Precious Children In The Crosshairs Of Radical Sex Agenda
June 13, 2017 by Benham Brothers
Jesus once said to his disciples: “Things that cause people to stumble are bound to come, but woe to anyone through whom they come. It would be better for them to be thrown into the sea with a millstone tied around their neck than to cause one of these little ones to stumble” (Luke 17:1-2).
Thank God Jesus took the millstone for us, but it doesn’t change the fact today that our little ones are being targeted with moral stumbling blocks nonetheless. Radical sexual revolutionaries are forcing their agenda of sex upon the most vulnerable among us, as we saw in two stories last week.
In Britain, the Times of London recently highlighted how the British Museum is now offering lessons in sex to children, reporting how the museum can now be “a romp through the history of sex” as “the perfect place to teach children about the birds and the bees.”
In the article, Director Hartwig Fischer said sex education “works much better in museums because students can access objects from across culture and time to illuminate the topic.”
Uh, sex objects don’t “illuminate” – they stimulate. These will absolutely pervert the beauty of God’s intended design for sex in the minds of impressionable children.
Hartwig continued, saying the museum would now offer schools a “sex and relationship education program where pupils could attend workshops to learn about sex and identity, with the museum’s objects used to discuss contemporary issues.”
He said: “Pupils can discuss pornography, consent and body image with the help of Japan, Ancient Egypt and Greece. Lesbian, gay and bisexual issues are explored with the aid of ancient Mesopotamia while transgender issues are touched upon with the help of the Aztecs.”
Are you kidding?! How many of you are ready to send your children or grandchildren to a museum to learn about sex from ancient Mesopotamia, where orgies and cult prostitution were commonplace? This is just woeful.
But before we get too upset about it, check out what we’re doing here in America.
Marcus Gregory, reporting for the Federalist in a piece titled, “How Conversion Therapy Bans Will Trap Transgender Children,” wrote, “On April 25, Democratic lawmaker Sen. Patty Murray (D-Washington) reintroduced a bill to ban therapy in the United States that seeks to change sexual orientation or gender identity. In deceptive language, the bill ensures no American child unhappy with his or her natural sexed body will have access to therapy other than drastically changing the body.”
Gregory then provided a startling example of the repercussions of such deceptive legislation, saying: “Consider this scenario, based on real events: One day, your high-school-age daughter comes to you with a surprising announcement. She has a history of psychological problems and is unhappy with the pressures of being a young girl. She has spent a great deal of time online reading about transgender and is certain she must really be a transgender man: her gender identity is that of a man. She wants to go on testosterone and cut her breasts off.
“After you talk it over with her, she agrees to find a therapist to see if she could be happy with herself without drastic treatment. However, a nationwide law bans any professional from offering care that doesn’t uphold her feeling she is transgender. Instead, your teen daughter takes hormones, which sterilize her healthy body, lower her voice, and change her bone structure, and goes to live as a man. Years later, her body irreversibly damaged, she changes her mind and bitterly regrets losing her fertility. ‘Why did they let me do this to myself as a child?’”
Well, the only reason why would be because good people refused to stand up to speak out. They just sat back silently, as revolutionaries forced their agenda on our kids.
Gregory went on to say, “the bill also ignores an important fact: even if a child’s claimed gender identity is ‘insistent, persistent, consistent,’ the best evidence is around 90 percent of such children will outgrow it if they are simply left alone.”
This is a crucial point here. The reason they won’t leave the kids alone is because the ceiling in this sexual revolution consistently becomes the floor. It goes from acceptance, to appreciation, to celebration and then to participation. It refuses to stop until it controls all of them.
Gregory wrote, “Children’s best interests hardly matter to a society obsessed with the latest so-called civil rights frontier.”
We couldn’t agree more.
Our children matter to God – and so they should matter to us.
Gregory concluded by saying, “We’ve forgotten that children are children. Children believe what they read online, what adults tell them, and do not understand the nuances and stereotypes around sex and gender.
“Opposing this dystopian bulls–t of making children into transsexuals shouldn’t even be a political debate between left and right. It’s just about a basic moral assurance that we shouldn’t harm kids. So let’s stop it.”
“Let’s just stop it” is right. And the basic moral assurance Gregory alluded to is granted simply because Christ Himself validated the intrinsic value of children when he warned all people not to cause them to stumble.
First published at BenhamBrothers.com
Deep State Still Corrupting Students Through Dept Of Ed
An internal memo in the Department of Education says officials will investigate schoolteachers who do not comply with children’s demands to be called by the opposite-sex pronoun, for example, ‘her’ instead of ‘him.’
The instruction was part of a jargon-filled memo dated June 6, and signed by Candice Jackson, the Acting Assistant Secretary for Civil Rights in the U.S. Education Department, which provides instructions to staff concerning “complaints involving transgender students.”
