Posts Tagged ‘indoctrination’

Think Common Core Standards were a State Initiative?

Think Common Core State Standards are State led? Get the facts:

(Click here to get a 2 page flier you can print or email to share with others)

• 1988: Marc Tucker became the president of the National Center for Education and the Economy (NCEE) where he joined up with Hillary Clinton, Mario Cuomo, and Ira Magaziner to get states to move away from local control of their schools and migrate to national standards. (link)

• 1990: George H. W. Bush signed an international agreement entitled, “World Education for All (EFA), the result of a United Nations “World Conference on Education for All” summit. (link)

• 1991: Tucker and Lauren Resnick created New Standards that pushed standards-based reform. (link)

• 1992: Tucker writes “Dear Hillary Letter.” This letter, written to Hillary Clinton, addressed Tucker’s ideas for radical education reform after Bill Clinton’s presidential win. The goal is “to remold the entire American system” into “a seamless web that literally extends from cradle to grave and is the same systems for everyone,” coordinated by “a system of labor market boards at the local, state and federal levels” where curriculum and “job matching” will be handled by counselors “accessing the integrated computer-based program.” (link)

• 1994: Tucker’s ambitious plan was implemented in three laws passed by Congress and signed by President Clinton: the Goals 2000 Act, the School-to-Work Act Opportunities Act, and the reauthorized Elementary and Secondary Education Act (ESEA) called “Improving America’s Schools Act of 1994.” (link)

• 1996: An organization called ACHIEVE, Inc. was formed by the nation’s governors and corporate leaders. (Many of them tied to Marc Tucker and the NCEE). The goals from an Education Summit in Palisades, NY were to ACHIEVE the goals of the 1994 school reform bills. (link)

• 1998: Tucker and Judy Codding created America’s Choice, a comprehensive school reform program, that made sure the national standards were further implemented into schools. (link)

• 2001: George W. Bush renames ESEA “The No Child Left Behind Act” and signed it into law. (link)

• 2004: Microsoft (Bill Gates) contracts with UNESCO (the United Nations Educational, Scientific and Cultural Organization) to fulfill part of UNESCO’S Millennium Campaign Goals—universal education and educating for a global economy. A “master curriculum” for teacher training in information technologies based standards, guidelines, benchmarks, and assessment techniques is to be developed. (link)

(UNESCO / Gates Foundation Agreement)

• 2005: Bill Gates funds the New Commission on the Skills of the American Workforce—created by Tucker. States begin adopting its education reform initiative, “Tough Choices or Tough Times.” In 2008, Utah’s Governor Huntsman touts it (see video in link below) and joins with 5 others states (Massachusetts, Delaware, Arizona, New Mexico, and New Hampshire) who adopt it in order to “reinvent their educational systems.” (link)

• 2008: Gates Foundation, along with two other foundations, created Strong American Schools (a successor to the STAND UP campaign launched in 2006, which was an outgrowth of UNESCO’s Millennium Campaign Goals for Universal Education). It calls for American education standards. (link 1) (link 2)

• 2008: Gates Foundation funds the International Benchmarking Advisory Group report for Common Core Standards on behalf of the National Governors Association, Council of Chief State School Officers, and ACHIEVE, Inc. titled, “Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education.” This report shows the United Nations is a member of the International Benchmarking Advisory Group for Common Core Standards. The member of mention is the Organization for Economic Cooperation and Development (OECD) which developed UNESCO’s Millennium Declaration—partnering with the World Bank and the International Monetary Fund. (link)

The report states: While states must take the lead, the federal government can help. And the federal government can do that best by playing an enabling role grounded in a new vision for the historic state-federal partnership in education. (link)

• 2009:  Marc Tucker writes a chapter in the book “Change Wars: The Inspiring Future for Educational Change.” One chapter is called International Benchmarking as a Lever for Policy Reform. The book says the UN’s OECD launched Programme for International Student Assessment in 2000 to monitor the outcomes of education. Linda Darling-Hammond also contributes a chapter. Darling-Hammond heads the SBAC (see 2009, December below) (link)

