Charlotte Iserbyt–The Deliberate Dumbing Down of the World–Skull and Bones–Might is Right–The Quigley Formula–New World Order–Videos
George Carlin ~ The American Dream
Time Out: Charlotte Iserbyt – The Reagan Years
Charlotte Iserbyt – Deliberate Dumbing Down of the World
Charlotte Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America’s classrooms.
Charlotte Iserbyt: The Deliberate Dumbing Down of the World
Download Mrs. Iserbyt’s book, as well as other materials, on her websites:
Charlotte Iserbyt: The Miseducation of America Part 1-Full
The Miseducation of America – Part 2 (by Charlotte Iserbyt)
Charlotte Iserbyt Speaking At The Zombie Country Conference
Charlotte Iserbyt – Skull and Bones, The Order at Yale Revealed (Full)
Time Out Charlotte Iserbyt Part 1
Time Out Charlotte Iserbyt Part 2
Mind Control in Public Schools with Charlotte Iserbyt
State Of Mind delves into the abyss to expose the true agendas at work. This film reveals the secret manipulations at work and provides shocking and suppressed historical and current examples. From the ancient roots of the control of human behavior to its maturity in the mind control experiments of intelligence agencies and other organs of manipulation, State Of Mind reveals a plan for the future that drives home the dreadful price of our ignorance.
Alex Jones Movie (2013) State Of Mind The Psychology Of Control Full Version HD
Alex Jones Movie (2013) State Of Mind The Psychology Of Control Full Version HD: BUY THE DVD OR BLU-RAY SUPPORT THE DOCUMENTARY MAKERS http://www.infowarsshop.com/State-Of-…
State Of Mind: The Psychology Of Control, from the creators of A Noble Lie: Oklahoma City 1995, reveals that much of what we believe to be truth is actually deliberate deception. The global elites are systematically implanting lies into our consciousness to erect a “tyranny over the minds of men.” This film exposes the mind control methods being used to turn our once vibrant society into a land of obedient sheeple.
Are we controlled?
To what extent and by whom?
What does it mean for humanity’s future?
From cradle to grave our parents, peers, institutions and society inform our values and behaviours but this process has been hijacked. State Of Mind examines the science of control that has evolved over generations to keep us firmly in place so that dictators, power brokers and corporate puppeteers may profit from our ignorance and slavery. From the anvil of compulsory schooling to media and entertainment, we are kept in perpetual bondage to the ideas that shape our actions.
State Of Mind delves into the abyss to expose the true agendas at work. This film reveals the secret manipulations at work and provides shocking and suppressed historical and current examples. From the ancient roots of the control of human behaviour to its maturity in the mind control experiments of intelligence agencies and other organs of manipulation, State Of Mind reveals a plan for the future that drives home the dreadful price of our ignorance.
We are prepared for a new paradigm. Will we choose our own paths or have one selected for us? State Of Mind unveils the answers that may decide whether humankind will fulfil its destiny or be forever shackled to its own creation.
Inside the Academy: John Goodlad
John Goodlad is Professor Emeritus in the College of Education and co-founder of the Center for Educational Renewal at the University of Washington as well as President of the Institute for Educational Inquiry in Seattle. While he has previously held faculty positions at Emory University, the University of Chicago, and the University of California at Los Angeles, Goodlad first taught in a one-room, eight-grade school house in British Columbia, Canada. His experiences as a classroom teacher encouraged his later educational research examining grading procedures, curriculum inquiry, the functions of schooling, and teacher education. Recognized for his distinguished contributions to educational renewal, Goodlad drew national attention and spurred research efforts on school improvement through his award-winning book, A Place Called School (1984). Honored for his life-long commitment to universal education as a mainstay of democracy, Goodlad has received numerous awards and honorary degrees including the Harold W. McGraw, Jr. Prize in Education (1999), the first Brock International Prize in Education (2002), and the John Dewey Society Outstanding Achievement Award (2009). Having authored or edited more than three dozen books, 200 articles in scholarly publications, and 80 book chapters and encyclopedia entries, Goodlad’s more recent publications include: In Praise of Education (1997), Education for Everyone: Agenda for Education in a Democracy (2004), and Romances with Schools: A Life of Education (2009).
Dewey meets Goodlad
Goodlad’s goals of school
“Teaching as if Democracy Matters,” by John Goodlad
John Goodlad lecturing at UCLA 1/20/1968
Charlotte Iserbyt: Societies Secrets
“Her father and grandfather we members of the infamous Skull & Bones Society at Yale University in New Haven, Connecticut.
