Enjoy the meltdown! Florida Governor Ron DeSantis ‘Warns Public Schools Might Close’

YES! Public school systems are deservedly losing students to school choice options.

Duval, Broward and Miami Dade are three of Florida’s largest school districts that have lost substantial numbers of students.  Broward alone lost 49,000 students.  Across Florida private school attendance has increased by 50,000 and Home Schools by 50,000 last year.  Scholarships have increased by 217,000 for school choice.

Competition is the answer to better educated; less indoctrinated students.

Teach Florida’s youth how to think, not what to think!

One of biggest problems in public education is the negative influence of teachers unions like the National Education Association and local affiliates who are not concerned with student performance but rather with teacher benefits and support LGBTQ agendas.

Politico Panics: FL Gov. Ron DeSantis “Wildly Successful” In School Choice, Warns Public Schools Might Close

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American public schools have been declining for decades. We used to score at or near the top in the world for education in maths, the sciences, reading comprehension, writing skills, etc. Now? We trail behind (among other nations) China, Estonia, Korea, Finland, and Singapore.

American students actually graduate high school unable to read or write at the sixth grade level. But don’t worry, we’ve been long assured by the ludicrous left: students just need to be coddled, not taught; they need to achieve their best by ‘being’ and by discussion and group struggle sessions, not boring old lectures; they need to be embraced for their feewings about maths (2 + 2 = purple is just as correct as, say, “4” because feewings and ‘felt experiences’). Besides standardized tests are racist and scary . . . unless you actually know the freaking material and can answer the questions posed.

Add on the American public school teachers’ unions, the activist ‘teachers’ being churned out of activist campuses, and you have a clear recipe for disaster in terms of American public education.

Florida governor Ron DeSantis is having none of it. He’s not allowing DIE to kill Florida’s schools and colleges, and he’s not letting teachers’ unions kill Florida’s children’s futures. Instead, he has fought for years to allow parents to decide where their children are educated, to make the right and best choices for their children’s futures. Parents—finally given a choice—are deciding, in droves, that failed federal government-run public schools are not adequate for their dreams and hopes for their children’s future.

In keeping with his promise to stand with Florida’s families, to defend them against the federal government’s and public teachers’s unions assault on public education, DeSantis has championed school choice, vouchers, and homeschooling. He has remade the K-12 education system in Florida so that parents are free to choose what kind of education their child or children receive. This is wildly popular in Free Florida.

It’s not so popular at Democrat hactivist site Politico.

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©2024. Royal A. Brown III. All rights reserved.

RELATED VIDEO: New Documentary “Audacity To Dream”

Harvard Prevents Encampment Ringleaders from Graduating after U.S. House Investigation

The Harvard Corporation prevented 12 seniors from graduating Thursday for their involvement with the illegal protest encampment in support of the terrorist organization Hamas. The decision is a rare instance of campus anti-Semitic activists facing real consequences for their lawbreaking. It only came after significant congressional involvement.

To inflict these real consequences, the Harvard Corporation, which governs the school, made the decision to override their own faculty, in favor of preserving the integrity of “Harvard College’s disciplinary processes,” the university newspaper noted. At a regular meeting of the Faculty of Arts and Sciences, which is usually poorly attended, 115 Harvard faculty turned out to overwhelmingly vote in favor of shielding the anti-Israel protestors from all consequences, and allow the seniors to graduate anyways.

That vote came only three days after the Harvard College Administrative Board had placed 28 students on suspension or academic probation for their involvement with the disruptive pro-terror encampment.

In deciding to overrule the faculty vote, the Harvard Corporation explained that the faculty had simply ignored the Student Handbook, which requires students to be in good standing in order to graduate. “Today, we have voted to confer 1,539 degrees to Harvard College students in good standing,” wrote the corporation. “Because the students included as the result of Monday’s amendment are not in good standing, we cannot responsibly vote to award them degrees at this time.”

While granting that faculty have the right to determine appropriate disciplinary measures for students, Harvard Corporation argued that they didn’t do that. “We respect each faculty’s responsibility to determine appropriate discipline for its students,” they said. “Monday’s faculty vote did not, however, revisit these disciplinary rulings, did not purport to engage in the individualized assessment of each case that would ordinarily be required to do so, and, most importantly, did not claim to restore the students to good standing.”

In other words, the faculty did not argue that the students had not done anything worthy of discipline or that sufficient discipline had already been implemented. They simply declared that the protestors should be immune from the consequences of their actions because it was all for Palestine. It was a political power play.

