Posts Tagged ‘John Goodlad’

BYU Ed Dept and NRMERA

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.


BYU Education Department Member of Revolutionary NAME Organization

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’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: or click the image to enlarge it.

NAME Organization

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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.

NAME's Institutional Memberships

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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.

Utah NAME Chapter

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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.

Utah NAME Presentation
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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.”

BYU PSP Equity Self-Evaluation

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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.

Related Articles:
Dealing with Korihor

BYU Ed Dept Endorses Korihor Again

ASD’s Democracy Explained (Helping people understand progressives’ definition of Democracy)

Prominent Educators vs. Religious Leaders

Capitalism and Democracy are Incompatible Pop Quiz

It’s always good to find the things you are saying publicly corroborated. In this case George Soros has now confirmed the words of John Goodlad and Bill Ayers that the use of the term democracy isn’t about freedom, it’s about Direct Democracy as a form of government leading to a totalitarian state. Thomas Jefferson said, “The republican is the only form of government which is not eternally at open or secret war with the rights of mankind.”

How long will it be till people realize that in supporting public calls for “Democracy” they are helping bring about these radicals desire for revolution? These three are birds of a feather. Goodlad invited Ayers to be the keynote speaker at his NNER education conference in 2010. Soros funds Marxist organizations that want a New World Order of global communism which Ayers has been fighting for for decades. Goodlad’s NNER invited a Soro’s organization director to help them in their Agenda for Education in a Democracy. How close are they? Here’s a pop quiz. See if you can tell which person made each statement, Goodlad, Ayers, or Soros. Answers below…no peeking.

1) “If the question of sustainability comes down to a struggle between those who value short-term economic gain [corporations/capitalists] and those who value long-term environmental well-being, then engaging in deliberative democracy…may be the only way to grapple with and overcome this issue in a collective manner.”

2) “We can speak of the triumph of capitalism in the world, but we cannot yet speak about the triumph of democracy. There is a serious mismatch between the political and the economic conditions that prevail in the world today.”

3) “Capitalism promotes racism and militarism – turning people into consumers, not citizens. Participatory democracy, by contrast, requires free people coming together voluntarily as equals who are capable of both self-realization and, at the same time, full participation in a shared political and economic life.”

4) “Enculturating the young into a social and political democracy”

5) “We share the belief that education is the motor-force of revolution… overcome the failings of capitalist education as you seek to create something truly new and deeply humane.”

6) “The god of economic utility takes over and spins for us all an enticing narrative. This abuse discredits capitalism as a potential companion of democracy, stimulating attacks on the system that tend to obscure consideration of the possibility that the problem lies with humankind.”













1) Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110 (link)

2) Soros wrote in Open Society: Reforming Global Capitalism.

3) Bill Ayers’ 2006 speech at the World Education Forum in Caracas, Venezuela in front of Pres. Hugo Chavez

4) One of John Goodlad’s 4 moral dimensions which Alpine School District plastered on their teacher development center wall

5) Bill Ayers’ 2006 speech at the World Education Forum in Caracas, Venezuela in front of Pres. Hugo Chavez

6) John Goodlad, Developing Democratic Character in the Young, p. 5 (link)


Here’s a little “in their own words” video montage to enjoy.

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.

Nebo School District Drinking the Kool Aid

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 (

“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…

Lehi Elementary Smitten by Socialism

Still think John Goodlad isn’t having a negative influence in Alpine School District? Schools are sending his socialist propaganda home in newsletters. John Goodlad is a John Dewey disciple and award winner. Dewey was one of the original signatories of the Humanist Manifesto and both these men have an agenda to embed the principles of socialism in our schools. When challenged, the principal and PTA president just brush it off and dismiss it as no big deal. Isn’t it?