“Charlotte Iserbyt is the consummate whistleblower! Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America’s classrooms. Iserbyt is a former school board director in Camden, Maine and was co-founder and research analyst of Guardians of Education for Maine (GEM) from 1978 to 2000.
She has also served in the American Red Cross on Guam and Japan during the Korean War, and in the United States Foreign Service in Belgium and in the Republic of South Africa. Iserbyt is a speaker and writer, best known for her 1985 booklet Back to Basics Reform or OBE: Skinnerian International Curriculum and her 1989 pamphlet Soviets in the Classroom: America’s Latest Education Fad which covered the details of the U.S.-Soviet and Carnegie-Soviet Education Agreements which remain in effect to this day. She is a freelance writer and has had articles published in Human Events, The Washington Times, The Bangor Daily News, and included in the record of Congressional hearings.”
Antony Sutton – The Order of Skull and Bones [Brotherhood of Death]
Anthony C. Sutton
Antony Sutton-1976 Lecture (Full Length)
Norman Dodd On the hidden agenda for world government
Hidden Agenda Norman Dodd 1 of 6
G. Edward Griffins circa 1982 landmark interview of Norman Dodd, chief investigator for the Reece Committee, charged with the duty to ferret out the anti-American activities of non-profit, tax-exempt foundations.
Hidden Agenda Norman Dodd 2 of 6
Hidden Agenda Norman Dodd 3 of 6
Hidden Agenda Norman Dodd 4 of 6
Hidden Agenda Norman Dodd 5 of 6
Hidden Agenda Norman Dodd 6 of 6
Rare Carroll Quigley interview – 1974 (Full Interview)
Carroll Quigley on Western Civilization 1/7
Carroll Quigley on Western Civilization 2/7
Carroll Quigley on Western Civilization 3/7
Carroll Quigley on Western Civilization 4/7
Carroll Quigley on Western Civilization 5/7
Carroll Quigley on Western Civilization 6/7
Carroll Quigley on Western Civilization 7/7
Professor Carroll Quigley, Bill Clinton’s mentor at Georgetown University, authored a massive volume entitled “Tragedy and Hope” in which he states: “There does exist and has existed for a generation, an international network which operates, to some extent, in the way the radical right believes the Communists act. In fact, this network, which we may identify as the Round Table Groups, has no aversion to cooperating with the Communists, or any other groups, and frequently does so. I know of the operations of this network because I have studied it for twenty years and was permitted for two years, in the early 1960s, to examine its papers and secret records. I have no aversion to it or to most of its aims, and have, for much of my life, been close to it and to many of its instruments. I have objected, both in the past and recently, to a few of its policies, but in general my chief difference of opinion is that it wishes to remain unknown, and I believe its role in history is significant enough to be known.”
“The powers of financial capitalism had another far reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements, arrived at in frequent private meetings and conferences…”
“The apex of the system was the Bank for International Settlements in Basle, Switzerland, a private bank owned and controlled by the worlds’ central banks which were themselves private corporations…”
“The growth of financial capitalism made possible a centralization of world economic control and use of this power for the direct benefit of financiers and the indirect injury of all other economic groups.” Tragedy and Hope: A History of The World in Our Time (Macmillan Company, 1966,) Professor Carroll Quigley of Georgetown University
“The Council on Foreign Relations is the American branch of a society which originated in England (RIIA) … [and] … believes national boundaries should be obliterated and one-world rule established.” Dr. Carroll Quigley
“As a teenager, I heard John Kennedy’s summons to citizenship. And then, as a student, I heard that call clarified by a professor I had named Carroll Quigley.”President Clinton, in his acceptance speech for the Democratic Party’s nomination for president, 16 July 1992
Read the full book “Tragedy and Hope” here:
The Quigley Formula – G. Edward Griffin lecture
“Quigley” is the late Carroll Quigley, a Council on Foreign Relations member and historian, as well as mentor to CFR and Trilateral Commission member Bill Clinton. The lecture is based around the following quote from his book Tragedy & Hope, pp. 1247-1248:
“The National parties and their presidential candidates, with the Eastern Establishment assiduously fostering the process behind the scenes, moved closer together and nearly met in the center with almost identical candidates and platforms, although the process was concealed as much as possible, by the revival of obsolescent or meaningless war cries and slogans (often going back to the Civil War)….The argument that the two parties should represent opposed ideals and policies, one, perhaps, of the Right and the other of the Left, is a foolish idea acceptable only to the doctrinaire and academic thinkers. Instead, the two parties should be almost identical, so that the American people can “throw the rascals out” at any election without leading to any profound or extreme shifts in policy. … Either party in office becomes in time corrupt, tired, unenterprising, and vigorless. Then it should be possible to replace it, every four years if necessary, by the other party, which will be none of these things but will still pursue, with new vigor, approximately the same basic policies.”