Acquiescing to this power play would inject more injustice into Harvard’s disciplinary process, protested the corporation. They considered “the inequity of exempting a particular group of students who are not in good standing from established rules, while other seniors with similar status for matters unrelated to Monday’s faculty amendment would be unable to graduate.”

The Harvard Corporation seems to be taking a much harder line against the illegal excesses of pro-Hamas protestors than it did several months ago. This is the same governing board that issued a statement defending Harvard ex-President Claudine Gay before her sudden resignation in early January. Gay faced criticism for refusing before Congress to condemn calls for a genocide of Jews and for widespread plagiarism among her published academic portfolio.

More recently, Harvard executives continued to signal toleration for the anti-Semitic protest. Gay’s replacement, interim Harvard President Alan M. Garber, agreed on May 14 to reinstate suspended protestors and reevaluate the universities investments in exchange for them dismantling their encampment. Harvard University subsequently reinstated over 22 students.

However, the Harvard Corporation seems to have done an about-face after the U.S. House Education and Workforce Committee released a report on Friday, which revealed the university had failed to implement the recommendations of its anti-Semitic task force.

House Republicans have held Harvard’s feet to the fire ever since Gay’s disgraceful December testimony, and apparently Harvard got tired of the scathing media attention. It’s relatively easy to defend the indefensible (failing to protect Jews or enforce campus rules) when no one asks any questions. But holding a giant spotlight over the misbehavior quickly makes it awkward for those tasked with defending it. In this case, it took just under a semester for the Harvard Corporation to decide they had had enough.

The Harvard Corporation can now expect to face “a faculty rebellion,” predicted (or promised?) Government Professor Steven Levitsky. An anti-Semitic campus activist group, Harvard Out of Occupied Palestine (whose name implies the Jews don’t deserve a state), also suggested the encampment might return, saying, “If Harvard won’t live up to their promises, we see no reason to live up to ours.”

The Harvard Corporation previously caved to pro-terror activists because it was afraid of the power of students and faculty. Its new willingness to brave their wrath suggests that it is now more afraid of the power of Congress to keep the spotlight on them if they continue to cave. Even if House Republicans can’t pass conservative legislation through a Democrat-controlled Senate or White House, their investigative power can still have an effect on the behavior of places like Harvard.


Joshua Arnold

Joshua Arnold is a senior writer at The Washington Stand.

EDITORS NOTE: This Washington Stand column is republished with permission. All rights reserved. ©2024 Family Research Council.

The Washington Stand is Family Research Council’s outlet for news and commentary from a biblical worldview. The Washington Stand is based in Washington, D.C. and is published by FRC, whose mission is to advance faith, family, and freedom in public policy and the culture from a biblical worldview. We invite you to stand with us by partnering with FRC.

Italy: Muslim children exempted from studying Dante because he put Muhammad in hell

No one would dream of calling upon any other group to give up its own cultural, heritage and identity.

The way Italy is going, before too long all students will be completely exempt from studying Dante, or anything besides the Qur’an.

Backlash as Muslim children in Italy exempted from studying Dante

by Nick Squires, Telegraph, May 24, 2024 (thanks to The Religion of Peace):

An Italian school’s decision to exempt Muslim children from studying Dante because the mediaeval poet placed Mohammed in hell in The Divine Comedy has sparked a backlash and a debate over cancel culture.

Politicians from both the Left and Right said that Dante was a pillar of Italian literature and that it was unacceptable for children to be exempted from studying his writing because of their faith.

The row broke out after a secondary school in Treviso in the north of the country reportedly allowed two Muslim children, aged around 14, to not attend classes in which The Divine Comedy was being studied.

Written at the start of the 14th century, it is an allegorical poem that revolves around a man’s journey to Hell, Purgatory and Paradise, aided by two guides, Virgil and Beatrice.

In the epic work, Dante places the Prophet Mohammed and his cousin Ali in Hell, where they are tortured by sword-wielding demons.

“How is Mohammed mangled! Before me walks Ali weeping, from the chin his face cleft to the forelock,” Dante wrote.

The exemption was criticised by MPs from across the political spectrum.

‘Shameful case of cultural cancellation’
Simona Malpezzi, a senator with the centre-Left opposition Democratic Party, said it was “deeply wrong” to deprive any pupils of the chance to acquire the “deep knowledge of Italian culture that studying Dante brings. Knowing Dante does not take anything away from children’s religious faith and adds a great deal to their knowledge of Italian culture”.

