Terms of “Engagement”: Align, Engage, Neutralize…Enslave.

Terms of “Engagement”: Align, Engage, Neutralize…Enslave.

“The operation of [21st Century Competencies] and its kind is to produce what may be called Men without Chests.

It is an outrage that they should be commonly spoken of as Intellectuals.

This gives them the chance to say that he who attacks them attacks Intelligence.

It is not so…. 

In a sort of ghastly simplicity we remove the organ and demand the function.

We make men without chests and expect of them virtue and enterprise.

We laugh at honour and are shocked to find traitors in our midst.

We castrate and bid the geldings be fruitful.”

C. S. Lewis in The Abolition of Man, Men Without Chests published 1947 

States across the nation and the globe are aligning data platforms, infrastructures, and administrations with education and commerce to create a laborforce projected to seamlessly align with the goals of governmental planners.

Of course, being an automaton does not hold much appeal for a student, so the goal is presented more euphemistically: College, Career and Citizenship Ready, 21st Century Global Competencies, “[Your State name here]” State Standards…translated =this means Workforce development.

Aligned software, curriculums, assessments, digital media, vendors, and administrators, educrats, technocrats, and even classroom facilitators propagate the techno-addictive novelty of these methods describing them as “so engaging.”

One such engaging technique is the defining format method in which students engage by working as a collective group to redefine the meanings of words, concepts, ideas, goals, and even their “culture.”

Group participants express descriptors to build group vocabulary in alignment with an alphabetical taxonomy. While this may encourage expression, it continues to promote the groupthink, cultural depravity, herd mentality, and places adolescents on the stage, rather than the sage. Of course no student suggestion may be criticized or rejected, as this would be “oppressive” and dominant behavior. Fits in very nicely with the creating “culture” and climate objectives designed for behavioral modification, in government education, so it is promoted.

It seems that increasingly, educators, administrators, and metrics mongers are more programmed to get students and the public “engaged” rather than considering What they are “engaged” in.

Their patterns of behavior indicate that these folks are often:

More obsessed with the Processes rather than the Purposes, and

More intent on facilitating access to information or data

Rather than the developing of a growing repertoire of “knowledge”, knowing the truth, pursuing the truth, facts, principles, prescriptives, traditions, values, and yes, even prejudices, that would preserve, protect, provide, and equip future citizens to ensure permanence of the student, their culture, and their nation.

In contrast to such a discerning, stabilizing,  knowledge-mentoring-foundation, the Terms of Engagement for 21st Century education entails a code of uniformity of processes to produce programmed automatons to populate cubicles, classrooms, board rooms, clinics, and factories ie. All synonymous in the 21st Century euphemism for College and Career Ready Laborers.

“Student” laborers “engage” in dynamic embedded formative assessment devices, uploading and embedding “skills” via i-pads, laptops, and virtual classrooms in buildings designed to acclimate them to cubicle factory existence.

Aligned government facilities are systematically being transformed to LED lighting, sterile earth tones, complete with safety features including: green earth sustainability, low water usage, low wattage, low energy consumption, low enrichment, minimalistic utilitarian minded décor, student conformity codes, safety and conservation minded signage, and multitudes of processes and administrators to ensure the formation of effective cubicle citizens.

Oh yes, these skills may also be uploaded in the comfort of one’s own dwelling via state K-12 on-line “education”. This method is a triple dipper. The student may drink the conforming Kool-Aid without leaving their home; the state and local school districts receive funding- absent a warm body in their building; and the administrators etc. have the IP address, internet protocol, to be certain to monitor progress, processes, facial expressions, on-line time, and a host of other interesting personal and family happenings.

Both of these locales fulfill Behaviorist B.F. Skinner and Marxist Educator Vladimir Turchenko’s efficient use of technological innovations, they called “Teaching Machines” to train human beings like animals. Marx, Darwin and Pavlov’s dogs inspired them both. This was their vision of technology transforming education catalyzing the Marxist State.

By the way, the use of a government K-12 Internet education curriculum in ones’ own home– is NOT homeschooling.

The definition of homeschooling is: home-based, parent directed, privately funded education.

One may eat a fast-food burger and fries at home at the kitchen table, but this does not make it a nutritious home-cooked meal.

So, just what is the uploaded content and purpose defined for government-aligned schools? “Government schools” means taking taxpayer moneys, and includes: traditional public, charter, school choice- voucher participating religious, voucher participating private, or home based state on-line, institution based state on-line, and State accredited schools.

On July 9, 2014, the U.S. House of Representatives passed “The Workforce Innovation and Opportunity Act”  (WIOA) by a vote of 415-6. This bill clarifies, on page 514, the official Congressional approved definition of the purpose of government aligned K-12 schools and community colleges, Career, College and Citizenship Ready:

“Workplace preparation activities” means ….a combination of basic academic skills, critical thinking skills, digital literacy skills, and self-management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of postsecondary education training or employment.” 

