Posts Tagged ‘BYU’
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…
In the summer of 2010, BYU’s education department told the Provo Daily Herald they were leaving John Goodlad’s National Network for Educational Renewal for “financial reasons” and said they were leaving other organizations as well. This might be true. They might have been losing donors who had become aware that John Goodlad’s organization was pressuring BYU and they might have told BYU no more money unless they dropped that association. Unfortunately, it looks like that was only one of several questionable memberships for BYU’s Education department.
This past week, I received an email from someone alerting me to BYU’s Education department’s current involvement with NAME, the National Organization for Multicultural Education, which is for “Advancing and Advocating for Social Justice & Equity.” On Nameorg.org’s home page, we find a writeup with this headline, “NAME Statement of Solidarity with Occupy Chicago and the Global Occupy Movement”. You can read their statement of support for the revolution here: http://nameorg.org/ or click the image to enlarge it.
The 2008 NAME conference was titled “Beyond Celebrating Diversity: ReACTivating the Equity and Social Justice Roots of Multicultural Education.” This pretty much sums up the organization but to be totally clear, NAME’s mission statement includes these goals and objective:
Multicultural education is a philosophical concept built on the ideals of freedom, justice, equality, equity, and human dignity as acknowledged in various documents, such as the U.S. Declaration of Independence, constitutions of South Africa and the United States, and the Universal Declaration of Human Rights adopted by the United Nations…
…It [a multicultural education] prepares all students to work actively toward structural equality in organizations and institutions by providing the knowledge, dispositions, and skills for the redistribution of power and income among diverse groups. Thus, school curriculum must directly address issues of racism, sexism, classism, linguicism, ablism, ageism, heterosexism, religious intolerance, and xenophobia…
…In addition, teachers and students must critically analyze oppression and power relations in their communities, society and the world…
…Multicultural education requires comprehensive school reform as multicultural education must pervade all aspects of the school community and organization.
Recognizing that equality and equity are not the same thing, multicultural education attempts to offer all students an equitable educational opportunity, while at the same time, encouraging students to critique society in the interest of social justice.
I strongly agree that equality and equity is clearly defined in the Declaration of Independence and U.S. Constitution. All [people] are created equal and endowed by their creator with unalienable rights. That should be what we teach all children. No one is better or worse than another because of the color of their skin. Everyone has the opportunity to rise to greatness. But that’s it. End of story. No legislating the playing field to give the advantage to anyone including minorities. Just level the playing field and give everyone the opportunity to become what they will.
On the Institutional Memberships page of NAME’s website, we find BYU listed.
Membership in this organization is a small annual fee but one can’t help but wonder why BYU didn’t drop this association when they dropped the NNER membership last year since they said they were dropping ”others” at that time.
On the Utah Chapter of NAME’s website, I discovered more BYU involvement on the board and in other supportive roles.
The email I received pointed out:
Alta High’s new principal was hired by Canyon’s District because he is a multicultural educator. He is out of the David O. McKay School, and received NAME’S 2011 Educator of the year award. He cowrote a book ”Holistic Multicultural Education: Pedagogy for the 21st Century” with three others at BYU, one being Ramona Cutri—a current professor at the McKay school and 2009 President of NAME’s Utah Chapter.
Like John Goodlad’s NNER conference last year where Bill Ayers was the keynote speaker, Bill Ayers was the keynote speaker for NAME’s national conference last month (November 2011), and just like the good old days of BYU’s Education department involvement in Goodlad’s NNER, two BYU education professors were presenters at the conference (link to a review of the conference, Ayers on page 1 & BYU on page 6).
One presentation I found on the Utah NAME chapter website from March 2010, entitled “Making the Case for Multicultural Education in Utah” was from BYU Professor Ramona Maile Cutri. Among the slides I found this representative of what this organization is about.
BYU Education Department has a webpage (maybe more) devoted to diversity activities including how to incorporate multiculturalism into your classroom.
Membership in an organization promoting the downfall of America: CHECK
Membership in an organization with ties to Bill Ayers: CHECK
Membership in an organization promoting the gay agenda: CHECK
Membership in an organization promoting social justice: CHECK
Membership in an organization promoting redistribution of wealth: CHECK
Can we get a complete audit of BYU’s Education Department memberships and associations?
