Friday’s post featured excerpts from Invisible Serfs Collar, authored by an attorney named Robin who is busy exploring the education establishment in the Anglo-Saxon world with a particular concentration on the United States.
The education programmes Robin explores are designed to help the United Nations implement their desired inculcation of young people in the West, no doubt for a successful implementation of Agenda 21.
Although this education system appears to be new, it goes back in America to John Dewey, the developer of the Dewey Decimal System used in libraries. Dewey also had socialist ideas about the role of education which he took from Prussian schools in the 19th century. However, that is another topic for another post.
Although our grandparents and great-grandparents learned much more than most of us have since the Second World War, there is still some way to go before education becomes fully dumbed down and completely values-based in order to enable a new collectivist society.
When a parent hears the terms outcome-based, Common Core, digital-based learning, Cambridge Education, Amplify and so on — all these have their part to play in helping to achieve UNESCO’s aims for the 21st century.
Robin gives us a bit of modern history regarding the education system in the United States (emphases mine):
… UNESCO really does now seem to serve as the repository for schemes in the West against capitalism, individualism, and rational, logical, academic knowledge. But during the Cold War, much of that same aim came from the NEA, especially its ASCD subsidiary. In March 1978, Educational Leadership published a special issue called “Education of Judgment and Action: Personal and Civic.” It appears to be the launch of the formal push to make Values Education an integral part of US education going forward. The listed rationale was:
“the cultivation of decision making particularly as it relates to political virtues that are appropriate to constitutional self-government and that are required to achieve a society that stands for justice, equality, and freedom in the modern world.”
And that’s how the War commenced to permanently change the behavior of future voters via the schools by changing the underlying Values. To cultivate that herd instinct that can cause any nation so much grief. And if you actually read the 1978 essay “The Status of Education of Judgment” by … John R Meyer, you would learn that the value of freedom to be fostered is not the traditional American belief that it is a natural right existing prior to any compact with government. No, the essay rejects that definition of Freedom in favor of the John Dewey definition then being pushed hard again (1977) by Columbia Teachers College.
“Freedom is a social benefit conferred by the collective intelligence of society.”
‘Gosh,’ you say, ‘that could mean anything.’ Indeed. That is the point. This is part of the reason why the TEA Party, fellow conservatives and libertarians receive so much opprobrium from the Left, especially adults under the age of 30.
All this can be traced back to the Soviets, including sustainability and Gaia, as Robin points out:
The government power to tax and coerce and reward cronies with special benefits has always been a danger to the average person. And really that’s all the socio-cultural perspective and the Belmont Challenge and Future Earth really are when you boil them down to their essence. They are power grabs. Schemes to put the average person in an assigned place, dictate their permitted behavior, and gain financial benefits from that ability to assign and dictate.
That was what the Soviet nomenklatura wanted from socio-cultural psychological research into creating the perfect new citizen. It appears to be what the bureaucrats now have in mind for Common Core when they target the human personality in the classroom and proclaim it to be “malleable” and capable of change. Yes they did say that and yes I made copies.
In fact the updated version of the Soviet socio-cultural perspective is called the Bronfenbrenner Ecological Systems Theory. It was created in 1979 to target social programs and practices in Western countries. I became familiar with it because it is the learning theory used to justify the Transformational Outcomes Based Education practices in Australia and New Zealand … BEST is all about the process of interactions among people as the measure of learning. Here’s a brief link to an explanation and graphic showing why it is such a perfect theory and education model for government bureaucrats wanting to restructure an economy around sustainability. http://virtual.yosemite.cc.ca.us/childdevelopment/Cheryl/Sp10/EcologicalHandout.pdf
As you can see it’s all encompassing: mind, people, climate, community, Planet Earth. And it is an honest theory. It does not pretend to be factually true. It acknowledges it was created to justify desired political policies. Except many of us do not desire them. Certainly not in our schools. Using our children as social guinea pigs.
I am going to close with an explanation for all this maneuvering that is tucked into that Good Work book we talked about in the previous post. It develops the idea of memes– “units of information that, once mastered, condition–indeed constitute!–the way we think and that can be passed along from person to person.” The book then goes on to say in that chapter on reshaping minds that “memes can then be mobilized to favor, annihilate, or refashion genes.”