Federico Mollicone, an MP from Brothers of Italy, the party led by prime minister Giorgia Meloni, said: “This is just the latest shameful case of cultural cancellation. An exemption like this not only undermines our national identity but deprives new generations of formative scholastic study.”

Continue reading.



Congress Still Grilling College Presidents About Anti-Semitism on Their Campuses

Australian Broadcasting Corporation: Hamas rockets into Israel a ‘show of resilience’

Harvard Weighed And Found Wanting In Washington

Israel recalls ambassadors from Ireland and Norway after they recognize ‘State of Palestine’

Former ICC official says Netanyahu should give himself up for arrest

Russia admits the involvement of ISIS for the first time in Moscow concert hall bombing, arrests 20

EDITORS NOTE: This Jihad Watch column is republished with permission. ©All rights reserved.

In Their Own Words: The Sexual Revolution Begins in Kindergarten

Globalism is a replacement ideology that seeks to reorder the world into one singular, planetary Unistate, ruled by the globalist elite. The globalist war on nation-states cannot succeed without collapsing the United States of America. The long-term strategic attack plan moves America incrementally from constitutional republic to socialism to globalism to feudalism. The tactical attack plan uses asymmetric psychological and informational warfare to destabilize Americans and drive society out of objective reality into the madness of subjective reality. America’s children are the primary target of the globalist predators.

Planned Parenthood[i] is the instrument of “transformative sexual change” in the United States. Marketed as scientificand evidence-based, transformative sexual change advocates changing restrictive laws that hinder the exercise of reproductive rights, and transforming social norms that perpetuate prejudices on reproductive rights. Over 40 percent of the organization’s revenue comes from your tax dollars in the form of government reimbursements and grants. Planned Parenthood (PP) is a political organization that disguises its political agenda as health education. My last book, The Collapsing American Family: From Bonding to Bondage (Chapter 10, “The Scheme and the Schemers Determined to Reeducate America”), exposes Planned Parenthood’s infiltration of the classroom, and its catastrophic Marxist agenda.

In an August 20, 2020, Daily Signal article, “Problematic Women: Planned Parenthood Ideology ‘Killing the Family,’ Ex-Volunteer Says,”[ii] Monica Cline, former volunteer and “comprehensive sex educator” at Planned Parenthood, is quoted. She explains how children were being pressured and deliberately sexualized in school because no adult was offering them the alternative of abstinence.

At one point she asks a group of thirteen- and fourteen-year-olds, “Guys, do you realize you don’t have to have sex? You don’t have to have oral sex, vaginal sex, or anal sex. And if you don’t, you never have to come in contact with someone else’s body fluids.” A little girl raised her hand and said, “Ma’am, no one has ever told us that.” That was the turning point for Monica Cline. She finally and fully understood:

There is a “huge movement to normalize childhood sex.” The sex education program of Planned Parenthood is “encouraging children to dehumanize themselves and each other, making them sexually active at a young age, normalizing every sexual behavior…. By doing that those children become dependent on getting condoms and contraceptives and getting treated, and yes, even getting abortions. And so, once that dependency occurs, and the parent who is purposely left out of the picture, there’s no one else who’s really guiding those children…. They empathize with them and say, “Oh, yeah. Your mom and dad would probably be really mad to know you are sexually active. But we know it is perfectly normal, and we’re here to help you.” … It sounds so positive. But what they are really doing is creating a barrier between a family and their child, the guidance of a parent.

Cline explains that parents have absolutely no input or control over the sex ed content. PP and other comprehensive sex education organizations consider parents a barrier to services. The goal is to mandate their sex education, which is really an ideology, and change the sexual attitudes of our entire nation by influencing our children. PP volunteers are not supposed to be in schools unless invited, but volunteers are sneaked into schools by sympathetic teachers and administrators. Cline describes the radical sexual ideology being taught by teachers and supported by school administrators and local school boards entrusted with educating America’s children:

They believe that children are sexual from birth. And they use a little bit of truth, and then distort it completely. And just because we’re born with sexual parts doesn’t mean that we should be sexually active.

According to Planned Parenthood and “The Future of Sex Education,”[iii] [an initiative based on the National Sex Education Standards (Second Edition),[iv]] they believe in the sexual rights of children. They do believe that children at any age, even infancy, have the right to sexual pleasure. You can read that in their own mission statements. You can go to their websites and learn that. They’re not hiding it anymore. And they believe it’s normal, and so they’re really trying to change the sexual attitudes of a whole nation and across the globe that this is true.