Also sent to me was a 2007 working document where BYU’s education department was performing a John Goodlad NNER “Equity Self-Study” evaluation related to the Public School Partnership. The PSP is how BYU relates everything they are doing and pushes it into the PSP school districts. This first page of the document shows Steven Baugh, director of CITES (the teacher and administrator training/indoctrination facility for the PSP); Richard Young, from BYU’s Education Department; and other representatives such as Alpine School District’s Superintendent Vern Henshaw, were major players in creating this document. The document shows political ideology in a phase called “sustaining progress.”
Further down this chart is a line item called “Sexual Orientation” which is in the “Beginning to Implement” column. The two sets with footnotes in this column are written up as follows.
Xa) Language, Locality, Race, and Socioeconomic Status—We are beginning to implement a number of
programs/initiatives in these areas. Specifics are listed below entitled “Programs/initiatives to promote equity.” As
a general statement, we are sustaining progress in these areas.
Xb) Sexual Orientation—The School of Education has identified the knowledge, skills, and dispositions that every
teacher candidate should possess to assist all students in the schools to access a quality education regardless of
sexual orientation, disability, gender, etc. The primary place for teaching this is designated for the multicultural
classes required of all teacher candidates. In addition, all teacher candidate course work and field experience is
undergirded by the moral dimensions of teaching.
NAME is evidently the organization BYU choose to partner with to better indoctrinate teacher candidates in multicultural classes. The “moral dimensions of teaching” is the buzz-phrase from John Goodlad which includes the “Enculturating the Young into a Social and Political Democracy.” Both the NNER and NAME organization are in favor of overturning our system of government and moving toward a socialist state.
MAKE NO MISTAKE, if your child is in one of the PSP school districts which include Provo, Nebo, Alpine, Wasatch, Jordan, and probably Canyon now, your teachers are receiving this garbage as part of their training. Your administrators are being indoctrinated in it. It may take time to trickle down and some teachers will wisely filter out the garbage from their own mind, but at some point they will be held accountable to new standards which call for implementing these things in the classroom.
The dangers of BYU professors associating with Bill Ayers and other revolutionary minded people is most disturbing when parents think they are sending their children to a university with a belief that the U.S. Constitution was divinely inspired and their children are going to learn a love and respect for our country. Instead, children are being indoctrinated through these programs to promote people based on characteristics other than individual skill and effort, and to tear down our country and replace it with a direct democracy and moral relativism. If your child has an interest in becoming a teacher, I would strongly suggest avoiding BYU and urge everyone to not donate to BYU unless it’s to a specific department other than a teacher preparation department such as the Education and Math Education departments.
Dealing with Korihor
ASD’s Democracy Explained (Helping people understand progressives’ definition of Democracy)
Utah is a fairly conservative state and having the LDS church here (which has a pro-Constitution doctrinal position) one would tend to assume that a fairly strong conservative leaning would be at a university owned by the LDS church. However, the liberal leanings of academia know no bounds and when Glenn Beck’s LDS Co-host, Pat Gray, sent his daughter to BYU, the last thing he ever expected was for her to come home an Obama supporter. Listen to Glenn’s counsel on this video and how Pat turned his daughter back around to the truth of what President Obama really is. If it can happen at BYU to Pat Gray’s daughter, it can happen anywhere, and to anyone.
BYU’s Department of Education has published their Spring 2011 edition of McKay Today Magazine and contained in this small compilation is a tribute by former dean Robert Patterson to none other than John Goodlad. Susie Schnell sent me a link to it and even though it’s an article that has been seen on BYU’s website in the past, they chose to re-emphasize their complete and utter devotion to a man who is seeking the overthrow of all that BYU supposedly stands for.
First and foremost, lets be 100% clear that John Goodlad is an anti-Christ, and in LDS terminology, we would also call him a Korihor. He is an atheist, humanist, socialist, who espouses population control, constructivist math, implementing the gay agenda in the classroom, and having teachers introduce Marxist social justice in the classroom. Goodlad invited Bill Ayers, the godless Marxist terrorist turned educator to be the keynote speaker at his NNER conference last October. None of these philosophies are worthy of BYU’s mission or standards, neither does it correspond with direct teachings from the Book of Mormon which instruct us that both our secular teachers, and ecclesiastical leaders, should be individuals who walk in God’s paths or we should not trust them.
