Save Alpine School District Sat, 03 Oct 2015 20:52:17 -0600 en-US hourly 1 Charlotte Iserbyt takes on the Global Education Agenda Wed, 22 Dec 2010 00:25:36 +0000 Charlotte Iserbyt takes on the Global Education Agenda

These must-watch video interviews with Charlotte Iserbyt take on Benjamin Bloom and John Goodlad, exposing the global U.N. driven effort to transform America into a socialist/atheist country by deliberately dumbing down our children and stripping them of any belief system instilled at home. Charlotte speaks from a position of authority having served as Senior Policy Advisor in the U.S. Dept. of Education during the Reagan years and witnessed these things firsthand. These two videos are just a couple of several you can find on YouTube if you search for Charlotte’s name. You can get a free copy of Charlotte’s book which details these efforts, “The Deliberate Dumbing Down of America” by visiting her website.

I strongly encourage you to browse around on Charlotte’s website. Click into the resource area and you’ll find some gems like this document which exposes where “Outcome Based Education” originated and what the agenda is behind that movement.

The National Education Movement Fri, 17 Dec 2010 01:26:18 +0000 National Education Movement

Did you know that prominent psychologist/educator Benjamin Bloom said this? Do you know what the motives are of prominent national educators?

“…a student attains ‘higher order thinking’ when he no longer believes in right or wrong. A large part of what we call good teaching is a teacher´s ability to obtain affective objectives by challenging the student’s fixed beliefs. …a large part of what we call teaching is that the teacher should be able to use education to reorganize a child’s thoughts, attitudes, and feelings.”
-Benjamin Bloom, psychologist and educational theorist, “Major Categories in the Taxonomy of Educational Objectives,” pg. 185

On Saturday, September 18, 2010, Susie Schnell and I (Oak Norton) presented at a statewide conference in Salt Lake City on the national education agenda and how this movement to dumb down our children and strip them of morality and a patriotic belief in our Constitution and Founding Fathers has been pushed into the education system of this country and even into Utah.

These videos are on another website and we’ve posted them here as well after receiving an email from a teacher that said this:

“I must admit it wasn’t until I watched your five “What’s Happening in Utah Schools” YouTube videos that I saw you as rational, well-intentioned people. More people need to see those videos! In them you show, by the mouths of two witnesses, a logical fact-based connection of the dots.”

Here is a link to download the Powerpoint presentation, and here are the 5 parts of our 45 minute presentation.

Part 1

Part 2

Part 3

Part 4

Part 5

]]> 17
Teacher’s Email Rocks Alpine District Thu, 09 Dec 2010 06:07:44 +0000 Teacher email hits district

You’re all aware that Rhonda Bromley, Alpine School District spokesperson, recently sent out a personal opinion piece trying to discredit the SaveASD website. She not only sent it to several thousand ASD employees, but to government officials throughout Utah County and even at the state level. Two weeks ago she had it published in the Sunday edition of the Provo Daily Herald. Now it is featured on the district website’s homepage and is being sent out to parents via PTA newsletters across the district. If you missed her letter it’s right here:

Rhonda had sent Susie Schnell and I a copy of her letter many days before she sent it out far and wide all over the state. She told us it was only fair that we got a copy of what she’d been sending out to friends and neighbors who were concerned with what they had been hearing. Susie then typed up a nice response back to Rhonda to explain that our problem isn’t with teachers, but with the district’s insistence in following a Progressive Education Agenda written by a socialist and humanist. If you haven’t read it, it’s here:

Rhonda was in possession of Susie’s letter long before she sent out her own opinion piece to government officials, teachers, and the press. However, she neglected to send out Susie’s response resulting in a one-sided treatment of the controversy. Therefore, Susie chose to make her private letter to Rhonda public by posting both letters on the SaveASD website. The story might have ended here except that Rhonda’s letter to all the district talked about the SaveASD site thereby driving traffic to the site (tip for budding political players out there–be careful about pointing people to your opponent’s message).

Well, I received a couple of interesting emails yesterday. The first was from a man who seems to indicate he’s not with ASD but was told by a district employee that an unauthorized letter was sent to the entire district list. The letter, from an anonymous ASD teacher, replied to Rhonda’s opinion piece by asking teachers to look at both sides of the story before they jump to conclusions.

The man who wrote to us suggested that we distance ourselves from this letter if it’s not from us. He eventually got us a copy of the original letter which had a From name of “Save ASD <happyteacher76@….>”. I don’t know why this anonymous teacher chose to put “Save ASD” in the ‘From’ field but it was not sent by SaveASD. Perhaps he/she is a supporter who just wanted to make sure teachers read the message.

During the course of the day we received multiple copies of the anonymous teacher’s email as well as the most panicked response to a situation I’ve ever seen and it came straight from Superintendent Henshaw. First is the letter from the teacher and then the Superintendent’s response.

Dear Fellow Teachers,

We all know our district has many critics. As educators we should always be careful not to side with the critics or the districts too quickly. When issues arise we should do what we teach our students to do, think critically and consider all points of view.

Recently a district spokesperson penned an editorial that blasted the critics and characterized them as being extremist. Please join me in examining all sides of the issue before categorizing people falsely.

For example, the National Network for Educational Renewal (NNER) is a very liberal organization promoting many things counter to what I see as a good educational system, yet many of their influential members, like John Goodlad, are highly influential in our system. The critics of the district are opposed to these influences and want to see the district move in a way that reflects the culture of the district. Please read through these links explaining why the critics are saying what they are saying before coming to any conclusions.

–An anonymous teacher—

Superintendent Henshaw’s response:

This morning a mass email was sent through our system from “happyteacher76.” The email was from an anonymous person who claims to be a teacher in the district.  In working with technology, it appears to be an email from someone outside of the district, who is not a teacher, and who went to great lengths to protect his/her identity.  While there are times when anonymity may be appropriate, this is not one of those times.

