Sunday, October 19, 2014

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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