Mosiah 23:14 “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.”
The BYU Education Department’s infatuation with Goodlad is completely independent of the LDS church. The church may own the school, but once teachers have tenure their ideology comes out without much fear of retribution in spite of the poison they may subtly distribute to students who believe their teachers are only espousing God’s truths and not the philosophies of men. They embrace Goodlad’s worldly philosophies because he is nationally prominent and has bestowed honors upon them and their college of education, specifically naming two individuals (Steve Baugh and John Rosenberg) as AED Scholars (Agenda for Education in a Democracy), and working with BYU for decades within his national network.
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.
Joseph F. Smith
2 out of 3 ain’t good.
BYU’s Ed department’s embrace of Goodlad shows they have utterly failed to follow the counsel of leaders, and of their core scriptural beliefs.
Last year (2010) when BYU’s Education Department was under attack from us for being members of John Goodlad’s NNER, which was trying to force BYU to accept the gay agenda into their school, the Provo Daily Herald reported that BYU was dropping its membership with the NNER (National Network for Educational Renewal) for “financial” reasons. However, in that same article, the Herald said, “Far from divorcing themselves from Goodlad, BYU provided the Daily Herald with a summary of Goodlad’s achievements” and went on to praise and adore this prominent national educator.
So here we are one year later and some have wondered if BYU’s Education Department was possibly changing their direction. They have answered with a resounding NO.
This tribute (PDF) in their latest newsletter clearly shows where they stand. My comments are on the right. (I also suggest to BYU’s Ed Dept. that they look at the title tag they have used with Robert Patterson’s photo and correct the (Freudian?) slip where they have named him “John Godland.”)
|John Goodlad’s Influence on the BYU–Public School Partnership
By Robert Patterson
|Robert Patterson is a lifelong educator and author. He was a former dean of the McKay School of Education at Brigham Young University between 1999 and 2003, during which time he worked closely with John Goodlad.||John Goodlad has been working close with BYU’s Ed. Dept. since 1983 when he first set up the Public School Partnership between BYU and 5 surrounding school districts, and in 1986 when BYU’s Ed. Dept. became a founding member of the NNER.|
|As I participated in the various activities of the BYU–Public School Partnership (BYU–PSP), I experienced an oft-repeated query from fellow participants: “Why do we pay so much attention to the opinions and ideas of John Goodlad?” I want to offer three possible responses.||Here comes the official answer as to why BYU’s Ed. Dept. pays to much attention to John Goodlad.|
|First, I suggest we look at the professional record of this man. His colleagues have publicly acknowledged the extent and value of his work by literally showering him with prestigious awards, including the Horace Mann League Outstanding Friend of Public Education and the John Dewey Society Outstanding Achievement Award in 2009. He has tirelessly done his utmost to address educational issues in a manner to help fellow professionals as well as the larger interested public.||Reason 1: he’s a prestigious (prominent) national award winnerHorace Mann: Creator of compulsory education”What the church has been for medieval man, the public school must become for democratic and rational man. God will be replaced by the concept of the public good. The common (public) schools shall create a more far-seeing intelligence and a pure morality than has ever existed among communities of men.” -Mann
John Dewey: Original signatory on the atheistic, socialistic, Humanist Manifesto.
“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?” -Dewey
Evil, godless, prominent men who have an agenda to destroy faith in God and have awards named after them and Goodlad has received them. That’s reason #1 BYU’s Ed. Dept. follows Goodlad.