As a district we have tried to encourage transparency and open dialogue among employees.  It is not uncommon to hear from an employee who wishes to express a differing point of view.  The value of identifying oneself in this process allows for further dialogue and mutual respect while either agreeing to disagree or coming to a resolution.  Anonymous letters do not allow for this process and therefore are not given much credibility.

The content of the email suggests that the district is tied to certain philosophies that are counter to the culture of the community.  It lists as its subject, “Rhonda Bromley,” which suggests that the person is opposed to an editorial authored by Rhonda.  The person disparages Rhonda’s editorial by using the phrase, “blasted the critics and characterized them as being extremists,” which is an inaccuracy.  The editorial sought to respond to misinformation and present the district’s point of view.  Unlike the mass email, the editorial authored by Rhonda was clearly underscored by her signature and the personal courage that it reflects by expressing her opinion in the public square.

It is against district policy to send out mass emails to all employees without authorization of the district.  We regret that this email has resulted in considerable distraction to you as employees and appreciate your efforts to keep focused upon the best interests of students.

Superintendent Henshaw and Cabinet Members

This is my favorite line: “While there are times when anonymity may be appropriate, this is not one of those times.”

I would love to know from the superintendent’s perspective just when it would be appropriate for someone to retain their anonymity? “Yes, my name is Jane Doe and I sent it out.” As if this teacher wouldn’t be fired on the spot for using his/her real name in such a letter. Why on earth would this letter not have any credibility? What does the district find so objectionable? This teacher is merely inviting other teachers to read both sides of the story and then come to a conclusion, not telling them what to believe.

The Superintendent’s letter also admits that everything sent to the whole district has to be approved and authorized by the district so Rhonda’s original letter would have had direct approval from Mr. Henshaw.

It’s also mind-boggling that Superintendent Henshaw AND the Cabinet Members (did you know the Superintendent has a “Cabinet”?) say Rhonda’s letter didn’t “blast the critics.” The Superintendent’s letter above says that Rhonda’s letter was to correct misinformation presented on the site yet neither in his brief letter, or in Rhonda’s 5 pager which he approved, could they identify a single instance of misinformation on this website. This is compounded further by the contradiction in their emotion-laden letter which was sent out far and wide. Here are some relevant clips.

“I am disturbed about the recent creation of a website called ‘Save ASD.'”

“The fact that the ‘saveasd’ website could be created and opinions can be expressed freely and without legal repercussions is evidence of democracy.”

“It is important for all of us to ask questions and do research on our own to find out if things that are being sent to us or told to us are true.”

“I invite you to do your own research and find out for yourself what is going on in our schools. I invite you to stop spending time creating websites and writing and sending e-mails to each other, but instead join the hundreds of other parents who are actually volunteering in the schools serving the children every day. If you find something that concerns you, I invite you to talk to the teacher, principal, or others so that your concern can be addressed. Don’t just believe what you are reading from me or from anyone else. Find out for yourself. You live in a country that allows  you to do that. Take advantage of that right! I am confident that if you take time to do your own research and make your own decision, you will find that Alpine School District is accomplishing great things.”

Yes, ask questions, do your research, don’t believe everything you are told, unless part of that research causes you to question the district and adopt an alternate point of view because critical thinking isn’t tolerated at the district office when it contradicts the official position. What are you afraid of Alpine? Independent thinking?

-Oak Norton

]]> 47

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.

]]> 11
ASD Spokesperson Speaks Out Wed, 17 Nov 2010 19:53:00 +0000 Last week the spokesperson of Alpine School District, Rhonda Bromley, notified us that she sent out a 5 page letter to her friends and neighbors defending the district’s position that everything is fine in the school district and a small group of parents are just creating a lot of steam out of nothing. It seems that many of her friends and neighbors were quite concerned at what we had uncovered and many were calling and emailing her, so she felt the need to write a formal letter to them. Today she sent a slightly different version of that long letter to all 6,300 employees of Alpine School District, but without even mentioning our response which actually deals with the facts that she conveniently left out of her letter.

We appreciate Rhonda sending us her original letter to all these concerned citizens and keeping the lines of communication open between us. We also appreciate those people who cared enough to ask the hard questions of her. What we don’t appreciate is that she left out the facts when she mass emailed her letter all over the district and gave us no way to respond. We believe in getting all the facts on the table for all concerned citizens. We have done that here so you can come up with your own conclusions.

We know that there has been quite a controversy in the district as people try to understand the facts of what is really going on. Although we receive very supportive comments for the most part, we’ve also heard from some teachers and parents who are perfectly happy with the education in their local classrooms and don’t understand why we have set up this website which some have perceived as an attack on all teachers. Obviously some clarification is required.

We do appreciate and support our good teachers and staff at ASD. We know how much hard work and sacrifice is going into the education of our children. Our concern has never been about the great things which are happening in individual classrooms across the district. Our concern from the beginning is that district leaders have chosen to embrace John Goodlad and his Progressive Education Agenda over traditional academic education. Many parents and teachers who have seen the consequences of these Progressive philosophies are writing to us because they have not felt their concerns have been addressed by this district. We acknowledge all the good which is going on, but we want to make sure parents understand the very real danger of Goodlad’s Agenda. These parents’ stories and comments are evidence that this is happening in many classrooms throughout the district, although we in no way think it is in every classroom.

We feel it is only fair to present both letters here in order for this audience to see both sides of this controversy. Although Ms. Bromley is understandably passionate and defensive of any criticism, once again, even within 5 long pages, she never addresses even one of the facts we’ve presented on our website or any of our real concerns. Our reply attempts to steer ASD back to the actual issues and provides a simple analogy about these dangers.

CLICK HERE to see our response.

CLICK HERE to read Rhonda’s letter.

]]> 17
ASD Spokesperson, Rhonda Bromley, Speaks Out Wed, 17 Nov 2010 19:34:29 +0000 To read our response CLICK HERE

Friends and Neighbors –

I have debated writing for quite a while. I feel like I need to address some misconceptions that are being circulated about Alpine School District, as well as about me and other district leaders. I appreciate those of you who have come to me with specific concerns. Those of you who have taken the time to research issues for yourselves have uncovered the truth beneath the rhetoric, I thank you for your effort.