And so, you’re going to see that they are now creating programs for parents, to start convincing parents that their children are sexual beings, and that they should be able to learn about their bodies and pleasure themselves, or with other children…. They use a lot of Alfred Kinsey’s research, which is incredibly unethical and should have been illegal. But yet, Alfred Kinsey has influenced public health education and has influenced our laws in this nation as well…. Kinsey, they consider him a hero because he loosened the belt of people, of sexual repression, and gave people the spectrum of being from homosexual to straight and everything in between.

And now they are using that same “spectrum” for gender identity as well. So, I think parents need to be very concerned, because even if the curriculum is not in your school, I get phone calls from parents all over the country that progressive teachers are teaching their children this in class, even if it is history, or whatever it may be….

A big piece of this, which for some people, it’s something I think is hard for them to understand, is that there is a huge movement through socialism that really wants to do away with the nuclear family. They want to do away with anything that is of [one’s own], whether it’s private property, or private family.

And so, they believe that children do not necessarily belong to their parents, but that they can educate the children in the way that they want them to go. And sex education is a big piece of that, because when you teach children to dehumanize themselves, to take intimacy and family and marriage out of sex, even to the point of killing your own children through abortion, you are essentially killing the family. You’re destroying the family.

And of all the tactics they are using—you can read any curriculum—not only is it going to be graphic, but they will not ever guide a child to talk to their own parent ever. You won’t hear a word about the parent. A parent is completely eliminated from this education.

They want the children dependent on the government, or on public health, whatever it may be, but they do not want the children to be depending on the parent anymore. And so, all of this really is to break down the family. And they’re essentially…we’re watching it happen…they basically have been given words in school. And they go home and tell their parents, “You’re just old fashioned, or you are worshipping a god of hate, or you’re very conservative. You don’t understand the culture.”

And these kids are learning all this at school.

The primary source of school sexuality education is the Sexuality Information and Education Council of the United States (SIECUS). The organization was founded in 1964 by Dr. Mary Calderone, then medical director of Planned Parenthood, to be the national resource for teaching sex education in public schools. In 2019 the organization changed its name from the Sex Information and Education Council of the United States, to the Sexuality Information and Education Council of the United States, to reflect its expanded perspective.

Wikipedia reports[v] that SIECUS disseminates the SIECUS State Profiles, which monitor sex education in all fifty states, the District of Columbia, Puerto Rico, and the other U.S. territories. Each profile includes an overview of current sex education laws, policies, and guidelines, newly introduced legislation, and relevant action that advocates have taken to advance or defend sex education in their communities. SIECUS funds and manages The Future of Sex Education (FoSE) project, which promotes institutionalizing Comprehensive Sexuality Education in public schools. (Comprehensive Sexuality Education is discussed at length in Chapter 19.)

In 2019, the organization officially rebranded itself and added a tagline to its name, SIECUS: Sex Ed for Social Change,[vi] acknowledging that it is no longer a single-issue organization. That same year, it launched the Sex Education Policy Action Council (SEPAC),[vii] a movement to have Comprehensive Sexuality Education (CSE)become compulsory in all fifty states. SEPAC began with twenty-four participating states: Alabama, Arizona, California, Colorado, Georgia, Kansas, Kentucky, Michigan, Minnesota, Mississippi, Missouri, Nevada, New Mexico, New York, North Carolina, North Dakota, Oregon, South Dakota, Tennessee, Texas, Utah, Virginia, Washington, and Wyoming. SEPAC lists Planned Parenthood as an active member in almost all states listed.

SIECUS: Sex Ed for Social Change is part of the international consortium of organizations fomenting seismic social change across the globe. SEICUS is working to fundamentally transform America. How can sexuality education fundamentally transform a society?

James Lindsay provides an extraordinary explanation in his series of podcasts on “groomer schools.” The first podcast, “Groomer Schools 1: The Long Cultural Marxist History of Sex Education,” The New Discourses Podcast with James Lindsay, Episode 54,[viii] which aired on November 21, 2021, is introduced with the following:

Through brand names like “comprehensive sex education” and one of its parent programs, “Social Emotional Learning (SEL),” our government schools have been turned into Groomer Schools, and parents are beginning to notice. What many will not understand, however, is that this isn’t just a fluke of our weird and increasingly degenerate times. It is, in fact, a long-purposed Marxist project reaching back into the early 20th century. In this episode of The New Discourses Podcast, join James Lindsay as he explains the long history of the sexual grooming that has come into our schools through Critical Gender Theory and queer theory as they have crept into educational programs. If you want an explanation for how sexually explicit materials, gender ideology, pornography, and strippers have made their way into our government schools, including for young children, this is a must-hear.

