Posts Tagged ‘bill ayers’
Fourth in our series this week exposing BYU’s Education Department connections, today we look at the philosophy embraced by professors and how they are reaching our local school districts with their agenda. This isn’t an indication it’s in every classroom or even most of them. It’s just part of putting people with your philosophy into positions of power, much like President Obama’s cabinet and Czars who are drastically affecting our lives.
The following letter is one I received from someone who wishes to remain anonymous. I interject below.
First, I’d like to give you some background about what I’m uncovering in Canyons District just in case it comes in handy on anything you’re doing.
Alta High’s new principal, Fidel Montero, was hired after the “racist incident” at Alta. He was Timpview’s Asst. Principal. Fox 13 News reported on May 18th, 2011 the following:
The Canyon School District says it chose Montero because of his impressive resume. Before his work as a teacher, Montero consulted inner-city schools in Miami and and Los Angeles.
“He is an expert in multicultural education. He is expert in school reform,” says Jennifer Tumor-Cook, spokesperson for the Canyon School District. “
Canyon’s School Board was also given social-justice educator, Linda-Darling Hammond’s, book “Flat World in Education and How America’s Commitment to Equity will Determine our Future” by our Deputy Superintendent, Ginger Rhodes. Upon reading it, a member of the board, Paul McCarty said, “I see a lot of it as a blueprint for where we are heading in Canyons District.”
Oak note: Linda-Darling Hammond was recommended by Bill Ayers to President Obama to be his Secretary of Education.
After this, Canyon’s District invited the Southern Poverty Law Center to come teach their social-justice program “Teaching Tolerance” to leaders, teachers and student-leaders in the entire district. This infuriated me!
After these tidbits, I looked up Fidel Montero and discovered that he’d come out of the David O. McKay School. And, because I knew what you’d uncovered about their connections to the NNER, I did some research.
The book Fidel co-wrote, Understanding the Whole Student: Holistic Multicultural Education , was co-written with Clifford Mayes, Ramona Cutri, & Clint Rogers (all from the David O. McKay School).
You already know a little about Ramona Cutri, but last night I finally got around to looking into Clifford Mayes. If you don’t already know, his bio describes him as a jungian scholar. This fact will be important as you read further. Here’s the link to his info on wikipedia:
Oak note: from his BYU Vita we find these interests and papers mentioning multiculturalism and Jungian thought.
September 1996-present: Brigham Young University.
Position: Associate Professor of Education (received tenure: 2003; advancement to full professor anticipated in AY 2007)
Duties: Teaching graduate courses in social history of U.S. education, curriculum history and theory, multiculturalism, instructional theory.
Interests: Curriculum theory and history, multiculturalism, (neo-)Freudian/(neo-)Jungian theory and practice in pedagogics.
Mayes, C. (2003). Foundations of an archetypal pedagogy. Psychological Perspectives: A Semiannual Journal of Jungian Thought. C.G. Institute of Los Angeles, 46, 104-116.
Mayes, C. (2005). Ten pillars of a Jungian approach to education. Encounter: Education for Meaning and Social Justice, 18(2), “30-40.
Mayes, C., and Blackwell Mayes, P. (2005) Jung, Mormonism, and the dialectics of exaltation. Psychological Perspectives: A Semiannual Journal of Jungian Thought. C.G. Institute of Los Angeles, 48, 84-107
After reading about his background, and how he developed a new way of teaching called archetypal pedagogy, I decided to look up how Critical Pedagogy related it. Critical Pedagogy is described on wikipedia as this:
Because I’ve now become a skeptic, I started wondering, “Could Clifford Mayes just be using this new term, archetypal pedagogy, to hide the fact that he’s actually teaching critical pedagogy?” So, I looked up jungian pedagogy with critical pedagogy and hit the very sad-jackpot on this BYU Jungian Scholar…
Critical Pedagogy and Cognition: An Introduction to a Postformal Educational —By Curry Stephenson Malott
“A Jungian Pedagogy therefore rejects not only traditional approaches to education that assume that teachers save kids from their inferior cultures by implementing the policies of the superior ruling class, but also the assumption that the only thing that needs to happen for revolutionary change to occur is for dominant institutions to be replaced by ones led by the organic leaders of the oppressed classes. In practice, traditional revolutions follow a hierarchical structure where movement leaders develop vision, agenda, and tactics and an army of activist-pawns carry them out.
A Jungian revolution, on the other hand, would be much more complex involving all members of society engaged in serious, rigorous self-reflection, and theoretical and historical investigations. The new society would emerge out of a rejection of the hegemony collective unconscious and therefore as a byproduct of a mass critical self-awareness that makes decisions not based on externally imposed values, but by those emanating from the internal structure of full consensus.”
So, as you can see, it really is a psychological-warfare marketing campaign for the masses, and far too many Americans are falling for it.
Oak note: Jungian pedagogy is exactly what Bill Ayers has been preaching for decades and is essentially the overthrow of our current government to be replaced by the oppressed “workers of the world uniting.” See these posts for more information on Bill Ayers if you don’t really know his philosophy.
http://www.utahsrepublic.org/bill-ayers-exposed/ (Bill the revolutionary radical Marxist)
http://www.utahsrepublic.org/whats-the-difference-between-john-goodlad-and-bill-ayers/ (a number of quotes from Ayers related to education)
Here’s a link to one (out of several) books on jungian psychology that Clifford Mayes has written:
Jung and Education: Elements of an Archetypal Pedagogy by Clifford Mayes (May 25, 2005)
Also, go to this David O. McKay School link and read about his publications, a few of which mention Social Justice outright:
Oak notes: It is foolishness to assume philosophies from teachers such as these don’t get passed on to students. Everything we are colors everything we do. Multiculturalism from organizations like NAME and the NNER filters to down to students through the teachers who are scholars for these organizations. Those students in turn graduate into positions of authority as administrators and teachers.