I am disturbed about the recent creation of a website called “Save ASD.” I want you to know that Alpine School District does not need to be “saved.” Great things are happening in the district. As with any organization, we always have room for improvement; and all 6,300 employees are constantly looking for ways to make those improvements.

In 2005, the School Board adopted the mission statement “Educating All Students to Ensure the Future of our Democracy.” This idea is taken from the writings of Thomas Jefferson, who believed that all children, regardless of social class, deserve a basic education. He and other Founding Fathers wished to steer away from the meritocracy that had extended them certain privileges based on social class and extend those privileges—such as education—to all citizens. Many believe that basic education is provided for in the Constitution, but it is not. It is something that Jefferson fought tirelessly for.

Over the last several months, some have expressed concern to the Board about the use of the word “Democracy” in the mission statement. In this context, the word is referring to “Our American Way of Life,” the same way it is used regularly by religious and political leaders. The fact that you were allowed to vote for a school board to represent you is evidence of democracy. The fact that the “saveasd” website could be created and opinions can be expressed freely and without legal repercussions is evidence of democracy. Our use of the term was not intended to be any kind of political statement or reference to any political party. The mission statement is referring to the fact that we all have a stewardship to prepare our students to become contributing citizens in our society.

The ASD Board of Education certainly understands and respects the fact that we have a Republican form of government. When concerns over the term were expressed, the Board needed to know if this was a small group of people expressing concern or if this is something that is felt district-wide, by the majority of the 100,000 homes within its boundaries. In response, the Board has spent the last few months visiting all 74 schools, as well as faculties, administrators, PTAs, School Community Councils, District Community Council, and clusters. They are currently synthesizing the data received so that they can make an informed decision about whether or not the mission statement should be changed. As employees of the district, we will support the decision of the Board.

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. One of the words that was concerning to people was the word “enculturating.” Enculturation is defined by the Oxford English Dictionary as “the gradual acquisition of the characteristics and norms of a culture or group.” This definition, for some reason, is threatening to some people. Therefore, the word “enculturating” is no longer used in the value statements of Alpine School District. It is not printed on anything, it is not on the website, and it is no longer hanging in any school or in any district office.

The four values of ASD are:

  1. To prepare students to become contributing citizens in our Democracy—our American way of life. As district employees, we have the opportunity to work with students from kindergarten to twelfth grade. After that, they will go a in variety of different directions. Some will go to college, some will immediately enter the work force, some will get married, some will go into the army, etc. They need to be prepared to be contributing citizens, no matter what they choose to do after they graduate.
  2. To establish an effective and caring environment (formerly referred to as a “Nurturing Pedagogy”). Recently, a patron of Alpine school district addressed the Board of Education and told them that the role of the Board and the employees of the district was to “stick to academics” and to leave the nurturing and caring to the parents. We in ASD disagree. Should the custodian not care about providing a safe and clean environment for students to learn? Should a nutritional services employee not care about having a healthy and nutritious lunch for students to eat so that they have energy to learn? Should a secretary not care when a students falls and is injured on the playground or when they come in to the office because they are not feeling well? Should a teacher not care if a student is struggling in class? Should a principal not care about communicating with parents as well as the overall academic success of the school? These are just a few examples of the ways that employees have and will continue to care and nurture the students of the district. As a parent of 6 children myself, I want to feel that I am sending my children to a place every day where people care about their success. The way teachers and administrators care and nurture my children, is important and does not take away from my role as their mother.
  3. Stewardship. We all have a role to play in the education of our students, and we each should take ownership of that role. The role of a teacher is different from the role of a custodian. The role of a Board member is different from the role of a principal. The role of a parent is different from the role of a secretary. Our children’s success takes all of us working together and having stewardship, whatever our role may be.
  4. Access to knowledge for ALL students. We have programs that address the needs of all students no matter what their ability or background. We have students that are struggling, students that are advanced, students that have physical or emotional disabilities, and students whose primary language is not English. Every one of these students must have the opportunity to advance and make daily improvements – no matter what the circumstance.

I would hope that any educational institution would have these same basic values: to prepare students for their future, to care about their success, to have stewardship in each person’s role in that success, and to provide a quality education for all of their students, no matter what their ability or background.

The Educator who originally wrote about the “Moral Dimensions of Teaching” was named John Goodlad. Unfortunately, some people are jumping to the conclusion that because several years ago BYU as well as the 5 districts in the CITES partnership adopted the “Moral Dimensions of Teaching” that somehow we “bow down” to everything John Goodlad has ever said or everything he believes. This could not be further from the truth. We do, however, stand behind the values of our district, values that were originally founded based on the works of John Goodlad.

As you will recall, President Monson, leader of the LDS church quoted Horace Mann in the Women’s Session of General Conference a few weeks ago. Does that mean that the LDS church “bows down” to everything Horace Mann has ever said, or that President Monson somehow believes everything that Horace Mann believes? Certainly not. Yet somehow many are making that same conclusion about Alpine School District. (Ironically, President Monson was giving a talk about being careful not to judge other people).

There are people that are spending a lot of time and energy doing research and sending out information about John Goodlad – implying that it is therefore information about Alpine School District. Again – that is not correct. The School Board and employees of the district have done research and studied the works of hundreds of educators over the years and will continue to do so. We believe in continuous improvement – always looking for ways to make things even better. For example, recently, we have adopted the use of Professional Learning Communities and collaboration focusing on the “four essential questions”. (What do we want students to learn? How will we know if they have learned it? What do we do if they didn’t understand? What about a student that understands and is ready to move on?) This originally came from the works of Educators Bob Eaker and Rick DuFour. We do not know what their religious beliefs are or how they voted in the last election. We do, however, stand behind the principles of PLC’s that have been adopted by ASD.

