By Charlotte Iserbyt | NewsWithViews.com | November 15, 2014
Necessary for the shift from academics to limited learning for lifelong labor
“It is one of the happy incidents of the federal system that a single courageous state may, if its citizens choose, serve as a laboratory; and try novel social and economic experiments without risk to the rest of the country.” — Justice Louis Brandeis, 1932
In 1972, Florida’s Associate Commissioner of Education, Cecil Golden, said:
“What we’re doing should soon become very visible.” However, he estimates it will take seven to ten years before the program is completely operational….
“Golden says it may sound like a lot of gibberish at this point, but “when we bring it all together” it should produce a more flexible and relevant educational system…. “He said many people in the State Department of Education are working independently on various facets and aspects of the program and, like those assembling the atom bomb, “very few of them understand exactly what they are building, and won’t until we put all the parts together.” “Schools to Try New Program,” The Ledger (Tallahassee), 7/27/72 [bold added]
Was Florida “one single courageous state” (a pilot) or were there many others? And did the citizens of Florida vote on this monumental change which would affect education forever? Commissioner Golden was talking about the use in education of the computerized Planning, Programming, Budgeting System (PPBS), being implemented nationwide today.However, Golden was too optimistic about anyone figuring it out “until we put all the parts together.”
Evidently there were many traditional administrators and teachers who had figured it out and who resisted this total shift from academics to PPBS and its Skinnerian outcomes/performance-based education! The parts have been put together since 1985, at least. However… still… nobody, except a handful of academically-oriented teachers and administrators, understands exactly what they are building! Or “wants to understand what they are building?”
How is it possible that since 1972…over a period of 52 years…. nobody, except a few teachers and administrators, has yet figured “it” out?
Martha Spaulding, researcher of educational and constitutional issues from New Hampshire, has figured “it” out and she hit the jackpot with discovering the Justice Brandeis quote. Martha wrote to me:
“…I wanted to make sure you see the analogy that I made to the concept of “New Federalism” [block grants] and Outcome Based Education and Skinner’s laboratory rats being the people in the States
“I wasn’t aware of the term New Federalism until you mentioned it, Charlotte. Here’s what I found about Nixon’s “New Federalism”:
“’New Federalism is a political philosophy of devolution, or the transfer of certain powers from the United States federal government back to the states. The primary objective of New Federalism, unlike that of the eighteenth-century political philosophy of Federalism, is the restoration to the states of some of the autonomy and power which they lost to the federal government as a consequence of President Franklin Roosevelt‘s New Deal.’
“’As a policy theme, New Federalism typically involves the federal government providing block grants to the states to resolve a social issue. The federal government then monitors outcomes but provides broad discretion to the states for how the programs are implemented. Advocates of this approach sometimes cite a quotation from a dissent by Louis Brandeis in New State Ice Co. v. Liebmann:’
“’It is one of the happy incidents of the federal system that a single courageous state may, if its citizens choose, serve as a laboratory; and try novel social and economic experiments without risk to the rest of the country.’
“Isn’t it interesting that they seem to be using outcome-based “Federalism” with the states being their laboratories for their experiments on “New Federalism”?
“They are treating states and the people in America like rats in a cage used for experimentation and Justice Brandeis proudly used this analogy in a U.S. Supreme Court decision. Wouldn’t B.F. Skinner be proud?”
I responded to Martha that now she could research PPBS, especially by reading my book the deliberate dumbing down of America where I included much documentation on the Skinnerian outcomes-based system first developed by Russian Wassily Leontief. This system would be implemented by Robert McNamara, when he was President of Ford Motor Company, and shortly thereafter it was used by federal government (U.S. Office of Education and Dept. of Defense during the Vietnam War.) PPBS is related to Management By Objectives (MBO) and Total Quality Management (TQM). It subsequently extended its totalitarian tentacles into all federal, state and local departments/agencies—very useful for current UN Agenda 21 (Regionalism which is Communism). I told Martha to be sure to readMary Thompson’s great speech in 1972 regarding PPBS in my book, pages 110-111.
Now, take a look at the following very recent excellent article related to the role of the late Robert McNamara in the installation of “THE INPUT/OUTPUT MANAGEMENT AND CONTROL SYSTEM” we are looking at today. From a report titled “The Dictatorship of Data: Robert McNamara epitomizes the hyper-rational executive led astray by numbers,” by Kenneth Cukier and Viktor Mayer-Schönberger, May 31, 2013, in Technology Review we can learn:
“Big data is poised to transform society, from how we diagnose illness to how we educate children, even making it possible for a car to drive itself. Information is emerging as a new economic input, a vital resource. Companies, governments, and even individuals will be measuring and optimizing everything possible.
“But there is a dark side. Big data erodes privacy. And when it is used to make predictions about what we are likely to do but haven’t yet done, it threatens freedom as well. Yet big data also exacerbates a very old problem: relying on the numbers when they are far more fallible than we think. Nothing underscores the consequences of data analysis gone awry more than the story of Robert McNamara.
“McNamara was a numbers guy. Appointed the U.S. secretary of defense when tensions in Vietnam rose in the early 1960s, he insisted on getting data on everything he could. Only by applying statistical rigor, he believed, could decision makers understand a complex situation and make the right choices. The world in his view was a mass of unruly information that—if delineated, denoted, demarcated, and quantified—could be tamed by human hand and fall under human will. McNamara sought Truth, and that Truth could be found in data. Among the numbers that came back to him was the “body count.”
My friend Martha Spaulding might have wondered what all of this has to do with Common Core and the restructuring of education into the Soviet PolyTechnical global workforce training system that spins off profits for the global elite. So I told her some important history about how it all came about.