|The second compelling reason relates to his role in helping to launch and enrich the organization of the Partnership. On invitation from Curtis Van Alfen, the BYU dean of education in 1983, Goodlad spent several months at BYU helping school district and university personnel catch a vision of the benefits of a collaborative relationship.||Reason 2: Goodlad did tremendous service for BYU to help them catch a vision of a collaborative relationship.What is Goodlad’s agenda?”The curriculum of the future will be what one might call the humanistic curriculum.” -Goodlad|
|Goodlad also invited the Partnership to become a member of the National Network for Educational Renewal (NNER). As a result, participants of the BYU–PSP have received outstanding leadership training as well as the opportunity to interact with school or university faculty members from other NNER sites. One result of this interaction has been the replication of the Seattle Associates Program at BYU. The Partnership has used associates as one of the main ways of sharing ideas and promoting a common value position within the BYU–PSP.||Reason 3: If you read the titles of some of the NNER conference talks, of which BYU Ed. Dept. professors regularly presented (along with Alpine School District leaders from the PSP) you’ll find intriguing topics such as these:”The Creation of a Wise and Healthy People and a Culture for Sustaining and Renewing this Populace” (Sounds eerily like the U.N.’s Agenda 21 plan)”Expert Study Panel Groups (GLBT & Community Engagement)” (I don’t think I need to comment on this one)
“School-based Mentoring: A Nurturing Approach to Improve the Educational Outcomes of Students At-risk” (This particular session was taught by a BYU prof. and when you read the brief section below, you’ll see their mentoring/nurturing approach is to supplant the parent with a nurturing teacher. Where did that come from? “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)
“And Justice For All: Using Artificial Environments to Create Community and Teach Diversity”
“The Re-emergence of the Research School: A Model To Meet the Challenges of Education for Democracy”
Whatever happened to teachers getting trained in how to teach math, reading, and writing? These courses have NOTHING to do with educating our children and EVERYTHING to do with indoctrinating them into a “social and political Democracy.”
|Another significant and valuable application of Goodlad’s leadership is our Center for the Improvement of Teacher Education and Schooling (CITES). By accepting Goodlad’s challenge to experiment with this new organizational structure, we have found ways to include other BYU colleges in the Partnership, to strengthen the in-service provisions offered for school personnel, and to generate ideas through research and program evaluation.||Reason 4: The wonderful CITES center where the application of Goodlad’s philosophies are extended to other colleges, and through which PSP school administrators and principals pass in order to be deemed “Goodlad-agenda-ready” for public service. CITES is run by Steve Baugh, Goodlad AED scholar. Baugh is the former Superintendent of Alpine School District where he helped bring constructivist math (ex. Investigations, Connected, and Interactive math) to tens of thousands of children, forever damaging their mathematical abilities, but following Goodlad’s recommendations that a socialistic style constructivist approach be used to help further prepare children for life in a social and political Democracy.CITES also receives hundreds of thousands of public tax dollars each year yet won’t allow for an audit or release of how those tax dollars are spent in spite of requests by legislators.|
|John Goodlad has encouraged and supported the BYU–PSP in powerful ways. Without the benefits derived from the focus associated with his writings and programs and the example of excellent leadership through skillful mentoring and modeling of ideas and practices, the BYU–PSP would be far less able to speak with pride of the quality of education in our partner districts and in our university teacher preparation programs. We continue to be richly rewarded for celebrating Dr. John I. Goodlad.||Quality of education in our partner districts? Is that why UVU has a math remediation *department* for the nearly 70% of incoming students who can’t do simple college algebra?Teacher prep is nothing more than indoctrination prep. There is precious little content knowledge being transmitted to those who obtain a teaching certificate, but loads of philosophical poison from Goodlad’s agenda. We need teachers who actually understand math to teach it.|
“As the educational system falls into the hands of the in-power political faction or into the hands of an obscure but tightly knit group of professional social reformers, it is used not to educate but to indoctrinate.” Ezra Taft Benson (An Enemy Hath Done this – pg. 229)
“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. Said Karl G. Maeser, “I would rather have my child exposed to smallpox, typhus fever, cholera or other malignant and deadly diseases than to the degrading influence of a corrupt teacher.” Ezra Taft Benson (The Teachings of Ezra Taft Benson, p. 307.)
John Goodlad is among the “others” mentioned and a disciple of John Dewey.
“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.)
What Is a Mentor?
Who was your mentor? Who could be trusted to answer the important questions you had? Who was there to give you advice? Who served as a role model at important points in your life?
Most successful people have had a mentor at some time in their life, whether in business, sports, the arts, the classroom, or university work.