Aside from direct classroom instruction/indoctrination, one way this happens at BYU is that CITES (Center for the Improvement of Teacher Education and Schooling) trains teachers and administrators for placement within the Public School Partnership school districts. CITES is run by Steve Baugh, a John Goodlad “Agenda for Education in a Democracy” (AED) scholar. Four out of thirty national AED scholars are in Utah county, two at BYU, two in Alpine School District’s leadership.
I have had several emails asking what can be done. Get your local school board loaded with people that understand the problem and will sever the ties to the Public School Partnership at BYU and when the demand dries up, the supply will too. Your school district is paying a lot of money to CITES and to get teachers trained there. Find alternate sources of teacher training. Stop with the extreme pedagogy training and focus on content. Teachers who know their content are generally far superior teachers of subject matter. Most of all, trust no one. You are responsible for your child’s education. Be aware of the things happening at your school and your children’s classrooms. Times aren’t going to get better. Common Core State Standards will see to that.
Susie Schnell found yet another connection for BYU’s Education Department. This time it’s the organization NRMERA (Northern Rocky Mountain Educational Research Association) and their home page contains this message from the organization’s 2011 president, BYU Education Department professor Pamela Cantrell.
Message From the President:
In deciding our theme for NRMERA 2011, I was very influenced by the following quote by William Ayers:
“Thoughtfulness requires wide- awakeness– a willingness to look at the conditions of our lives, to consider alternatives and different possibilities, to challenge received wisdom and the taken for granted, and to link our conduct with our consciousness.”
Our teaching profession often rallies around the “best practice” cry, framing it as an end result, a set of competencies to be met before best practice can be claimed. Some researchers talk about “owning” a given number of best practice principles and warn that if not perfected, the principles may just become another set of unproductive rituals that are mindlessly applied just to meet best practice criteria. What often happens is these principles are placed on a shelf, we glance at them once in awhile, maybe we take one out for a spin now and then, but we largely ignore them and perhaps feel a bit guilty and overwhelmed by the magnitude of achieving all of them.
What I like about the Ayres quote is that it suggests a willingness to evaluate where we are, and then take action that aligns with our personal philosophies. Those actions may be incremental—moving us step by step at our own pace—guilt-free–toward better alignment between where we are and where we hope to be. In our very busy and productive lives, what I think is needed is a measured personal effort inspired by hope and optimism that will lead us…
Toward Better Practice
Helping to frame our 2011 Conference around this theme will be our Keynote Speaker, Robert V. Bullough, Jr., eminent scholar and colleague, Professor of Teacher Education, Association Director of the Center for the Improvement of Teacher Education and Schooling (CITES), Brigham Young University, and Emeritus Professor of Educational Studies, University of Utah. His most recent books include (with Craig Kridel), Stories of the Eight-Year Study: Reexamining Secondary Education in America (SUNY Press, 2007) andCounternarratives: Studies of Teacher Education, and Becoming and Being a Teacher, also from SUNY Press (2008).
Pamela Cantrell, 2011 NRMERA President
Robert Bullough at BYU, is also good friends with Bill Ayers, pictured here together (Ayers on the left sporting the communist star, Craig Kridel in the center, Robert Bullough on the right):
Why do so many BYU Education Department professors have an infatuation with Bill Ayers and other people who want to tear down our country and our God-centered morals? Yesterday’s post showed BYU’s professors on the board of directors of NAME, an organization that wants to educate children in the classroom in order to END heterosexism. This must end. I’m certainly not perfect, but this whole situation brings to mind this scripture:
Mormon 8:38 “O ye pollutions, ye hypocrites, ye teachers, who sell yourselves for that which will canker, why have ye polluted the holy church of God? Why are ye ashamed to take upon you the name of Christ? Why do ye not think that greater is the value of an endless happiness than that misery which never dies-because of the praise of the world?”
You can’t mix Korihor’s doctrine with Christ’s and come up with a perfect blend of educational ideas.
President Joseph F. Smith said, “There are three dangers that threaten the church from within, and the authorities need to awaken to the fact that the people should be warned unceasingly against them. As I see them, they are flattery of prominent men in the world, false educational ideas, and sexual impurity.”
I have previously posted this quote and declared that the first two of those notions were being fulfilled by BYU’s Education Department’s involvement with John Goodlad’s NNER and the accolades he was bestowing on them to help them continue to feel good about promoting his transformational agenda. With yesterday’s news about NAME’s goals and BYU Education Department professors being on the board of that organization, I have to say all three are now unfortunately in play. Even if BYU’s Education Department says, “oh, we only take the good from these organizations and people and ignore the bad,” they give full credibility to such organizations by lending the name Brigham Young University to the list of institutions partnered with these organizations, sitting on their boards, and presenting at their conferences. Brigham Young must be rolling in his grave along with David O. McKay.
With BYU’s education program training so many teachers who are then placed into our schools, we are seeing the fulfillment of Abraham Lincoln’s statement, ”the philosophy of the school room in one generation will be the philosophy of government in the next.”
My apologies to anyone in the Education Department at BYU who understands these problems but is silenced by the politics of your own personal situation.
