“The year was 2081, and everybody was finally equal. They weren’t only equal before God and the law. They were equal every which way. Nobody was smarter than anybody else. Nobody was better looking than anybody else. Nobody was stronger or quicker than anybody else.”— Kurt Vonnegut, Jr.
One of the nation’s largest, sharpest, and wealthiest school systems, Fairfax County, has announced a bright, new idea (to take effect in 2016) that will directly influence district students in grades seven through twelve. It’s not a faster way to learn math, a more creative way to write stories, or a better way to get into a college: It’s recommended changes to their family-life curriculum which include lessons on “sexual fluidity” and “spectrum,” the idea that there’s no such thing as 100 percent boys and 100 percent girls.
It makes so much sense. Obviously, if boys and girls are “gender fluid,” then they are also one and the same—not just separate but equal, but the same and equal. Scandinavian countries have nothing on us—we are so Progressive! Don’t you wish growing you’d been taught in school that your girl parts and his boy parts were all really the same? Biology is so 2010!
This isn’t warm, fuzzy, Thomas Jefferson’s “all men are created equal” type of equality, as in worth or value. This is the type of equality that relates to sameness or eradicating differences because they supposedly wreak a sense of inferiority (or superiority, as the case may be).
Middle Schoolers Know Enough About Sexual Fluids, Thanks
In middle school, the district’s recommendations state, “Students will be provided definitions for sexual orientation terms heterosexuality, homosexuality and bisexuality; and the gender identity term transgender. Emphasis will be placed on recognizing that everyone is experiencing changes and the role of respectful, inclusive language in promoting an environment free of bias and discrimination.”
As they age, eighth graders will be taught that individual identity “occurs over a lifetime and includes the component of sexual orientation and gender identity.” The curriculum will state that “individual identity will also be described as having four parts—biological gender, gender identity (includes transgender), gender role, and sexual orientation (includes heterosexual, bisexual, and homosexual).”
What are schools intending to accomplish? Victoria Cobb, president of the Family Foundation suggests “the next step in the secular Left’s sexual revolution is to actually try to eliminate through the force of government the biological fact of male and female. For a movement that attacks any idea that counters its own notions as anti-scientific, they now want to impose on our children the idea that one’s biological sex isn’t real, but their sexual ‘identity’ is whatever they want it to be. Of course, what better place to impose this new worldview than our public schools?”
‘Sexual Fluidity’ Is a Really Bad Idea
There are practical, moral, and spiritual implications to this type of curriculum. Advocates say it’s a move toward inclusivity, that even one child left out or bullied because of his desire to explore another gender—or feeling that he may be another gender—is harmful. While no parent, teacher, or caring adult wants to see a child bullied for any reason, this doesn’t make sense and isn’t a good reason to create a new curricula that will do more harm than good.
High schoolers are by no means dumb, but did you want what was good for you then? If many teens had their way, they’d skip school altogether and hang out with friends. Should you let them? Traversing through the rollercoaster hormones at the onset of puberty, learning how to cope with peer pressure, and embracing a good education to prepare for adulthood are just some of the challenges with which high schoolers wrestle.
To this we add (or, dare I say, create gender confusion where there may not be any) through a required curriculum that suggests possibilities most children may not have even considered, let alone struggle with. It’s such a formidable stage of life. We must be careful what we teach and why. In a recent Wall Street Journal op-ed, pediatric psychiatrist Paul McHugh cited studies indicating that 70 to 80 percent of children who reported transgender feelings spontaneously lost those feelings later.
As The Federalist’s own Stella Morabito wrote in an article discussing Minnesota public schools allowing gender-bending in their sports programs: “Egregious violations of the human rights of certain groups were duly noted when laws such as the Thirteenth Amendment were instituted. But then we got into the lazy habit of identifying all different types of people as especially protected, now including those who have perceptions that diverge from physical reality. This constant categorization erodes any common understanding that all human beings are worthy of basic human rights.”
Cobb says parents must take action, which many in Fairfax County already are: “Parents who have their kids in public schools have to stand up to their school boards. They have to go to the meetings, not be afraid to make their opinion known and, if necessary, make their voices heard at the ballot box when the supporters of these measures are on the ballot. If parents are intimidated into silence by their neighbors or other parents, their kids will suffer the consequences.”