On Education
As part of my introduction to the high school’s administrators, I recalled an earlier visit to Beijing. It occurred in May, 1989. I was the guest of the Beijing Psychological Society and was at Beijing Normal University to deliver a series of invited lectures on learning theory. I was midway through the first lecture when my audience and I were interrupted by tumult outside the building in which the lecture hall was located. We rushed to the windows and looked down on several hundred students, who were massing near the university’s gate. My hosts immediately conferred with each other, then, in apologetic tones, asked whether I would consent to cancelling the remainder of the lecture. I could hardly refuse.
Nor did I lecture again. Instead my hosts and I rode in a well-worn van along the widest avenue I had ever seen to Beijing’s center—Tiananmen Square. What awaited us there was a sight for a lifetime—an estimated hundred-thousand students and faculty. They formed a massive demonstration against recent actions of the central government. A makeshift statue of Lady Liberty was visible above the crowd. The air was filled with excited, passionate conversation. Students came and went, often trailed by faculty, who were there out of concern for the students, as evidenced by the provisions they had brought along and by their heartfelt expressions of support and solidarity.
Perhaps because I was an American professor, I received clearance to pass through several makeshift security cordons to the center of the square, where the original protestors already had spent a few weeks. I saw several who had begun a hunger strike several days earlier and were by now quite weak. They were lying on blankets and were attended by friends. One of them motioned me to his side. I knelt there and bent down to hear his weak voice. In English he said, “We only want what you have.” Naively I asked what that was. “We want what you have—freedom of the press, free elections, freedom of religion, and no more corrupt leaders.” I nodded understandingly and promised to carry his message home with me. After several days on which I regularly returned to the square, I left for home. Three days later the tanks rolled in.
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Hal Miller Response Letter: Parking
Dear Mr. *******,
Thank you for your query and your description of vexing and disheartening conditions in your neighborhood.
I recently drove through the ***** neighborhood and observed the too-dense parking there. Coincidentally, during my campaign I have met the City's director of zoning compliance and, in two separate conversations with her, learned firsthand of the vagaries and never-finishedness of her work. It well might be described as a nightmare.
It seems to me that promises by the Municipal Council of the sort you described are largely empty, that there must be a clear, historically-demonstrated record of zoning enforcement before such promises are made. That has not occurred.
Although the Council's agenda properly should be agreed to mutually by its members, if elected, I intend to perform at least an individual review of zoning ordinances against the record of enforcement and do so in short order. This should illuminate the most enforcement-challenged ordinances.
At the same time, I will review the history of promises made to neighborhoods at the time when developments were approved that presented a discernible challenge to enforcement. I would hope for at least two outcomes: first, a revision of the zoning code to prevent failed promises and, second, the provision of an adequately staffed and authorized enforcement team with the clear mandate for prompt and consistent enforcement.
I hope not to over-promise here. I am aware that the dilemma you described is city-wide and deserves the Council's prompt, considered attention and action.
Thank you for raising the matter with me. Were I elected, I would welcome your further recommendations for effective enforcement.
Hal Miller
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Who is Hal Miller?
- Graduated from high school in Albuquerque
- B.S. in Psychology, Arizona State
- Ph.D. in Experimental Psychology, Harvard
- Grew up in an Air Force family.
- Lived in Arizona, Alaska, Texas, Massachusetts, Oklahoma, New Mexico, and Florida.
- Moved to Provo in 1975 and into current home in 1976.
- Married for 42 years, eight children, 22 grandchildren
- All children are college graduates and married
- Children and children-in-law include an attorney, physician, investment banker, marketing analyst, elementary school teacher, financial planner, registered dietician, graphics designer, middle- and high-school English teacher, homemaker (Family Science), educational technologist, homemaker (American Studies), chemical engineer, assistant professor (Family Science), accountant, and recent college graduate (Political Science)
- Professor of psychology at BYU
- Former dean of BYU General and Honors Education
- Adviser to student organizations
- Researcher, author, and editor
- Recipient of teaching awards
- Educational consultant, including public and private schools in Utah, New York City, and China
- Christmas Nativity Program at Provo Tabernacle
- Co-chair, Provo Education Foundation
- Provo Daughters of Utah Pioneers Museum Adviser
- Sons of Utah Pioneers Chapter Founder
- Hugh O’Brian Youth Foundation Committee
- Chair, Provo District, BSA
- Volunteer, Slate Canyon Youth Center
- Recipient of awards for volunteer work
- Upper East Union Irrigation Co. Board of Directors
- President, Utah National Parks Council, BSA
- Member of the LDS Church
- Full-time LDS missionary in Finland
- LDS high councilor, bishop, and stake president
- Gardening, weight lifting and fitness
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My Approach
If elected, I pledge to:
● Listen carefully to my constituents' voices, including regular contact with Neighborhood Chairs
● Do my homework (informing myself about precedents here and elsewhere in
order to consider multiple options)
● Interact with my Council colleagues civilly and responsibly (by speaking to the
issues, refining my arguments, and avoiding contentiousness)
● Use “Vision 2030” as an initial context for decision making so as to honor
its intent and, at the same time, to clarify and revise it collaboratively
● Adhere scrupulously to an ethic that places others and their well-being above
self so that all may profit together
photo courtesy of wickenden
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Issues
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