Read what one parent wrote after receiving this school newsletter:


In February, my kindergartner came home with the monthly PTA newsletter, and every month, as usual, the Principal writes a few encouraging words to all students and parents of the school.  As I read the second paragraph-I was alarmed by this statement “John Dewey, a respected educator said:  ‘What the best and wisest parent wants for his own child, that must the community want for all of its children.  Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy.‘”
Lehi Elementary School Newsletter - John Dewey Quote
My heart sank, and quickly I went to the school.  Newsletter in hand, I asked the Principal why she decided to put a quote from John Dewey in the newsletter.  I told her it was wrong to put any of John’s philosophies in a school newsletter.  Dewey is not a respected educator; he is a socialist progressive.  She informed me that it was only an innocent quote she happened to stumble upon and she thought it sounded nice.  She ‘respects’ John Dewey; it’s just my ‘opinion’ that he’s not respected.  She told me that next time, she’ll take out the ‘respected educator’ part.

I couldn’t believe what I was hearing, so that evening I called the PTA President.  I told her that the PTA newsletter was very controversial.  She knew exactly which part it was and immediately sided with the Principal.  She told me (laughing) that there are much bigger problems in this world to be worried about, and that this is not a Big Deal. I told her that my children’s educations are a huge deal.  “Yes, but Liz, I know all about John Dewey, and actually I admire him, and the things he says,” she said.  “We shouldn’t be worrying about these little things, and I hope this won’t keep you away from helping the PTA,” she said.  It certainly does, and I will never ignore the goings on in our community, especially the educational system.  I will always stand up for what is right, even if it means noticing something so ‘small’.

After playing phone tag with the District Leader of our school, I ran into her in the Lehi Elementary School Library as I was checking out the patriotic section.  She immediately asked me if I was part of the ‘Radical’ group in Alpine (I wasn’t at the time, but after our little conversation I asked around and found them and  signed their petition).  After some back and forth conversation, she asked me several times what can she possibly do to help the situation.  I told her about the newsletter, concerned parents, and teaching the 3 R’s, so on… She said she would ‘talk’ to the Principal and that “Wow! I didn’t even think that anyone ever read the front page of the newsletter! (Laughing) Oh, but I’m not saying that you’re dumb or anything like that.”

She asked me what part of the quote was so controversial.  I told her it was the Democracy part.  So she so kindly explained to me what Democracy was.  I asked her straight out if she incorporates Goodlad’s theories into our school.  It was all just a confusing blur after that as she proceeded to tiptoe around that question and squirmed in her chair.  I was treated like a dumb, ‘how dare you’ person.  Since then, I have informed friends, neighbors and family what is going on.

Liz Kuhni
Lehi, Utah

(Here’s the full page if you want to view it)

Full Lehi Elementary Newsletter Page

More Goodlad Quotes from “Developing Democratic Character in the Young”

A friend just sent me this list of a few quotes from the highly acclaimed (by educators) John Goodlad book “Developing Democratic Character in the Young.”

  • “At its most basic, democracy means shared governance or shared decision making. In other words, if a decision will affect the lives of more than one individual, as most decisions do, that decision should be made by all of those affected, or by as many as possible.”  (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)
  • “There are many ideas, everything from “computer democracy,” which would enable direct rather than representative voting at the state and even the federal level (thus eliminating the effectiveness of corporate lobbying efforts), to the creation of new state charters of incorporation.”  [he goes into some detail about why corporations are the source of injustice, and why we should essentially abolish them.]  (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)
  • “What makes popular rule legitimate is that it is a fair process, not that it produces results that are right.” (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)
  • In order to produce right results, he says that popular rule “must be constrained by some substantive values.” (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)

In other words:

1) Enculturate the young with the values the state thinks are best,
2) Promote popular rule through direct democracy, so that
3) The people will vote for themselves what the state thinks is best.

Here is some of what he has to say about John Lock, Adam Smith, and the US Constitution:

  • “…we must dismiss that part of our Locke-Smith heritage that separates the social and economic life from the political sphere. This is not easily done given that so much of Smith and Locke went into the Constitution.” (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)t
  • If the question of sustainability comes down to a struggle between those who value short-term economic gain [corporations/capitalists] and those who value long-term environmental well-being, then engaging in deliberative democracy…may be the only way to grapple with and overcome this issue in a collective manner. (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)
  • “democratic character” that must be developed in the young is defined as a “democratic concern for social, economic, and environmental justice.” Goodlad’s organization, the NNER, advocates dispositions favorable toward redistribution of resources, promotion of GLBTQQIIAA  lifestyles, and environmentalism. (Paul Theobald et al., in Goodad, John: Developing Democratic Character in the Young, pp. 94-110)

Anyone care to argue that Goodlad isn’t looking for direct Democracy, the kind our Founding Fathers hated?