The memo tells department lawyers how to respond when they get complaints involving “transgender students.” It says the department’s left-wing lawyers can use recent and disputed federal court decisions — not the elected President’s popular policies — to justify high-pressure lawsuits against teachers who have normal attitudes about the equal, different and complementary status of males and females.
For example, lawyers can investigate a case of “hostility” where school personnel are “refusing to use a transgender student’s preferred name or pronouns when the school uses preferred names for gender-conforming students or when the refusal is motivated by animus toward people who do not conform to sex stereotypes,” the document says.
The his-her pronoun issue is especially sensitive because federal support for the transgender ideology would mean that a child can use federal lawyers to threaten other students and teachers in school until they submit by referring to the child by the biologically incorrect pronoun, even in science class.
Mat Staver, founder and chairman of Liberty Counsel, a Christian civil rights organization, says the long-standing Title IX laws have nothing to do with calling students by pronouns they prefer. “Title IX does not require a school district or teacher to call students by false gender pronouns,” he said. “Title IX is silent regarding the use of pronouns, and it cannot be a violation to refer to students by pronouns consistent with their actual sex.”
Requiring false pronoun usage by teachers is a compelled speech violation for teachers and compelling students to participate in a lie violates their right to free speech. I thought we had seen the last of this nonsense coming out of the Department of Education. I call upon Betsy DeVos to end this new policy.
In February, the Trump administration reversed former President Barack Obama’s guidance that allowed gender-confused students to use the bathrooms and showers of whichever gender they prefer – without restrictions – rather than those corresponding to their biological sex.
Regarding the reversal of the policy, U.S. Education Secretary Betsy DeVos said:
We have a responsibility to protect every student in America and ensure that they have the freedom to learn and thrive in a safe and trusted environment. This is not merely a federal mandate, but a moral obligation no individual, school, district or state can abdicate. At my direction, the Department’s Office for Civil Rights remains committed to investigating all claims of discrimination, bullying and harassment against those who are most vulnerable in our schools.
DeVos’s statement, however, followed a report in the New York Times which suggested she was at odds with the president and Attorney General Jeff Sessions over changing Obama’s pro-transgender policy. That policy sought to remove any legal or civic distinctions between women and men, boys and girls by allowing “transgender” people to switch their legal sex, and then use the opposite sex’s bathrooms, athletic leagues, and pronouns.
Heritage Foundation senior research fellow Ryan Anderson applauded the Trump administration’s decision to reverse the Obama-era transgender bathroom directives, and further urged Congress to clarify that mentions of “sex” in the law do not mean “gender identity.”
“This would ensure that unelected bureaucrats and judges would not be allowed to reshape policy that affects women and girls,” he added.
The Trump administration has said the school bathroom issue was a states’ rights issue, rather than one for the federal government to decide.
However, as Breitbart News reported, although Trump’s new policy has discarded legal documents produced by Obama’s deputies, it has not formally rejected the transgender ideology. The ideology claims that a person’s legal sex — and their pronouns — are determined by their flexible choice of “gender identity,” not their actual biology. Those Obama-era rules told officials that they must comply with the child’s life-changing decision, even if the parents oppose.
Jackson emphasizes that the Trump administration’s reversal of the Obama policy still requires OCR to “rely on Title IX and its implementing regulations, as interpreted in decisions of federal courts and OCR guidance documents that remain in effect, in evaluating complaints of sex discrimination against individuals whether or not the individual is transgender.”
But the courts are being pushed by transgender advocates to impose the ideology onto unwilling parents, kids and school districts. In one federal court decision, Whitaker v. Kenosha, a three-judge panel of the U.S. Court of Appeals for the Seventh Circuit ruled that Kenosha Unified School District violated federal law and the Constitution by protecting the privacy of the many students who would be forced to share bathrooms and showers with a teen of the opposite biological sex who claimed to have switched gender.
In the May 30 decision, the judges completely accepted the teen’s claim that people can switch their gender identity as they please simply by declaring themselves to be “transgender.”
A very small proportion of Americans attempts to live as members of the opposite sex. Only about 1-in-2,400 Americans, for example, have changed their names from one sex to the other, according to a study of the 2010 census.
The OCR memo also underscores the potential dangers inherent in school vouchers and other financial mechanisms that use taxpayer funding to facilitate school choice. Federal oversight, as seen in the OCR memo, could be extended to these schools as well.
Education Today: A Prerequisite for Self-Destruction
If we are to guard against ignorance and remain free, as Jefferson cautioned, it is the responsibility of every American to be informed.
