Common Core Implants

Backward Mapping: Bundling Human and Social Engineering While Trumpeting International Competition

Posted on October 15, 2014 Written by Robin Eubanks, InvisibleSerfsCollar.com

Some­times peo­ple feel deeply shaken by the things I write about. Me too, except there is no ambi­gu­ity in what is being sought by the time I am will­ing to dis­cuss it in pub­lic. If the dec­la­ra­tions appear to be Tragic or even just a hor­rif­i­cally waste­ful idea, some­one needs to be bring­ing these inten­tions into the sun­light of pub­lic scrutiny in time. So after an admit­tedly needed rest to watch the sand and surf and mull over the enor­mity of the mate­ri­als I have, here we go again.

I must say though I was relieved to learn as I pon­dered the impli­ca­tions of today’s dis­clo­sures that the late UK econ­o­mist, Ken­neth Minogue, had also been dis­tressed by what was being inten­tion­ally done to the minds and per­son­al­i­ties of peo­ple in order to force the accep­tance of the wel­fare state and equal­ity for all. His 2010 book The Servile Mind noted that in the 21st cen­tury “large areas of what were pre­vi­ously of pri­vate con­cern have become sub­ject to polit­i­cal reg­u­la­tion.” Amen to that from this side of the Atlantic pond. He pointed out that “new pieties have arisen accord­ing to which indi­vid­u­als are able to demon­strate their decency by the polit­i­cal atti­tudes they adopt.”

Hav­ing just fin­ished read­ing http://www.competencyworks.org/wp-content/uploads/2014/10/CW-An-International-Study-in-Competency-Education-Postcards-from-Abroad-October-2014.pdf released two days ago, I would word that much more strongly than Minogue did. Glob­ally those desired atti­tudes are sim­ply being declared a nec­es­sary Com­pe­tency or dis­po­si­tion. Then learn­ing expe­ri­ences are cre­ated to make sure the desired changes in per­sonal out­looks occur. Minogue noted a “coer­cive cen­tral­ism of atti­tude and pol­icy.” I agree, but how few rec­og­nize that has become the new pur­pose of K-12 cur­ricu­lum and what is actu­ally being assessed? Minogue reminded us that his­tor­i­cally in the US and the else­where in the West indi­vid­u­als “con­structed their own iden­tity in terms of per­son­ally cho­sen commitments.”

Not in the Com­pe­tency vision. It is purely grounded in a belief that in the 21st Cen­tury, all over the world, gov­ern­ment offi­cials at all lev­els get to pick out the desired “sen­ti­ment and belief [that] can be ade­quately entrenched in the human mind” in order to “deter­mine con­duct” in the man­ner desired for the new vision of soci­ety and the econ­omy laid out. Polit­i­cal power is now man­dat­ing in advance what is to be accept­able indi­vid­ual behav­ior, beliefs, and val­ues. Since that sounds unabashedly author­i­tar­ian to any­one with a mod­icum of his­tory knowl­edge, the same goals get hid­den under an invis­i­bil­ity cloak with terms like stan­dards, learn­ing, or Competency.

Or ‘entre­pre­neur­ship’ in UNESCO’s recent report called Toward an Entre­pre­neur­ial Cul­ture for the Twenty-First Cen­tury. Back­ward Map­ping is a term used to describe the desired qual­ity, attribute, sen­ti­ment, or behav­ior to be instilled through school expe­ri­ences in a stu­dent. It sounds much bet­ter than polit­i­cal engi­neer­ing of a person’s per­son­al­ity and behav­ior, but those are the true aims if we can just be blunt and hon­est. Saves time and waste­ful use of tax­payer dol­lars. Here’s a sam­ple of what I mean from that UNESCO report:

“Across nations, what is needed [in K-12 and all approaches to eco­nomic and social devel­op­ment] are pro­grammes that show young peo­ple how they can directly con­tribute to rais­ing lev­els of well-being and pros­per­ity in their com­mu­ni­ties. Prepa­ra­tion starts in the class­room where stu­dents, future work­ers, busi­ness own­ers and com­mu­nity mem­bers must learn how to be respon­si­ble cit­i­zens.”

That’s the vision that K-12 edu­ca­tion must now engi­neer, which would cer­tainly explain the need for a student-centered behav­ioral approach instead of the tra­di­tional subject-matter empha­sis. It also explains why we just keep run­ning into a required com­mu­ni­tar­ian ori­en­ta­tion that stu­dents are to demon­strate daily. Again UNESCO reminds us that “edu­ca­tion is not only acquir­ing aca­d­e­mic knowl­edge but the way to pre­pare young peo­ple for work and liv­ing in the soci­ety.” Of course that would be the new view of soci­ety so we are Back­ward Map­ping twice. Desired Soci­ety needs a cer­tain kind of cit­i­zen with a stip­u­lated Out­look on what is desir­able for the future. That type of cit­i­zen then gets sculpted via K-12 Whole Child focused edu­ca­tion. No inten­tion though to con­fess all this to the par­ents or taxpayers.