That’s the aspiration. Written by prominent professors whose work has been pushed and adopted all over the West through education “reforms.” The definition of Global Competence comes from this group. This is what transformational education change is all about. It turns out the Common Core to be accessed is deeply embedded.
In another post, Robin outlines the core values schoolchildren are being forced to adopt. These come from CASEL, the Collaborative for Academic, Social and Emotional Learning. SEL stands for the last three words:
I am going to give CASEL’s descriptions verbatim but before I do that, please remember that this will be in elementary school classrooms where we refuse to teach reading phonetically because that would introduce students to an abstract symbol system and thus nurture abstract thought. I have seen the Common Core literacy progressions and they amount to doling out the words and concepts students are to be allowed to encounter and become familiar with. Years to learn words that most kids could be ready for by second grade if taught properly. And I am not guessing on the reasons either even if the classroom teacher has no idea. Finally, Common Core distinguishes between oral and print and formal and informal in a way that appears tragic. And I really was not happy to read this week that those distinctions tracked back to Mikhail Bakhtin and his war against individualism. So here, please appreciate the planned manipulation already in place:
Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.
Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.
Whatever you expect from your area schools or need in future employees, Race to the Top and Common Core are premised upon the classroom being accessible to ALL students. Repeated references are made to a levelling purpose for public education. I have seen what the accreditors envision and it fits with those Five SEL Competencies and virtually no transmission of knowledge beyond basic, politically useful concepts.
The systems theorists have plans for radical transformation … As a result their goal of education in the 21st century is an “individually and socially competent citizen.” Not much knowledge there, but remember these same schemers plan to redesign the economy. To fit the education qualifications they are willing to provide.
You can read about the late Mikhail Bakhtin here; it seems that details of his life and work, some of which he promoted himself, turned out to be false.
One of Robin’s commenters adds that, as well as values, all races must now be disciplined in equal measure. That doesn’t mean a uniform punishment for an infraction, but a race-based quota system of punished students. This is to move black students away from being statistically the most frequent offenders in schools. Therefore, trumped-up accusations and sanctions against other races, whether students are guilty or not, will be instituted:
“What this means is that whites and Asians will get suspended for things that blacks don’t get suspended for,” because school officials will try to level punishments despite groups’ different infraction rates, predicted Hans Bader, a counsel at the Competitive Enterprise Institute. Bader is a former official in the Education Department’s Office for Civil Rights, and has sued and represented school districts and colleges in civil-rights cases …
The [Maryland] state’s board of education established a policy demanding that each racial or ethnic group receive roughly proportional level of school penalties, regardless of the behavior by members of each group.
In addition to all this — and every bit as bad as the cessation of phonics-based teaching — is the withdrawal of written work. Robin notes that digital tools are also intended to substitute for part of the child’s brain:
Symbolic cultural tools identified by Soviet psychologists Vygotsky and Luria as strengthening individual mental capacity like written language must be weakened. Tools with the innate capacity, like the computer, to weaken mental function by becoming a substitute for it, must be pushed. It is desired cultural evolution where we are under attack to STOP “our nature-transcendent innovation as a species” … Here’s the political vision being pushed by our ed schools and the accreditation agencies all over the world. It is the essence of what CCSSI is seeking and why Arne Duncan wants all curriculum to be digitized by 2017 at the latest.
All of this partly explains why many conservatives lament the lack of thought processes on the part of young leftists. We stand aghast at their practical and factual ignorance. This is the reason why. They do not know their history. They have difficulty writing a sentence, let alone an informed argument. They can only attack their opponent using the most vicious rhetoric and vocabulary.
If today’s Left reminds you of Bolsheviks, this is why.
In closing, I do not know Robin of Invisible Serfs Collar, however, s/he invites concerned parents and guardians to write in with any questions and concerns they might have about education today:
If your school or district is already there, please comment or drop me a line. I will help you get more info to try to prevent your child from being a victim of utopian newmindedness.
Robin’s enquiry page is here.