One of Lindsay’s most profound and shocking insights is that sexualization of children through critical theories of identity is purposely designed to dismantle the innocence of children. Critical theorists see the innocence of children as a fundamental problem that must be overcome in order to achieve their dreams of sexual liberation, gender liberation, and racial liberation. The woke consider children’s innocence evidence of a hegemonic narrative that maintains the existing social order and relations of society. Their innocence must be destroyed in order to achieve revolution. The woke intentionally destabilize children as early as possible for maximum political gain. It is horrifying.

Being sexualized is extremely damaging to children, and queer activism attacks a child’s most primary identity—his or her sexual identity. Yet queer activists see themselves as righteous. Lindsay explains the definition of queer theory as an identity without essence. This is an extremely important consideration, because the objective is beyond destroying a child’s sexual identity; the goal is to literally dissolve self.

Queer theory is by far the most regressive sociopolitical construct imaginable. It advocates the boundaryless existence of infancy as liberation while ignoring the powerlessness and total dependence of infancy. Infantile bliss is appropriate in infancy because the ability to reality-test does not exist in newborns. In adulthood, the inability to reality-test—to perceive reality or experience self, or both—is insanity.

Civilized and sane people have a great deal of difficulty wrapping their minds around such malevolence. Yet in the Orwellian madness of Marxist subjective reality, the justification for the assault on children is that children are being rescued from current capitalist hegemonic normativity. In the perverse spirit of globalism’s build back better, the woke are unapologetically destroying children’s sexual identities to groom them to become angry Marxist radicals who will destroy capitalist society and its hegemonic normativity.

Identity is the universal conundrum of the human experience. We want to know who we are, where we came from, and if our lives have meaning. So, who are we?

We begin with our most basic identity. “It’s a boy!” “It’s a girl!” After sexual identity comes family identity, national identity, religious identity, educational identity, professional identity, and so on. Our various identities add up to give us one distinguishing identity.

We have identification cards that verify our identity—passports, driver’s licenses, diplomas, marriage certificates, etc. We verify our identity because we value our identity personally, and because ordered liberty requires verification that we are who we say we are. We trust that a board-certified surgeon is operating on us. We trust that a licensed pilot is flying our plane. We trust that teachers are teaching our children fundamental skills of reading, writing, arithmetic, and basic knowledge.

Identity is an integral part of the universal human experience because it defines and identifies reality. We either are, or we are not, who we say we are. In politics and international affairs, identity has both domestic and international implications. National identity is predicated on both family identity and individual identity.

Without an identity, children become depressed, anxious, politically malleable, and groomable. Groomer schools are designed to dismantle children’s family identity, individual identity, and sexual identity. Because the earlier that grooming begins, the more effective it is, children in kindergarten are targeted for psychological destruction and build back better educational reprogramming.

The compulsory sex education that George Lukács brought to Hungary is parallel to the Comprehensive Sexuality Education disseminated throughout the United Nations institutions and taught in American schools, public and private, under the umbrella of Social and Emotional Learning (SEL), specifically the Marxist version of SEL, transformative SEL.

SEL is an educational method marketed to the public as fostering social and emotional skills within school curricula. It is designed to have the same emphasis as classical subjects such as math, science, and reading. It is important to understand that SEL is not equivalent to what was once called good citizenship in school, defined as cooperative, respectful, courteous behavior. SEL is ideologically driven, and it focuses on feelings.

The program began in the 1960s as an effort to address the poor academic report cards of low-income African American communities in New Haven, Connecticut. Its approach supported a whole child perspective that focused on the social and emotional needs of the children. Over the years the program developed SEL strategies across K–12 classrooms, and its framework was adopted by the New Haven public schools. In 1994, the Collaborative for Academic, Social, and Emotional Learning (CASEL) was founded and three years later published its training manual, Promoting Social and Emotional Learning: Guidelines for Educators, which formally defined the field of SEL. The concentric circular framework for applying SEL strategies is called the CASEL wheel.

The CASEL[ix] website describes its continued advocacy for expanded systemic implementation of its program through federal policy in the U.S. that supports state-wide and district-wide implementation of social and emotional learning in K–12 schools. CASEL also seeks to expand SEL in support of workforce preparation and career readiness. The website drop-down menu Systemic Implementation[x] directs users to an overview that explains the approach:

A systemic approach ensures that SEL is woven into all students’ educational experiences. More than a single lesson or activity, SEL is integrated across key settings where students live and learn: classrooms, schools, homes, and communities. It also aligns school district and state policies, resources, and actions to support SEL. Federal policies play a role in creating ripe conditions for supportive environments and rich learning experiences.