• April, 2009: Gates Foundation members, along with a few dozen others, participate in a Washington conference and produce “Smart Options: Investing the Recovery Funds for Student Success.” These ideas were funded by the 2008 Stimulus (ARRA-American Recovery and Reinvestment Act) and supported Race to the Top. Priority 1: Develop Common American Standards—also called Career-Ready Standards—in most states by January 2012. (link)

• 2009 (summer): Council of Chief State School Officers, National Governors Association, and ACHIEVE, Inc. agree to partner on a common core standards project. (link)

• 2009 (fall): The U.S. Dept. of Ed signals it will fund $360M for summative assessments aligned to Common Core Standards and begins planning meetings. Two consortia begin competing for this funding: Smarter Balanced Assessment Consortium and Partnership for the Assessment of Readiness for College and Careers. States begin adopting Common Core Standards and join one of the consortia in order to receive No Child Left Behind waivers from the U.S. Department of Education Secretary, Arne Duncan. (link)

• 2009 (December): Utah becomes a governing member state of Smarter Balanced Assessment Consortium (SBAC) and is obligated to use the assessments created by the SBAC which is led by Bill Ayers’ friend, Linda Darling-Hammond. Judy Park, Associate Superintendent, Utah State Office of Ed, eventually co-chairs the Consortia. (link 1)

• 2009 (December): Gates Foundation gives the National PTA a $1 million grant to mobilize parents for Common Core Standards. (link 1)(link 2)

• June, 2010: National Governors Association and State Education Chiefs launch Common State Academic Standards. (link)

• April 2011: The SBAC Overview Curriculum and Assessment Conference issues a report stating that governing member states must adopt Common Core by Dec. 31, 2011. (link 1)

• 2011: The American Legislative Exchange Council’s (ALEC) education task force calls for the demise of the Common Core Standards, but puts it on hold after receiving a $376,635 grant from the Gates Foundation. (link)

• 2011: Bill Gates speaks at the November G20 Summit in Cannes and issues his report, “Innovation With Impact: Financing 21st Century Development” stating, “My report will address the financing needed to achieve maximum progress on the Millennium Development Goals, and to make faster progress on development over the next decade.” (link)

• 2011: Obama Education Secretary Arne Duncan announces “Today, I promise you that [the Department of Education] will be a committed partner in the national effort to build a more environmentally literate and responsible society… We must advance the sustainability movement through education… Education and sustainability are the keys to our economic future-and our ecological future.” (link)

• 2012: States begin to recognize the loss of local control and enormous cost of implementation of the Common Core Standards. Many states begin pushing back. The Heritage Foundation and the Cato Institute call the standards unconstitutional per federal education law.

• 2012: States not on Common Core and not meeting the Annual Yearly Progress requirements of NCLB petition congress for relief. Lawmakers working on options are undercut when the Obama White House circumvents congress to grant waivers from NCLB if states adopt Common Core. (link)

Texas Education Commissioner Robert Scott stated that the common standards movement amounted to a “desire for a federal takeover of public education.” Now, additional states (who originally signed on), including Massachusetts, Iowa, Kansas, and Virginia, are expressing concerns about the common standards initiative. (link)

Gov. Nikki Haley just signed a letter supporting legislation in South Carolina to block CCSS implementation stating, “South Carolina shouldn’t relinquish control to a consensus of states any more than the federal government.” (link)

Larry Shumway, Utah state superintendent, a member of the CCSSO Board of Directors, a member of the Board of Directors at West Ed which is the project management partner for SBAC assessments, recommends Utah retain its relationship as a governing member of the SBAC (thus forcing Utah to use their tests).