FiVE Things You Should Know about Mentoring
1. What a Mentor Is and What a Mentor Is Not
A mentor is not:
What a mentor is:
- a parent
- a cool peer
- a babysitter
- a therapist
- a disciplinarian
- a parole officer
- a nag
- a savior
- an ATM
- a wise and trusted friend
- a link to another generation
- a confiant
- a tutor
- an advisor
- a visionary “seer” (been there, done that)
- a cheerleader
- a coach
- a listener
- an advocate
- a sounding board
- a guide
- a role model
- a partner
- a motivator
The greatest mentor I have had in my life is my father. I wonder how the department integrates the Proclamation on the Family into their philosophies? This article further shows the embrace of Goodlad’s philosophy as he believes:
“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
One of Goodlad’s core 4 dimensions of teaching is that teachers become the nurturers of students. Here’s a few Goodlad quotes (references at link) for you.
“[schools] should liberate students from the ways of thinking imposed by religions and other traditions of thought.”
“…educators must resist the quest for certainty. If there were certainty there would be no scientific advancement. So it is with morals and patriotism.”
“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.”
“…the state we should strive for is better described in Deweyan terms as a social democracy.”
I ask, do you believe the philosophies of John Goodlad will help build up Zion? I say they will not. They will tear it down and destroy it. They will indoctrinate in false philosophies and destroy faith in God. Has the BYU Ed. Dept. fallen into this cunning plan?
2 Nephi 9
28 O that cunning plan of the evil one! O the vainness, and the frailties, and the foolishness of men! When they are learned they think they are wise, and they hearken not unto the counsel of God, for they set it aside, supposing they know of themselves, wherefore, their wisdom is foolishness and it profiteth them not. And they shall perish.
29 But to be learned is good if they hearken unto the counsels of God.
What is that counsel we are to hearken to?
“We have not been using the Book of Mormon as we should. Our homes are not as strong unless we are using it to bring our children to Christ.Our families may be corrupted by worldly trends and teachings unless we know how to use the book to expose and combat the falsehoods in socialism, organic evolution, rationalism, humanism, and so forth… And our nation will continue to degenerate unless we read and heed the words of the God of this land, Jesus Christ, and quit building up and upholding the secret combinations which the Book of Mormon tells us proved the downfall of both previous American civilizations. (A Witness and a Warning, p. 6.)
Those who fail to see the dangers of an alliance with John Goodlad reject the message of the Book of Mormon and are literally walking in darkness at noon-day as they become accomplices in an effort to destroy the morality and agency of man.
David O. McKay, a staunch fighter against humanism and socialism, must be weeping in heaven that his name is attached to this department.
A friend emailed me and a few others a link to the new Nebo School District educational framework document entitled “Partnership for 21st Century Skills.” A while later, another friend who also received the link sent me this brief review of the document. She agreed to let me post it here.
So glad they have highlighted the 21st Century Skills!!! Such elaboration in this document leaves little concern for the future leaders of the United States and their intellectual development which undoubtedly will prepare them for their government employment. It all falls so neatly somewhere ‘under that rainbow’.
I was greatly relieved to know that they have determined the preeminent importance of literacy! Especially global, civic, health, and environmental literacy which may or may not fall under the MSE [BYU McKay School of Education] category of “Balanced” Literacy. Maybe we should check on that……
They must have been reading my mind when they discerned that our American youth MUST have highly skilled knowledge of the ‘…role of the economy in society’s rights of citizenship at global levels…’ and the equally important ‘global implications of civic decisions’. What a relief to know this is covered and they will fulfill their rights as global citizens!
They will probably demand to “monitor family health goals” under “health literacy”, don’t you think? I am curious as to how they will grade the individual student on the family goals? Could this be problematic?
This new 21st century skill set will help revive the pining for the 60′s radicals that seems rampant today, as they will encourage the young to “create new ideas” of “radical content”. I wonder if they were referring to the curriculum used in Tuscon schools curriculum or if they have more original radical ideas they would like to have elevated….
And for the Christian youth, they will no doubt find success as they teach them correct skills to “effectively evaluate claims and beliefs”. Of course, if the Fairness Doctrine isn’t instituted before these are taught, they will have a generation of deep thinkers who will root for ‘fairness’ in the media as they will have been diligently taught to “synthesize between information and argument.”