Another point of contention against Alpine School District is the use of the Investigations Math Program. After a few years with the program, the district changed and adopted a balanced approach, where teachers and parents at each school could decide which math program was best for their students. All schools in Alpine School District follow the state core curriculum for math, but schools have the right to choose their preferred methods for teaching. As a result, no school or teacher uses one exclusive method, but rather a balanced approach using different methods. Many parents, teachers, and administrators have chosen to include Investigations Math as one type of approach used. That decision is a school-based decision. But ironically, those people who were upset several years ago when Alpine School District “forced” teachers to use Investigations are now upset that the Board of Education is giving parents, teachers, and administrators the ability to choose which program is best for their students. This group would like our Board to “force” schools to use the program that they choose. How can it be wrong for the Board to choose for people several years ago, but now be wrong for schools to be able to choose for themselves?

I respect the fact that people have the right to choose what education is best for their own children. I have many friends, family members, and neighbors that choose to home school their children, or send their children to private or charter schools. I respect that choice if that is what they feel is best for their children. I am not going to question, or start a website, or try to find fault with those decisions. The fact that we are able to make those kinds of choices for our own children is an example of Democracy.

It is important for all of us to ask questions and do research on our own to find out if things that are being sent to us or told to us are true. I respect people having different opinions about issues. It is unfortunate when people choose to attack the integrity of others or to embellish things to try and get attention.

In response to the recently created website “Save ASD” I ask: Who or what is it about Alpine School District that anyone needs to be saved from?

Is it the thousands of teachers? Those who spend countless hours outside of their contract time and money out of their own pockets preparing to help students achieve at their highest levels every day?

Is it the administrators? The people who take ownership in their department or school by focusing on student achievement and continuous improvement?

Is it the custodians? The people that arrive at work at 5-6 a.m. each day to make sure the schools are safe and ready for the students?

Is it the bus drivers? Those that focus on safely getting thousands of students to and from school each day?

Is it the secretaries, the nutritional service workers, the playground aides, the coaches, or advisors?

Is it the past, current, or future School Board Members? Those who work tirelessly day after day, beyond their regular jobs, seeking input from all areas of the district so that they can make the most informed decisions for our children?

Is it the mission statement that we need to be saved from? Is it the values and goals of the district? Is it John Goodlad? Is it the BYU partnership? Is it the school children themselves?

I invite and encourage anyone that has a concern about Alpine School District to visit any of our 74 schools or departments. Talk to any of the thousands of employees to find out exactly what we need to be saved from. I invite you to do your own research and find out for yourself what is going on in our schools. I invite you to stop spending time creating websites and writing and sending e-mails to each other, but instead join the hundreds of other parents who are actually volunteering in the schools serving the children every day. If you find something that concerns you, I invite you to talk to the teacher, principal, or others so that your concern can be addressed. Don’t just believe what you are reading from me or from anyone else. Find out for yourself. You live in a country that allows  you to do that. Take advantage of that right! I am confident that if you take time to do your own research and make your own decision, you will find that Alpine School District is accomplishing great things. You will find the best and most dedicated employees that have the students’ best interest at heart.

I have had a few people make the comment to me recently that “this isn’t personal”. I want you to know that it is personal. It’s personal to all 6,300 employees, it’s personal to all 67,000 students, as well as to thousands of parents and patrons in our district.

I am proud to work with 6,300 other people in Alpine School District that get up every day and do their best to make a difference in the lives of our students.

Rhonda Bromley

To read our response CLICK HERE

]]> 26
SaveASD Response to Rhonda Bromley Wed, 17 Nov 2010 19:29:57 +0000 Note: This letter was not originally meant for a huge audience so it is personal in nature. It was my response sent to only Rhonda Bromley, Superintendent Henshaw, and all of the board members after Ms. Bromley personally sent me a copy of her letter on November 10, 2010.  I only published it here after the district mass emailed her emotional opinion piece with no relevant facts to 6300 district members, legislators and political leaders across the state and had it published it in the Daily Herald. I decided new readers needed both sides of the story if they were to gain an accurate picture of this controversy.


Thank you for sending a copy of your email to me and others who have concerns with the Progressive Education which is taking place at Alpine School District.

I initially wrote up a reply which handled many of the points of your email. However, I decided not to send it. As positive as it was in addressing each point you brought up, I sense that it would just continue a back and forth argument. If you would like me to send or post that to address specific concerns, I have saved my draft.

I believe you and many others in the district are very good people who honestly think you are doing the right thing for our children. Progressive Education is how you were trained and this is what you surround yourself with by working in the government-run public sector and by surrounding yourselves with secular national educators, philosophers and national unions. Though there are many good things that happen in public education which you outline well, there are also many far-reaching worldly philosophies that are either openly in opposition to parental and religious rights or are quietly interwoven into the theories taught at major universities, unrealized by many well-meaning professionals.

I believe that you and others at ASD, although working hard to do your best, have been innocently caught up in the ‘philosophies of men’ mingled with positive educational theories. Many of these prominent national secular leaders have ulterior motives which oppose our Christian American heritage. I am not saying that the public schools need to be Christian. What I’m saying is that by continuing to follow such well-spoken and popular atheists and humanists and by using so many of their socialist-leaning philosophies, it will ultimately produce a generation of children who question their own family, religious and political beliefs. I’ve seen it many times with students in California and I’m now seeing it here in Utah as these same philosophies are making their way into our schools.

I tried to explain these concerns to you and Vern Henshaw privately by phone a few times with much detail, but instead of understanding that I am only trying to help, you both seem to view me as your enemy. I am truly sorry for that. Because you are both Christian and members of the LDS church, my heart sank when you both agreed that although you know John Goodlad believes in socialism, humanism and atheism, you will continue to follow his educational philosophies 100%. Of course he probably has some good educational theories, but please realize he interweaves all of these other dangerous concepts throughout his work. Please think about what he would like his end goal to look like. His quotes on education are loaded with moral relativism, humanism, and the complete change of our economic and political structure. Rarely is academics even brought up unless it has to do with how to implement his Democracy Agenda in every class. This should be appalling to a good educator, but not to a social engineer who believes this is the purpose for public education.

