The New Education: Manufacturing Consensus, Not Minds”
How Texas Legislation Is Cementing a Globalist Model of Indoctrination—Not Education
A Dangerous Shift: From Knowledge to Managed Thought
Across Texas and the nation, education has undergone a fundamental transformation—one that moves students away from acquiring academic knowledge and toward a system designed to mold worldviews, manipulate behavior, and monitor compliance through adaptive technologies. Under the guise of “college and career readiness,” “social and emotional learning,” and “formative assessment,” the classroom is no longer a place of individual learning—it’s a behavioral conditioning lab. As reveled in the sound cloud interview below.
Texas may have claimed to reject Common Core, but the principles and psychological frameworks behind it remain deeply entrenched in our state’s policies. As Robin Eubanks stated on the Women on the Wall Communication Team Conference Call:
“You can think of Common Core and the assessments it created as being bunker-busting bombs. If there was a bunker somewhere that still had traditional academics, it's just a matter of time before that principal retires—and the school will turn on a dime… to a vision that makes children’s attitudes, values, beliefs, and behaviors the point of the classroom.”
And that vision is now being codified into law—and funded at staggering levels—by the Texas Legislature.
What Is Being Measured—and Why?
The shift from testing for knowledge to testing for behavioral change is rooted in psychological frameworks that trace back to theorists like Lev Vygotsky, whose influence is directly cited in Texas curriculum frameworks and in the High Performance Consortium schools such as Highland Park ISD, Lewisville ISD, and Northwest ISD. These districts have spent tens of millions developing “learning ecosystems” based on Vygotsky’s theories, Grant Wiggins’ and Jay McTighe’s Understanding by Design, and Linda Darling-Hammond’s SEL models.
“Instead of acquiring facts, students are trained to see the world through ideological concepts—'enduring understandings,’ ‘cross-cutting themes,’ and ‘lenses,’” said Eubanks. “You’re trained to perceive racism where it might not exist, or to demand government action for poverty that was actually created by previous policy failures. Without factual knowledge, you cannot foresee consequences—you act based only on perception.”
These assessments—like those mandated under Texas’ HB 4—are not neutral tools. They are mechanisms for behavioral modification. They are the means by which “shared meaning” is installed in a student’s mind. They evaluate how well a child is internalizing state-approved beliefs.
HB 4, HB 1605 & Bluebonnet: The Digital Trap
House Bill 4, passed by the House and referred to the Senate this Legislative Session, replaces the STAAR test with adaptive, online formative assessments. These platforms collect real-time behavioral data, monitoring how students feel, think, and respond.
But this digital trap was set last session, when the Legislature passed HB 1605, allocating a jaw-dropping $2.44 billion in taxpayer funds to build Bluebonnet, the state-owned, state-controlled online curriculum system. Touted as a “free” open education resource (OER), Bluebonnet is anything but. It is dynamic, digitally adaptive, and fully aligned with the same Common Core-style frameworks once rejected by Texas.
This system places full control over curriculum and assessments into the hands of Texas Education Agency Commissioner Mike Morath, appointed by Governor Greg Abbott not the election State Board of Education (SBOE).
Think about it: the same man who has presided over years of failing TEA performance, overreach into local school districts, and backdoor data deals with third parties—now has the authority to:
Define what gets taught in every classroom
Control the “adaptive” tests that determine if children are conforming
Direct state contracts to vendors building this centralized curriculum
From Mastery to Ranking: The Assessment Bait-and-Switch
Traditionally, academic success was measured using criterion-referenced assessments—tests designed to determine whether a student had mastered specific content. These tests are about personal achievement, not comparison.
But now, with adaptive assessments like those mandated under HB 4, we are shifting toward norm-referenced assessments, where the purpose is not mastery but comparison—ranking one student against another. As experts explain:
“A test designed to accurately assess mastery may use different questions than one designed to show relative ranking. Some questions are better at reflecting actual achievement. Others are better at differentiating between high and low performers—even if they don’t align to what was taught.”
This is a fundamental shift. The new testing systems prioritize performance distribution over content mastery. Parents and teachers are deceived into thinking these tools improve education. In reality, they distort it.
Adaptive Assessments: A Tool for Manipulation
Dr. Peg Luksik, a longtime national education watchdog, has issued chilling warnings about adaptive assessments. While they are promoted as “self-paced” or “personalized,” they are also completely manipulable—by design.
“The problem isn’t that it’s self-paced. The problem is that the test is open to manipulation. If I want students to look like they’re failing, I can make the test harder. If I want them to look like they’re succeeding, I can make it easier… and parents, taxpayers, and policymakers will never know which version they took.”
—Dr. Peg Luksik
Even more troubling, these platforms can force psychological compliance. Luksik describes how students are blocked from proceeding unless they select the “correct” ideological answer:
“If you say you don’t agree with global warming, you can’t move on unless you comply. Even if you don’t believe it, the test won’t allow you to continue until you say you do.”
This is not just theory. Luksik shared how decades ago, Pennsylvania’s Educational Quality Assessment openly stated that it was not measuring academic knowledge, but instead:
“Testing and scoring for the child’s threshold for behavior change without protest.”
Sample questions forced students to consider under what conditions they would join a gang or how much time they’d spend crying after being forced to move. There were no options to say “I wouldn’t join” or “I’m not upset.” The only responses allowed were to quantify emotional compliance.
Now, in 2025, with digital platforms and real-time data mining, this psychological profiling is easier—and more dangerous—than ever before.