Yesterday’s post exposed that BYU’s Education Department was a member of NAME (the National Association for Multicultural Education) and that this organization is a radical group with ties to Bill Ayers and fully supports the worldwide “Occupy” movements calling for revolution. From the NAME website, Susie Schell found this resolution (all emphasis in red is mine):
Resolution on Heterosexism
WHEREAS heterosexism is the exclusion of lesbians, gay males, bisexuals, transgender, and queer people (LGBTQ) in every aspect of the individual, cultural, and institutional aspects of life, and in policies, procedures, events and activities; and,
WHEREAS heterosexism creates an environment of violence and hatred towards LGBTQ people and their allies, where 83.2% of LGBTQ students report being verbally harassed because of their sexual and/or gender identity; and,
WHEREAS heterosexism is the institutionalization of a heterosexual norm or standard, which establishes and perpetuates the notion that all people are or should be heterosexual; and,
WHEREAS heterosexism hinders the growth of individuals by confining all people to rigid roles of gender and sexual orientation; and,
WHEREAS heterosexism excludes the needs, concerns, cultures, and life experiences of LGBTQ people; and
WHEREAS heterosexism contributes to violence in schools contributing to the increasing risks of the LGBTQ youth population where 58% of LGBTQ youth have substance abuse problems and where 30% of all youth who complete suicide are LGBTQ people; and
WHEREAS heterosexism is oppression;
BE IT THEREFORE RESOLVED that the National Association for Multicultural Education (NAME) condemns the use of the United States Constitution and the Constitutions of the States within the Union to deny people any rights on the basis of sexual orientation; and
BE IT THEREFORE RESOLVED that members of NAME are committed to eliminating heterosexism through the development and implementation of educational material and programs promoting an inclusive society; and,
BE IT THEREFORE RESOLVED that members of NAME will actively seek to create safe schools for all students; and,
BE IT THEREFORE RESOLVED that NAME partners with other organizations active in the promotion of a multi-sexual oriented society.
Adopted by the NAME Board of Directors on October 30, 2004 at the NAME Board Meeting in Kansas City, MO.
Reaffirmed by the NAME Board of Directors on Feb. 4, 2006 at the NAME Board Meeting in Phoenix, AZ.
To summarize, NAME believes heterosexism is the root of all evil in schools and children must be taught through “safe schools” (anti-bullying) multicultural programs that a multi-sexual society is not only appropriate, but proper for all people. I’m not sure what BYU’s Education Department values in an association with this organization which is in direct conflict with the LDS church’s Proclamation on the Family which clearly states “gender is an essential characteristic of individual premortal, mortal, and eternal identity and purpose.”
Please note the term “inclusive society” above. In 2006, John Goodlad’s NNER (National Network for Educational Renewal) organization held an Executive Meeting. BYU’s Education Department was a founding member of the NNER and at this particular meeting, Vern Henshaw, Alpine School District Superintendent, and member of the NNER Executive Board was in attendence. The minutes of the meeting can be found at this link but here is the relevant clip.
“Ada Beth Cutler shared copies of an Op Ed that took a stand against a constitutional amendment banning gay marriage written by a BYU adjunct faculty member and a newspaper article about the firing of this faculty member for writing the Op Ed piece. She shared her grave concern about BYU’s action and policies that discriminate against homosexuals, given the principles of the Agenda for Education in a Democracy. She asked for discussion on the implications for the NNER and the mission of access and inclusion. Vern Henshaw responded, noting that he was reflecting only his perspective, not representing the larger partnership. He noted that the BYU partnership governing board does not have the authority to change policies at BYU, that the decision and policies do not reflect the actions at the partnership level. He indicated that the partnership co exists with the BYU policies and includes not only BYU but also public school districts that are not bound by the BYU policies.”
The NNER is all about promoting the homosexual agenda. They had an expert panel several months ago discuss how to put the gay agenda into classrooms using the principles of the Agenda for Education in a Democracy which you can read here.
Ada is concerned that the NNER “mission of inclusion,” similar to that of NAME above, is being violated because this non-tenured BYU professor got fired for taking a stance which conflicted with the LDS church policy to protect heterosexual marriage. I’m not sure, but Vern Henshaw, seems to be stating that the Public School Partnership coexists with BYU and can’t directly affect BYU policy, but that the school districts aren’t bound by BYU policy so the NNER mission can go forward. I don’t want to put words in his mouth, but that’s sort of how I read the minutes above.
For BYU’s Education Department to belong to two organizations that are all about the social justice redistribution of wealth, the transformation of the American Republic into a Democratic welfare socialist state, implementing the gay agenda into classroom education, maintain close affiliations with Bill Ayer’s the Marxist revolutionary who was the keynote speaker at both organization’s conferences in the last year, and have members of the BYU Education Department sitting on Executive Boards and speaking at these conferences is stunning. But it doesn’t end here. Stay tuned…
Wendy Hart from the Alpine School District board sent me this link to W. Stephen Wilson’s review of the Smarter Balanced Assessment Consortium’s plan for creating the assessments for the Common Core state math standards. Dr. Wilson is a professor of mathematics at John’s Hopkin’s university and received his PhD at MIT. No sloucher.
The SBAC is led by Linda Darling-Hammond, proponent of social justice, close to Bill Ayers, and was on President Obama’s short list of candidates for Secretary of Education. She is a constructivist (For the uninitiated, this is where children should construct their own knowledge instead of being given it directly–to see this set to comics, visit my math comic site) and what is being seen of the framework for the assessments isn’t good. Here’s a link to Dr. Wilson’s full review, but here’s his final paragraph:
Ultimately, the actual assessments will tell us all what SBAC thinks is important. This Draft does not give good guidance for curriculum developers because content is an afterthought. It appears that the assessments will focus on communication skills and Mathematical Practices over content knowledge. As such, there is little to be optimistic about.
Dang, who saw that one coming???
It’s always good to find the things you are saying publicly corroborated. In this case George Soros has now confirmed the words of John Goodlad and Bill Ayers that the use of the term democracy isn’t about freedom, it’s about Direct Democracy as a form of government leading to a totalitarian state. Thomas Jefferson said, “The republican is the only form of government which is not eternally at open or secret war with the rights of mankind.”
How long will it be till people realize that in supporting public calls for “Democracy” they are helping bring about these radicals desire for revolution? These three are birds of a feather. Goodlad invited Ayers to be the keynote speaker at his NNER education conference in 2010. Soros funds Marxist organizations that want a New World Order of global communism which Ayers has been fighting for for decades. Goodlad’s NNER invited a Soro’s organization director to help them in their Agenda for Education in a Democracy. How close are they? Here’s a pop quiz. See if you can tell which person made each statement, Goodlad, Ayers, or Soros. Answers below…no peeking.