NWO, Secret Societies & Biblical Prophecy Vol 1 (Revised)
Charlotte Thomson Iserbyt
“…Charlotte Thomson Iserbyt is an American freelance writer and whistleblower who served as a Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education during the first term of U.S. President Ronald Reagan, and staff employee of the US State Department (South Africa, Belgium, South Korea). She was born in 1930 and attended Dana Hall preparatory school and Katharine Gibbs College in New York City, where she studied business. Iserbyt’s father and grandfather were Yale University graduates and members of the Skull and Bones secret society.
She is known for writing the book The Deliberate Dumbing Down of America. The book claims that changes gradually brought into the American public education system attempt to eliminate the influences of a child’s parents (religion, morals, national patriotism), and mold the child into a member of the proletariat in preparation for a socialist-collectivist world of the future. She alleges that these changes originated from plans formulated primarily by the Andrew Carnegie Foundation for the Advancement of Education and Rockefeller General Education Board, and details what she says are the psychological methods used to implement and effect the changes.
In an interview concerning secret societies and the elite agenda she disclosed that in the early 1980s she had a chance to meet with Norman Dodd who had been the chief investigator for the United States House Select Committee to Investigate Tax-Exempt Foundations and Comparable Organizations commonly known as the B. Carroll Reece Committee. In the video she claims that Dodd discussed a ‘network’ of individuals including Carnegie who planned to bring about world peace by means of rapid changes in society. These changes would be brought about by involving the populace in various wars and military conflicts. She further claimed that Dodd had discussions with Rowan Gaither, the president of the Ford Foundation in which he revealed that directives from the President of the United States compelled foundations related to the Ford Foundation to direct their funding into bringing about the merger of the USA with the Soviet Union.
Filmed interviews of Iserbyt have her detail her story that lead her from school board trustee/administrator to becoming a Ronald Reagan administration staff in the U.S. Department of Education, and discovering further to her complete disbelief how these policies of a socialist-collectivist nature originated all the way to President Reagan, Vice President George H. W. Bush, and their policy advisers.
Up until 1960 Reagan, a leading member of United World Federalists (whose purpose was to merge America into a world government), was a charter member of Americans for Democratic Action. Reagan was also a member of the National Advisory Council of the American Veterans Committee that was supposedly “under communist influence.”
Not listening to warnings provided to her in a book about Ronald Reagan (as California Governor, written by United Republicans of California (UROC)) given to her by friend, Iserbyt dismissed the seemingly outrageous claims made in the book a short time prior to her accepting and leaving for the government position. 1982 Reagan relieved her of her duties after leaking an important technology grant for computerized learning–Project BEST: “Better Education Skills through Technology” brought about by the scholarly writings and a large study by an education specialist named Dr. John I. Goodlad at the Center for Educational Renewal at the University of Washington originally from British Columbia, Canada. One book Iserbyt was critical of was “Schooling for a Global Age” edited by Charlotte C. Anderson, James M. Becker, Institute for Development of Educational Activities, New York 1979, that Iserbyt cited as having less to do with fostering learning and mainly to do with psychological manipulation of students possibly against the teaching of the child’s parents, for example, in arts classes.
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.
— Dr. John I. Goodlad, Schooling for a Global Age-1979
And again later…
Enlightened social engineering is required to face situations that demand global action now… 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.
— Dr. John I. Goodlad, “Guide to Getting Out Your Message,” National Education Goals Panel Community Action Toolkit: A Do-It-Yourself Kit for Education Renewal (September 1994); 6.
Through her father Charlotte Iserbyt was able to gain possession of the complete listings of the members, living and dead, of the Yale University Skull and Bones secret society, fashioned into a three-volume set: living members, deceased members, and complete listing of both. She cooperated in the writing of Dr. Antony C. Sutton’s book America’s Secret Establishment – The Order of Skull & Bones by providing the list of members obtained from her father.
Fifteen Yale juniors are invited to join the Skulls each year in a process called “tapping”. A couple of thousand Yale graduates have been Skulls–WASP males from wealthy Northeastern families: Bush, Bundy, Cheney, Dodge, Ford, Goodyear, Harriman, Heinz, Kellogg, Phelps, Pillsbury, Rockefeller, Taft, Vanderbilt, Weyerhaeuser and Whitney were among its membership.