I have heard you and Vern say that you don’t have to like everything Goodlad preaches, but you firmly believe in his educational theories and will continue to follow them. May I remind you that you are not hiring him to fix your car or install windows. His philosophies are guiding our children so it is only wise to examine them closely. He pushes the teaching of morals and values yet believes that morals change with the times and are not absolute. He speaks of the purpose of political and social engineering in schools so it is relevant to examine his politics and beliefs about the basic unit of society, the family. He is a socialist and believes that capitalism cannot coexist with democracy. He believes that the state should own the children and that parents have ‘no natural right’ to control their children’s education. Look on to learn more about his beliefs and to find the exact quotes and references.

We have read about these dangers for years by our Founding Fathers, Christian leaders, prophets, even David O. McKay and Brigham Young and in scriptures. We’ve been warned repeatedly about the dangers of false educational ideas present in our educational institutions and the flattery of prominent men. We are constantly warned about the dangers of humanism, in times past and in the present. If not these socialists, humanists and atheists that you currently follow, then who are the dangerous educational leaders we have been warned about and what do they teach that is different than the experts you follow? Our good leaders have specifically warned us of John Dewey because of his anti-God teachings and his belief that there are no moral absolutes. Dewey was one of the original signers of the Humanist Manifesto and started the Progressive Education movement back in 1916 with the publishing of his book Democracy in Education. Because John Goodlad is an honored student of Dewey’s and shares the same belief system, it naturally falls that we should be careful of his teachings also.

We cannot pick good fruit off of a bad tree and we cannot hand pick what we think is ‘acceptable’ from a tree which bears so much bad fruit. There are hidden worms even in fruit that looks delicious. Sometimes we don’t even realize we’ve eaten the worm with the fruit until it’s too late. There is a reason this ‘beguiling’ analogy is pertinent to this discussion. The great deceiver typically disguises his intentions with delicious fruit. If it were nasty tasting, we’d never even consider it.

I hope you take the time to read Boyd K. Packer’s The Snow-White Birds, a talk he gave to BYU administrators and staff in 1995. He warns instructors to be careful of these deceptive worldly philosophies because they harm the students greatly, even eternally.

Something that we hope you also consider is this: please keep replies to our writings to the referenced facts we present. Many times there are emotional responses which have nothing to do with the concerns we bring up. Purely emotional responses without any facts have no place in true critical thinking or adult civil discourse about such important topics. This does not solve anything, but seems like a tactic to pull at the heartstrings of employees and citizens instead of actually replying to the facts presented. This tactic is used repeatedly by those who don’t want to address actual facts. I’m sure you are not intending to do this, but how will we know the difference when this same emotional approach is used by others? If you sincerely believe something is nonfactual, please address it specifically. So far, we haven’t seen any honest rebuttal of any facts given, although we’ve read and heard publicly that you say we lie, misrepresent you, hate teachers, and just try to get attention. In your email, you even accuse us of having the need to ‘save’ our janitors. A response is not even required for some of the silly emotional things brought up in these public discourses. I’m sure you realize these are not our real concerns.

We’ve done careful research to produce these very real and disturbing facts. And to clarify on the attention getting comment you’ve made publicly and privately, you will remember it was you who said to me on the phone that you thought we were only doing this to get attention. Those were your words, not mine. Please don’t tell people privately or publicly that I said I was only doing this to get attention. I explained plainly to you that I saw many very disturbing things on your website, as well as those organizations and people with which ASD has aligned itself. People deserve to know the not-so-good things that are happening in the Alpine School District along with the good things so they see the big picture of what our children are learning and how the district is being run.

Progressive Education has taken the place of traditional academic education in this district. What will wake you up to the dangers of this philosophy? The district linking itself to a socialist Green party nut case who believes that our Founding Fathers were predatory elitists out for wealth and gain and the Constitution was a big mistake? Or that this same author writes that Christ is a real vampire? What about terrorist and radical socialist-turned-educator Bill Ayers keynoting at John Goodlad’s NNER Conference where you attend every year? What about last year’s keynote speaker on ‘A Nurturing Pedagogy” who spoke on the importance of redefining evil in a modern world because the ‘chauvinist’ Biblical authors only presented women as evil?  When will you see the light about where this will take our children as you continue to pick and choose the fruit of this dangerous philosophy and change a few words which you deem are not ‘reader friendly’? Parents and citizens need to know what is going on. By the time I saw these things it was well-entrenched in the district.

I am not getting paid nor receiving awards for speaking against Progressive Education. Some administrators of ASD, however, are being well paid and nationally praised for following this agenda. They have much to lose in the short term by breaking away from it without the support of the district and community. In the long term, however, we believe the damage done to our children will be much greater by continuing to follow this social democracy agenda. These things need to be addressed by not only the district, but the public who primarily pays for the local education of our children and the salaries of all involved. I certainly do not do this for attention and that was a terrible and false accusation. I only do this because I believe deeply in the successful future of all our children, our community and our nation.

You might believe that you remain safe by changing some of Goodlad’s wording to ‘fit’ within our community, but Goodlad is clear about his intentions and you do follow most of his philosophies as evidenced by implementing his 4 moral dimensions, mission statement, Democracy Agenda and trainings. Since both our Superintendent and Curriculum Administrator have received national awards for implementing Goodlad’s Agenda, we know they are striving hard to please Mr. Goodlad. Changing a few words so the public doesn’t get ‘concerned’ doesn’t change the fact that ASD is still following Goodlad’s teachings.  It is evident to us that you must know something is wrong when the Enculturating sign came down after many years and the wording on the district website was dramatically changed to disconnect with anything about Goodlad or his agenda. However, there has been no actual disconnect with Goodlad. Switching out some words to make it sound more palatable to parents isn’t enough. Also, attributing the mission statement to Thomas Jefferson was something new to us since neither you nor the board has ever mentioned this in the entire nine months since this controversy began. More interesting is the fact that Goodlad uses almost these exact words “Educating All Students to Ensure the Future of our Democracy” in his writings. And as far as President Monson’s reference to Horace Mann, a one-time quote by someone who went to Horace Mann Junior High when he was 12 is not the same thing as aligning an entire belief system after a socialist, atheist and humanist. We’re not concerned about a single quote used once in the district and I’m sure you know this by now.

