New Sexuality Education
Many of our schools are teaching our children a new sexuality and gender ideology which has been around for some time in academia but has recently been introduced into our schools and has become more obvious because of the Same Sex Marriage debate and because of the controversy surrounding the Safe Schools Coalition Program.
This new sexuality and gender ideology labels and condemns traditional views of sexuality and gender as binary thinking (thinking in terms of opposites) and hetero-normative (a belief that heterosexual relations are normal and natural which makes people who are same sex attracted or bi-sexual or transgender feel that they are not normal). They teach children that it is wrong to think exclusively in terms of male-female attraction and that there is no such thing as ‘normal’ sexuality.
This ‘binary’ distinction which has been around for thousands of years and accepted by the vast majority of the human race as something which is foundational, true and real is now being categorised as a form of bigotry by this new ideology.
They assert that people should not think of sexuality exclusively in terms of opposites attracted to each other but to see sexuality as existing on a continuum and expressing itself in a fluid and dynamic way. In other words you can be attracted to the opposite sex, to the same sex or both and your attractions can be changing all the time. Sexual attraction is not fixed nor should you assume that people are heterosexual. The strategy is to undermine hetero-normal and at the same time present same sex attraction as widespread and normal and if you do not agree or you feel uncomfortable with same sex attraction then you are homophobic.
“Once upon a time, ‘binary’ was a mathematical term. Now it is an insult on a par with ‘racist’, ‘sexist’ or ‘homophobic’. The enemy on this particular battleground is anyone who maintains that there are men and there are women, and that the difference between them is fundamental.” Melanie Phillips, Times Columnist
The same strategy applies to gender theory. We are told that we do not need to see people in terms of male and female because even if someone is biologically a male he may identify as a female and vice-a versa and this should be accepted and considered normal.
New teaching resources strongly encourage us to affirm and encourage someone when they desire to cross dress or use the toilet and dressing room facilities of the opposite sex, begin hormone treatment or make a decision to do sex re-assignment surgery.
The resources tell our children that biological sex is not significant because what is more important is your identity and your gender identity does not need to match up with your biological sex and its more about what you feel inside rather than what the reality is. People should not ask, “is it a boy or a girl”, you should not assume he or she, classes should not be divided into boys and girls when doing activities, people should not use the pronouns he or she when addressing transgender people, instead they are to learn to use the pronouns that transgender children prefer to be used for them, like ‘ze’ or ‘they’ or ‘ey’.
The gay, lesbian and transgender community insist that all of us should change the way we view male and female and are forcing us to think in a gender-less way so that transgender people don’t feel uncomfortable or disadvantaged. “Only you know whether you are a boy or a girl. No one else can tell you says the Gender Fairy in a children’s book designed to be read to Infants classes.
The resources used by our schools present gender theory and sexuality theory as a fact of life, an unchallengeable truth. The tone and expression is dogmatic. Laura McNally, psychologist and author writes, “in academia – where theories are readily criticised and deconstructed – gender theory has become universally accepted doctrine. Those who so much as question it are liable to be banned, petitioned against or publicly condemned. Peter Tatchell – a lifelong pioneer of gay rights – was recently barred from speaking at a university after daring to support free speech around gender.”
The intention of Gender theory is to break down children’s sense of what sex they are and also wipe from their minds any notion of gender norms. Melanie Phillips columnist for the Times tells us how in American schools, last November’s Transgender Awareness Month was a festival of this kind of indoctrination. Children were handed out ‘pronoun buttons’, badges which identified their own preferred personal pronouns as specific to any gender they chose or none’.
Schools that affirm gender theory and gender transitioning in reality are not only indoctrinating children but misleading those who have genuine gender dysphoria and their families. Paul McHugh, MD, is University Distinguished Service Professor of Psychiatry at Johns Hopkins Medical School and the former psychiatrist in chief at Johns Hopkins Hospital says, “The idea that one’s sex is a feeling, not a fact, has permeated our culture and is leaving casualties in its wake. The most thorough follow-up of sex-reassigned people—extending over thirty years and conducted in Sweden, where the culture is strongly supportive of the transgendered—documents their lifelong mental unrest. Ten to fifteen years after surgical reassignment, the suicide rate of those who had undergone sex-reassignment surgery rose to twenty times that of comparable peers”. The problem is that if a child presents with gender dysphoria the only professionals that parents will be able to consult are gender counsellors who will recommend hormone treatment and medical re-assignment. This is astonishing and an example of the fundamentalism of the transgender ideology. Parents and children should be offered both options.
Parents need to know that the science behind transgender behaviour is contested and there are other options apart from the affirmation of the transgender feelings and behaviour. Gender politics is all about subjective feelings. It has nothing to do with fairness or equality, truth or reality. Experience and wisdom tells us that in life what is more important is not so much what we feel but what is right and true, reasonable and fair. I may feel like being miserable but it is more helpful to view things in a positive manner; I may feel like eating everything that is delicious but it is healthier to exercise restraint, I may feel like exploding with anger but it is fairer to try to see the situation from the other person’s viewpoint as well. In the same way a child who is experiencing gender dysphoria needs to be gently but firmly reminded of what is real and what is true.
Promoting gender fluidity is likely to make most children confused or distressed. If a girl prefers to climb trees rather than play with dolls or a boy likes ballet, this is within the parameters of normal but now these children will wonder, ‘am I a really a boy or am I really a girl?
Gender cannot be at real risk because it is anchored in an immutable reality. What is on the cards is oppression, socially engineered dysfunction and the loss of individual freedom. – Melanie Phillips, Times Columnist.