Iserbyt believes that the Bavarian Illuminati hid inside the Freemasons, and that the Skull and Bones Secret Society is derived from these Illuminati-degree Freemasons from Bavaria whose goals were documented in an original edition 1798 book Proofs of Conspiracy by John Robison in Iserbyt’s possession that she claimed was originally owned by the first president of the United States of America, Freemason, George Washington. The ideas of a ruling elite date back prior to Plato’s writings about the hierarchical plutocracy. Among the goals of the Order of the Illuminati were to destroy religions, and governments from within, merge the destroyed countries, and to bring about a one world government, a new world order, in their secret control.
In the secret societies interview she states that virtually all of the Carnegie Foundation agreements with the Russian education system were still in place, as well as the U.S. Department of Education programs that Iserbyt claims brought about the downfall of American prosperity since the turn of the century, especially post World War II. …”
A Portrait of John Goodlad
From his early days as a teacher in rural Canada to his eminent status today, John Goodlad has been crafting an agenda for constructive school renewal.
The acknowledged leader of educational renewal, John Goodlad has been at the vortex of every wind that has blown across education since World War II—holding firm to the basic ideas of humanism and progressivism. From the 1970s, when he took a stand against the behavioral objectives movement, to the early 1990s, when he opposed America 2000, Goodlad has steadfastly adhered to the wisdom of Alfred North Whitehead and John Dewey.
From Whitehead, he took the notions of “romance, rigor, application,” that is, embrace a compelling idea, examine and refine it with great rigor, and apply it to your work. From Dewey, he learned the concepts of progressive education, what might now be called constructivism, and the practice of applying theory with seriousness of purpose and intellectual power.
At 74, the slim, energetic Goodlad is professor of education at the University of Washington, Director of the Center for Educational Renewal, President of the Institute for Educational Inquiry, and former long-time dean of the Graduate School of Education at UCLA. The Nongraded Elementary School (1959) and A Place Called School (1984) are his most well-known books. As celebrated as he is today, however, Goodlad mused that to understand him, you must return to an era that is very different from today, to the Great Depression.
Growing Up in Rural Canada
Goodlad grew up during hard economic times in a rural Canadian town 2,500 feet up the side of a mountain overlooking Vancouver. His memories of childhood, nevertheless, are happy ones—of hiking in the mountains, fishing in the streams, picking fresh huckleberries, sleigh-riding in the snow, and, in his words, watching “the marvelous northwest summer come on so quickly and vigorously.”
As a boy, Goodlad did not spend much time thinking about higher education, for very few people went to the university in his day. “The university was something remote, and those who went weren’t fully trusted by the common man,” he said. His parents had only an elementary school education, but were certainly literate. His mother played the organ in church, and he remembers her walking to school to get his books when he was ill. Goodlad’s father wrote poetry and had a literary bent. Sadly, he contracted influenza during the great epidemic of 1918–1920 and died when young John was just 16.
Goodlad’s teenage years were a time when things flattened out economically. The vast majority of people had very little; in high school, he knew only one boy who owned a car. A good student, Goodlad had always envisioned teaching as “something I wouldn’t mind doing. It would be nice to say I was driven powerfully to education, but the truth of the matter was you didn’t have any choices.” Neither of his two older brothers went to college, and there was no way Goodlad could get to the university either.
At that time, however, Canada allowed students to matriculate for a fifth year of high school (senior matriculation) plus one year of normal school to qualify for a provisional teaching certificate in an elementary school. Goodlad completed these studies and attained a position in a one-room schoolhouse in a farming community not far from Vancouver. At that time, Goodlad told me, you were hired as a teacher if you were male and athletic, on the grounds that you could keep order in the classroom and live independently. It was a sexist world, he reflected.
Exploring the Boundaries of Teaching
Goodlad taught in a small room with 34 children scattered across eight grades, planning and teaching an average of 56 lessons every day. With very few books or instructional supplies, he felt fortunate to have three walls of chalkboard space. “At the end of each day,” he said, “I filled these spaces with instructions to pupils in eight grades and seven subjects.” The nongraded school concept had its genesis at this one-room school, where Goodlad also experienced the regulations of schooling that so often get in the way of teaching and learning.