You either believe in Goodlad or you don’t. You either believe in Progressive Education or you believe in traditional academic education which encompasses good principles, including good citizenship. Our hope is that the district and the board can be educated about these two opposing philosophies and then can be honest with parents and the community about which approach they’d like to take. You will not go far by trying to appease both sides which are in direct opposition to each other. Goodlad knew this when he wrote that parents and communities have to be taught to go along with this new purpose of public education or they will be in opposition to it. He was right. I for one will always follow my religious leaders and inspired Founding Fathers before I will ever succumb to a popular humanist educational change agent who gives praise to men when they follow his worldly philosophies. He might be brilliant, sociable and kind, but my description of him here is accurate.

Rhonda, we hope that you, the Alpine School District, the School Board and the public will sincerely do their own research to understand these concerns and to determine the local community’s idea for the purpose of public schooling, not that of Progressive national educators. Many are doing their own research and have come to the same realization as we have and therefore join us in speaking against these dangerous philosophies. I hope that all parties remain civil and stick to facts instead of ’emotional engineering’. We hope this becomes an ongoing discussion through all outlets, including so as a public body we can determine the best future for our children in preserving this great nation and in helping our students to be successful citizens of this inspired Constitutional Republic.


Susie Schnell

To read Rhonda’s letter CLICK HERE.

]]> 44
Major Victory Won – Alpine School Board Election Results! Wed, 03 Nov 2010 22:03:32 +0000 The Alpine School Board election results are in. We fought a good fight. We won 2 seats and only lost the 2 others by narrow margins. Obviously, we are NOT few in number. We are MANY parents and concerned citizens doing our best to keep education about academics and not Progressive social engineering. Added together, there were 15,685 voters wanting a change at the school board and district level. That’s only 537 votes shy of being the majority! Almost 50% is not bad for parents and voters just barely waking up to this Progressive Education movement in the Alpine School District, especially considering the media hasn’t gotten our story straight from the beginning. Plus, this website has only been up for 3 weeks.

Congratulations Wendy Hart and Paula Hill for winning your election seats in Highland, Alpine, Cedar Hills, and in cities from Lehi to Eagle Mountain. You will be great conservative voices for our children’s future. We want to thank Tim Osborn and Scott Bell for working hard and for standing up for conservative principles and fiscal responsibility. We congratulate all who won and hope that our new school board will work well together, realizing that their jobs are to represent the citizens who voted them into office.

We look forward to continuing to inform citizens and school district employees about the dangers of Progressive Education. Thank you to all who have helped us to spread this message by informing your neighbors, friends and family. Please continue to do this so we can all stay alert and involved in our children’s education, working alongside our good teachers and administrators for the future of our children.

Results of the Alpine School Board Election:

  • Paula Hill 5,984
  • Donna Barnes 4,974
  • Wendy Hart 4,768
  • Chrissy Hanneman 4,606
  • John Burton 3,112
  • Tim Osborn 2,223
  • JoDee Sundberg 3,529
  • Scott Bell 2,710

Fact Check: Here is one of the reasons our Orem candidate did not win in this close race. On Election Day, 150 feet from the polls, we found posters like these being shown along with little children holding similar signs. Just a few days before the election, this candidate decided she would do a complete about face and become a conservative after 25 years!  Wow! Unless ASD redefined that term too, we’re looking forward to seeing those conservative qualities after so many years of seeing quite the opposite. The Utah Taxpayers Association, who endorsed our candidate, will also be watching to see this great turnaround.

]]> 13
Important Notice from the SaveASD Administrators Mon, 25 Oct 2010 22:32:00 +0000 Traditional Education (concentration on academics)

is being replaced with

Progressive Education (concentration on political social engineering)

We at SaveASD strive with all diligence to ensure our facts are correct and verifiable. We strive to make this an issue about facts, not about emotions or an attack on personal character. All information can be verified online by doing personal research.

We want to reaffirm that we love and appreciate our teachers and those who work so diligently in the public school system for our children. This has never been about discrediting teachers or schools, but about the Alpine School District quietly replacing traditional education (which focuses on academics) with Progressive Education (which focuses on political social engineering). Although the intent of the Alpine School District may be good, the outcome of following these dangerous philosophies is what we are concerned about. We know our educational leaders only have the best intentions for our children. We just believe many of them unknowingly follow these philosophies without understanding the end result.

John Goodlad and his mentor John Dewey are both humanists and socialists who are leaders of the Progressive Education movement to gradually change American society from capitalism into democratic socialism. They are doing this slowly and methodically by using double-meaning words such as democracy and words like morals and values which of course good people want to implement in the raising of children.  However, woven into this educational philosophy is a strong  anti-family message with teachings of the radical gay agenda, social justice, feminism, redistribution of wealth, global population control, global climate change, and other political issues pushed by the Progressive movement.”

 We believe very good people have been misinformed about the goals of some of our national education reformers and our goal is to bring this truth to light by quoting these reformers in their own words. Our concern also lies with the fact that after informing the current school board and top district leaders of our concerns with this political agenda, they have told us  that they still intend to follow this Progressive Education agenda. The district spokesperson said specifically that even if they change a couple words on their mission statement or website, they will not change their direction because they follow John Goodlad’s philosophies 100%.

Because of ASD’s insistence on continuing down a path we feel is dangerous to our community and country, we felt a need to inform parents and voters of these dangers. If readers of this site want to inform others, we highly support forwarding this website and encouraging them to do their own research. We make it easy by supplying references and links.

Prominent Educators vs. Religious Leaders Tue, 19 Oct 2010 03:17:09 +0000 By Susie Schnell, Meredith Schnell, and Oak Norton

“And also trust no one to be your teacher nor your minister, except he be a man of God, walking in his ways and keeping his commandments.” -Mosiah 23:14

Dewey, Goodlad, McKay, Benson

Public education has served as a check on the power of parents, and this is another powerful reason for maintaining it.”
– John Goodlad, Developing Democratic Character in the Young, pg. 165

[schools] should liberate students from the ways of thinking imposed by religions and other traditions of thought.”
-John Goodlad, “Education and Community,” in Democracy, Education, and the Schools, Roger Stone, pg. 92.

