Medical Technology Analyst discusses the spooky implications of data mining in Common Core

April 10, 2013

Writer

GLENN: Before we went on vacation a couple of weeks ago, Nic Anderson, he called us up and we were talking about the Common Core and what they were using. And I had mentioned something that was in Promoting Grit, Tenacity and Perseverance: Critical factors for success in the 21st century. And this is from the Department of Education. This is their handbook that they had posted. And I asked him, because he called up and he said ‑‑ he could define what an FCAT ‑‑ or an fMRI was. And it talks about fMRIs, it talks about, you know, digital wristbands around your kids' wrists and monitoring everything about your kids while they're in class. And he called in to say, "Hey, look, the definition of, you know, some of these things." And I said, well, would you look into this. Well, he did, and he's reporting back now. And he's a guy who uses this technology. He is actually a medical technology analyst and owner of North Carolina Anderson Consulting. Let's bring Nic in. Nic, is it NC Anderson or is it North Carolina Anderson Consulting?

ANDERSON: NC Anderson.

GLENN: NC Anderson Consulting.

ANDERSON: But I'm sure the people of North Carolina appreciate the shout‑out.

GLENN: Okay. So Nic, first of all, you are only working off of what you found in the Promoting Grit, Tenacity and Perseverance from the Department of Education's website, right?

ANDERSON: That's right. Either there or from the people that they cite as experts. I've gone to them and I've looked up what they are doing, what they are working on. But yes, it's all based off of this document from the Department of Education.

GLENN: I told you two weeks ago, I said anything that you find, make sure you burn it to a DVD because, are you aware of what the Department of Education has done with this handbook?

ANDERSON: Yeah. So I ‑‑ the day after, maybe the day of when you and I spoke on March 28th, I went and I logged on and tried to find the PDF and couldn't find it anywhere. And thank goodness Keith had ‑‑ one of your ‑‑

GLENN: Producers.

ANDERSON: Yeah. He called ‑‑ he sent me the link and I was able to go to it straight from there. But then I tried to look it up on my own and couldn't find it anywhere and I just found it again yesterday but it's ‑‑

GLENN: Buried.

ANDERSON: You have to dig for it. It's not right there.

GLENN: Yeah. It used to be right there.

ANDERSON: Right.

GLENN: They know we are onto them and they are trying to cover their tracks. If you are doing anything on Common Core, I'm telling you this is absolute evil. It is evil. Make no mistake. And you are going to come up against the big Republicans and the big Democrats on this one. Evil.

Nic, what did you find about the things that they are doing? I mean, they are making our kids into guinea pigs and they are monitoring them and they are collecting data points on them. What did you find?

ANDERSON: That's right. I mean, one of the interesting things is right at the top of this document, right in the beginning, let me read this little paragraph. I mean, this is just, it's comical if it wasn't scary. It says, "It may not always be productive to persevere in the face of challenge. For example, persevering to accomplish goals that are extrinsically motivated, unimportant to the student or in some way inappropriate for the student and potentially induce stress, anxiety and distraction and have detrimental impacts on students' long‑term retention, conceptual learning or psychological wellbeing. Careful research is still necessary to help educators learn how to protect students, engage them, and fine‑tune practices..."

GLENN: So wait a minute. They are saying that it might be inappropriate, it might be uncomfortable but they still have to do it?

ANDERSON: That's right. And the funny thing is this whole document's about grit and perseverance and they are saying, you know what? It might not be a good thing to always try hard. There are times when, you know, we don't want to overstress these kids because, you know, heaven, heaven forbid they actually have to work for something.

GLENN: Okay. So let's talk a little bit about the fMRI.

ANDERSON: Sure.

GLENN: Skin conductance and pupil monitoring that they are planning on doing.

ANDERSON: So the document, let's see. Page 32 says, for example, data mining techniques can track students' trajectories or persistence and learning over time, thereby providing actionable feedback to students and teachers. In additional, functional magnetic resonance imaging, or fMRI, and psychological indicators offer insight into the biology and neuroscience underlying observed students' behaviors.