Fate next took Goodlad to a graded elementary school where the routines of schooling continued to dominate daily practice. When crowded conditions forced him to relocate his classroom to a church, Goodlad was free to experiment with dismantling some of the encumbrances of traditional schooling. Unable to maintain the pace of managing 56 periods a day, Goodlad stumbled upon a way to integrate grades and subject matter when he had the custodian build a sand table for his class. “I created a very progressive environment,” he explained. “With a great big sand table…. I integrated history, geography, art, reading, and other subjects as well as broke down all of the grade lines.” Often in his career, Goodlad drew on this experience when he examined the nongraded elementary school and techniques for crossing subject lines.
Gathering Ideas, Shaping a Vision
Gradually, Goodlad began to further his education. During the summer he attained permanent certification at Vancouver’s Victoria College. He liked many of the classes he took, particularly radio script writing and others that had no direct connection to pedagogy. “I don’t think I was aware of the relationship between degree-getting and position-getting,” Goodlad told me, “but I became aware at some point that a degree was in the works.”
From 1943 to 1947, several important events occurred in Goodlad’s life. First, he became the director of education at the Provincial Industrial School for Boys, a place where youngsters, Goodlad recalled, “were incarcerated for everything from incorrigibility to murder.” Here, he learned the power of the environment to shape young people, a notion of culture that went against the conventional wisdom of the time and is still not fully accepted today.
Goodlad completed both his bachelor’s and master’s degrees at the University of British Columbia. Now married to Evalene Pearson, he began applying to graduate schools in the United States and Canada. Up until then, Goodlad had not spent a continuous period of residence in a university. Leaving behind everything he and Evalene had grown up with took a lot of courage, much of which Goodlad attributes to his wife. With her help and encouragement and with eight years of hard teaching experience behind him, Goodlad raced through the University of Chicago to a Ph.D. in three years.
Chicago operated not by course credits but, rather, by the examination process, so Goodlad—who was well versed in how to work by day and write and study late at night and on weekends— quickly passed his exams and wrote a dissertation on nonpromotion. His investigation found that the practice frequently had no helpful consequences for the student.
During this time, Goodlad also began a long relationship with Ralph Tyler—first a mentor and later a close friend. He learned to appreciate what he called Tyler’s “incredible ability not to tell you a darn thing, but to ask you a few questions and to help you reach a completely clear conclusion.” From Tyler, he also learned to respect extremely careful preparation and to expect high standards of intellectual competence from himself and valued colleagues in their work in education.
Viewing the School as a “Cultural Entity”
Up to this time, all of Goodlad’s teaching had been in Canadian schools. Deciding that he needed to know something about U.S. schools, he accepted a job with the Atlanta Area Teacher Education Service, an innovative attempt to work with hundreds of teachers who, like Goodlad, had gone to normal school, were teaching, but didn’t have degrees. A collaborative effort between the University of Georgia and Emory University, this service helped many teachers earn full degrees. Goodlad spent two years assisting teachers with college courses and, at age 29, was named the head of Emory University’s Division of Teacher Education.
During the mid- and late-50s, Goodlad continued his teaching and administration at Emory and then at the University of Chicago, finding time to start a family and to publish several books and articles. The Elementary School (1956) and The Nongraded Elementary School (1959)—two books that Goodlad co-authored—were among the most influential education books of this period.
In 1960, Goodlad began his quarter-century association with UCLA, where he served first as a professor and director of the lab school and, later, for 16 years as dean of the Graduate School of Education. Goodlad was seeking to have more association with schools, and the lab school was particularly appealing. It was a fairly representative school, not an elite school for the faculty and a few other families, as were many lab schools around the country. “The combination to head the lab school at UCLA and the professorship was very compelling,” Goodlad told me, for many reasons, not the least of which was the need to move to a better climate for the health of one of his children.
More and more, Goodlad began to focus his work and the work of the university on the school as a “cultural entity.” In the 1960s and ’70s, most of the work on schools was focused on the individual student or the individual teacher. It is a mistake, Goodlad fervently believes, to look at “the individual mosquito instead of looking at the mosquito pond.” The school is a serious and complex ecosystem, and, to bring about change, teachers need to understand how that entire system works, the complex weave of the entire fabric. As Goodlad expressed it:
We address teacher education reform, we address curricular reform, we address teaching reform, we address restructuring—but we rarely address the school as a total entity. We don’t prepare teachers for school, but for classrooms.
In the 1970s, Goodlad’s was often a lonely voice, crying out to see each school as a unit of change. Visitors, as many as 5,000 in a single year, came to the UCLA lab school, said that it was wonderful, and then lamented, “We have no way of doing that back home. There’s no climate for change there.” Goodlad’s habitual response was to advise them to involve their principal, superintendent, and community; to look carefully at their own culture; and then to build an agenda for change.
