0040 Given the tussle between the established players of the Department of Education and the Secretary of the Same Department, I wonder.

Are there any other tussles going on?

After all, this rhetorical game of element substitution for the interscope of BG(il)L education can also be played by factions within the Department of Education itself.

0043 The Department of Education’s BG(il)L perspective serves the interests of a central government attempting to manage individual ambitions by providing pathways to specializations_2b, hence jobs_1b, through certification_2a.  The central government engages in cultural selection_3b (in the specializations that they regulate) and individual selection_3b (in that individuals exercise automony_1a in their alignment with BG(il)L incentives_1a towards certification_2a).

0044 So, what happens if factions within the central government desire more?

What if a faction desires to manage the individual itself?

How weird can BG_3c(il)L_1c get?

0045 Well, I already know that, in some universities in the West, social constructivism replaces all fields of inquiry that presume that humans encounter mind-independent realities (including the reality of others’ mind-dependent beings, both past and present).

Indeed, social constructivism replaces the potential of truth with the potential of the human will.

Or, something like that.

0046 See Looking at Sad Gaad’s Book (2020) Parasitic Mind, at Razie Mah’s blog, running in April 2023.

What do individuals socially construct?

Identity.

My identity becomes my job_1b.

The group that I identify with becomes my specialization_2b.  Another word for specialization is “lifestyle_2b“.  What are your chosen pronouns?

Individual and cultural selection_3b then morphs into group-identity… er… lifestyle selection_3b.

0047 Here is a picture of the substitutions on the situation level.

0048 For the perspective level, BG(il)L interventions_3c replace big government_3c.

These interventions_3c select in favor of some lifestyles_3b (take a guess, I bet that none of the guesses describe Betsy DeVos) and against other lifestyles_3b (take a guess, I bet that many of the guesses apply to Betsy DeVos).

Indeed, a whole new suite of expertise is demanded.  This expertise_2c is capable of explaining BG(il)L perspective-level interventions_3c in terms of social justice, critical theory and social constructivism.  Interventional expertise_2c emerges from (and situates) the potential of ‘certainty’_1c.  In turn, certainty_1c virtually contextualizes identity_1b.  Plus, identity_1bvirtually situates the personal choice that one is groomed for_1a.

0049 Here is how the “woke” faction of the Department of Education alters the three-level interscope of BG(il)L.

0050 Surely, Gad Saad, Heather Heying, Bret Weinstein and Betsy DeVos address an unanticipated historical moment,marked by a failure of the Federal Department of Education to maintain the virtual nested form of (il)liberalism_1cbringing jobs_1b into relation with the possibility that individuals are motivated_1a to become certified_2a as specialists_2bwho will then fill those jobs_1b.  The student loan crisis is a symptom of that failure.  Students are not getting the jobs_1bthat they are specialized_2b in, indicating a failure of the federal educational system_3b.

0051 In contrast, Betsy DeVos proposes educational_3c freedom_1c.

Her proposals alter the ongoing BG(il)L three-level paradigm.

Indeed, these are just the beginning.

0052 Federal bureaucrats counter with BG(il)L initiatives_2c that promise certainty_1c, rather than the uncertainty that they rhetorically associate with freedom_1c.

0053 At the same time, a faction within the Federal Department of Education wakes up.  They see that the central government is no longer interested in just regulating the organization tier. It wants to control the society and individual in community tiers as well.

Plus, the central government is catastrophically failing in its control of the economic sphere, as witnessed in the fact that (1) certified individuals are saddled with enormous amounts of debt that they cannot seem to pay off and (2) one of the (if not the) largest assets of the federal government consists in student loans.

This faction becomes “woke”, initiating a substantial overhaul of the BG(il)L interscope on the basis of three intellectual movements: social justice, critical theory and social constructivism.

0054 None of these interscopes are fixed.  They are like pictures of a chessboard during certain moments in a tournament.  At the same time, they suggest what is at stake.  If federally financed education is not about training for jobs_1b, then is education about being groomed for an identity_1b?

The game plays out in the theater of politics, just like Shakespeare’s King Lear plays out in a conventional theater.  Actors speak their lines, hoping to convince a naive audience that their stories are real.  But, the real drama goes on in the minds of the audience, who are constantly asking themselves, “What the hell is going on?”