Well, fMRI is based on the premise that as your brain thinks, it consumes oxygen and increases the magnetization of certain regions of your brain. So in theory I could take a kid and put him in the scanner and ask him a series of questions, things he should have learned in class and if his brain isn't consuming oxygen as I would expect it to be, well, then in theory I could hold the kid back at the end of the year, I could advance him if he answers really well and so on. The fusion tensor imaging is not mentioned in the article but it is a major research point right now by a couple of the authors. The fusion tensor imaging is able to track how two areas of the brain are connected. So if I said the color "brown" and you think of dirt, those are two separate things. Dirt is brown and brown is brown. Those are two separate parts of the brain thinking of something, but they're connected. And if I did an fMRI on you, I could see that, wait a minute, why when I said the word "brown" did this part of your brain light up. Well, diffusion tenser imaging will allow me to draw a connection between where the color brown is located in your brain and where the word "dirt" or the concept of dirt is located in your brain, and I can connect those two things.

GLENN: So what does that do?

ANDERSON: Well ‑‑

GLENN: Why do I need that or what is the good part of that and bad part of that?

ANDERSON: The good, some of the good parts, it's used in stroke. You know, like in detecting a stroke patient, you know, so on, certain things. But where it's being proposed in education is that if I could do diffusion tenser imaging, if kids aren't making these connections like I would expect them to be, something's wrong. And once again I could hold the kid back. So if I said, you know, 4 times 4 and then the part of your brain that is able to analyze that is not connected to the 4 times 4 part of your brain, then I suspect that something's wrong with you.

GLENN: Can I tell you something? I just had ‑‑ because I'm trying some holistic things and everything else and ‑‑ because I have really severe neuropathy and so I was on vacation. I went and I had a brain scan and I think it was probably kind of like an fMRI. But they did this whole scan on me and the doctor, when he got to the brain scan, he was sitting behind the deal and he went, whoa, never seen that before. And that's really something you don't want your doctor to say. And I said, what is that? And he said, you've got to look at this. And the creative side of my brain was just on fire. He's like, I've not ever seen the creative side. And he said, he started showing me. He said, look at how this all connects all the way down. Well, I would be spat out as abnormal, but you in a good way. Now ‑‑

ANDERSON: Yeah.

GLENN: Now, if I am ‑‑ the things that make me unique, for instance my ADHD, that has made me unique and has made me, because I can adapt to it, it gives me a different set of skills than everybody else. If they start saying, well, you're not functioning like everybody else, you're going to destroy the people like Steve Jobs because I can guarantee you Steve Jobs doesn't think like everybody else. The guy who runs Virgin Airways.

ANDERSON: Thomas Edison, Albert Einstein, or anybody.

GLENN: Einstein, yeah, didn't they ‑‑ I think they pickled his brain to be able to see it later because he operated differently. So isn't this doing extraordinary damage to people?

ANDERSON: That's right ‑‑ ‑ that to the overseers of this. So if we did skin conductance testing which is, you know, if I say something and it makes you panic, your skin gets clammy, that's part of your sympathetic nervous system and I can detect the clamminess of your skin and I go, wait, you shouldn't be freaking out like that. That was a simple question I asked you about, you know, some mathematical problem or whatever. And I can detect that data point. This whole article, by the way, this whole draft is all based on data mining. They mention it a hundred times. And that's ‑‑

GLENN: Explain what data mining means. Explain why that's bad.

ANDERSON: So let me see if I can find. They mention data mining right in the very top of it. New technologies using educational data mining and affective computing ‑‑ "affective computing" is fMRIs, skin conductants, pupil dilation monitoring ‑‑ are being ‑‑ are beginning to focus on microlevel moment‑by‑moment data within digital and blended learning environments to provide feedback to adapt learning tasks to personalized needs.