1) “If the question of sustainability comes down to a struggle between those who value short-term economic gain [corporations/capitalists] and those who value long-term environmental well-being, then engaging in deliberative democracy…may be the only way to grapple with and overcome this issue in a collective manner.”
2) “We can speak of the triumph of capitalism in the world, but we cannot yet speak about the triumph of democracy. There is a serious mismatch between the political and the economic conditions that prevail in the world today.”
3) “Capitalism promotes racism and militarism – turning people into consumers, not citizens. Participatory democracy, by contrast, requires free people coming together voluntarily as equals who are capable of both self-realization and, at the same time, full participation in a shared political and economic life.”
4) “Enculturating the young into a social and political democracy”
5) “We share the belief that education is the motor-force of revolution… overcome the failings of capitalist education as you seek to create something truly new and deeply humane.”
6) “The god of economic utility takes over and spins for us all an enticing narrative. This abuse discredits capitalism as a potential companion of democracy, stimulating attacks on the system that tend to obscure consideration of the possibility that the problem lies with humankind.”
1) Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110 (link)
2) Soros wrote in Open Society: Reforming Global Capitalism.
3) Bill Ayers’ 2006 speech at the World Education Forum in Caracas, Venezuela in front of Pres. Hugo Chavez
4) One of John Goodlad’s 4 moral dimensions which Alpine School District plastered on their teacher development center wall
5) Bill Ayers’ 2006 speech at the World Education Forum in Caracas, Venezuela in front of Pres. Hugo Chavez
6) John Goodlad, Developing Democratic Character in the Young, p. 5 (link)
Here’s a little “in their own words” video montage to enjoy.
“And also trust no one to be your teacher nor your minister, except he be a man of God, walking in his ways and keeping his commandments.” -Mosiah 23:14
|“Public education has served as a check on the power of parents, and this is another powerful reason for maintaining it.”
- John Goodlad, Developing Democratic Character in the Young, pg. 165
“[schools] should liberate students from the ways of thinking imposed by religions and other traditions of thought.”
|“There is a spirit working among the Saints to educate their own offspring. If our children will be all we will have for a foundation of glory in eternity, how needful that they be properly trained… There are wolves among us in sheep’s clothing ready to lead astray our little ones… Wolves do not devour old sheep when there are any young ones. I have herded sheep long enough to know that. Look after your children.”
- Elder John W. Taylor, (Collected Discourses 2:138.)
“There are three dangers that threaten the church from within, and the authorities need to awaken to the fact that the people should be warned unceasingly against them. As I see them, they are flattery of prominent men in the world, false educational ideas, and sexual impurity.”
|“Most youth still hold the same values of their parents… if we do not alter this pattern, if we don’t resocialize, our system will decay.”
– John Goodlad, Schooling for the Future, Issue #9, 1971
|“Many activities link the values of one generation to the next, but perhaps the most central of these activities is parents teaching children in the home. This is especially true when we consider the teaching of values, moral and ethical standards, and faith.”
-Elder L. Tom Perry, April 2010 LDS General Conference
|“Parents do not own their children. They have no ‘natural right’ to control their education fully.”
– John Goodlad / Developing Democratic Character in the Young, pg. 164
|“[We should] reassert the primary right and responsibility of parents for the total education of their children, including social values, religious convictions, and political concepts. Schools should be reminded that their primary field of competence is academic, not social adjustment, or world citizenship, or sex education. Parents should stand firm on this and not be intimidated by ‘professional educators.’ After all, it’s their children and their money.”
-Ezra Taft Benson (An Enemy Hath Done This, p. 231)
|“Education is a task for both parents and state. The state, parents, and children all have interests that must be protected.”
– John Goodlad, Developing Democratic Character in the Young, 2001, pg. 164
|“While other institutions, such as church and school, can assist parents to ‘train up a child in the way he [or she] should go’ (Proverbs 22:6), ultimately this responsibility rests with parents. According to the great plan of happiness, it is parents who are entrusted with the care and development of our Heavenly Father’s children. ”
-Elder L. Tom Perry, April 2010 LDS General Conference
|“The curriculum of the future will be what one might call the humanistic curriculum.”
– John Goodlad / Directions of Curriculum Change, The NEA Journal, March 1966
“Education is thus a most powerful ally of Humanism, and every American public school is a school of Humanism. What can the theistic Sunday-schools, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching?”
(Humanism is the denial of God and elevation of man. It is the “Korihor” doctrine if you are LDS.)
|“Humanism is a threat to the work of the Lord. One of the greatest threats to the work of the Lord today comes from false educational ideas. There is a growing tendency of teachers within and without the church to make academic interpretations of gospel teachings – to read, as a prophet leader has said, ‘by the lamp of their own conceit.’ Unfortunately, much in the sciences, the arts, politics and the entertainment field, as has been well said by an eminent scholar, ‘all dominated by this humanistic approach which ignores God and his word as revealed through the prophets.’ This kind of worldly system apparently hopes to draw men away from God by making man the ‘measure of all things’ as some worldly philosophers have said.”
-Harold B. Lee, Conference Report 10/68 p. 59. “There is promise, given under inspiration from the Almighty, set forth in these beautiful words:
“God shall give unto you knowledge by his Holy Spirit, yea, by the unspeakable gift of the Holy Ghost.” (D&C 121:26.)
The humanists who criticize us, the so-called intellectuals who demean us, speak only from ignorance of this manifestation… They have not heard it because they have not sought after it and prepared themselves to be worthy of it. …
Do not be trapped by the sophistry of the world which for the most part is negative and which seldom, if ever, bears good fruit. … Rather, “look to God and live.” (Alma 37:47.)”
-Gordon B. Hinckley, 10/83 GC, Be Not Deceived
“We are very particular to forbid anyone from preaching Catholicism, or Protestantism, or Mormonism, or Judaism, in a public school classroom, but for some reason we are very patient with those who teach the negative expression of religion.
|“Enlightened social engineering is required to face situations that demand global action now.”