“I am personally opposed to any changes in Utah’s public education governance, either by constitutional amendment or by statutory revision, that would have the effect of centralizing power and decreasing representation.  I oppose changes that would decrease the ability of local boards of education, elected by the citizens of that district, to guide their own schools to meet the needs of their communities as they see it, or that would diminish the ability of 104 elected legislators and 15 elected State Board members to fulfill their responsibilities to lead Utah public education as they represent their constituencies.” -Larry Shumway–State of Education Address October 11, 2011

This seems to me a clear conflict of interest for Mr. Shumway to testify to the Utah legislature on anything related to Common Core or the SBAC.

Gates’ Foundation other contributions during the time frame of consideration and development of the Common Core initiative.

Counsel of Chief State School Officers (CCSSO): 2009–$9,961,842, 2009–$3,185,750, 2010–$743,331, 2011–$9,388,911
National Governor’s Association (NGA): 2008–$2,259,780
Mark Tucker’s NCEE: 2009–$1,500,000
Total: $27,000,000

To any who still harbor the illusion that Common Core State Standards were the product of the states simply coming together, I have a bridge in Brooklyn I’d like to sell you.

Special thanks to the many people involved in digging this information up. Much work has been done by people all around the country to put this information together and help follow the money trail. Please do your part now in passing this information on to everyone you know so they can be educated about what the Common Core Initiative is really all about.

To see where Common Core fits into the scheme of related programs that make up the globalization of education, check out this visual diagram and then other links below.

RTTT Grant Connections

This chart came from a document prepared by an organization in Oklahoma. You can obtain their full document here which is a comprehensive document entitled “Common Core State Standards and Race To the Top, an Introduction to Marxism 101.

NAMES’ Resolution on Heterosexism

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):

https://nameorg.org/resolutions/heterosexism.html

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…

 

 

 

 

 

 

 

Government’s Invasion of Parental Rights

In 2005, the 9th Circuit affirmed “Parents…have no constitutional right…to prevent a public school from providing its students with whatever information it wishes to provide…when and as the school determines that it is appropriate to do so.”  This is a glimpse at Utah’s future unless we protect parental rights. Please watch this 30 minute docudrama and then visit ParentalRights.org and look at their short parental rights amendment. I encourage you to sign their petition and get on their mailing list.

Indoctrinate U – BYU Profs Not Immune

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.

Dropping the Common Core State Standards

Dropping the Common Core State Standards

Still think the Common Core Standards are just a state initiative? Ask yourself these questions and think again.

  1. What do you call it when standards are adopted from a national body and a state isn’t allowed to modify anything they just adopted except to add up to 15%? De facto federal/national standards
  2. What do you call it when national assessments funded by the federal government and led by a Marxist researcher will measure the effectiveness of common core standards? National assessments overseeing national standards
  3. What do you call it when national tracking is done on both academic and non-academic factors to ensure that students are scoring well on these assessments? A massive violation of privacy and national assessments and standards
  4. What do you call it when the federal government engages with textbook publishers to create curriculum based on common standards? A national curriculum and national standards
  5. What do you call it when federal dollars for state education come from countries like China and states like California? Immoral because our grandchildren will pay for their parents education
  6. What do you call it when the federal department of education rewrites the laws on the books to eliminate and redirect local and state control of education to the federal government? Tyranny and national control of education
  7. What do you call it when state officials and agencies fail to connect the dots on these items? A tragic lack of foresight

The Governor, State Board of Education, State Office of Education, and all others who buy into the story that the Common Core Standards are just a collaboration of individual states are in for a shock when they find out they cannot escape this transition to tyranny because they didn’t have the foresight to get off the federal funds now while there might still be time.

If adopting the Common Core means (and it WILL since we take federal money) we have to take national assessments, national data tracking, national curriculum, teachers teaching to the test which obviously means their failure to follow the national curriculum will result in their loss of a job (so they will proceed to follow the indoctrinating curriculum), and national control, we should immediately move to drop the Common Core standards and look for creative alternatives to save the 9% funding we get from the federal level. No intrusion or authority like this is given in the U.S. Constitution, which is the supreme law of the land.