The “whole child” approach of Social and Emotional Learning expanded again in 2019 to become Transformative Social and Emotional Learning(TSEL)[xi] to “critically examine root causes of inequity, and to develop collaborative solutions that lead to personal, community, and social well-being.” You will notice the similarity in the language of transformation that describes TSEL, Marxist critical (criticizing) theories, Obama’s promise to “fundamentally transform America,” and the United Nations 17 Sustainable Goals. TSEL is the parent program of Comprehensive Sexuality Education (CSE).

CSE is designed to destabilize existing morality, destroy childhood innocence, collapse sexual identity, and tear down the existing culture in the classroom, away from parental oversight. Children are assaulted with graphic sexual literature, including scenes depicting oral sex, anal sex, same-sex sex, and adult-child sex. Monogamous sex is mocked and promiscuous sex promoted as freedom and liberation. It is sexual and psychological grooming to bring about societal destruction. That is what transformative education means to the Marxist ideologues in charge of curriculum content. Let’s take a look.

Drag Queen Story Hour (DQSH) is the most publicized demonstration of queer theory being foisted on children in schools, public libraries, and bookstores across America. DQSH is the creation of San Francisco author and queer activist Michelle Tea. Started in 2015, it is geared toward children ages three to eleven and is disingenuously marketed as promoting reading and diversity. Drag queens, men dressed as glamorous, sexualized women, read children’s books featuring LGBTQ characters and themes to the children, and engage in other “learning activities” including nightlife events and sing-alongs.

Wikipedia[xii] reports:

As of February 2020, there are 50+ official chapters of DSH [DQSH], spread internationally, as well as other drag artists holding reading events at libraries, schools, bookstores, and museums. In October 2022, the nonprofit organization officially changed its name to Drag Story Hour, to be more inclusive and “reflect the diverse cast of storytellers.”

From the Drag Story Hour[xiii] website:

What Is Drag Story Hour?

It’s just what it sounds like! Storytellers using the art of drag to read books to kids in libraries, schools, and bookstores.

DSH captures the imagination and play of the gender fluidity of childhood and gives kids glamorous, positive, and unabashedly queer role models.

In spaces like this, kids are able to see people who defy rigid gender restrictions and imagine a world where everyone can be their authentic selves!

Clemson University,[xiv] a public university in South Carolina self-described as a place where purpose-driven students, faculty, and staff collaborate on projects that impact our state, country and world, promoted its Drag Storytime with the following invitation:

Beginning with author and activist Michelle Tea in 2015, Drag Storytime aims to “inspire a love of reading, while teaching deeper lessons on diversity, self-love, and an appreciation of others.” Gather your friends and family and join us for Clemson’s first Drag Storytime picture book reading! Saturday, April 17, 2021 at 1:00p to 2:00p.

Clemson’s invitation reveals both the bait, the love of reading, and also the switch, the sexual politics embedded in DQSH. Investigative journalist Christopher F. Rufo’s Autumn 2022 City Journal article, “The Real Story Behind Drag Queen Story Hour,”[xv] explains:

Families with children find themselves caught in the middle. Drag Queen Story Hour pitches itself as a family-friendly event to promote reading, tolerance, and inclusion. “In spaces like this,” the organization’s website reads, “kids are able to see people who defy rigid gender restrictions and imagine a world where everyone can be their authentic selves.” But many parents, even if reluctant to say it publicly, have an instinctual distrust of adult men in women’s clothing dancing and exploring sexual themes with their children.

These concerns are justified. But to mount an effective opposition, one must first understand the sexual politics behind the glitter, sequins, and heels. This requires a working knowledge of an extensive history, from the origin of the first “queen of drag” in the late nineteenth century to the development of academic queer theory, which provides the intellectual foundation for the modern drag-for-kids movement.

The drag queen might appear as a comic figure, but he carries an utterly serious message: the deconstruction of sex, the reconstruction of child sexuality, and the subversion of middle-class family life. The ideology that drives this movement was born in the sex dungeons of San Francisco and incubated in the academy. It is now being transmitted, with official state support, in a number of public libraries and schools across the United States. By excavating the foundations of this ideology and sifting through the literature of its activists, parents and citizens can finally understand the new sexual politics and formulate a strategy for resisting it.