– John Goodlad / Schooling for a Global Age, pg. xiii
|“If they embark on this course the difference between the old and the new education will be an important one. Where the old initiated, the new merely ‘conditions’. The old dealt with its pupils as grown birds deal with young birds when they teach them to fly; the new deals with them more as the poultry-keeper deals with young birds- making them thus or thus for purposes of which the birds know nothing. In a word, the old was a kind of propagation-men transmitting manhood to men; the new is merely propaganda.”
-C.S. Lewis, Abolition of Man, Pg. 22
|“…educators must resist the quest for certainty. If there were certainty there would be no scientific advancement. So it is with morals and patriotism.”
– John Goodlad / Education for Everyone: Agenda for Education in a Democracy, Woods Learning Center, pg. 6
“…a student attains ‘higher order thinking’ when he no longer believes in right or wrong. A large part of what we call good teaching is a teacher´s ability to obtain affective objectives by challenging the student’s fixed beliefs. …a large part of what we call teaching is that the teacher should be able to use education to reorganize a child’s thoughts, attitudes, and feelings.”
|“Unfortunately, other educators deny the existence of God or deem God irrelevant to the human condition. Persons who accept this view deny the existence of moral absolutes. They maintain that right and wrong are relative concepts, and morality is merely a matter of personal choice or expediency.”
-Elder Dallin H. Oaks, Ensign, October 1992, pg. 60
“God uses scripture to unmask erroneous thinking, false traditions, and sin with its devastating effects. He is a tender parent who would spare us needless suffering and grief and at the same time help us realize our divine potential. The scriptures, for example, discredit an ancient philosophy that has come back into vogue in our day—the philosophy of Korihor that there are no absolute moral standards, that “every man prosper[s] according to his genius, and that every man conquer[s] according to his strength; and whatsoever a man [does is] no crime” and “that when a man [is] dead, that [is] the end thereof” (Alma 30:17–18)”
|“I walked out of jail and into my first teaching position—and from that day until this I’ve thought of myself as a teacher, but I’ve also understood teaching as a project intimately connected with social justice.”
-Bill Ayers at the World Education Forum in Caracas, Venezuela in front of Pres. Hugo Chavez
“It is my expectation that Teacher Education for Democracy and Social Justice will become a rich resource for continuing this multi-layered conversation-from democratic belief to democratic action-that is the hallmark of educational renewal.”
|“In a complete reversal from a century ago, many today would dispute with Alma about the seriousness of immorality. Others would argue that it’s all relative or that God’s love is permissive. If there is a God, they say, He excuses all sins and misdeeds because of His love for us—there is no need for repentance. Or at most, a simple confession will do. They have imagined a Jesus who wants people to work for social justice but who makes no demands upon their personal life and behavior.”
-Elder D. Todd Christofferson, April 2010 LDS General Conference
“I wonder how much we offend Satan if the proclamation of our faith is limited only to the great humanitarian work this church does throughout the world, marvelous as these activities are. When we preach the gospel of social justice, no doubt the devil is not troubled.”
|“…the state we should strive for is better described in Deweyan terms as a social democracy.”
– John Goodlad, Developing Democratic Character in the Young, 2001, pg. 153
|“I feel to warn you that one of the chief means of misleading our youth and destroying the family unit is our educational institutions. There is more than one reason why the Church is advising our youth to attend colleges close to their homes where institutes of religion are available. It gives the parents the opportunity to stay close to their children, and if they become alerted and informed, these parents can help expose the deceptions of men like Sigmund Freud, Charles Darwin, John Dewey, John Keynes and others. There are much worse things today that can happen to a child than not getting a full education. In fact, some of the worst things have happened to our children while attending colleges led by administrators who wink at subversion and amorality.”
-Ezra Taft Benson (The Teachings of Ezra Taft Benson, p. 307.)
|“I do not see how any honest educational reformer in western countries can deny that the greatest practical obstacle in the way of introducing into schools that connection with social life which he regards as desirable is the great part played by personal competition and desire for private profit in our economic life. This fact almost makes it necessary that in important respects school activities should be protected from social contacts and connections, instead of being organized to create them. The Russian educational situation is enough to convert one to the idea that only in a society based upon the cooperative principle can the ideals of educational reformers be adequately carried into operation.”
– John Dewey, Impressions of Soviet Russia and the Revolutionary World, pg. 86
“I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.”
|“When you speak of peace, the Communists mean the cessation of all opposition to Communism, the acceptance of a Communist world. Then, and only then, can there be peace. This alone is what peace means in Communist language. Once this is understood the utter falsity and hypocrisy of Communist references to peace becomes at once obvious. I have mentioned these things simply to emphasize one dominant force which has as its ultimate achievement and victory-the destruction of capitalism, the destruction of the free agency of man which God has given him, and that destruction may be brought about-as advocated by Marx himself-in a brutal way. What is the other force? It is just the opposite. Jesus said to the man who came and asked him which is the greatest law, ‘Thou shalt love the Lord thy God and him only shalt thou serve, and the second is like unto it, Thou shalt love thy neighbor as thyself.’ When Marx was asked one time what was his object, he answered, ‘To dethrone God.’
-David O. McKay, Two Contending Forces, BYU Speech, May 18, 1960
|“Every child in America entering school at the age of five is insane because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity. It’s up to you as teachers to make all these sick children well – by creating the international child of the future.”
-Dr. Chester M. Pierce, Harvard Professor of Education and Psychiatry, in an address to the Childhood International Education Seminar in 1973
|“From the 5th grade through the 4th year of college, our young people are being indoctrinated with a Marxist philosophy and I am fearful of the harvest. The younger generation is further to the left than most adults realize. The old concepts of our Founding Fathers are scoffed and jeered at by young moderns whose goals appear to be the destruction of integrity and virtue, and the glorification of pleasure, thrills, and self-indulgence.”