“There is a spirit working among the Saints to educate their own offspring. If our children will be all we will have for a foundation of glory in eternity, how needful that they be properly trained… There are wolves among us in sheep’s clothing ready to lead astray our little ones… Wolves do not devour old sheep when there are any young ones. I have herded sheep long enough to know that. Look after your children.”
– Elder John W. Taylor, (Collected Discourses 2:138.)

“There are three dangers that threaten the church from within, and the authorities need to awaken to the fact that the people should be warned unceasingly against them. As I see them, they are flattery of prominent men in the world, false educational ideas, and sexual impurity.”
-President Joseph F. Smith (Gospel Doctrine p. 312-313.)

“Most youth still hold the same values of their parents… if we do not alter this pattern, if we don’t resocialize, our system will decay.”
– John Goodlad, Schooling for the Future, Issue #9, 1971
“Many activities link the values of one generation to the next, but perhaps the most central of these activities is parents teaching children in the home. This is especially true when we consider the teaching of values, moral and ethical standards, and faith.”
-Elder L. Tom Perry, April 2010 LDS General Conference
Parents do not own their children. They have no ‘natural right’ to control their education fully.”
– John Goodlad / Developing Democratic Character in the Young, pg. 164
“[We should] reassert the primary right and responsibility of parents for the total education of their children, including social values, religious convictions, and political concepts. Schools should be reminded that their primary field of competence is academic, not social adjustment, or world citizenship, or sex education. Parents should stand firm on this and not be intimidated by ‘professional educators.’ After all, it’s their children and their money.”
-Ezra Taft Benson (An Enemy Hath Done This, p. 231)
Education is a task for both parents and state. The state, parents, and children all have interests that must be protected.”
– John Goodlad, Developing Democratic Character in the Young, 2001, pg. 164
“While other institutions, such as church and school, can assist parents to ‘train up a child in the way he [or she] should go’ (Proverbs 22:6), ultimately this responsibility rests with parents. According to the great plan of happiness, it is parents who are entrusted with the care and development of our Heavenly Father’s children.
-Elder L. Tom Perry, April 2010 LDS General Conference
“The curriculum of the future will be what one might call the humanistic curriculum.”
– John Goodlad / Directions of Curriculum Change, The NEA Journal, March 1966

Education is thus a most powerful ally of Humanism, and every American public school is a school of Humanism. What can the theistic Sunday-schools, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching?”
-Charles Potter, co-signer with John Dewey of the Humanist Manifesto, “Humanism: a New Religion”, pg. 128

(Humanism is the denial of God and elevation of man. It is the “Korihor” doctrine if you are LDS.)

“Humanism is a threat to the work of the Lord. One of the greatest threats to the work of the Lord today comes from false educational ideas. There is a growing tendency of teachers within and without the church to make academic interpretations of gospel teachings – to read, as a prophet leader has said, ‘by the lamp of their own conceit.’ Unfortunately, much in the sciences, the arts, politics and the entertainment field, as has been well said by an eminent scholar, ‘all dominated by this humanistic approach which ignores God and his word as revealed through the prophets.’ This kind of worldly system apparently hopes to draw men away from God by making man the ‘measure of all things’ as some worldly philosophers have said.”
-Harold B. Lee, Conference Report 10/68 p. 59.“There is promise, given under inspiration from the Almighty, set forth in these beautiful words:
“God shall give unto you knowledge by his Holy Spirit, yea, by the unspeakable gift of the Holy Ghost.” (D&C 121:26.)
The humanists who criticize us, the so-called intellectuals who demean us, speak only from ignorance of this manifestation… They have not heard it because they have not sought after it and prepared themselves to be worthy of it. …
Do not be trapped by the sophistry of the world which for the most part is negative and which seldom, if ever, bears good fruit. … Rather, “look to God and live.” (Alma 37:47.)”
-Gordon B. Hinckley,  10/83 GC, Be Not Deceived

“We are very particular to forbid anyone from preaching Catholicism, or Protestantism, or Mormonism, or Judaism, in a public school classroom, but for some reason we are very patient with those who teach the negative expression of religion.
In the separation of church and state we ought to demand more protection from the agnostic, from the atheist, from the communist, from the skeptic, from the humanist and the pragmatist, than we have yet been given…
I submit that the atheist has no more right to teach the fundamentals of his sect in the public school than does the theist. Any system in the schools or in society that protects the destruction of faith and forbids, in turn, the defense of it must ultimately destroy the moral fiber of the people.”
-Elder Boyd K. Packer, What Every Freshman Should Know, September 1973 Ensign

Enlightened social engineering is required to face situations that demand global action now.”
– John Goodlad / Schooling for a Global Age, pg. xiii
“If they embark on this course the difference between the old and the new education will be an important one. Where the old initiated, the new merely ‘conditions’. The old dealt with its pupils as grown birds deal with young birds when they teach them to fly; the new deals with them more as the poultry-keeper deals with young birds- making them thus or thus for purposes of which the birds know nothing. In a word, the old was a kind of propagation-men transmitting manhood to men; the new is merely propaganda.
-C.S. Lewis, Abolition of Man, Pg. 22
“…educators must resist the quest for certainty. If there were certainty there would be no scientific advancement. So it is with morals and patriotism.”
– John Goodlad / Education for Everyone: Agenda for Education in a Democracy, Woods Learning Center, pg. 6

“…a student attains ‘higher order thinking’ when he no longer believes in right or wrong. A large part of what we call good teaching is a teacher´s ability to obtain affective objectives by challenging the student’s fixed beliefs. …a large part of what we call teaching is that the teacher should be able to use education to reorganize a child’s thoughts, attitudes, and feelings.”
-Benjamin Bloom, psychologist and educational theorist, “Major Categories in the Taxonomy of Educational Objectives,” pg. 185