Then I HAD to open the document and see if it really talked about monitoring family health goals. Amazingly true. WHAT ARE Y’ALL DRINKING DOWN THERE IN NEBO? Ohhhh, that’s right, you’re part of the BYU Public School Partnership where John Goodlad’s Agenda for Education in a Democracy scholars run the show… That explains everything.
What a load of garbage. This is exactly why school board races must be made partisan. Nobody knows what agenda they are putting into office because the public at large is full of ignorant people who vote based on who had the most signs up or whose name appeared first on the ballot. Nobody looks into school board candidates and they are mostly left-wingers that put agenda ahead of arithmetic.
Looking through the document I see other fun stuff like participating in global environmental action and how population growth impacts resource consumption rates. Wow that’s fantastic! Now Nebo children can learn how evil humans are and why we need to let some nut job such as Obama’s science czar put sterilants in our water supply so we don’t overpopulate the earth. If you aren’t familiar with John Holdren, here’s a couple quotes from him (http://bit.ly/13vEnq).
“Individual rights must be balanced against the power of the government to control human reproduction.”
“The law regulates other highly personal matters. For example, no one may lawfully have more than one spouse at a time. Why should the law not be able to prevent a person from having more than two children?”
“The Planetary Regime might be given responsibility for determining the optimum population for the world and for each region and for arbitrating various countries’ shares within their regional limits. Control of population size might remain the responsibility of each government, but the Regime should have some power to enforce the agreed limits.”
Among some of Holdren’s other ideas…
- Adding a sterilant to drinking water or staple foods
- Sterilizing women after their second or third child
- Long-term sterilizing capsule … implanted at puberty and might be removable, with official permission
Did John Holdren help Nebo S.D. write their document? If you live in Nebo, you may want to look into it…
Update 10/23/10: for those of you looking for the most relevant information on the elections I recommend you visit www.SaveASD.com for candidates that will act as the public watchdogs we need, instead of acting as apologists for district policies.
An open letter to the teachers of Alpine School District (ASD) – I encourage all parents to forward this email to their children’s teachers and principals, and then to your friends elsewhere so they can be aware of the transformation taking place in our schools.
Dear Teacher or Principal,
Thank you for becoming teachers and engaging in the challenging and rewarding work of inspiring the rising generation. Thousands of families hope for your success in reaching their children to help them achieve all they can. I write you to express my concern over a dangerous agenda which is filtering into schools around our country and even into our own school district to an extent. My hope is to simply raise your awareness so that you are not drawn into these philosophies unaware of their intent.
Last year I started the website UtahsRepublic.org after reading the history standards for the state of Utah. I discovered that the word Republic did not appear one time in the K-12 standards. Article 4, section 4 of the U.S. Constitution guarantees us a republican form of government but it seems that all we ever hear about is that we are a Democracy. The short video at this link clearly explains the difference between a republic and a democracy.
The name John Goodlad is well known in the field of education. His book, “The Moral Dimensions of Teaching” is the source of the statement in the Alpine School District Professional Development Center which says, “Enculturating the Young into a Social and Political Democracy.” When I first encountered that phrase about 6 years ago, I didn’t realize the full ramifications of what it was saying. Only during the past year, with the help of others, were we able to understand what Goodlad meant.
John Goodlad is a follower of John Dewey. Dewey was one of the original signatories on the Humanist Manifesto in the 1930′s. A humanist is one who replaces the worship of God with the worship of man and his “genius.” With no God, there are no absolute truths so all knowledge and morals are relative or as Goodlad says, democratic. This moral relativism is based on evolving majority public opinion and is the core of Goodlad’s belief system. This is why he favors and promotes a constructivist philosophy. It is centered in the notion that the process is more important than the result which he believes may change over time.
Among Goodlad’s beliefs are: (references below)
- “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.” (1)
- “Parents do not own their children. They have no ‘natural right’ to control their education fully.” (2)
- “The curriculum of the future ‘will be what one might call the humanistic curriculum.’” (3)
- “Enlightened social engineering is required to face situations that demand global action now.” (4)
- “…the state we should strive for is better described in Deweyan terms as a social democracy.” (5)
- “…educators must resist the quest for certainty. If there were certainty there would be no scientific advancement. So it is with morals and patriotism.” (6)
- “Education is a task for both parents and state. The state, parents, and children all have interests that must be protected.” (7)
Do these statements surprise you as much as they did me?