Religious Freedom is Incompatible with Moral Relativism

Aside from Elder Dallin H. Oaks’ great name, he’s also got a great legal mind. He recently gave a landmark speech on religious freedom and how our 1st amendment protection is under attack. Several of his remarks are directly pertinent to the issues we are dealing with in Utah, while others are shocking to see them happening anywhere in America.

This talk is not an “LDS” talk. It is specifically non-denominational on this subject and he liberally quotes from non-LDS sources throughout his speech.  I have included a few quotes below but I encourage you to read the talk in its entirety (link).

“I submit that religious values and political realities are so inter-linked in the origin and perpetuation of this nation that we cannot lose the influence of religion in our public life without seriously jeopardizing our freedoms.”

“Whatever the extent of formal religious affiliation, I believe that the tide of public opinion in favor of religion is receding. A writer for the Christian Science Monitor predicts that the coming century will be “very secular and religiously antagonistic,” with intolerance of Christianity “ris[ing] to levels many of us have not believed possible in our lifetimes.”10

“A visible measure of the decline of religion in our public life is the diminished mention of religious faith and references to God in our public discourse. One has only to compare the current rhetoric with the major addresses of our political leaders in the 18th, 19th, and the first part of the 20th centuries. Similarly, compare what Lincoln said about God and religious practices like prayer on key occasions with the edited versions of his remarks quoted in current history books.11 It is easy to believe that there is an informal conspiracy of correctness to scrub out references to God and the influence of religion in the founding and preservation of our nation.”

“Granted that reduced religious affiliation puts religion “in the background,” the effect of that on the religious beliefs of young adults is still in controversy. The negative view appears in the Oxford book, whose author concludes that this age group of 18 to 23

“had difficulty seeing the possible distinction between, in this case, objective moral truth and relative human invention. . . . [T]hey simply cannot, for whatever reason, believe in—or sometimes even conceive of—a given, objective truth, fact, reality, or nature of the world that is independent of their subjective self-experience.”13

This is precisely what John Goodlad, John Dewey, Bill Ayers, and the NNER are working toward…democratic classrooms where truth doesn’t come from God, it’s only what you can see, feel, hear, taste, and touch. If you can’t, then truth is relative to the experience of the individual. This is such a dangerous position to hold for the future of our nation. It is almost unbelievable how strongly this false philosophy has permeated our state of Utah, in particular in Utah county.

“It is well to remember James Madison’s warning:

“There are more instances of the abridgement of the freedom of the people by gradual and silent encroachments of those in power than by violent and sudden usurpations.”40

Part 4 of his speech completely focused on this issue of moral relativism. Here are a couple of great quotes from his talk.

“What has caused the current public and legal climate of mounting threats to religious freedom? I believe the cause is not legal but cultural and religious. I believe the diminished value being attached to religious freedom stems from the ascendency of moral relativism.

More and more of our citizens support the idea that all authority and all rules of behavior are man-made and can be accepted or rejected as one chooses. Each person is free to decide for himself or herself what is right and wrong. Our children face the challenge of living in an increasingly godless and amoral society.

I have neither the time nor the expertise to define the various aspects of moral relativism or the extent to which they have entered the culture or consciousness of our nation and its people. I can only rely on respected observers whose descriptions feel right to me.

In his book, Modern Times, the British author Paul Johnson writes:

“At the beginning of the 1920s the belief began to circulate, for the first time at a popular level, that there were no longer any absolutes: of time and space, of good and evil, of knowledge, above all of value.”53

On this side of the Atlantic, Gertrude Himmelfarb describes how the virtues associated with good and evil have been degraded into relative values.54

A variety of observers have described the consequences of moral relativism. All of them affirm the existence of God as the Ultimate Law-giver and the source of the absolute truth that distinguishes good from evil.”

“Moral relativism leads to a loss of respect for religion and even to anger against religion and the guilt that is seen to flow from it. As it diminishes religion, it encourages the proliferation of rights that claim ascendency over the free exercise of religion.”