Unfortunately, other educators deny the existence of God or deem God irrelevant to the human condition. Persons who accept this view deny the existence of moral absolutes. They maintain that right and wrong are relative concepts, and morality is merely a matter of personal choice or expediency.”
-Elder Dallin H. Oaks, Ensign, October 1992, pg. 60

God uses scripture to unmask erroneous thinking, false traditions, and sin with its devastating effects. He is a tender parent who would spare us needless suffering and grief and at the same time help us realize our divine potential. The scriptures, for example, discredit an ancient philosophy that has come back into vogue in our day—the philosophy of Korihor that there are no absolute moral standards, that “every man prosper[s] according to his genius, and that every man conquer[s] according to his strength; and whatsoever a man [does is] no crime” and “that when a man [is] dead, that [is] the end thereof” (Alma 30:17–18)”
-Elder D. Todd Christofferson, April 2010 LDS General Conference

I walked out of jail and into my first teaching position—and from that day until this I’ve thought of myself as a teacher, but I’ve also understood teaching as a project intimately connected with social justice.”
-Bill Ayers at the World Education Forum in Caracas, Venezuela in front of Pres. Hugo Chavez

“It is my expectation that Teacher Education for Democracy and Social Justice will become a rich resource for continuing this multi-layered conversation-from democratic belief to democratic action-that is the hallmark of educational renewal.”
-John Goodlad’s forward to “Teacher Education for Democracy and Social Justice,” Nicholas Michelli and David Lee Keiser

“In a complete reversal from a century ago, many today would dispute with Alma about the seriousness of immorality. Others would argue that it’s all relative or that God’s love is permissive. If there is a God, they say, He excuses all sins and misdeeds because of His love for us—there is no need for repentance. Or at most, a simple confession will do. They have imagined a Jesus who wants people to work for social justice but who makes no demands upon their personal life and behavior.
-Elder D. Todd Christofferson, April 2010 LDS General Conference

“I wonder how much we offend Satan if the proclamation of our faith is limited only to the great humanitarian work this church does throughout the world, marvelous as these activities are. When we preach the gospel of social justice, no doubt the devil is not troubled.
-President James E. Faust, Liahona, November 1995, pg. 3

“…the state we should strive for is better described in Deweyan terms as a social democracy.
– John Goodlad, Developing Democratic Character in the Young, 2001, pg. 153
I feel to warn you that one of the chief means of misleading our youth and destroying the family unit is our educational institutions. There is more than one reason why the Church is advising our youth to attend colleges close to their homes where institutes of religion are available. It gives the parents the opportunity to stay close to their children, and if they become alerted and informed, these parents can help expose the deceptions of men like Sigmund Freud, Charles Darwin, John Dewey, John Keynes and others. There are much worse things today that can happen to a child than not getting a full education. In fact, some of the worst things have happened to our children while attending colleges led by administrators who wink at subversion and amorality.”
-Ezra Taft Benson (The Teachings of Ezra Taft Benson, p. 307.)
“I do not see how any honest educational reformer in western countries can deny that the greatest practical obstacle in the way of introducing into schools that connection with social life which he regards as desirable is the great part played by personal competition and desire for private profit in our economic life. This fact almost makes it necessary that in important respects school activities should be protected from social contacts and connections, instead of being organized to create them. The Russian educational situation is enough to convert one to the idea that only in a society based upon the cooperative principle can the ideals of educational reformers be adequately carried into operation.
– John Dewey, Impressions of Soviet Russia and the Revolutionary World, pg. 86

“I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.”
-John Dewey, My Pedagogic Creed, January 1897

When you speak of peace, the Communists mean the cessation of all opposition to Communism, the acceptance of a Communist world. Then, and only then, can there be peace. This alone is what peace means in Communist language. Once this is understood the utter falsity and hypocrisy of Communist references to peace becomes at once obvious. I have mentioned these things simply to emphasize one dominant force which has as its ultimate achievement and victory-the destruction of capitalism, the destruction of the free agency of man which God has given him, and that destruction may be brought about-as advocated by Marx himself-in a brutal way. What is the other force? It is just the opposite. Jesus said to the man who came and asked him which is the greatest law, ‘Thou shalt love the Lord thy God and him only shalt thou serve, and the second is like unto it, Thou shalt love thy neighbor as thyself.’ When Marx was asked one time what was his object, he answered, ‘To dethrone God.’
-David O. McKay, Two Contending Forces, BYU Speech, May 18, 1960
Every child in America entering school at the age of five is insane because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity. It’s up to you as teachers to make all these sick children well – by creating the international child of the future.
-Dr. Chester M. Pierce, Harvard Professor of Education and Psychiatry, in an address to the Childhood International Education Seminar in 1973
“From the 5th grade through the 4th year of college, our young people are being indoctrinated with a Marxist philosophy and I am fearful of the harvest. The younger generation is further to the left than most adults realize. The old concepts of our Founding Fathers are scoffed and jeered at by young moderns whose goals appear to be the destruction of integrity and virtue, and the glorification of pleasure, thrills, and self-indulgence.
-Ezra Taft Benson, The Teachings of Ezra Taft Benson, pg. 321
Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished …
-Bertrand Russell, quoting Gottlieb Fichte the head of psychology that influenced Hegel and others.
“Wherefore, because that Satan rebelled against me, and sought to destroy the agency of man, which I, the Lord God, had given him…I caused that he should be cast down;”
-Moses 4:3

“Verily I say, men should be anxiously engaged in a good cause, and do many things of their own free will, and bring to pass much righteousness;”
-Doctrine & Covenants 58:27

We must protect this American base from the brainwashing, increasingly administered to our youth in many educational institutions across the land, by some misinformed instructors and some wolves in sheep’s clothing. Their false indoctrination, often perpetrated behind the front of so-called academic freedom, is leaving behind many faithless students, socialist-oriented, who are easy subjects for state tyranny.
-Elder Ezra Taft Benson, Conference Report, April 1962

]]> 30