Rufo’s article provides a valuable history of queer theory and its stated objective: to destroy that which exists in order to build back better. He begins with lesbian writer and activist Gayle S. Rubin, who launched the academic discipline of queer theory with her 1984 seminal essay, “Thinking Sex: Notes for a Radical Theory of the Politics of Sexuality.”[xvi] In the paper, Rubin compliments Alfred Kinsey’s “positive concept of sexual variation,” saying, “his scientific detachment gave his work refreshing neutrality.” (Kinsey’s work is discussed in Chapter 17.)

Rufo quotes Rubin:

“Modern Western societies appraise sex acts according to a hierarchical system of sexual value,” Rubin wrote. “Marital, reproductive heterosexuals are alone at the top erotic pyramid. Clamouring below are unmarried monogamous heterosexuals in couples, followed by most other heterosexuals…. Stable, long-term lesbian and gay male couples are verging on respectability, but bar dykes and promiscuous gay men are hovering just above the groups at the very bottom of the pyramid. The most despised sexual castes currently include transsexuals, transvestites, fetishists, sadomasochists, sex workers such as prostitutes and porn models, and the lowliest of all, those whose eroticism transgresses generational boundaries.” …

For Rubin and later queer theorists, sex and gender were infinitely malleable. There was nothing permanent about human sexuality, which was, after all, “political.” Through a revolution of values, they believed, the sexual hierarchy could be torn down and rebuilt in their image….

“There [are] historical periods in which sexuality is more sharply contested and more overtly politicized,” Rubin wrote. “In such periods, the domain of erotic life is, in effect, renegotiated.” And, following the practice of any good negotiator, they laid out their theory of the case and their maximum demands. As Rubin explained: “A radical theory of sex must identify, describe, explain, and denounce erotic injustice and sexual oppression. Such a theory needs refined conceptual tools which can grasp the subject and hold it in view. It must build rich descriptions of sexuality as it exists in society and history. It requires a convincing critical language that can convey the barbarity of sexual persecution.” Once the ground is softened and the conventions are demystified, the sexual revolutionaries could do the work of rehabilitating the figures at the bottom of the hierarchy––”transsexuals, transvestites, fetishists, sadomasochists, sex workers.”

Where does this process end? At its logical conclusion: the abolition of restrictions on the behavior at the bottom end of the moral spectrum—pedophilia. Though she uses euphemisms such as “boylovers” and “men who love underaged youth,” Rubin makes her case clearly and emphatically. In long passages throughout “Thinking Sex,” Rubin denounces fears of child sex abuse as “erotic hysteria,” rails against anti–child pornography laws, and argues for legalizing and normalizing the behavior of “those whose eroticism transgresses generational boundaries.” These men are not deviants, but victims, in Rubin’s telling.

Rubin’s prism is thoroughly Marxist. She perceives a Marxist oppressor/oppressed infrastructure of capitalism as the hidden politics of modern sexuality, and insists that both must be destroyed in order to fundamentally transform society. From the conclusion of “Thinking Sex”:

Like gender, sexuality is political. It is organized into systems of power, which reward and encourage some individuals and activities, while punishing and suppressing others. Like the capitalist organization of labour and its distribution of rewards and powers, the modern sexual system has been the object of political struggle since it emerged and as it has evolved. But if the disputes between labour and capital are mystified, sexual conflicts are completely camouflaged.

Rufo continues his history of queer theory with quotes from Rubin’s collaborator, Pat Califia, a sexually confused individual born female in 1954 who became a lesbian until transitioning into a bisexual trans man. From Califia’s essay “The Age of Consent: The Great Kiddy-Porn Panic of ’77“:[xvii]

American society had turned pedophiles into “the new communists, the new niggers, the new witches.” For Califia, age-of-consent laws, religious sexual mores, and families who police the sexuality of their children represented a thousand-pound bulwark against sexual freedom.

Quoting from Califia’s 1991 article, “Feminism, Pedophilia, and Children’s Rights“:[xviii]

“You can’t liberate children and adolescents without disrupting the entire hierarchy of adult power and coercion and challenging the hegemony of antisex fundamentalist religious values.”

Califia is a member of the third wave of feminism launched with Judith Butler’s 1990 book, Gender Trouble: Feminism and the Subversion of Identity.[xix] Gender Trouble presents Butler’s theory of social change based on the concept of performativity. Performativity claims that gender identity results from enforcing a series of repetitions of verbal and nonverbal acts that generate the “illusion” of a coherent and intelligible gender expression and identity, which otherwise lack any essential property. Basically, Butler is saying that gender is a social construct derived completely from nurture, not nature. Performativity is the foundation for using DQSH and its related interactive drag events to collapse the “social construct” of gender.