In his conclusion he lists these 4 points:

1. Religious teachings and religious organizations are valuable and important to our free society and therefore deserving of their special legal protection.

2. Religious freedom undergirds the origin and existence of this country and is the dominating civil liberty.

3. The guarantee of free exercise of religion is weakening in its effects and in public esteem.

4. This weakening is attributable to the ascendancy of moral relativism.

This is ultimately what has been the debate in Alpine School district over the past year. Goodlad’s indoctrination center has been gradually teaching the need for democratic classrooms that are accepting of false notions in the name of tolerance for others’ beliefs. We face an incredible battle in the future to help people understand that only through belief in God and His absolute truths can we have any kind of anchor in this world that we can create common standards from. Without God, and religious belief in Him, we will be tossed as the waves of the sea.

There is much more in this excellent speech by Elder Oaks which covers persecution, the gradual loss of freedom, the redefining of rights, and anti-religious bigotry. I strongly encourage you to read the whole talk here:

Red Meat Radio 12-11-10

Red-Meat-Radio-Republic 12-11-2010

This morning I was on Red Meat Radio with Senator Howard Stephenson and Representative Greg Hughes talking about the news of the week. We discussed:

Utah Taxpayers Fund Global Education Agenda


This letter should be of interest to all Utah citizens, but especially those in the Jordan, Wasatch, Nebo, Provo, and Alpine school districts. Your school dollars have been going to the BYU-Public School Partnership (PSP) facilitating arm known as CITES (Center for the Improvement of Teacher Education and Schooling) which is the teacher training center for John Goodlad’s Agenda. I hope by the time you are done reading you will have a desire to contact your school board and ask why they are sending money to CITES which has been heavily involved promoting and supporting Goodlad’s NNER (National Network for Educational Renewal) and IEI (Institution for Educational Inquiry) organizations.

John Goodlad isn’t shy about his global education agenda. There is good reason Charlotte Iserbyt in Reagan’s department of education called Goodlad the nation’s “premier change agent” for moving us toward socialism. This is a snapshot of what is currently on Goodlad’s NNER home page as of November 20, 2010. It’s never been more clear what Goodlad stands for.

NNER Homepage

We see here that the NNER is inviting teachers to create activism toward social justice which is nothing less than the Marxist redistribution of wealth. Further down the page you can see a link to a 2010 expert panel discussing how to prepare teachers to move the gay agenda forward and ensure “equity” in the classroom. The first paragraph inside this expert panel report starts with this sentence.

Our group used the four dimensions of the Agenda for Education in a Democracy as a framework for our suggestions of important topics and issues to be included in a teacher education program.”

In Alpine School District spokesperson Rhonda Bromley’s recent letter to teachers, legislators, and citizens, she wrote:

“Another concern that has been expressed is in regard to the ‘Moral Dimensions of Teaching.’ Several years ago, all five districts along the Wasatch Front entered into a partnership with BYU called the CITES partnership. The districts included are Alpine, Provo, Nebo, Wasatch, and Jordan. Collectively, the partnership adopted what is called the “Moral Dimensions of Teaching,” and with it, four core values. In recent months some have raised concern about those values. Since last fall, the administrators and Board of Education have changed the way those values are worded because of those concerns.

If nothing else you have to appreciate the honesty Rhonda displays in admitting that since some people have raised concerns over Goodlad’s Agenda, the district sought to help them out by changing the terminology to make it more palatable, not that the actual intent or Agenda from John Goodlad has changed.

Goodlad wrote in the preface of the book Schooling for a Global Age, pg. xiii-xvii:

“Enlightened social engineering is required to face situations that demand global action now. Education is a long-term solution. … Parents and the general public must be reached also … Otherwise, children and youth enrolled in globally oriented programs may find themselves in conflict with values assumed in the home. And then the educational institution frequently comes under scrutiny and must pull back.”

Better read that a couple times and let it sink in. It makes sense that ASD has followed his instructions and pulled back since parents have exposed Goodlad’s progressive education influence in the education system. It is also obvious from Rhonda’s comments that they aren’t changing what they believe, they’re just trying to hide it. It is utter foolishness to think you can partner with a subversive organization like Goodlad’s and choose what you’ll participate in and not get contaminated. When ASD’s superintendent was on the executive committee for Goodlad’s NNER, he saw these things first hand but took no action to remove ASD from being involved with the organization.