What’s impor­tant is the Goal of Equity and “a decent qual­ity of growth for all.” Now I think all this is delu­sional, but this is in fact what Com­pe­tency glob­ally is tied to as well as those Com­mon Core stan­dards when right­fully under­stood in the sup­port­ers’ own words. If this social and eco­nomic vision is deranged, then we are imple­ment­ing a tragic form of behav­ioral engi­neer­ing for ridicu­lous ends in our schools, and nobody is sup­posed to have a veto power to stop the shift in time. Please read the End Game while men­tally hum­ming “To Dream the Impos­si­ble Dream” to add to the con­text. To give our may­ors, city coun­cils, and com­mu­nity orga­niz­ers, not to men­tion dis­trict School Supers, ever more power over peo­ple and places, this is all to occur at the level of “local governments.”

“…rests on find­ing a bal­ance between eco­nomic, social and envi­ron­men­tal goals. This requires dia­logue and part­ner­ships through which dif­fer­ent stake­hold­ers work together for their broad range of con­cerns. [Won’t the new real world problem-based focus for high school come in handy?] And while this may not always be as effec­tive as desired [that’s OK because tax­payer dol­lars can always be levied again since they come from a magic tree sur­rounded by uni­corns], there are at least greater civil soci­ety inputs into strate­gies to main­tain social cohe­sion to pro­tect cul­tural iden­tity and to pro­mote envi­ron­men­tally friendly behav­iours in local com­mu­ni­ties. Putting the future of the com­mu­nity in the hands of its own mem­bers reduces depen­dency on out­side forces and reju­ve­nates the eco­nomic and social fabric.”

Now would be a good time to tran­si­tion to the song “Sun­shine, Lol­lipops, and Rain­bows” because, as I said, that’s a ridicu­lous vision. A ratio­nal mind filled with facts and attuned to mak­ing its own deci­sions and set­ting its own goals would grasp that eas­ily, which is pre­cisely why such minds are being dis­al­lowed all over the globe. They are in the way of the desired all-encompassing exer­cise of polit­i­cal power in the 21st Cen­tury. That real­ity again would never be some­thing most peo­ple would vol­un­tar­ily acqui­esce to so we get namby-pamby visions for 21st cen­tury edu­ca­tion like this from the same document:

“We learn from a young age that the devel­op­ment of pos­i­tive, engag­ing and equi­table rela­tion­ships is crit­i­cal to our suc­cess as human beings. Basic social skills enable us to inter­act in the com­mu­nity, as well as to under­stand the mean­ing of cit­i­zen­ship. Sound social skills allow us to under­stand both social rights and claims, as well as oblig­a­tions and respon­si­bil­i­ties. But imag­i­na­tion and emo­tional engage­ment are as impor­tant as social skills. More than ever, there is a need to engage young peo­ple in find­ing cre­ative solu­tions to improv­ing the wel­fare of their com­mu­ni­ties, while con­tribut­ing to col­lec­tive pros­per­ity in ways that do not dam­age nat­ural resources. Intel­li­gence should include the abil­ity to envis­age alter­na­tive futures, to resolve open-ended prob­lems with more than one way of doing things.”

That’s the vision of soci­ety and the econ­omy and our new future that all the edu­ca­tion reforms going on glob­ally in both pub­lic and pri­vate schools are dri­ving towards. There is absolutely no ambi­gu­ity what­so­ever in what is being sought and why. The only fluc­tu­a­tion seems to be where in the pro­gres­sion a given school, dis­trict, or coun­try is.

I am going to close this post with the open dec­la­ra­tion of one of the insid­ers who brags about her access and tutor­ing of For­tune 100 CEOs and Pen­ta­gon offi­cials and her desire to use edu­ca­tion to gain new kinds of non­lin­ear minds to get a new kind of soci­ety. In her 2010 book Rebecca Costa wrote that “we have to chal­lenge [the human brain] in very spe­cific ways. And we are get­ting very close to under­stand­ing exactly what those ways are. Word by word, we are now con­struct­ing a user’s man­ual to the human brain–ground zero for every­thing we do, know, think, and feel–and the sus­tain­abil­ity of human progress.”

Told you there was no ambi­gu­ity and no, we are appar­ently not sup­posed to get a copy of that user’s man­ual. For­tu­nately for all of us, I found it any­way and laid it out in my book orig­i­nally. I con­tinue to explore it on this blog.

We can only stop what we know exists. The cre­ators of that user’s man­ual and these visions of the future never wanted us to link K-12 reforms to what was really the End Game in time. Tough luck I say.

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  Source:http://agenda21news.com/2014/10/backward-mapping-bundling-human-social-engineering-trumpeting-international-competition/
  Comments
  We need to quit the U.N.  They are not helpful and they are intent on infringing on our rights and our individual sovereignty.  We need to replace most of our elected officials before it’s too late.
  Norb Leahy, Dunwoody GA Tea Party Leader