-Ezra Taft Benson, The Teachings of Ezra Taft Benson, pg. 321
|“Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished …”
-Bertrand Russell, quoting Gottlieb Fichte the head of psychology that influenced Hegel and others.
|“Wherefore, because that Satan rebelled against me, and sought to destroy the agency of man, which I, the Lord God, had given him…I caused that he should be cast down;”
“Verily I say, men should be anxiously engaged in a good cause, and do many things of their own free will, and bring to pass much righteousness;”
“We must protect this American base from the brainwashing, increasingly administered to our youth in many educational institutions across the land, by some misinformed instructors and some wolves in sheep’s clothing. Their false indoctrination, often perpetrated behind the front of so-called academic freedom, is leaving behind many faithless students, socialist-oriented, who are easy subjects for state tyranny.”
It seems that no matter how many times I try to explain something, there are always a few people who feel they are gifted to look beyond what I say or write and that it’s just a cover for what I really believe. I’m not smart enough to live 2 lives that way and have one set of beliefs and values that I hide and keep separate from what I say publicly.
For example, this was recent posted on one candidate website.
[candidate] are you an advocate for traditional public schools? Oak Norton and associates are anti-public education and pro-private education as indicated by his Powerpoint displayed on his website. You were endorsed by that group. Does that endorsement mean that you are also against public education? If so, why should we elect someone who associates with those who are anti-public education or makes bombastic and baseless comments such as Superintendent Henshaw is buddies with Bill Ayers?
Let me explain this one more time for the benefit of my readers. I am not anti-public education, I am anti-federal government involvement in public education (my own children are in a wonderful PUBLIC school). I am against dumbing our children down with weak math and revisionist history. I am anti-John Goodlad involvement in public education. It just so happens that the Alpine School District is tied at the hip with John Goodlad and his literature and teachings are being passed out to our teachers to read from and be taught in professional development. Goodlad is a humanist with dangerous beliefs. He is a socialist and uses his forums to transform America into a socialist state. He is friends with Bill Ayers and Ayers is the keynote speaker at the Goodlad conference this month. Vern Henshaw was on the executive committee of Goodlad’s national organization (NNER) when Bill Ayers was a speaker at another conference. ASD’s Superintendent is fully aware of Goodlad’s positions yet continues to allow his teachings to be disseminated to teachers. To anyone who hasn’t watched the presentation referenced above, here’s a link. Go see for yourself what was presented and you’ll discover a national movement to destroy religious morality, belief in God, and to separate children from their parents. The public education teachers that were present thanked us after the presentation.
This individual continues his post:
My feeling is that anyone who is associated with Oak Norton and subsequently the radical Eagle Forum, and the conspiracy theory-laden John Birch Society should not be serving the children of ASD. I’m also disturbed by the fact that Oak Norton supports the Texas education standards which indoctrinates children to learn about Phylis Schlafly, ultra-conservative movements such as the Eagle Forum, and rewrites history by inaccurately vindicating McCarthyism? Do you support a core curriculum that makes an attempt to be politically neutral and teach students to evaluate and think for themselves or do you support the right-wing ideological indoctrination of our students as those who endorse you do?
So the attack continues. Lets look at how this person succeeds in labeling the situation by presenting the facts. The individual begins by naming the Eagle Forum and John Birch Society to be radical and shouldn’t be serving the children of ASD. I am a member of neither organization but I believe them to be wonderful groups who spend countless hours promoting freedom issues and support of the constitution. The JBS actually produced the 10 minute video found on this site in the upper right corner which explains the difference between a republic and a democracy. The Eagle Forum was founded by Phillis Schlafly, a woman who stepped forward in the 70’s to stop the feminist movement. Her efforts had a tremendous impact on the entire nation. This individual thinks children will be “indoctrinated” to learn about her contributions, but I disagree. This is what one single Texas history standard actually says about Ms. Schlafly.
Describe the causes, key organizations, and individuals of the conservative resurgence of the 1980s and 1990s, including Phyllis Schlafly, the Contract with America, the Heritage Foundation, the Moral Majority, and the National Rifle Association;
If the individual feels this is conservative indoctrination to learn about such individuals and organizations that have had an impact on America, then why does he not decry the other side of the coin when further down the Texas standards later include the contributions of Hillary Clinton?
Evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O’Connor, and Hillary Clinton.
This individual seems to have seen a group he despises and leveled charges. The John Birch society isn’t even mentioned in the standards so it’s further confusing to his point to bring them into his rant.
His last charge that the Texas history standards are rewriting history are amusing when our history books already contain a rewriting of history calling the Framers of our Constitution deists and accusing them of all manner of immorality. His specific charge deals with Senator Joseph McCarthy and the Venona papers. Have you ever heard of the Venona papers? Neither has most of the country because that was removed from our history books as well. I’d never heard of them till this year. Here’s what the Texas standards say:
Describe how Cold War tensions were intensified by the arms race, the space race, McCarthyism, and the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers.
This is a completely relevant standard. High schoolers should be taught what happened during the Cold War including the facts about what McCarthy was doing and what was later shown to be correct. Did McCarthy finger some people who were innocent? Possibly so, but to ignore the significant findings of the Venona papers would be the equivalent of indoctrinating our children in the false assumption that there were no Soviet spies and that McCarthy was on a baseless witch hunt. The Venona papers identified 349 persons who had some level of relationship with the Soviet Union, from Alger Hiss and other well known spies, to many whose code names have never been matched up with real individuals.
The Texas history standards are a landmark achievement for presenting history as factual and fair. It removes the prior revisionist history and adds important facts. Significantly more minorities are discussed with their contributions to America. America is repeatedly identified as a constitutional republic (for a change from democracy). And there is a newfound emphasis on the founding documents of our nation. If you haven’t taken a look at them, here’s a link to see for yourself.
Here’s one I just noticed that is new to these standards:
Describe U.S. citizens as people from numerous places throughout the world who hold a common bond in standing for certain self-evident truths
I would love to have Utah adopt these standards. What an improvement over the current indoctrination of diversity and multi-culturalism!