Further, no loss of freedom can be recovered without tremendous effort. Giving up that freedom for a pocketful of money is so shortsighted that anyone who votes for any measure that includes federal funding of education should be immediately campaigned against and removed from office. For example, someone running for school board who touts “conservative principles” yet tells the public they’ll bring in the federal dollars should never hold any office of public trust that has budgetary authority.

JoDee Sundberg Campaign Poster

JoDee Sundberg Campaign Poster

If you believe the day is coming when people cannot buy or sell except through the collective entity (Revelation 13:17), what do you think is coming for education? Do you think the education establishment will escape it? Not a chance. That’s where this scenario starts by indoctrinating people to accept collectivism.

I applaud the resolution against national standards which the National Federation of Republican Women recently passed. You can read it here:

https://educationviews.org/2011/10/11/resolution-against-national-standards-for-schools-a-warning-from-oklahoma/

Are you willing to finance your child’s education on the backs of your grandchildren? Shame on you. Anyone who argues in favor of federal funding of state education should not be involved in our education system. Demand your legislators end all federal funding of education in this state. There are plenty of creative solutions to financial challenges and it’s high time we started looking to implement some of them.

Related Post: https://www.utahsrepublic.org/jumping-off-the-federal-education-train/ (shows the Feds are forcing states to adopt Common Core or not receive a waiver on NCLB’s annual yearly progress requirements)

CCSS and RTT – an Introduction to Marxism 101

Last month a friend of mine sent me a link to a document which I knew I had to read. The title of this document is “Common Core State Standards and Race to the Top – An Introduction to Marxism 101.” The manuscript was prepared by Jenni White, Lynn Habluetzel and Jo Joyce, part of the Restore Oklahoma Public Education project (website).

With 179 footnotes in 19 pages of text, this is a document that needs to be read and then put into the hands of every school board member to help them understand that what they’re being told about CCSS not being part of any national agenda, is false. This paper does an excellent job of pulling everything together from a history of education as it used to be, to the corruption brought into the system by John Dewey and company.

After the paper concludes on page 19, several appendices follow comparing traditional and progressive education (including specific pages on differences in the approaches to math and English education). Specific contrasts are also made between Karl Marx and Thomas Jefferson, and John Dewey to Ben Franklin. There is also an amazing chart on page 20 of the document which shows the flow of money and cooperation between Race to the Top and a huge assortment of entities, many of which are mentioned in the document.

You can access the document at the link above, or get the pdf here. Please send a copy of this to your school board members.

Common-Core-State-Standards-and-Race-to-the-Top-An-Introduction-to-Marxism-101

BYU Ed Dept Endorses Korihor Again

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
 My Comments
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.)

The BYU Ed. Dept. magazine also contains an article entitled “Education in a Changing World” (PDF) and the very first section says:

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.

Shocking Indoctrination

I have to warn you this first video contains some foul language. But don’t worry, it’s just quotes from an elementary school textbook in use in Tucson, AZ. The best part of this parent’s presentation to the school board is when one school board member responds at the end. Don’t miss it. :)

***Update: the YouTube video was removed by the authors. I found their full video elsewhere if you want to listen to the clip, hit play and pause on this first video and watch the second. Then after it’s loaded, scroll out to the 18:40 mark and you can watch the clip. At the 21:25 mark, the video is edited and you miss hearing the male board member with the white hair say, “please watch your language there may be young people present.” Right after that edit you can hear the parents in the room say this was all in a textbook being used for 3rd graders. The Three Sonorans that filmed this were at the board meeting for a very different reason and happened to record this on their video.

This next one is part of Glenn Beck’s show one night last week with more stories from around the country.

Classroom Indoctrination

From Glenn Beck’s show last week comes this little clip on a few things happening elsewhere in our country.