How do we know the involvement in this Agenda is real? There are 4 John Goodlad appointed AED Scholars (Agenda for Education in a Democracy) in Utah. Two at ASD (Superintendent Vern Henshaw and curriculum specialist Barry Graff), another is the director of CITES (Steven Baugh), and the last is a professor at BYU’s McKay School of Education (John Rosenberg). It’s important to realize that awards are given as rewards for outcomes in implementing the Agenda and not given for intent (or else many more would have such scholar designations).

These people have been heavily involved presenting at Goodlad’s conferences over the past decade (example 1, example 2). Steven Baugh was one of the organizers of the 2009 conference. Even if these individuals don’t personally believe all of Goodlad’s teachings, Goodlad trusts them enough with his Agenda to give them scholar status. There are only a total of 30 individuals in the entire nation with this prestigious designation.

The next thing you need to understand is that Goodlad’s organizations are membership driven. This means that at some level there is a payment to cover the membership. From the 2007 tax return for Goodlad’s Institute of Educational Inquiry (IEI), we read on page 16 that the IEI shares employees with the NNER under a “common agenda.” Page 18 reveals the IEI transferred $341,960 to the NNER after it just received 501(c)3 status (even though it has existed since the mid 1980’s). On page 22 the IEI amends its Articles of Incorporation to show a modification of it’s purpose…

“to advance the public democratic purpose of education through inquiry, demonstration, and training projects that engage a variety of national partners–including universities, school districts, and other groups interested in education–in promoting the public purpose of education and the making of a democratic public.”

An example of inquiry based education is constructivist math such as the failed Investigations math program at Alpine School District which the district cannot support with a single study. Other examples also in use around Utah are Everyday math, and Growing with Mathematics.

CITES is the “facilitating arm for the initiatives” of the PSP, a structure which Goodlad helped set up. From the Utah Office of the Legislative Fiscal Analyst of the state legislature, I have obtained at least a partial trail of funding to CITES from the partnership school districts. The relevant tables are below. The only other information you need to know is that CITES (which is receiving public tax dollars) will not disclose how they use these funds and have stonewalled Senator Margaret Dayton’s attempts to find them out. It is unknown if the PSP is separately receiving funds from the school districts.

Brigham Young University
Center for the Improvement of Teacher Education & Schooling (CITES)
School District Funding to CITES

2008-2009 Funding School District*

District Local Federal Total
Alpine $ 29,180 $ 12,050 $ 41,230
Jordan $ 143,698 $ 143,698
Nebo $ 71,375
Provo $ 20,000 $ 507,027 $ 527,027
Wasatch $ 31,250 $ 31,250
Total $ 227,998 $ 532,527 $ 831,900

2009-2010 Funding

District Local Federal Total
Alpine $ 29,180 $ 12,050 $ 41,230
Jordan $ 73,718 $ 73,718
Nebo $ 71,375
Provo $ 10,730 $ 380,957 $ 391,687
Wasatch $ 8,755 $ 8,755
Total $ 122,383 $ 393,007 $ 568,455

*Note: Information is selfreported by school districts. No information was included by Nebo SD on their mix of funds

Prepared by Office of the Legislative Fiscal Analyst, 05/2010 PL

The NNER and IEI are membership driven organizations, in other words, membership is not free. Someone has paid for the memberships of these school districts and/or the PSP or CITES themselves. It makes sense that these funds being sent from the 5 PSP districts may in fact have gone toward some form of membership money to John Goodlad’s organizations. What this means is that John Goodlad’s radical anti-family, anti-freedom Agenda has been supported by our public education tax dollars. It has given tremendous credibility to Goodlad’s Agenda to have school districts and universities in “conservative family-values Utah” as members and *leaders* in his organization structure.

If you live in one of the 5 partnership School Districts, I would ask that you contact your school board and ask why they are sending money to CITES which is directed by a John Goodlad scholar. Our teachers and professionals went to school to learn to teach. There is no need for these partnership programs. We should drop them while we are in a down economy and pinching pennies for education. Here is one place to cut right now.