Over 200 years ago the Framers of the constitution gave us a republic “if [we could] keep it.” During the 20th century, progressives in our nation worked to replace “republic” with “democracy” as the name of our form of government. The reason for this was so that people would blur the meaning of the word democracy and give it a dual meaning. They’ve succeeded. Websters defines the word both as representational government we typically think of as a republic, and also as a pure democracy (mob rule) which the Framers were so against.
Now when you hear someone talk about democracy, we always assume they mean the “good” one formerly known as a republic with checks and balances. However, the progressives wanted to blur the meaning so they could introduce the bad form of democracy into casual language and gradually move direct democracy principles into the public discourse in a way that seemed natural. “We’re a democracy so we all have a voice and vote.” It’s a gradual process toward an end we weren’t expecting.
ASD’s slogan “Enculturating the Young Into a Social and Political Democracy” is said by them to mean a republic (though that word seems to burn their lips to say it). Right in front of our eyes they are redefining the terms social democracy and political democracy. A social democracy is defined by the dictionary as a democratic welfare state (socialism) and a political democracy is a pure democracy. These definitions are again being introduced with false meanings in order to make the language commonplace for us so we forget the actual meaning of the words.
John Goodlad wrote this phrase in his book “The Moral Dimensions of Teaching” which ASD has pushed into all its teacher training. Goodlad is a socialist that talks about the need for democracy training in education (along with Bill Ayers). What is their end? It isn’t representational government, it’s pure socialism. Ayers wrote extensively in the Weather Underground Manifesto on the need for teaching youth democracy in order to bring about revolution. Read his writings.
So the point is, when we let someone else define the meanings of terms like “social democracy” and “political democracy” and lose the actual meanings, we get used to the newly defined terms and start accepting some of the true and evil meanings once we get used to the watered down meanings. We accepted “democracy” in place of “republic” and now we see the seeds of true democracy bearing fruit such as the public accepting the 17th amendment so that we would “all have a vote” on our senators, destroying the check and balance that the Framers set up to protect states’ rights. It’s gone downhill from there. So now the progressives start talking about social democracy and redefine it as something that doesn’t sound so bad and once we accept it in our vocabulary they’ll start talking about democratic socialism. We are the frog in the water and the temperature is going up.
When John Goodlad says, “…the state we should strive for is better described in Deweyan terms as a social democracy,” he’s literally talking about socialism. Dewey was an original signatory on the humanist manifesto which erases God and teaches people that science is supreme. All of Goodlad’s training tools are built upon this foundational goal.
When John Goodlad says, “The curriculum of the future will be what one might call the humanistic curriculum,” he is literally saying that his work is to bring to pass humanism through his enculturating programs.
When John Goodlad says, “…educators must resist the quest for certainty. If there were certainty there would be no scientific advancement. So it is with morals and patriotism.” He is literally saying he is for moral relativism and his curriculum and methods are calculated to bring this about. It’s no wonder he’s for constructivist math because that focuses on the process and not the result under the belief that there are no absolute truths (like morals which come from God).
When Bill Ayers said, “the struggle for self-determination has had two stages: (1) a united front against imperialism and for New Democracy, and (2) developing out of the new democratic stage, socialism,“ he is literally saying he wants to push for democracy to replace capitalism, and out of that democracy stage, to bring about socialism. It’s no wonder Bill Ayers is the keynote speaker at next month’s John Goodlad conference, a conference which ASD personnel have always attended and even been members of the national executive committee. Every year till now they have helped organize and present at these conferences, at least until this year when a controversy has been raised over it.
This doesn’t mean Alpine School District is full of socialists, it means we’ve got a few progressives in high places that like the worldly accolades that John Goodlad’s organization brings to them. It means our “watchmen” are asleep on the towers and these national movements have already slipped in the door when vigilant people watching over our education system should have stopped it in its tracks.
If you still think the district phrase above is no big deal, what then will be a big deal? When a teacher tells students that America is not a republic? When a teacher gives an assignment that says “label the form of government of all these nations from around the world” and then marks republic wrong for America on a student’s paper? When a teacher calls a book full of quotes from the Founding Fathers “pure science fiction?” When a district administrator agrees to distribute “In God We Trust” posters until he finds the word “republic” in the subtext referencing “The National Motto of the Republic of the United States of America?” Well I’m sorry to say that all those things have happened in Alpine School District. No, socialism isn’t being taught outright in the classes, but we’re being poisoned by degrees and those who are awake are having a difficult time waking up those who are slumbering because they’re so trusting of those in educational positions of authority.
I suppose this post is long overdue. I continue to hear rumors that go around the Alpine school district concerning how I criticize teachers or similar statements. I am grateful to those of you teachers who have helped defend me because you are able to see the issues as well. It seems that a lot of teachers don’t realize that criticism of the “district” isn’t necessarily criticism of them, in the same vein that criticizing the out-of-control federal government isn’t criticism of all the citizens of the country.
The answer to the question I’ve posed to myself is, yes and no. I will give each answer separately so that those at ASD who wish to pass on to others that I blame teachers can easily pass on the YES answer without the NO. :) Please understand that there are teachers who fall into EACH category. I’ve never heard of anyone who has EVER lumped all teachers into one boat. There are good and bad in the profession just like everywhere else.
The NO answer: No I don’t blame teachers for our predicament. I blame those educrats in power at all levels who have corrupted the education system over decades of time, dumbed down our children through weak curriculum and revisionist history, and sought to ensure our children get a free education through compulsory means. Saying you’ll force people to learn or do good doesn’t achieve either in the long run and continually dropping test scores and college enrollments show this to be the case. Teachers who are concerned about their jobs but understand the issues have had hard choices to make while they’re trying to do the right thing for our children and I feel for them. I deeply sorrow for the hard working teachers who would rather just teach our children but instead have to play inane games with educrats looking over their shoulders telling them what the latest study says they need to do. If you’re in this category, you have my very sincere gratitude and thanks. Keep up the good work.