So what they will do is I could take a group of 100 kids, and they're all let's say in twelfth grade and I'm able to ask them all a series of questions while I'm monitoring them with skin conduct ants or pressure monitors or whatever it is. And then I'd be able in theory, this is all in theory, to collect that data over fourth grade, fifth grade, sixth grade and so on and stratify those children maybe by the time they get to high school and say, "okay, over the last 10 years every time I ask Tommy and Billy and Sally a mathematical question, they clam up, they freak out and they get the answer wrong" and now I can use that data to steer them or whatever it may be. But this data mining, if I can collect data ‑‑ and don't get me wrong. I'm not against data. That's all I do all day long is analyze data. I love data, but I love data in the free market. I don't love data in the government. And if parents could opt out, if parents could choose to have nothing to do with this, then that's one thing. But ‑‑

GLENN: No, but it won't work that way. You create too ‑‑

ANDERSON: ‑‑ opt out of Social Security taxes if I could.

GLENN: You will create two class systems. If you opt out of the government collecting 20 years of data on your kid, they will make it so no one will want to hire you because I know exactly what I'm going to get from Nic. If I hire Nic, I know who he is because I've got this 20‑year research study done by the government. But I don't know who you are.

ANDERSON: Correct.

GLENN: And why is it that you are so freaky that you didn't want in this system in the first place, right?

ANDERSON: This is funny because you mentioned a few minutes ago, you know, where are we going? I mean, this is sci‑fi stuff that if I mentioned this to you 10 years ago, you would have called me a conspiracy theorist, and here I am. I'm holding the document in my hand.

GLENN: And let me tell you something. And Nic, they are still saying ‑‑ I mean, you have Republicans coming out and saying this is conspiracy theorist stuff.

ANDERSON: Right.

GLENN: They are saying that today. We're not talking about making this up and drawing conclusions. It is in the Department of Education's own textbook.

ANDERSON: That's right.

GLENN: It is in their plan.

ANDERSON: You know, in 1840 a man named Frederick Bastiat. You can read his book, it's 100 pages long called The Law. And he said if you suggest the doubt as to the morality of these institutions, it is directly said, quote, you're a dangerous experimenter, a utopian, a theorist, a despiser of the laws. You would shake the basis upon which society rests.

GLENN: Explain that.

ANDERSON: If any one of us stands up, Mia Love did this year in Utah saying, no, we've got to get rid of the Department of Education. She was lambasted, you know. This is a fascinating thing to me that if I stand up ‑‑ and I do this all the time in arguments against the FDA. We do not need the Food and Drug Administration. If you think the Department of Education's bad, the FDA's ab horn. And I know this because I study medical devices all day long. But if you stand up and you say, "We just don't need the FDA, they need to go away, or the United States Department of Education," it is said of you you're a dangerous experimenter, Nic, you're a utopian, you're a theorist, in the modern day terms you're a conspiracy theorist. But no, I need to get rid of the Department of Education, they need to get out, it needs to be privatized. And I mean, this is the stuff that makes heads at MSNBC explode is that, well, what are the poor kids going to do? Incidentally I call MSNBC an intellectual coloring book for adults. You know, I don't really want to think; I just want to doodle. But I mean, MSNBC, this is what makes those brains explode is that they can't fathom a world where the government stays out in the free market, takes care of education. You would get a better education for cheaper, and kids could ‑‑ you could collect data on those kids and it would be private amongst the parents and the children. And then the child, when he does graduate in high ‑‑ high school in twelfth grade, could have his own data that he could present to a university and say, "You know what? I have real data. I don't have the government‑collected data garbage that all my peers have."

GLENN: They have some pictures ‑‑

ANDERSON: They could have that and the free market could do it.

GLENN: They have some pictures in this. They have chairs that monitor the kids, they have these wristbands that they put on. It's really disturbing‑looking stuff.

ANDERSON: Right.

GLENN: Is it just the pictures look bad? Are these like assault pictures because the wristband is black? I mean, you know ‑‑

ANDERSON: Right, exactly. It's black. So it's ‑‑ does it have a pistol grip?

GLENN: I mean, the facial expression cameras that will be on each of our kids, the pupil cameras, those ‑‑ that's disturbing, isn't it?

ANDERSON: Yeah. Yeah, the pupil dilation and the skin conduct ants are based off the same principle that there is the sympathetic nervous system, which we all know as the "fight or flight" you know. So if I asked your kid, like the picture in the documents, one of those web cams and it would be able to detect your kid's pupils dilating meaning, "I'm shocked and I don't know the answer to the question."