Goodlad consistently opposed what he calls “the behaviorist excesses” of the time, especially those that narrowed the teaching role into a stimulus-response model. Even the late Madeline Hunter, whom Goodlad had brought in to be principal of the lab school in 1962, joined the behaviorist camp, said Goodlad. Hunter did much to correct some of the misapplied progressive methods in the lab school, and late in her career went to great lengths to distance herself from strict behaviorism, as did other talented educators whom Goodlad had debated for more than a decade.
Inventing a Program for Change
I pressed John Goodlad to summarize what he has stood for over the years, to envision what he would do if he were given a school to renew. His first response was indirect: a rousing cheer for Ted Sizer’s commitment to the autonomy of the single school:
Sizer has been remarkably successful at managing to convince people that there is no one model. Every one of the schools in the Coalition is different but all share some fundamental principles.
After some prodding and my promise not to identify this as a definitive list, Goodlad agreed to talk about some important things he would do. “First, you have to train people in how to carry on a serious educational conversation.” For example, on a topic like grade retention, you gather all the relevant data on the issue and ask, “What’s a better way?” At the University of Washington, Goodlad and his colleagues work with associates to learn how to ground their conversation in defensible arguments, how to make decisions and formulate actions, and, finally, how to appraise the consequences of their actions.
A second feature of an effective change program, said Goodlad, is an agenda. Without one, reform breaks down. It’s fine to study the situation, to ask questions, to do a simple inventory of what is worthwhile and what is problematic about a school. But, warned Goodlad, “It is a terrible mistake to go to your community blank.” The agenda can include a list of principles about which you feel strongly, or it can be a simple inventory of the local situation, but reform will descend into rancorous fighting, he cautioned, if it is based on a group of people expressing their pet peeves.
All successful reform is based on a compelling agenda. The Coalition of Essential Schools, Howard Gardner’s work, and the Center for Education Renewal, for example, are testimony to this fact. People need to buy into the agenda, Goodlad advised. They can then elaborate the agenda and even make interesting and serious changes, but there must be some template at the outset of sufficient complexity and promise to engage people.
Finally, Goodlad talked about the necessity of long-term and abiding commitment on the part of the staff. Too many change programs last only as long as one or two key people are interested. Goodlad cited instances where superintendents told him of their commitment and soon after applied for other jobs. The superintendent, the principal, and teachers are the initial key players in this effort. Almost no school can or should get a new staff. “The idea is not to restructure schools but to renew them,” Goodlad urged, a process that takes many hours of serious conversation.
After engaging in a dialogue, the staff can sit down and examine the work of Madeline Hunter, Ted Sizer, James Comer, and others and then decide what each can contribute to the agenda. The university can provide assistance if requested, but the emphasis is always on renewal and not on what Goodlad called “parachuting stuff in” that the school doesn’t need.
Charting a Personal Agenda
At this stage of his life, John Goodlad has no intention of slowing down. “We are entering the 10th year of a 15-year agenda at the Center for Educational Renewal,” he explained. “We have developed a strategy for change that’s based on more than a quarter of a century of research and other experiences, and we have managed to get people to buy into that voluntarily: the National Network for Educational Renewal.” With 16 settings in 14 states, the network is committed to the intense training of educators in the techniques of renewal, respect for the uniqueness of each school, and the simultaneous renewal of schools and teacher education. The network is now undergoing dramatic growth involving 25 colleges and universities, nearly 100 school districts, and more than 250 partner schools.
Goodlad continues to emphasize the importance, in a democratic society, of making it comfortable for schools to go beyond the custodial functions, the regulations, and other barriers that so bedeviled him in his first year of teaching. In fact, his eight years in Canadian public schools led to his belief that college educators who have a practical background can be the link between research and practice that is essential to overcoming these classroom obstacles to innovation. Goodlad has developed these and other concepts in his most recent book, Educational Renewal: Better Teachers, Better Schools (1994).
While planning an agenda for himself well into the next century, Goodlad does understand the stage of life that he has reached. Now is the time to write even more, to make the agenda for renewal ever clearer and more accessible, he told me. Paraphrasing Dewey’s words of 70 years ago, Goodlad reflected, “What the researcher in education must do is to get immersed in the complex phenomena, then withdraw and think about the issues.” Goodlad is thinking about them and for the rest of his career will continue his life’s work in school renewal.