President Ronald Reagan, National Library Week, 1981
Today’s students have been skillfully educated to demonstrate their ignorance with both ease and pride. If you have doubts, you should:
Listen to them discuss popular concerns (like black lives matter, capitalism, socialism, Wall Street, and politics). Observe them as they measure their self-worth with destructive acts in order to win the approval of their peers. Note the activities they enjoy and whom they idolize. And, by all means, ask their “educators” what they believe should be done about it. When you remind yourself that many of them have been shaped by our schools for twelve, sixteen, eighteen, and even more years, you will get an idea of what many educators are doing daily to innocent students in the name of “education.”
But you mustn’t stop there. If you really want to understand the problem, you must learn to probe deeper. Read what the average student must read in many of his classes: volumes of irrational nonsense in which clever writers adroitly lead students to their intellectual graveyards; acquaint yourself with some of the “profound” ideas voiced by popular anarchists, presented to students as precepts of “freedom” lovers. And observe the academic routine – the busy-work, the contradictory curricula content, and the historical negationism – conceived to confuse and deaden healthy minds seeking truth and sound principles to guide them.
When I was a student, I remember some of the mush that I was expected to learn in order to pass exams. I remember a history professor who tested me on my retention of footnotes (not important concepts and facts); a psychology professor who thwarted my clear observation of human behavior with Freudian clichés; a literature professor who graded me by some subjective standard that made no real sense to me; and, most disturbingly, a philosophy professor who promised to deliver profound insights, but instead delivered a sleazy philosophy on relativity. (This is the concept, which uses superficial standards, not moral principles, as its premise.)
Because of such wide-spread teaching practices, many American students graduate from school intellectually handicapped. The degree of their handicap usually depends on the amount of years they have spent in school – especially in the liberal arts department – and how seriously they took their studies during their school years. Although they may read, write, and speak with some skill, many of them find it difficult to break free of the mental straitjacket they must wear. As a result, they find themselves incapable of thinking deeply and independently. When they are finally released to the world, the majority, sadly, are released like conditioned Pavlovian dogs who are trained to respond to popular political ideas, social fads, and more, on cue, exactly as they were instructed by their teachers and other influential adults.
The end result is the typical graduate who lives for the moment irresponsibly, guided by his conditioned reflex. The bright ones, who find conflict with what they are taught and what they perceive as true, are left with the mentally exhausting task of sorting through the mush they have learned in school for an explanation. Unfortunately, all they often discover for their effort is a lot of dead ideas that lead to nihilism. For this reason, many give up and find comfort in some form of self-destruction like drugs and alcohol.
This type of education is tragic. Students by nature are rational beings who want to take control of their lives. A student who can’t often finds himself turning to others for guidance. If irresponsibly advised, such students can easily be encouraged to make decisions that will later prove regrettable.
Since we live in an age, where ignorance and sensations are esteemed, not knowledge and reason, they usually have a broad choice of self-destructive activities to choose from. I firmly believe a healthy mind dedicated to the joys of learning in a truly intellectual and mentally healthy sense is not a mind that will want to obliterate itself with cheap thrills and drugs.
What is the solution?
In an effort to understand the solution, I spent some time researching what respected educators thought good teaching ought to be. In two articles that I published in 1993 and 1994, I identified my views in Basic Education (a Council for Basic Education publication). One article was on how to teach history and the other was on how to teach literature (both are online at www.bfat.com). The general value of these two articles is that they provide a template, which teachers can use to bring lasting understanding to their subjects.
Today, as never before, the freedom, which Americans have long taken for granted, is being skillfully undermined by progressive educators (like John Dewey and his disciples). These clever thinkers who have set the standards for our teachers to follow must be identified and removed from education. Their theories have for too many years insidiously and systematically destroyed the cognitive development of our students. In my two easy-to-read novels, The Fire Within (which dramatically examines two opposing education philosophies) and Teacher of the Year, the play and the novel, (which examines with corrosive wittiness a satirical educator), I have attempted to link the problems in education to the ideas responsible.
Education is our fundamental defense against societal disintegration, which is rapidly occurring in America (best exemplified by the Berkeley riots and the Alinsky-inspired radicalism generously encouraged on our campuses). To resist this assault instigated by some leaders, we need to hire teachers capable of inspiring students to higher levels of cognition – teachers dedicated to developing minds like fortresses filled with knowledge to combat irrationality. But before this can be done, our primary goal must be to rid our schools, as soon as possible, of some of those poisonous practices and ideas so commonplace in education today and once again bring sensible balance to the presentation of ideas.
Joe David is a former educator and the author of six books, several on education, The Fire Within and Teacher of the Year (the novel and the play). His writings have appeared in numerous publications, including journals, magazines, newspapers and online websites. For more information, visit www.bfat.com