Self-Loathing Indoctrination 101 (via “anti-racist” workshops)

Last month I got this disturbing letter from a parent in Park City regarding the Inclusion Center in Salt Lake City and the programs they bring into schools. You need to be aware of this program because it’s being brought into schools around the state and several of them are identified below that have the program next month.

Hi Oak,

I am curious to know if you are familiar with the Inclusion Center in SLC and what they represent?

They went into my daughters 10th grade English class at Park City High on Wednesday and did a demonstration about Racism. Although a subject worth exploring, their presenters  put the kids in a very awkward position forcing them to answer very specific questions which really had no good answers. They were asked “if a Black, Mexican & Muslim wanted to sit with you at lunch, which one would you choose to let sit with you?”  They were forced to make a choice and when doing so, the presenters got in their face and told them they were racists. They told them they were over privileged white kids (hello, this is Park City and it’s not the kids’ fault it is predominately Caucasian, and some areas are very affluent. Why? Because their parents worked hard. The presenters told them that because of them the blacks & Hispanics were being mistreated. They told them it was their responsibility to make things right with the minority groups of kids.  They also asked them  “why is it the Blacks all sit together, the Mexicans all sit together, etc?”  And told them it is their responsibility as over privileged white kids to go and sit with the minorities and make them feel part of their group.  We have very few blacks, but quite a large Hispanic population. They choose to all hang together and speak Spanish. So how is it the evil white kids are supposed to communicate with them?  Why is it the band kids all sit together, the football players all sit together, the cheer leaders all sit together, the track team kids all sit together,  regardless of race or religion, etc.?  Because they hang out with kids that have the same interests as them, period.   The Mormons and non-Mormons seem to be able to hang out together or not hang out together, as they choose. And no one makes a fuss about that.  The kids came out of there feeling guilty for being white, something they have no control over. I am so angry about this I can’t even tell you.  I called to counselor’s office to tell them if this happens again, my daughter has my permission to excuse herself. However, they were all out of the office at a meeting in Alpine School District.  I am very frustrated that our schools are forcing the Inclusion Center agenda on our kids.

Mrs. X

Mrs. X followed up that email with this one with more details.

I looked at their website, www.inclusioncenter.org They “appear” to be about diversity, service, and leadership and are clearly targeting the youth.  My daughter came home today with new stories.  Today, the teacher had a discussion with the class about their experience with the demonstration.  The kids spoke up and let him know that they were made to feel extremely uncomfortable. That the speaker boxed them into a corner and forced an answer/opinion out of them so she could show them how raciest they are without realizing it.  She also put words into their mouths. When pressing for an answer to an awkward question,(ex: if you had to be black, Hispanic, or Muslim living in Utah, which would be easier, which would be your choice?)  if the kids answered they didn’t know how to answer or didn’t have an opinion, she would say something like, “So what you are saying is you wouldn’t want to be any of the choices because they are treated badly and you like being white”  things like that. Apparently she flat out called them racist repeatedly.  The program was called “White Privilege”. I have since talked with the counselor who said the program is really about awareness but agreed with me that if my child feels uncomfortable they should be able to excuse themselves. But she could not give her that privilege.  She also agreed with me that kids will group together with kids that have the same interests as them, regardless of race or religion, but in the same breath said this program is important for the kids to sit through.   Then I spoke with the teacher who said that the purpose of the program IS to make the kids feel uncomfortable. To make them realize that they are over privileged and get through to them they have so much more than minorities.  Gee, did anyone express how they got more?? Like their parents WORKING for it. Hello!!! He apologized that my daughter didn’t like it, and said the kids had elaborated the same in their discussion today.  He kept saying it is designed to open up awareness and that’s why they do it the way they do.  After 10 min of my objections, he backed down a bit and said perhaps this particular speaker didn’t go about it quite the right way.  My daughter also said in the end of their class discussion today perhaps the speaker didn’t come off quite right.  The teacher actually arranged for it to be presented, but then left the room.  He told me he likes for his classes to “go through” this exercise. Sounds like Indoctrination to me.