A “social democracy” is defined by Merriam-Webster’s dictionary as a democratic welfare state or the gradual transition from capitalism to socialism. Goodlad seeks to accomplish this transition by his “enlightened social engineering.” Charlotte Iserbyt (worked in the Department of Education under Reagan) in her book “The Deliberate Dumbing Down of America” wrote that Goodlad is this nations “premier change agent” to take us toward socialism. (www.deliberatedumbingdown.com) In her book she quotes Goodlad as saying:
“The most controversial issues of the twenty-first century will pertain to the ends and means of modifying human behavior and who shall determine them. The first educational question will not be ‘what knowledge is of the most worth?’ but ‘what kinds of human beings do we wish to produce?’ The possibilities virtually defy our imagination.” (pg. 56)
Goodlad espouses centrally planned indoctrination for the modification of human behavior. There is no agency or liberty in Goodlad’s formula for success.
In 1983 John Goodlad came to BYU’s McKay School of Education (MSE) and set up the Public School Partnerships (PSP) which ASD joined (along with Provo, Wasatch, Nebo, and Jordan school districts). In 1986 he established the NNER (National Network for Educational Renewal) and the MSE became a founding member in the hopes of improving education for our children.
In June 2006, during an NNER Executive Board meeting at which Vern Henshaw (ASD Superintendent) was present, Ada Beth Cutler raised concerns that BYU fired an adjunct faculty member for writing an Op-Ed in support of homosexual marriage. Ms. Cutler then 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.” You can read more about this and the NNER here:
As this information spread the last few months, worried parents were happy to hear BYU’s MSE announce at the end of June 2010 that they were dropping their association with the NNER for financial reasons.
The story became even more troubling when we discovered the connection between John Goodlad and Bill Ayers. Would you be comfortable with an avowed Marxist revolutionary terrorist teaching your children? Bill Ayers was a founding member of the terrorist group “The Weather Underground” and was involved in activities like bombing the Pentagon and New York Police Department between 1968 and 1975. In 2001 he lamented to a NY Times reporter that he regretted he couldn’t have done more. Ayers realized after the terrorist days that you can’t gain a big following by bombing things. The way to attract followers is to indoctrinate the young into your philosophy. To learn more about his radical philosophy and how he promotes it through teaching democracy to children, please read this page:
Bill Ayers and John Goodlad are birds-of-a-feather. They have the same fundamental beliefs except Goodlad didn’t blow stuff up. He went straight into education and skipped the violence. If you read the comparison at the link below you will see how similar their philosophies are. Then ask yourself: why has Bill Ayers been invited by John Goodlad to be the KEYNOTE SPEAKER at the 2010 NNER conference this October?
Both Goodlad and Ayers teach that our form of government is a democracy and push to have it taught in the classroom in order to revolutionize our society. I strongly suggest you read the 2nd link above which lays bare their agenda in their own words. You can read snippets or download the entire Weather Underground manifesto co-written by Ayers. Their Agenda is all laid out just like it is on the NNER website in one of the links above.
I believe Bill Ayers and John Goodlad both to be dangerous men. Goodlad is well respected in education circles and that allows him to promote his philosophy in friendly environments making it difficult for people to separate the good educational practices from the bad social philosophies. I believe that someone who is an atheist/socialist/humanist has no place in our school system, attempting to indoctrinate teachers how and what to teach our children.
I pass this on in the hopes that as you become aware of what is happening here and around our country you can find ways to resist this agenda. If you would like further information or to join with us in opposing this socialist movement, please contact me through the UtahsRepublic.org website.
