in the United States. The languages, the cultures, the traditions, all those things don’t necessarily have to be lost. They can be retrieved.

          Let’s go back to the 1790s, where the first census was started. With the first US Census, they classified race. The classifying of race allowed those in power to determine or allow a few rights: Who gets the right to get jobs? Who gets the right to marry? Who gets the right to own property? That’s how the social construct of race started.

          Notice the now known facts do not fit the narrative used to support this vision of why this type of education is necessary. Since new mental models are the key, a preference for narrative over actual reality is what is ultimately needed for the programmed transformative change agents ready to act on theory.

          • Adding this quote from same article–

            5. Dismantling Racism

            It is not enough to teach White children to embrace racial and cultural diversity. We’ve got to go beyond cultural competency. “Children must also develop individual and group identities that will recognize and resist the false notions of superiority and racial entitlement” (Derman-Sparks, Ramsey, and Edwards, 2011). Because today we have to teach our students how to be antiracist and how to work to dismantle racism actively.

            Invest in meaningful dialogue that brings awareness to issues impacting both local and global communities. Additionally, a social justice-minded educator teaches their students to develop their own socio-cultural consciousness and advocacy skills so they can advocate for themselves and others.

            For elementary students, that action may include students committing to do more than not bully or laugh at each other. They may also commit to bystander intervention by stepping in and helping their peers who they see are being mistreated. We can help our students take a stance instead of just teaching them to be kind to each other and not engage in activities that include mistreating others.

            For secondary students, action may include writing their school board about their concerns and calls for change. A strong student group organized with a mission and objectives goes a long way toward challenging institutional practices that are unjust toward certain groups. On local and national scales, have students engage in lessons that address mass incarceration, police brutality, civil rights, immigration, racism, healthcare disparities, unequal pay issues, trauma, suicide, drug abuse, and women’s rights, and privilege.

            Sometimes we teach our students how to be kind to others, embrace diversity, and respect differences. We can go beyond that by teaching our White students how to be antiracist actively and do their part to support advocacy towards social justice and reform. The foundation for teaching our students how to engage in these practices actively is by helping students understand their White racial identity and positionality in society. From there, students may have a better understanding of the need for a multicultural approach in education and what they can do to find their voice and role in creating a socially just society.

            Their voice and role in creating a socially just society is apparently best enabled by an education grounded in emotion and theoretical concepts instead of facts. Let’s not forget where Ascending from the Abstract to the Concrete came from or why it was deemed an update of Dialectical Materialism.

          • I have been having a series of ‘narrative’ discussions with digital marketers and they, too, seem to be in love with creating fictions rather than a compelling account of the FACTS. U.S. culture seems diseased on just about every level.

            Really loved the story of the Black guy, Trump supporter getting hassled about mask protocol on an airline flight.

            Sorry to report that ‘mask culture’ has achieved new levels of lunacy here in Japan. I was told to adjust my mask by a woman who was seated 50 feet away from me….foreigner, of course.

          • Makes the ultimate purpose about transformation all the more clear. From yesterday

            “To help students meet today’s unprecedented challenges, we need whole-learner approaches that are grounded in equity, that recognize the interconnected way social, emotional, cognitive, creative, and physical skills develop, and that provide safe and supportive environments and relationships. The urgency of this work is especially clear now, during a global pandemic that has deepened persistent inequities,” said Deborah Smolover, Executive Director of America Forward. “We are so grateful to the LEGO Foundation for their generous funding and dedicated partnership in support of the Advancing Whole Learner Education initiative, which aims to spur the widespread adoption of evidence-based whole-learner approaches that lead to improved outcomes for all students.”

            This grant to America Forward reflects the LEGO Foundation’s ongoing deep commitment to principles inherent in their “Learning through Play” philosophy. “During these times of radical disruption to traditional education, work and family life, we have an extraordinary opportunity to rethink how we can best equip children with the skills they need to become better problem solvers and navigate times of uncertainty. This is a critical moment to reform our education systems to center on equipping students with not only knowledge but also skills and competencies to discover and engage with the world around them,” said Diana Ringe Krogh, Head of New Ventures at the LEGO Foundation. “We are pleased to work in partnership with America Forward and to support the ‘Advancing Whole Learner Education’ initiative, which we believe recognizes the vital importance of intentional, diverse learning through play experiences that mirror the way children learn naturally and that foster the development of the breadth of skills that every learner needs to thrive.”


            Needs to Thrive. There’s that theme again. Nothing like a mask to reenforce the interdependence theme.

            Plus we have this global conference with multiple time zones for coverage at the end of the month with numerous people we have covered here at ISC. https://wellbeing360.mx/ipen-en.html?mc_cid=2f7dbcefad&mc_eid=e5a76e5a55

            Masks are apparently excellent symbols for the wellbeing of all emphasis of the MH society template.