Oh one more fun little tidbit,  the middle school put my younger daughter through a “Cognitive Abilities Test” this week.  They sent home an open disclosure notice about it on the day she had already  taken it.  The high school gave that survey about drug & alcohol use week before last too. My daughter chose to take it, afterward, I wish I had not let her as it introduced her to many drugs she has never heard of in great description of what it looks like, where to get it and how to use it.  She had to basically defend herself 150 times answering she does not do those things.

What is happening to our schools?  Things are really getting scary.

It appears that self-loathing can be funded with taxpayer dollars. Then Mrs. X took a trip and saw the effects of the Inclusion Center on her daughter.

Hi Oak,

Interesting thing happened while on vacation as a result of that experience the school subjected my daughter to.   While in the airport a black woman came around clearing the tables. I noticed my daughter taking a really good look at her and got a strange expression on her face.  After the woman walked away she told me it made her feel strange that the black woman was doing a lower class type job.  I quickly pointed out the other workers in there of various ethnic groups including white people also clearing tables and also told her in today’s economy, they/we are all fortunate to have jobs.  Interesting seed the Inclusion Center has now planted.  Prior to this, she never would have noticed the color of anyone doing any type job. Then while viewing animals on our trip. There was a pen with alligators and turtles in it.  She quickly noticed that all the alligators were on one side and the turtles were on the opposite side. She jokingly stated “hey look, they are being racist”.  I laughed and asked, well which group is being raciest, the alligators or the turtles? I suppose if we counted how many there were of each we could have decided which was the majority and called them the racists. Then I pointed out that even in nature, it is natural for species to group together and to try and force otherwise is un-natural as with the Inclusion Center suggesting the white kids need to force themselves into the black and Hispanic kids groups, ie: sit with them at lunch etc.  Clearly that presentation has made an impression on my daughter.

Mrs. X pointed out that on their website they have announced Oppression Awareness week coming up in April, specifically mentioning West, Highland, and Judge Memorial High Schools. I would spread the word and help parents know what’s in store for their children should this program come to their school. Ask your school district board and school principals to not allow this program into your schools as well. With all the concern over our children’s self-esteem by the education establishment, this should be a no-brainer.

As I was preparing to publish this, Mrs. X added one more follow up regarding this teacher:

My daughter’s English teacher continues to persist in this topic. He claims he put the kids through this presentation in preparation to read “Night,” a book about the holocaust. His package of questions about the book that they work through as they read through the book had a “before you read” questionnaire that had nothing to do with the holocaust.  “What does it feel like to be an outsider? What does it feel like to be an insider? What does it feel like to be thought of as “less worthy” because of ones skin and/or hair color? How important is it for you to look right? How important is it for you to  be part of the crowd or certain group? How do you feel when you don’t belong? Do people (parents, teachers, employers, friends etc…) pick favorites? Have you ever been the favorite or least favorite? How did it make you feel?  Think about a book or movie you have seen that shows examples of prejudice or favoritism. Why do so many books and movies cover this topic?

Then yesterday, instead of continuing with the work package on the book “Night,” he spent the class time discussing racism again.  He asked the class to imagine in their head a scientist.  Then told them that he was sure they all imagined a white person and explained why that is racist. Then he asked them to imagine a criminal in their mind. Followed with, he was certain that every student imagined a male, and most likely a black male.

This is an English class. Not a history, or Social Studies class. What is this teachers motive?????  Of course his Obama 08 stickers around the classroom may be a hint.  I’d like to present to him the idea to have the kids read some CS Lewis.

Why do we send our children to school again? To learn to read and write, or get loaded on with this nonsense? Our children should not have to be subjected to this.

Click here to see a copy of the syllabus they used for the activity (I think the acronym mentioned at the beginning runs down the left letters which spell “U-Avoid-It”):

White Privilege