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Wednesday, July 31, 2019

Rebooting the Mind and Heart to Get at Humanity 2.0 and a Global Convergence

Rebooting the Mind and Heart to Get at Humanity 2.0 and a Global Convergence

by Robin

We are going to do a travelogue today using quotes from a UNESCO institute in India with a vision written by American education profs, hen a May conference at the Vatican we were not invited to, on to Washington, DC and a think tank tied to Betsy DeVos, and an upcoming August 8 conference at UN HQ right there along the East River. Then we get to visit the Silicon Valley to finish up. All of these initiatives are pushing the exact same visions and many are tied to the same institutions and people who worked so hard to misportray the Common Core and competency-based education in the US. None of these conferences though are mentioning each other unless you recognize common attendees and funding.

I don't think the ties to the False Narrative are an accident and if I, and my book Credentialed to Destroy, are going to be an irritant to that vision, I might as well be highly effective and revelatory in precisely what we are really jousting against here at ISC. In fact, it was following up on things that were put into print that were provably untrue that led me to the Humanity 2.0 conference so let's start there.

The full name of the Vatican's new initiative, now with co-sponsorship from Google, is "Humanity 2.0: A Shared Horizon for Humanity" that quotes its CEO, a Canadian tech entrepreneur, as stating that:
All that is required to change our destiny is prudence and the will to act. If history has taught us anything, it's that humans rarely rise to the occasion unless they're inspired by what 'should be', and this is why Humanity 2.0 is committed to articulating a common vision.
And then using education and the news media and social media platforms to impose that 'common vision' and create a "shared horizon to unite humankind." Humanity 2.0 also intends to facilitate "collaborative ventures between the public, private, and faith-based sectors." That convergence of every institution with the ability to forge policy probably explains why the website headlines with a quote from Thomas Aquinas that sounded eerily reminiscent of the Mihaly Csiksentmihalyi definition of Excellence in education we tracked to the General Evolution Research Group from the 1980s--education should tie together in the student what is wanted, known, and felt. These ties make sense since both GERG and Humanity 2.0 see education as the primary tool to create "the kind of human civilization we should be striving to build" in the internalized attitudes, values, and beliefs of the students.
[continued here...]


Three things are necessary for the salvation of man: to know what he ought to believe; to know what he ought to desire; and to know what he ought to do.
Now, let's switch to India to MGIEP--the Mahatma Gandhi Institute for Education for Peace and Sustainable Development which has its first ever World Youth Conference on Kindness coming up on August 20-23 in New Delhi and its second TECH--Transforming Education Conference for Humanity in December. MGIEP:
employs the whole-brain approach to education, with programmes that are designed to mainstream social and emotional learning in education systems, innovate digital pedagogies, and put youth as global citizens at the centre of the 2030 agenda for sustainable development...In addition to giving youth the agency to lead the process of societal transformation, we need to rethink how they are educated...We should not [be] continuing with the same modality of preaching and instructing. This prevailing practice of making an intellectual case for peace is not sufficient. The seat of human behavior, including hatred and violence, is the emotional brain. Understanding this seat and the emotional stress of violence at individual-societal levels, and aligning education accordingly is, therefore, the first step in the pursuit of peace.
Let's switch to that invite https://peaceandthebrain.eventbrite.com/ so that I can point out it aligns with MGIEP's push that as so important that it bolded the following statement just like this: "There is a need for education not as the usual intellectual exercise of regurgitation but a journey through self--of building peace first with the self, before the society. Education that is aligned with neurobiological development [my italics] and aimed at nourishing the whole person." See what I mean about rebooting the internalized neural wetware we humans use to process our experiences, set goals, and make decisions? That August 8 meeting in NYC for "Brain-based Holistic Education for Peace" intends to: 
discuss how violence happens in the brain, and ways to work towards creating peace in our brains and project that peace onto society.

That UN agenda fits right in with what Humanity 2.0 describes as its "Faith and Integral Human Development" vision where the Catholic Church, which the CEO described in the Crux linked above, as "the largest and most influential institution in human history," [Ideas and Institutions are how we change public policy in the 21st Century, remember?], 
intends to propose a humanism that is up to the standards of God's plan of love in history, an integral and solidary humanism capable of creating a new social, economic, and political order, founded on the dignity and freedom of every human person, to be brought about in peace, justice, and solidarity.
Achieving that vision will be a lot easier if we access the Working Paper "How Mindful Compassion Practices [more WTPs!] can Cultivate Social and Emotional Learning" from this site https://mgiep.unesco.org/academic-publications that is also grounded in achieving neurobiological change.