The YES answer: Yes I blame teachers who didn’t have a shred of common sense when the district told them to not teach the times tables anymore and they did it. This is just as wrong as a marine who is told by a commanding officer to do something he knows to be wrong but does it because he’s told to do it. I blame teachers who claim to teach the truth to our children about our constitutional republic but have never studied it, or even worse, they’re socialists at heart and teach our children how to embrace socialism. Yes I blame teachers who put more concern for advancement and doing the will of the district over the welfare of the children in their classrooms. Yes I blame teachers who buy into everything they are told by the district or college professors, and never take the time to validate what they are being told. There are no peer reviewed studies that support Investigations, Connected, and Interactive math regardless of what some district educrat tells you.
If you are a teacher, before you believe what is being said about me, please look at the amount of research I and others have done and then question those who tell you they are the “professional” and they know what’s right. As an accountant, I knew Enron was a disaster for the profession but wasn’t afraid to admit it. It’s time more teachers spoke up and displayed the intellectual honesty about the issues that the education profession faces. If you don’t, the education system will turn into the next Enron and when it goes down, it will be too late for you to speak up just like it was for the auditors of Enron. In fact, if you thought NCLB (No Child Left Behind) was bad for you, wait till we get federalized assessments and training to go with the new Common Core standards Utah just adopted. We’ve sold our souls gambling for a little pocket change. The assault on you continues to advance.
Some questions you might start with:
- Why is Bill Ayers the terrorist so interested in teaching democracy in education? (link)
- What is humanist John Goodlad’s Agenda for Education in a Democracy? (link)
- Did you know these two men are birds of a feather and that Bill Ayers is the keynote speaker at Goodlad’s 2010 NNER conference? (link)
- What kind of beliefs are written in the anti-God Humanist Manifesto? (link)
- Why did BYU just drop their membership in Goodlad’s NNER after being one of the founding members back in 1986? (link)
- Why is the NNER trying to push the homosexual movement into BYU? (link)
- In all of the United States, there are only 30 Goodlad ”AED Scholars” (Agenda for Education in a Democracy). Why does Utah have 4 of the 30 at ASD and BYU’s McKay School of Education? (link)
Does any of this trouble you?
So you don’t think Socialist Revolutionaries exist in Utah County? Think again.
I just read an article in the Daily Herald about Stephen Sandstrom’s new immigration bill. http://www.heraldextra.com/news/local/article_c49d2be6-4311-59ec-a977-c96d1a42645a.html. Here are the 3 individuals/organizations quoted as being against tougher illegal immigration:
1) Utah Progressive Coalition
2) Stephen Baugh (Democratic candidate running against Sandstrom who was the former ASD Superintendent and current BYU CITES director pushing John Goodlad’s Democracy Agenda)
3) Revolutionary Student Union at Utah Valley University (UVURSU)
What?? A Revolutionary Student Union club? Curious, I looked them up. Want a real awakening? Holy Cow!!
This club encourages the REVOLUTIONARY overturn of capitalism in the US and is connected to many national and international Marxists, Leninists, Socialists, Anarchists, Palestinian Liberation groups and of course, Democracy Now. This group doesn’t just take the slow evolutionary approach to socialism like our public school system does, it actually calls for revolution and features a post about combating the police. It is very reminiscent of Students for a Democratic Society (SDS) in which Bill Ayers started the Weather Underground to revolutionize America by blowing up buildings. Important: scroll down http://www.uvursu.com/ to see who RSU affiliates with to get an eye-opening education of what is going on at our campuses right here in Utah County.
Perhaps interesting to you might be a group the RSU links with, Mormon Worker (think Workers of America Unite). This site is published by LDS members “devoted to Mormonism and radical politics” http://themormonworker.org/about.php. Interesting to me is the contributor list which mentions many graduates from BYU who have gone on missions and fight for redistribution of wealth, feminism, sex-ed reform, the gay agenda, and other Progressive policies. http://themormonworker.org/contributors.php
What does this have to do with me? What can I do about it?
There is a reason many parents think there is a problem with Alpine School District pushing a Democracy Agenda over academics and why we are concerned that they won’t break up their love affair with John Goodlad, socialist/atheist/humanist who mentors the district with his socialist theories and writes in his books quotes like these…
“Enculturating the Young Into a Social and Political Democracy”
“Most youth still hold the same values of their parents… if we do not alter this pattern, if we don’t resocialize, our system will decay.”
“Parents do not own their children. They have no ‘natural right’ to control their education fully.”
“The curriculum of the future ‘will be what one might call the humanistic curriculum.”
If there is nothing going on here in Alpine School District promoting socialism or atheism, ask yourself this… Why can’t ASD pull itself away from the district motto and everything John Goodlad? http://www.heraldextra.com/news/local/article_7d0cf17d-e17a-50e3-a1fa-8a51b871c75b.html
Why is Bill Ayers, socialist and former revolutionary terrorist-turned University educator the keynote speaker for an upcoming NNER Conference in October which Alpine School District employees attend each year? http://www.utahsrepublic.org/tag/bill-ayers/ (Read all 3 posts to see how Bill Ayers is connected with the Alpine School District.)
Why was the NNER’s last keynote speaker an anti-Mormon, ex-BYU feminist and Progressive, Nel Noddings, who wrote Women and Evil which scrutinizes the Bible’s male chauvinist writers for portraying women as evil? Her plea to educators is to re-define evil to fit in these modern times (moral relativism). By the way, this speech’s emphasis was on one of Goodlad’s 4 Moral Dimensions that our school board is so adamant on defending, nurturing our children. The question is, who is doing the nurturing? Parents or the state?
Please, it is time to educate our community, stand up for what is right and vote these current board members out who keep pushing this political agenda. We need to concentrate on academics and true principles. We need to raise a liberty-loving, moral generation if we want our Republic to be strong. And morals need to be taught by parents and churches, not government run schools! You might not see this in your child’s classroom…yet, but know that the ASD is pushing this agenda and spending our tax money doing it.