GLENN: Right. But it also could be –

ANDERSON: like point out America on a map of North America, which most kids can't do.

GLENN: It could be also like your parents have guns, you'll see the pupil dilate and you'll see, why are you nervous about that, right?

ANDERSON: That's right. That's right.

GLENN: Nic, thank you very much. We'll have you on again, Nic Anderson, medical technology analyst and owner of NC Anderson Consulting. Again if you do anything on Common Core, make sure you burn it to disc because they are erasing it all and it is extraordinarily dangerous.

'Rage against the dying of the light': Charlie Kirk lived that mandate

PHILL MAGAKOE / Contributor | Getty Images

Kirk’s tragic death challenges us to rise above fear and anger, to rebuild bridges where others build walls, and to fight for the America he believed in.

I’ve only felt this weight once before. It was 2001, just as my radio show was about to begin. The World Trade Center fell, and I was called to speak immediately. I spent the day and night by my bedside, praying for words that could meet the moment.

Yesterday, I found myself in the same position. September 11, 2025. The assassination of Charlie Kirk. A friend. A warrior for truth.

Out of this tragedy, the tyrant dies, but the martyr’s influence begins.

Moments like this make words feel inadequate. Yet sometimes, words from another time speak directly to our own. In 1947, Dylan Thomas, watching his father slip toward death, penned lines that now resonate far beyond his own grief:

Do not go gentle into that good night. / Rage, rage against the dying of the light.

Thomas was pleading for his father to resist the impending darkness of death. But those words have become a mandate for all of us: Do not surrender. Do not bow to shadows. Even when the battle feels unwinnable.

Charlie Kirk lived that mandate. He knew the cost of speaking unpopular truths. He knew the fury of those who sought to silence him. And yet he pressed on. In his life, he embodied a defiance rooted not in anger, but in principle.

Picking up his torch

Washington, Jefferson, Adams — our history was started by men who raged against an empire, knowing the gallows might await. Lincoln raged against slavery. Martin Luther King Jr. raged against segregation. Every generation faces a call to resist surrender.

It is our turn. Charlie’s violent death feels like a knockout punch. Yet if his life meant anything, it means this: Silence in the face of darkness is not an option.

He did not go gently. He spoke. He challenged. He stood. And now, the mantle falls to us. To me. To you. To every American.

We cannot drift into the shadows. We cannot sit quietly while freedom fades. This is our moment to rage — not with hatred, not with vengeance, but with courage. Rage against lies, against apathy, against the despair that tells us to do nothing. Because there is always something you can do.

Even small acts — defiance, faith, kindness — are light in the darkness. Reaching out to those who mourn. Speaking truth in a world drowning in deceit. These are the flames that hold back the night. Charlie carried that torch. He laid it down yesterday. It is ours to pick up.

The light may dim, but it always does before dawn. Commit today: I will not sleep as freedom fades. I will not retreat as darkness encroaches. I will not be silent as evil forces claim dominion. I have no king but Christ. And I know whom I serve, as did Charlie.

Two turning points, decades apart

On Wednesday, the world changed again. Two tragedies, separated by decades, bound by the same question: Who are we? Is this worth saving? What kind of people will we choose to be?

Imagine a world where more of us choose to be peacemakers. Not passive, not silent, but builders of bridges where others erect walls. Respect and listening transform even the bitterest of foes. Charlie Kirk embodied this principle.

He did not strike the weak; he challenged the powerful. He reached across divides of politics, culture, and faith. He changed hearts. He sparked healing. And healing is what our nation needs.

At the center of all this is one truth: Every person is a child of God, deserving of dignity. Change will not happen in Washington or on social media. It begins at home, where loneliness and isolation threaten our souls. Family is the antidote. Imperfect, yes — but still the strongest source of stability and meaning.

Mark Wilson / Staff | Getty Images

Forgiveness, fidelity, faithfulness, and honor are not dusty words. They are the foundation of civilization. Strong families produce strong citizens. And today, Charlie’s family mourns. They must become our family too. We must stand as guardians of his legacy, shining examples of the courage he lived by.