The good news is that the brain is highly plastic and as such, the brain develops from experience. In other words, what one pays attention to and focuses upon changes certain portions of the brain and thus, the related primary functions also change...of specific interest is the notion of cultivating humane or compassionate behavior. 

Another word for that desired behavior used elsewhere in the "manuscript" reminds us that "the way SEL is defined allowed us to introduce a specific set of SEL skills and then illustrate how they align with Mindful Compassion outcomes." Those outcomes fit with many a school's Graduate Profile now or what the US think tank (where Betsy DeVos was on the Board) pitches as a desire for "connecting moral and religious instruction to SEL." http://www.aei.org/wp-content/uploads/2019/06/The-Moral-and-Religious-Roots-of-Social-and-Emotional-Learning.pdf Talk about removing silos between public, private, and faith-based! Also, its 'character' and "cardinal virtues of Greek and Christian thought" are just the euphemisms for what MGIEP calls "Mindful Compassion Practices". The last week we had a followup paper http://www.aei.org/publication/the-f-word-of-social-and-emotional-learning-faith/ , which really caught my eye since I was familiar with UNESCO wanting to use whole child education to target each student's internalized KBVAF--Knowledge, Beliefs, Values, Attitudes, and Faith.

The latter paper even urged that "education leaders should explore ways to partner with communities of faith." I guess AEI was afraid someone would notice if that silo analogy was used yet again, but the aim is clearly the same. While it sells the idea of interjecting faith and character practices into public schools, MGIEP is qualifying its observation that:

Mindful compassion practices (MCPs) are not new to many world cultures. However, they are new to many schools that are exploring how to best integrate them into existing curriculum in a secular manner.
Whatever argument gets the desired results in the student at a neurobiological level, right? Now, if you do pull up that paper, make sure you look at Figure 3 on page 11 called "Map of Executive Function and Related Terms to Intra-and Inter-Personal Skills" because it is the final proof that we are looking at the same global template. The last stop in our Travelogue is a Jesuit institution in California called Santa Clara University. Its Markkula Center for Applied Ethics is involved with Humanity 2.0 and its Trust Project involving the Future of the Internet. It also has Lesson Plans to incorporate SEL into academic curricula practices just like MGIEP advocated. https://www.scu.edu/character/lesson-plans/ I also watched the video found there "What is Character Education?" and took verbatim notes. That is why I am so certain I am looking at precisely the same vision as to what must be changed, where, and why all over the world.

What gets sold at MGIEP as Education for Sustainable Development and Global Citizenship Education, which needs MCPs, and Humanity 2.0, which does too, gets pitched by Markkula (fitting well with that MGIEP Figure 3) as:

Character development impacts three key domains: moral behavior, personal performance, and civic engagement. Virtues ethics, one of the prominent ethical frameworks, sees moral behavior as the way to live the good life. Through the enactment of virtues such as honesty, kindness, forgiveness, and respect we can flourish while behaving responsibly within family and society. Performance virtues, such as perseverance, resourcefulness, open-mindedness and determination, enable us to maintain healthy life habits, work toward personal goals, and adapt to life changes and demands. 
Civic engagement virtues such as justice, leadership, sense of duty, and environmental consciousness are important for becoming contributing and lawful citizens in a democratic and thriving society and a sustainable environment. Character development requires that all three components of virtue--affective, cognitive, and behavior--will grow through social interaction and personal reflection.
I am going to stop there for now, except to say that I have no doubt the commonality I am seeing and have documented (this post is just the tip of the connections) is due to the need for what Uncle Karl called a Moral Revolution once a certain stage of technological development was available to the world. Rather than pitch infamous political theories accurately so that their attendant baggage from history can be examined in time, we get illusory sales pitches that nevertheless get to the same realm that must be changed. Closing once again with MGIEP:
Social-emotional skills and abilities are important because they affect how and what we learn, and the way in which we apply that knowledge to our relationships, our work, and our navigation through our world.


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