In EVERY SUBJECT New Jersey Schools Will Teach LGBT As A Subject Matter

        

A little more than a year ago, the New Jersey Legislature passed, and Gov. Phil Murphy signed, a law mandating the teaching of LGBT subject matter in public school curriculum, beginning in 2020-21.

In response to the law, the activist group Garden State Equality has prepared a curriculum, currently piloted in 12 New Jersey schools and planned to be employed statewide in the fall. This is consistent with Murphy’s vision. At Garden State Equality’s 2019 Ball, he said, “I applaud Garden State Equality for not only leading this effort but for your continued work in helping to craft this curriculum.” 

Garden State Equality (GSE) is an LGBT advocacy organization devoted to instilling its vision of “justice” through an “LGBT lens” in society. Consistent with its vision, GSE’s self-described “LGBT-inclusive” curriculum spans all subjects — math, English, social studies, health, science, visual and performing arts, and world languages — beginning in fifth grade. Having New Jersey’s 1.4 million public school students see the world through an LGBT lens is the goal in every class and, thus, now the goal of public education. This is well in excess of the curriculum law’s vague requirements.

In the way it is being implemented, the law is simply an instrument empowering GSE to accomplish its mission and vision, embedding sexual and gender ideology throughout the curriculum. GSE envisions its curriculum “as a model that we can bring to every other state in the nation.”

School Boards Should Reject GSE’s Curriculum

A number of grassroots parent coalitions from across New Jersey, representing the state’s diversity, are raising awareness about and opposing the co-opting of the public school curriculum for such ideological purposes. Historically, public schools have been the gateway to American society for immigrant families. But now, immigrant families all over New Jersey are deeply troubled and perplexed regarding the apparent goals of public education and the interests it serves.

New Jersey’s more than 600 school districts are not technically required to adopt GSE’s curriculum, although they are required to comply with the new state LGBT curriculum law. GSE is also substantially involved in drafting the New Jersey Department of Education’s “guidance” to schools about implementing the LGBT curriculum law. However, New Jersey school districts are not required to accept such state “guidance,” allowing districts to take a careful and educated approach to the curriculum law’s implementation. 

The sexual and gender ideology advanced through GSE’s curriculum, and through its direct involvement in the state’s guidance to public schools, should be rejected by the boards of education of all New Jersey school districts for at least the following reasons.

1. It Denies Reality and Welcomes Irrationality

The stated goal of sexual and gender ideology is to “get rid of the gender binary.” At public hearings concerning the school curriculum, advocates consistently characterize such a goal as a “must.”

We cannot get rid of the gender binary, however, as humans are a sexually dimorphic species. This reality can be denied, silenced, threatened, and punished. But it cannot be “rid of.” The existence of every person is proof of the union of what is uniquely male and uniquely female. While GSE may reject this most basic truth of humanity, it cannot eradicate it. And New Jersey public schools should not partner with its futile efforts to do so.

Beyond denying the gender binary, GSE insists a biological male who calls himself a woman is, in fact, a woman. If that’s the case, what is a woman? “Woman” becomes a word without meaning — as is the case when a biological female claims she’s a man. GSE’s ideology commands students to use such words. This does not educate, enlighten, or advance understanding. It mandates irrationality within the school curriculum.

2. It Imposes Its Will on Children’s Bodies 

GSE claims its teachings are for the good and safety of vulnerable children. Those teachings, however, result in the exact opposite. GSE demands giving puberty blockers and cross-sex hormones to children, impeding the development of their bodies’ more than 37 trillion cells. It even demands the removal of healthy body parts, which is profoundly evil. These practices are the sexual, physical, mental, and emotional abuse of children, manipulating their bodies to conform to an ideology.

Teaching and endorsing such practices doesn’t educate, but makes students vulnerable to abuse. I don’t use the words “abuse” and “evil” to be inflammatory, but because they fit the described practices. GSE doesn’t accept the right of anyone to impede the imposition of its will on children’s minds and bodies, preventing even parents from taking actions to protect their own children from abusive measures.

3. It Is a Totalizing and Intolerant Ideology

The sexual and gender ideology of GSE and like-minded advocates address the most basic questions of life and meaning concerning our humanity. It even has its own language and vocabulary, which it expects everyone to adopt. It is a totalizing and comprehensive belief system, which functions as a religion. Instituting compulsory teaching within public schools effectively establishes such ideology as a state religion.

One of its core convictions is intolerance for any dissent. It mars those who disagree with epithets, such as “haters” and “bigots,” applying these labels to many families and students within every school district in New Jersey who would dare express disagreement. These accusations even include parents who object to giving their own child the harmful drugs commanded by sexual and gender activists. 

The ideology insists that every new word or idea must be affirmed. Acceptance of sexual and gender ideology renders a person defenseless to its demands. None of this carries educational value. 

Take a Stand to Protect Children

The Kelsey Coalition, formed in 2019 by “a group of concerned parents whose children have been harmed by transgender healthcare practices,” can serve as a resource to school districts, allowing them to make informed decisions for educating and protecting New Jersey students. As its website indicates, its membership now includes:

• Young people who express profound regret that health care professionals offered them hormones and surgeries without helping them understand possible causes of their profound dysphoria or desire to transition;
• Endocrinologists who warn about the effects of puberty-blocking drugs and cross-sex hormones, which are known to cause serious harm to children, including infertility and loss of sexual function;
• Teachers who voice concerns that they are now required to change students’ names and pronouns without informing their parents, and who are wondering why so many children in their classroom identify as transgender;
• Medical students who are challenging the training that instructs them to affirm without question young patients’ claims of being in the “wrong body”; and
• Therapists who are worried about laws that now make it illegal for them to help their young clients explore why they believe they are transgender.

Surely, it would be highly immoral, unethical, and contrary to the educational and health interests of students not to inform them of the severe and irreparable harms that result from transgender physical interventions. Sexual and gender ideology pathologizes puberty, teaching that its suppression is a “treatment.” This article from an endocrinologist would educate students regarding life-altering effects on brain development, bone density, and sexual function, among other harms.

Regarding sex and gender, we are often warned against being on the “wrong side of history.” One day, the story will be told, and a chapter will cover what was done to children’s minds and bodies in the latter half of the 2010s into the 2020s. It will be included among the atrocities in the story of humanity’s inhumanity. It will be regarded with special horror because children will have been victimized in an impossible attempt to vindicate false adult beliefs and behaviors.

This historical moment provides an opportunity for every board of education members of every school district in New Jersey to be on the side of the story in which people courageously took a stand to protect children from such harms and horrors.