A time for courage

I knew Charlie. I know how he would want us to respond: Multiply his courage. Out of this tragedy, the tyrant dies, but the martyr’s influence begins. Out of darkness, great and glorious things will sprout — but we must be worthy of them.

Charlie Kirk lived defiantly. He stood in truth. He changed the world. And now, his torch is in our hands. Rage, not in violence, but in unwavering pursuit of truth and goodness. Rage against the dying of the light.

This article originally appeared on TheBlaze.com.

Glenn Beck resurrects the 9-12 Project to support Charlie Kirk's family

Glenn Beck is once again calling on his loyal listeners and viewers to come together and channel the same unity and purpose that defined the historic 9-12 Project. That movement, born in the wake of national challenges, brought millions together to revive core values of faith, hope, and charity.

Glenn created the original 9-12 Project in early 2009 to bring Americans back to where they were in the wake of the 9/11 attacks. In those moments, we weren't Democrats and Republicans, conservative or liberal, Red States or Blue States, we were united as one, as America. The original 9-12 Project aimed to root America back in the founding principles of this country that united us during those darkest of days.

This new initiative draws directly from that legacy, focusing on supporting the family of Charlie Kirk in these dark days following his tragic murder.

The revival of the 9-12 Project aims to secure the long-term well-being of Charlie Kirk's wife and children. All donations will go straight to meeting their immediate and future needs. If the family deems the funds surplus to their requirements, Charlie's wife has the option to redirect them toward the vital work of Turning Point USA.

This campaign is more than just financial support—it's a profound gesture of appreciation for Kirk's tireless dedication to the cause of liberty. It embodies the unbreakable bond of our community, proving that when we stand united, we can make a real difference.
Glenn Beck invites you to join this effort. Show your solidarity by donating today and honoring Charlie Kirk and his family in this meaningful way.

You can learn more about the 9-12 Project and donate HERE

The dangerous lie: Rights as government privileges, not God-given

Bloomberg / Contributor | Getty Images

When politicians claim that rights flow from the state, they pave the way for tyranny.

Sen. Tim Kaine (D-Va.) recently delivered a lecture that should alarm every American. During a Senate Foreign Relations Committee hearing, he argued that believing rights come from a Creator rather than government is the same belief held by Iran’s theocratic regime.

Kaine claimed that the principles underpinning Iran’s dictatorship — the same regime that persecutes Sunnis, Jews, Christians, and other minorities — are also the principles enshrined in our Declaration of Independence.

In America, rights belong to the individual. In Iran, rights serve the state.

That claim exposes either a profound misunderstanding or a reckless indifference to America’s founding. Rights do not come from government. They never did. They come from the Creator, as the Declaration of Independence proclaims without qualification. Jefferson didn’t hedge. Rights are unalienable — built into every human being.

This foundation stands worlds apart from Iran. Its leaders invoke God but grant rights only through clerical interpretation. Freedom of speech, property, religion, and even life itself depend on obedience to the ruling clerics. Step outside their dictates, and those so-called rights vanish.

This is not a trivial difference. It is the essence of liberty versus tyranny. In America, rights belong to the individual. The government’s role is to secure them, not define them. In Iran, rights serve the state. They empower rulers, not the people.

From Muhammad to Marx

The same confusion applies to Marxist regimes. The Soviet Union’s constitutions promised citizens rights — work, health care, education, freedom of speech — but always with fine print. If you spoke out against the party, those rights evaporated. If you practiced religion openly, you were charged with treason. Property and voting were allowed as long as they were filtered and controlled by the state — and could be revoked at any moment. Rights were conditional, granted through obedience.

Kaine seems to be advocating a similar approach — whether consciously or not. By claiming that natural rights are somehow comparable to sharia law, he ignores the critical distinction between inherent rights and conditional privileges. He dismisses the very principle that made America a beacon of freedom.

Jefferson and the founders understood this clearly. “We are endowed by our Creator with certain unalienable rights,” they wrote. No government, no cleric, no king can revoke them. They exist by virtue of humanity itself. The government exists to protect them, not ration them.

This is not a theological quibble. It is the entire basis of our government. Confuse the source of rights, and tyranny hides behind piety or ideology. The people are disempowered. Clerics, bureaucrats, or politicians become arbiters of what rights citizens may enjoy.