          • Also imagine the manipulation ability of this envisioned use of virtual reality. New ways to ingest content indeed. https://www.forbes.com/sites/christosmakridis/2020/10/15/personalized-real-world-and-experiential-learning-is-the-future-of-education/#3bd01c385a65

            Fits with this troubling graphic as I make it through emails. https://drive.google.com/file/d/1TA-a2l9t2hTjsdKL_aUvRS8Ewb0zCzJS/view

            Notice the reference to Lucid Minds and remember all the problemmatic reports we have seen from NESTA in the past.

            From here https://provocations.darkmatterlabs.org/civic-ai-1890d93eb8ce

      • The dogma of papal infallibility was promulgated at the First Vatican Council in 1870. St. John Henry Cardinal Newman opposed the decision, not because he disagreed with the truth of the dogma but because he foresaw the misuses to which it could be put. (The definition is actually quite narrowly drawn, surprisingly so to anyone who has not looked closely at the matter.) Newman regarded the step as “imprudent.” In this as in so many things he was amazingly prescient. Now we are reaping the bitter fruit of this decision by the College of Cardinals. With regard to Leslie’s comment, Acton’s “absolute power” in this case was never conferred; to the extent that it is exercised, it is an abuse and invalid and illegitimate. Those who bow to it are engaging in “papal idolatry,” or as some call it, “papalotry.”

        • Thank you for the clarification. I was aware of the narrow construction, but, I think quite a few Catholics and other’s are not.

          My sense was/is that with regard to Covid-19 all statements made by the Pope have been ‘heard’ by many Catholics as being ex-cathedra. The result has been truly terrifying.

  5. Just an FYI,

    Here are the conditions under which one may attend a ‘Christian’ church service in Tokyo.

    There will be no communion and no singing at the service. You are welcome to leave your offering on the plate at the entrance to the sanctuary; we will not pass the plate from hand to hand. You will also be expected to: (1) Have a temperature of less than 37.5 ⁰C before you leave home and be willing to have your temperature taken again in the building, (2) Show no sign of illness (including allergies) and preferably not be in the high-risk category, (3) Wear a mask at all times and sanitize your hands, (4) Remain at least 2 m away from anyone not in your immediate household, and (5) Leave the building promptly after the conclusion of the service.

    I can tell you that there is a sushi bar next to this facility that is operating with NO RESTRICTIONS. I can tell you that there are few/no restrictions being applied in supermarkets or small shops. There are no restrictions in public transportation. There are no restrictions on gather in parks, or for sports events. The schools are fully open and I see ‘no’ mask wearing.

  6. Comment related to the title of your post, Robin.

    OK, I do not remember the term “well-being” inching its way into my consulting world until, maybe, five years ago. I have never liked it, because it is nebulous and cannot be measured, and, I think there has yet to be established any real correlation between “well-being” and performance.

    But, this might tickle you. Way back in 1972, Werner Erhard hired, seduced, mind-controlled a physician named Dr. Robert Laserle (Alta Bates Hospital, Internal Medicine) to join his newly formed ‘est’. Laserle had participated in one of Erhard’s Mind Dynamics training programs…Mind Dynamics was the precursor of ‘est’.

    Dr. Laserle’s title within the ‘est’ organization was, “Director of Well-Being”, and he performed that role for eight years before WAKING THE ‘F’ UP, as to what he had gotten into. Laserle provided some of the most damning testimony against Erhard/est in the 1992 “60 Minutes” expose that promoted Erhard’s exile from the U.S.

    So, the ‘term’ has been floating around…though I don’t recall it being used in Rogers/Maslow land,…may be wrong on this, though. Somebody should track this phrase to its origins.

    • Look who is interested in the “well-being of children” and using AI to:

      Children are the hope for the development of humanity. At the same time, children are also disadvantaged and vulnerable groups and require special attention from the whole society, especially in the context that the current development of Artificial Intelligence (AI) is bringing profound and extensive impact to society in an unprecedented way.

      All sectors of society should attach great importance to the impact of AI on children and develop responsible AI for the next generations. The development of AI should protect and promote the benefits of children, avoid depriving and harming children’s rights, and help realize the healthy growth of children.

      https://www.baai.ac.cn/ai-for-children.html Yes, that CN is the CCP in what is called the “Beijing Consensus on Artificial Intelligence for Children”. It was referred to be the IEEE Global A/IS Ethics Initiative. Uncle Karl would certainly be enamored of an LMS’s potential to “help guide children to form sound and scientific values.” What is scientific about values, except in the Uncle Karl political sense?

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