What most Texans don’t realize is that the Texas Essential Knowledge and Skills (TEKS) standards—the so-called “Texas version”—are not independent or unique. They are fully aligned to the federal College and Career Readiness/Common Core standards, just rebranded to pacify an uninformed public. The problem is not just the testing—it’s the standards themselves. As Chair of the House Public Education Committee, Representative Brad Buckley made the alignment explicit, proudly confirming that the new norm-referenced, adaptive assessments required under HB 4 are designed to match the TEKS—and by extension, the federal Common Core frameworks. This is the same bait-and-switch used nationally: pretend you’ve rejected Common Core, while building an entire system around it under different labels. If the standards drive the curriculum, and the curriculum drives the assessments, then what your child learns—and how they are measured—is controlled by a nationalized education agenda. The TEKS are not protecting Texas—they are the gateway to federal control.
Common Core / College and Career Readiness True Purpose Revealed: Controlling Minds and Mining Data
Common Core was never just about setting standards—it was about building data-producing systems. As Bill Gates famously said:
“When the tests are aligned to the common standards, the curriculum will line up… and unleash a powerful market…
Knewton’s Jose Ferreira
Education just bleeds data—produces incredible amounts of data.”
David Coleman, President of the College Board, didn’t hide his strategy either:
“When I was convincing governors to adopt these standards, it wasn’t ‘Obama likes them.’ That wouldn’t have gone well with Republicans.”
They sold it as “rigorous.” In reality, it was a trap.
These so-called “higher standards” are now deeply embedded in:
Bluebonnet curriculum (HB 1605)
Adaptive assessments (HB 4)
SEL mandates (SB 123)
And ESAs for all students—including homeschoolers (SB 2)
SEL + Adaptive Tech = Psychological Reprogramming
Senate Bill 123, passed in 2021, mandates Social and Emotional Learning (SEL) from kindergarten onward. SEL is not about coping skills or classroom harmony—it’s a behavioral conditioning framework that measures how well children comply with collectivist ideologies like “equity,” “social justice,” and “global citizenship.”
Married with the adaptive learning platforms mandated in HB 4, the state can now:
Collect biometric and psychological data in real time
Trigger interventions when a child resists consensus narratives
Modify behavior with gamified nudges and emotional scoring systems
As Robin Eubanks puts it:
“You’re not being taught facts—you’re being trained to see the world through conceptual ‘lenses.’ It’s not about what you know. It’s about how you perceive. And that perception can be managed, measured, and modified.”
Perestroika in Texas: The Centralized Classroom
What we are witnessing is not a partisan debate over education reform—it is a total system redesign. A technocratic, state-run model rooted in Soviet-style perestroika, where free thought is replaced by consensus compliance.
“We need an American perestroika.”
Your child is no longer your child. He is a global citizen, processed through the P-20W pipeline, reshaped through Bluebonnet’s lenses, monitored by TEA’s adaptive software, and corrected by SEL scoring systems.
This is not education. This is indoctrination—and surveillance.
And let’s not forget the money trail. Behind the jargon of “rigor,” “relevance,” and “relationships” lies a massive financial gold rush. Common Core and College and Career Readiness standards didn’t just transform education—they transformed it into a multi-billion-dollar industry. Every time a new “dynamic,” “adaptive,” or “21st-century” curriculum or platform is mandated, someone gets paid. As Texas moves away from teaching children to read, write, and do math and history—and into the world of SEL, formative assessments, and adaptive learning—corporations, non-profits, and educrats are lining their pockets. Who is financially benefiting off the very curriculum that teachers are now evaluated on? Who profits from the teacher “retraining” sessions, the digital platforms, the SEL apps, and the performance dashboards? Answer: national NGOs like CCSSO, AASA, AASB, and their Texas arms, Commit/Impact Network, Texas Education Agency (TEA), Texas Education Agency (TASA) and Texas Education of School Boards (TASB), and Texas Education Service Centers (ESC)s along with unaccountable vendors and global tech firms feeding off your child’s data. This is not education. It’s exploitation. And every new mandate, every new assessment, every new vendor contract is another brick in the wall separating parents from control and insiders from their next payout.
SB 2: The Final Nail in the Coffin of Educational Freedom
While parents are told that Senate Bill 2 expands “school choice,” what it actually does is bring private and homeschool students into the same data-collection web. SB 2’s Education Savings Accounts (ESAs) come with mandatory reporting to the Comptroller on College, Career, and Military Readiness (CCMR)—effectively integrating all students into the P-20W data pipeline (Preschool through Workforce).
This system, locked in place by federal laws like the Every Student Succeeds Act (ESSA) and the Workforce Innovation and Opportunity Act (WIOA), ensures that no child escapes. Not the child in public school. Not the homeschooled child. Not the student in a Christian academy.
Every student becomes a data point, tracked and nudged toward a future chosen not by their parents—but by workforce algorithms and government planners.
CALL TO ACTION: Stop the State Takeover of the Mind
Texans must act now. The following demands are non-negotiable:
REPEAL HB 1605, SB 123, and SB 2
Expose the Truth behind HB 2
End adaptive digital testing statewide
Defund SEL frameworks and Bluebonnet curriculum
Require parental opt-in for all data collection and behavior assessments
Audit and Sunset the Texas Education Agency immediately
Protect homeschool and private school autonomy by rejecting ESA expansion
“We are not a free country if we force these practices on our schools and our children. We just don’t know it yet.”
Texas is on the brink of full government control over the mind of every child.
Will you stand up before it’s too late?
Manufacturing consensus was always the goal of public education.
https://open.substack.com/pub/karenschoen/p/prism-of-americas-education-05e?r=2b9sbo&utm_medium=ios