John Greim / Contributor | Getty Images

Gifts from God, not the state

Kaine’s statement reflects either a profound ignorance of this principle or an ideological bias that favors state power over individual liberty. Either way, Americans must recognize the danger. Understanding the origin of rights is not academic — it is the difference between freedom and submission, between the American experiment and theocratic or totalitarian rule.

Rights are not gifts from the state. They are gifts from God, secured by reason, protected by law, and defended by the people. Every American must understand this. Because when rights come from government instead of the Creator, freedom disappears.

This article originally appeared on TheBlaze.com.

POLL: Is America’s next generation trading freedom for equity?

NurPhoto / Contributor | Getty Images

A recent poll conducted by Justin Haskins, a long-time friend of the show, has uncovered alarming trends among young Americans aged 18-39, revealing a generation grappling with deep frustrations over economic hardships, housing affordability, and a perceived rigged system that favors the wealthy, corporations, and older generations. While nearly half of these likely voters approve of President Trump, seeing him as an anti-establishment figure, over 70% support nationalizing major industries, such as healthcare, energy, and big tech, to promote "equity." Shockingly, 53% want a democratic socialist to win the 2028 presidential election, including a third of Trump voters and conservatives in this age group. Many cite skyrocketing housing costs, unfair taxation on the middle class, and a sense of being "stuck" or in crisis as driving forces, with 62% believing the economy is tilted against them and 55% backing laws to confiscate "excess wealth" like second homes or luxury items to help first-time buyers.

This blend of Trump support and socialist leanings suggests a volatile mix: admiration for disruptors who challenge the status quo, coupled with a desire for radical redistribution to address personal struggles. Yet, it raises profound questions about the roots of this discontent—Is it a failure of education on history's lessons about socialism's failures? Media indoctrination? Or genuine systemic barriers? And what does it portend for the nation’s trajectory—greater division, a shift toward authoritarian policies, or an opportunity for renewal through timeless values like hard work and individual responsibility?

Glenn wants to know what YOU think: Where do Gen Z's socialist sympathies come from? What does it mean for the future of America? Make your voice heard in the poll below:

Do you believe the Gen Z support for socialism comes from perceived economic frustrations like unaffordable housing and a rigged system favoring the wealthy and corporations?

Do you believe the Gen Z support for socialism, including many Trump supporters, is due to a lack of education about the historical failures of socialist systems?

Do you think that these poll results indicate a growing generational divide that could lead to more political instability and authoritarian tendencies in America's future?

Do you think that this poll implies that America's long-term stability relies on older generations teaching Gen Z and younger to prioritize self-reliance, free-market ideals, and personal accountability?

Glenn's Show Prep

Medical Technology Analyst discusses the spooky implications of data mining in Common Core

'Rage against the dying of the light': Charlie Kirk lived that mandate

Kirk’s tragic death challenges us to rise above fear and anger, to rebuild bridges where others build walls, and to fight for the America he believed in.

Out of this tragedy, the tyrant dies, but the martyr’s influence begins.

Picking up his torch

Two turning points, decades apart

A time for courage

Glenn Beck resurrects the 9-12 Project to support Charlie Kirk's family

The dangerous lie: Rights as government privileges, not God-given

When politicians claim that rights flow from the state, they pave the way for tyranny.

In America, rights belong to the individual. In Iran, rights serve the state.

From Muhammad to Marx

Gifts from God, not the state

POLL: Is America’s next generation trading freedom for equity?

Do you believe the Gen Z support for socialism comes from perceived economic frustrations like unaffordable housing and a rigged system favoring the wealthy and corporations?

Do you believe the Gen Z support for socialism, including many Trump supporters, is due to a lack of education about the historical failures of socialist systems?

Do you think that these poll results indicate a growing generational divide that could lead to more political instability and authoritarian tendencies in America's future?

Do you think that this poll implies that America's long-term stability relies on older generations teaching Gen Z and younger to prioritize self-reliance, free-market ideals, and personal accountability?

Do you think the Gen Z support for Trump is an opportunity for conservatives to win them over with anti-establishment reforms that preserve liberty?