President Reagan, who had run on a platform promising to get rid of the U.S. Dept. of Education, appointed T. H. Bell of Utah as Secretary of Education (even though Bell had in 1978 testified before Congress in favor of the creation of the U.S. Dept. of Education!) Needless to say, the U.S. Dept. of Education still exists and controls the whole show, including Common (Communist) Core, lifelong workforce training, and tax-funded school choice/charters with no elected voter representation on school boards. (See the many articles on my blog abcsofdumbdown.blogspot.com where I’ve written on this topic.)
All of the above nefarious/treasonous activity could not have taken place without the implementation in the nation’s schools of McNamara and T.H. Bell’s PPBS and its accompanying computer technology to “measure” and “remediate” (based on Skinnerian operant conditioning methods) your children’s and their teachers so that they would exhibit the prescribed state-sanctioned thoughts, actions, and beliefs. This is all spelled out in Prof. Benjamin Bloom’s book All Our Children Learning” (see page 180). Each citizen’s potential importance to the corporations would be assessed to determine how useful they would be to the UN “technocrats/change agents” involved in changing America’s Capitalist system to a Communist planned economy. (Go to www.americandeception.com and type in the word “Conclusions” in the search box to download the Carnegie landmark book Conclusions and Recommendations for the Social Studies, 1934, which calls for using the schools to change America’s Capitalist economic system to a planned economy, and in some instances for the seizing of private property.)
Secretary Bell wrote a book about the need for Educational Systems Management in 1974. According to the head of the Utah Education Association, who was a close associate of Bell’s in the early 1970s, if the Senate Committee that confirmed T.H. Bell as Secretaryof Education had read Bell’s A Performance Accountability System for School Administrators, itis unlikely Bell would have been confirmed. Bell’s book stated:
“The Need for a Management System
Under the pressure of the free-enterprise system and the unremitting demand that large corporationsearn profits and pay dividends to stockholders, management efficiency through orientationto results has led to development of management systems such as the one described inthis book. Most of the successful corporations in the United States now use annually adoptedobjectives as a means of focusing the energies and efforts of managers on the attainment ofgoals that are widely known and broadly accepted. Although the problems of educationalmanagement are obviously quite different from those of the private sector, there is much to be learned from industry’s systems approach in gaining more efficiency in educational management.The outcomes are quite similar…. (p. 21)
“Use of Tests in Needs Assessments
The economic, sociological, psychological and physical aspects of students must be taken intoaccount as we look at their educational needs and accomplishments, and fortunately thereare a number of attitude and inventory scales that can be used to assess these admittedlydifficult to measure outcomes….
“Most of these efforts to manage education try to center in one place an information center that receives reports and makes available to all members of the management teamvarious types of information useful to managers….
“School management by objectives demands more use of educational tests and measures.” (p. 33-35) [emphasis added]
For those who may doubt the legitimacy of longtime education researchers’ concerns over this computerized PPBS educational management system, read on…
In 1984 Schooling and Technology, Vol. 3, Planning for the Future: A Collaborative Model, An Interpretive Report on Creative Partnerships in Technology—An Open Forum byDustin H. Heuston, World Institute for Computer-Assisted Teaching (WICAT) was published(Southeastern Regional Council for Educational Improvement: Research Triangle Park, NorthCarolina, 1984) under a grant from the U.S. Office of Education, HEW, National Institute ofEducation. An excerpt from “Discussion: Developing the Potential of an Amazing Tool” inSchooling and Technology follows:
“We’ve been absolutely staggered by realizing that the computer has the capability to act asif it were ten of the top psychologists working with one student…. You’ve seen the tip ofthe iceberg. Won’t it be wonderful when the child in the smallest county in the most distantarea or in the most confused urban setting can have the equivalent of the finest school inthe world on that terminal and no one can get between that child and the curriculum? Wehave great moments coming in the history of education.“ [bold added]
So, thank you Martha for your astute observation regarding the changes in our governmental structure partially due to Justice Brandeis’s 1932 ruling and to its ramifications (unwanted experimental purposes) from President Nixon to present-day President Obama.
These are changes which have basically ignored the wishes of the American people by first requiring the sending of their tax money to the federal level and then, gratuitously, the returning it to us with strings (regulations) attached!
This is surely not the Federalism about which President James Madison so eloquently wrote.
For more information, please refer to following additional entries in my book the deliberate dumbing down of America regarding Planning, Programming and Budgeting Systems (PPBS). Just use the index and you will find a wealth of information. You can download a copy of my book online for free at www.deliberatedumbingdown.com. Stay in touch with current education reform agendas by reading my blog, with its timely daily updates: abcsofdumbdown.blogspot.com
Charlotte Iserbyt is the consummate whistleblower! Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America’s classrooms. Iserbyt is a former school board director in Camden, Maine and was co-founder and research analyst of Guardians of Education for Maine (GEM) from 1978 to 2000. She has also served in the American Red Cross on Guam and Japan during the Korean War, and in the United States Foreign Service in Belgium and in the Republic of South Africa.
Iserbyt is a speaker and writer, best known for her 1985 booklet Back to Basics Reform or OBE: Skinnerian International Curriculum and her 1989 pamphlet Soviets in the Classroom: America’s Latest Education Fad which covered the details of the U.S.-Soviet and Carnegie-Soviet Education Agreements which remain in effect to this day. She is a freelance writer and has had articles published in Human Events, The Washington Times, The Bangor Daily News, and included in the record of Congressional hearings.