1) John Goodlad, “Report of Task Force C: Strategies for Change,” Schooling for the Future, a report to the President’s Commission on Schools Finance, Issue #9, 1971
2) John Goodlad, Roger Soder & Timothy McMannon, “Developing Democratic Character in the Young”, pg. 164
3) John Goodlad, “Directions of Curriculum Change”, The NEA Journal, March 1966
4) John Goodlad, “Schooling for a Global Age,” pg. xiii
5) John Goodlad, “Developing Democratic Character in the Young”, 2001, pg. 153
6) John Goodlad, Corinne Mantle-Bromley, Stephen John Goodlad, “Education for Everyone: Agenda for Education in a Democracy”, Woods Learning Center, pg. 6
7) John Goodlad, “Developing Democratic Character in the Young”, 2001, pg. 164
A BYU English professor (Brian Jackson) wrote an op-ed today in the Deseret News all about the McCarthyite parents in Alpine School District who got upset over nothing at John Goodlad and Alpine’s use of his phrase “Enculturating the Young into a Social and Political Democracy.” Read the article, and then read the excellent comments that follow which expose how little research and understanding this fellow has of John Goodlad (who Charlotte Iserbyt called America’s “premier change-agent” in her expose on the American education system entitled “The Deliberate Dumbing Down of America”).
For those of you that saw last Sunday’s Provo Daily Herald front page story, the reporter claimed I made a number of statements which I did not. I understand how a reporter occasionally gets things wrong, especially from oral conversations, but in this case, I gave the Herald a letter in writing and they completely destroyed what I wrote and put words in my mouth I never said. This is my response. Please pass this on to everyone you know to help people understand how wrong the Daily Herald got my story. The original article I sent the Herald can be read here so you can see exactly what I did write.
Last week’s article entitled “Parents accuse BYU, Alpine district of a socialist conspiracy” contained a sensationalized title and was a mischaracterization of an article I wrote at the Herald’s request. It did not accurately portray several important facts as we have never leveled such charges at BYU or ASD. The word “conspiracy” never appeared in my original article and the word “socialist” only appeared in a quote from John Goodlad from his NNER website where they listed various forms of government until they decided a democracy was the best one for us.
The Herald article went wrong by attributing serious charges I leveled against John Goodlad, to BYU and ASD. What parents have been working to do is expose Goodlad’s Agenda which we view as anathema to this community. It can accurately be said that Goodlad is a socialist, humanist, and atheist, and that his influence is filtering into our schools (case in point is the “Enculturating the Young into a Social and Political Democracy” sign in ASD’s District office).
I have posted in full, my original letter to the Herald on my website at www.UtahsRepublic.org should any of you wish to see that it barely mentions Alpine district and BYU except by way of their associations with John Goodlad.
It is Goodlad’s philosophy to remove God and traditional family values from the classroom. His main channel is through his NNER (National Network for Educational Renewal) which has on its website a subversive Agenda calling for the transformation of America into a social and political democracy. This Agenda follows the Humanist Manifesto, seeks to completely remove God from our schools, and seeks to ensure children are given a proper education away from parents who might unduly influence them. Here are a few quotes from Goodlad that illustrate his philosophy.
“Parents do not own their children. They have no ‘natural right’ to control their education fully.” (John Goodlad, Developing Democratic Character in the Young, 2001, pg 164)
“In the quest for learning, 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, Woods Learning Center, Education for Everyone: Agenda for Education in a Democracy, pg. 6)
“The curriculum of the future ‘will be what one might call the humanistic curriculum.’” (John Goodlad, NEA Journal, Directions of Curriculum Change, March 1966)
Humanism is replacing the worship of God with the worship of man and his “genius.” For those of you that are LDS, just a week ago at general conference there were strong warnings against moral relativism (ie. standards based on changing cultural norms) and the dangers of the humanistic Korihor doctrine. It can accurately be said that John Goodlad is a modern day Korihor.
One other error in last week’s article was the notion that I believe a republic is based on the “power of God.” What I actually wrote was “we are a republic with natural rights bestowed upon us by God.” I do believe the Framers of the Constitution were inspired, but our Republic is based on principles of representation where elected officials exercise sovereign power on our behalf to protect our natural rights. If we don’t like the job they do, we vote them out. This differs from a democracy which Goodlad desires to transform us into through his Agenda where everything is subject to a vote of the people…issues, knowledge, and morals.
Now that this is fully public, I ask those at BYU and ASD who have accepted Goodlad into the educational fold to reject him. Does this community really want or need a humanist, atheist, and socialist dictating what the ‘Agenda’ or ‘Moral Dimensions’ are for our schools and thus our children? Honestly, what benefit does Goodlad or his NNER bring to BYU or ASD? I’d say it’s time to drop such dangerous philosophies and connections. I can’t imagine the benefits of this relationship outweigh the costs.