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Sunday, January 19, 2014

Spreading the Contagion to Fundamentally Alter How We Think and Live

Finale of the Dangerous Mindset Trilogy: Spreading the Contagion to Fundamentally Alter How We Think and Live

ed.: The subject his blog post is the third in a series by  Robin Eubanks.

How many of you read the comment this past week by Christiana Figueres, head of the UN’s Framework on Climate Change, on how much easier it is for a dictatorship like China to do what the UN insists is necessary to deal with climate change? Many people wondered where the mental governor was that would have prevented such a politically inept statement, but immersion in the taxpayer-funded institutions seeking wholesale transformation globally seems to make the people involved tone-deaf about the ramifications and validity of what they are advocating for. The same directness about intentions and acceptable methods can be found in the related 50+20 Agenda of Management Education for the World. Let’s take a look at the future being envisioned by the current K-12 and college “reforms” so that we can become the “content, unified” people who are “ultimately cooperative” in a “well-organized civilization working towards the singular goal of sustainability.” http://www.unprme.org/resource-docs/5020ManagementEducationfortheWorld.pdf
We can see where the jet-setting bureaucrats could begin to believe they are entitled to strong arm people into new sets of values and morals and beliefs. After all they have decided they are working toward a “world worth living in.” One that of course benefits them instead of us, but then we are not supposed to read the small print. With 12 years or so of obuchenie ‘teaching and learning’ and ‘guided reflection’, even if future graduates do read the small print, few will appreciate what is wrong with such intentions.
“Everything within the State” as a motto of a very dark period in World History simply won’t be part of the syllabus of coursework or approved, pre-supplied Enduring Understandings. This time there will be the collaboratory of leaders working together with all stakeholders to ‘solve’ the world’s complex problems as they arise and plan the future. If things do not turn out as envisioned, adjustments can be made. It’s not like such a history-blind approach would be squandering national resources or committing permanent Mind Arson or anything.
In case you don’t recognize the significance of same of the names quoted in that report, they include Peter Senge’s Society for Organizational Learning-SOL-and his long-time collaborator Otto Scharmer (who has his own tag plus his Capitalism 3.0 tag). We also have Howard Gardner of Multiple Intelligences and Harvard’s Project Zero and Joseph Stiglitz who took part in Anthony Gidden’s Global Third Way Debate book and panel that we have looked at as well as heading the Subjective Well-Being (also tagged) panel that commenced in 2009 at French President Nicholas Sarkozy’s request. So please don’t tell me that this vision is unrelated to the so-called Great Transition or that the transformative learning described is not related to the US Common Core or the Australian Core Skills or the Canadian Learning for a Sustainable Future. It’s all the same interconnected ‘transdisciplinary’ vision and we will remain imperiled until we begin to realize this better.
There’s a Goethe expression that keeps being quoted as part of this transformative vision. It goes “Knowing is not enough, we must apply. Willing is not enough, we must do.” We also need to take it to heart before deliberately kept ignorant credentialed Change Agents, and business professors who don’t understand how economies work, and self-interested politicians and their cronies and consultants blow up what currently works.  We saw numerous well-compensated false statements in out last post, and PRME quoting, with pictures, George Bernard Shaw’s statement that “We are made wise not by the recollection of our past, but by the responsibility for our future” suggests we need to keep our Ignoramus alert gauges firmly in our hands at all times in 2014.
If K-12 education reforms like the Common Core or blended learning or the college tour at that expensive Ivy League school confessed that the “time has come to initiate a fundamental change in the way we think and live,” the alarm bells that need to be going off now would start to peal in more people’s minds. And they would properly keep their wallets shut. Which is precisely why no one in school or higher ed administration or the public sector is being that honest. We have to rely on sleuthing like those Great Transition documents or unwise declarations like Giddens conceding that actual temperature changes do not really matter, it’s just all an excuse for desired social, political, and economic changes in the West. The “Management Education for the World: An Agenda” report is much the same way. Because it is linked but tangential to the area of most people’s focus, its authors are brutally honest about the entire picture.
Making the purpose of K-12 being ‘Career-Ready’ takes on new meaning if management education globally has been simultaneously tasked with the “transformation of business and the economy” so that it serves what the politicians and planners in academia and think-tanks determine to be “serving the common good.” No more relying on consumers and individual choices. It rather puts a new light on selling K-12 education reforms as “What Business Wants” when those businesses have been told they get to be established players “in a new kind of society” with “a revised economic framework where business is celebrated for its contribution to society and the world.”
I will take a break in this quote as we think about how dangerous it is to have management students trying to earn degrees and get jobs in business or governments being told they are to “become custodians of society.” [italics here and elsewhere are in original report] It will be quite flattering to a twenty-something ego, but oh-so-dangerous to the rest of us for them to be trained and believe that is their acceptable 21st century role.
Especially when we realize how few will have enough knowledge of history to know what Fascism looks like, what its dangers are, and why people wrote about ‘vampire economies’ in the 30s. This is the rest of the quote that I broke from (top of page 6). Please pay attention because we have to be the ones who recognize all this for the self-interested, rent-seeking, parasitic justifying nonsense that it is. This is not a minor report.
“The starting point for reframing business is to reassign economics to its appropriate status as a subset of a larger system, not its center. We must develop a global society that is supported by the economy, based on a new environmental, societal and economic framework that serves the global common good. Businesses need to become intimately involved in this transformation by accepting challenges and responsibilities that lie beyond short-term economic performance. The purpose of business should be measured through its positive contribution to the transformation of society towards a better world.”
So the envisioned purpose of business in the future is to no longer satisfy customers making voluntary decisions on how to spend their own money. It will be about satisfying the politicians and bureaucrats like Ms Figueres who get to decide what they believe would be a better world based on a misguided fallacy that economies are a finite collection of goods and resources that can simply be rearranged. It is hardly a shock to those of us who have been tracking all the machinations in education over the decades, and the layers of deceit to hide the actual objectives, that the key to all these sought changes is transformative learning. This requires an awareness of the viewpoints of others and how to change our own beliefs, values, and ethics and proceed with action even in the face of uncertainty. “Achieving such awareness” says the report “requires a fundamentally different approach to teaching and learning.”
There’s that obuchenie reference again where we began our trilogy. Essential to what is sought is always “the process of perspective transformation, enabling individuals to revise their beliefs and modify their behavior. We understand transformative learning not only as a rational or intellectual exercise but fundamentally consider personal experience as a critical enabler to trigger a transformation in the participant. Such learning is embedded in the philosophy of whole person learning: respecting a person in their mental, emotional, physical and spiritual dimensions, and recognizing the need to develop all these aspects of the individual in order to progress towards an increasingly integrated and therefore ‘whole’ person.”
Now let’s end this with some of the names in K-12 education for just that very aim that we have covered on this blog. Assagioli called it psychosynthesis. Carol Dweck is doing CCSSI professional development webinars calling it Growth Mindsets. ASCD has a Whole Child Initiative that it wishes to be an essential component of the Common Core implementation. Personal experience is also the project-based learning being pushed now or hands-on science. References to head, heart, hands, and soul are rampant in the rhetoric being used by Superintendents. We called it Triune Consciousness in our League of Innovative Schools research.
Transformative learning and perspective transformation are the real purpose of the K-12 reforms as well as college. It attaches to the same planned alteration of business and the economy as what the 50+20 report describes.
No wonder we have legislators travelling around states bragging about the collusion going on between politicians and education administrators to promote this vision. They would have probably been more careful if they knew we had the rest of the story.

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