But that’s not all.

In this 813-page bill, we also get a definition of “Career Pathway”:

“Means a combination of rigorous and high-quality education training, and other services that—

(A) Aligns with the skill needs of industries in the economy of the State or regional economy involved….”

And many more definitions including the definition of a “Community Based Organization”:

“ Means a private nonprofit organization (which may include a faith based organization), that is representative of a community or a significant segment of a community and that has demonstrated expertise and effectiveness in the field of workforce development.” [Emphases mine]

Recall that this neutralization of Judeo-Christian ethic via entanglement with government funding and favors, did not occur only via nonprofit 501(c) 3 status for churches or faith based initiatives; or even with the 1962 court ruling outlawing prayer in public schools.

It first happened in America via an individual acceptance of an educational system devoid of God or Christ as its foundational knowledge.

Recall Humanist Education Reformer John Dewey’s hero Horace Mann whom he called “the father of progressive education.”

Horace Mann, Secretary of the Massachusetts Board of Education from 1837-1848 “paved the way for a state financed, state directed, and ultimately a state controlled education program that superseded local control through the demand for “standardization” of school structures, textbooks, curriculum, and teacher training and certification.”**

The alert clergyman of the time of Horace Mann (this was far before LBJ’s nonprofit 501(c) 3 status silencing the church), recognized and called attention to the conditions for this “standardization and nationalization of education” to bring about the Prussian style laborforce development, being the “neutralization” of Christianity and replacing a Christian character with one of “humanitarian benevolence toward mankind.”

Interestingly, this was also the warning of Edmund Burke; having noted this “humanitarian” and “benevolence” bent lacking proven principles and veneration for God.

We should also highlight that today the word “state” or “State” does not mean our unique locally led, One of fifty “states.”. Oh, yes, public relations folks like to make it appear as if your personal little state is being sovereign, but in reality this same standardization and uniformity is happening across all fifty “states.”

So when you see the word “state” “[your state name here] this usually equates with federal led; Thus the inclusion of “state or regional economy” in the Workforce Innovation and Opportunity Act (WIOA) above. This wording and concept is eerily similar to Huxley’s wording and description in The Brave New World.

Becomes pretty obvious that the intent of “population management” and societal engineering is to “engage” citizens of all ages in a continuum of uploading, equalizing, neutralizing and retooling for skills management to fit a planned economy.

The planners also assure the systematically managed uploading and allegiance via college savings account schemes such as 529 plans (you’ve bought your timeshare now you have to use it, promote it, sell it, or lose it) and for those who take the financial aid route, well, your loan is forgiven at taxpayer expense (to equalize the envy), with perks if you go join the ranks of the nonprofit sector ensuring more allegiance to The State.

With this thoroughly integrated, transformational, systematically engineered business plan we won’t be producing too many more Intellectuals, Men with Chests or discerning Godly citizens like C.S. Lewis, or free market entrepreneurs.

The fear mongering Tough Choices or Tough Times, Strategic Plans to Transform the Nation’s Workforce and an Academy of Systemic Planners obviously are not interested in creating intellectuals capable of virtuous self-governing and ingenuity but rather a leveling equality of ignorance, eager to be engaged in the latest upload amidst a sea of droning silence.

“Where all think alike, no one thinks very much.” 

“It requires wisdom to understand wisdom; the music is nothing if the audience is deaf.”

Walter Lippmann,

Journalist, Propagandist, Author, Founder of the New Republic, advisor to Progressive President Woodrow Wilson

Again, history repeats. Marx’s stated goals were to dethrone God and to destroy Capitalism. Government education has certainly dethroned God, but more significant is that much of the church has dethroned Him as well.

Without veneration for God, there can be no Liberty and no true Capitalism. 

Lacking both, our education and our economy devolve to the testimony of those under Marxism.

“Capitalism (crony Capitalism) is the exploitation of man by man,

In Communism it is the reverse.” 

Best decide where you stand…or you’ll be downsizing to fit your cubicle, with the rest of those without Intellect or chests.

“If you do not stand firm in your faith, you will not stand at all.”

Isaiah 7:9

http://glasslabgames.org/ Sim City embedded formative assessments gaming

http://www.in.gov/icc/files/Indiana_Career_Council_Strategic_Plan_-_Align_Engage_Advance_-_FINAL.pdf

http://www.nuatc.org/articles/pdf/ed_leadership_2010_09.pdf

Defining Format, NUA, Kids Teaching Kids

http://www.wested.org/service/school-climate-and-culture/

http://www.invisibleserfscollar.com/priority-economic-citizenship-for-some-officially-sanctioned-status-as-prey-for-most-of-us/#comments

*Thanks again to Robin Eubanks author of Credentialed To Destroy, How Education Became a Weapon. And her blog site: Invisible Serf’s Collar

**Teaching and Learning America’s Christian History by Rosalie J. Slater

 

 

 

 

 

 

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