Rufo’s City Journal article beautifully summarizes Rubin and Califia’s position, and how TSEL is being used to fundamentally transform America: “All of it––the family, the law, the religion, the culture—was a vector of oppression, and all of it had to go.”

Rufo continues his analysis with references to college professor and drag queen performer Harris Kornstein (aka Lil Miss Hot Mess) and queer theorist Harper Keenan. Kornstein and coauthor Keenan published drag pedagogy’s manifesto, “Drag Pedagogy: The Playful Practice of Queer Imagination in Early Childhood.”[xx] Its goal was the application of queer theory to the education system. Rufo continues:

“The professional vision of educators is often shaped to reproduce the state’s normative vision of its ideal citizenry. In effect, schooling functions as a way to straighten the child into a kind of captive alignment with the current parameters of that vision,” Kornstein and Keenan write. “To state it plainly, within the historical context of the USA and Western Europe, the institutional management of gender has been used as a way of maintaining racist and capitalist modes of (re)production.”

To disrupt this dynamic, the authors propose a new teaching method, “drag pedagogy,” as a way of stimulating the “queer imagination,” teaching kids “how to live queerly,” and “bringing queer ways of knowing and being into the education of young children.” As Kornstein and Keenan explain, this is an intellectual and political project that requires drag queens and activists to work toward undermining traditional notions of sexuality, replacing the biological family with the ideological family, and arousing transgressive sexual desires [those violating socially accepted standards of behavior] in young children. “Building in part from queer theory and trans studies, queer and trans pedagogies seek to actively destabilize the normative function of schooling through transformative education,” they write. “This is a fundamentally different orientation than movements towards the inclusion or assimilation of LGBT people into the existing structures of school and society.”

Queer theory presents the sexualization of children as a human rights issue—specifically children’s human rights. The delivery system is Comprehensive Sexuality Education under the umbrella of Social and Emotional Learning (SEL), specifically transformative SEL, the Marxist version of SEL. Drag Story Hour is Marxist transformative SEL that exploits word obfuscation and deconstruction to advance queer theory in public/private American schools, libraries, and bookstores. It is George Lukács’s dream come true in America.

In conclusion, Rufo provides multiple examples of the spread of drag events across America and issues a warning to parents never to forget the purpose of DQSH:

As the movement behind drag shows for children has gained notoriety and expanded its reach, some drag performers have let the mask slip: in Minneapolis, a drag queen in heels and a pink miniskirt spread his legs open in front of children; in Portland, a large male transvestite allowed toddlers to climb on top of him, grab at his fake breasts, and press themselves against his body; and in England, a drag queen taught a group of preschoolers how to perform a sexually suggestive dance.

Scenes from drag events hosted across the United States in bars, clubs, and outdoor festivals have been even more shocking and disturbing: in Miami, a man with enormous fake breasts and dollar bills stuffed into his G-string grabs the hand of a preschool-aged girl and struts her in front of the crowd; in Washington, D.C., a drag queen wearing leather and chains teaches a young child how to dance for cash tips; in Dallas, hulking male figures with makeup smeared across their faces strip down to undergarments, simulate a female orgasm, and perform lap dances on members of a roaring audience of adults and children.

Advocates of Drag Queen Story Hour might reply that these are outlier cases and that many of the child-oriented events feature drag queens reading books and talking about gender, not engaging in sexualized performances. But the spirit of drag is predicated on the transgressive sexual element and the ideology of queer theory, which cannot be erased by switching the context and softening the language. The philosophical and political project of queer theory has always been to dethrone traditional heterosexual culture and elevate what Rubin called the “sexual caste” at the bottom of the hierarchy: the transsexual, the transvestite, the fetishist, the sadomasochist, the prostitute, the porn star, and the pedophile. Drag Queen Story Hour can attempt to sanitize the routines and run criminal background checks on its performers, but the subculture of queer theory will always attract men who want to follow the ideology to its conclusions.

Parents must understand that the attacks on their children’s sexual, individual, family, and national identities are weapons of war disguised as whole childeducation. The sexual revolution that begins in kindergarten can be defeated only by parents, grandparents, and other concerned citizens who understand the weaponization of education and oppose its sinister ideological and tactical purpose of whole child destruction. We the People must stand up to defy whole child education and prevent whole child destruction by protecting children’s innocence.

Our defiance is rooted in education. We fight fire with fire—we protect our children with lessons about secrets. We teach our children that secrets are danger signals. If anyone tells them don’t tell your parents, it is the signal that they will be hurt. Children must be taught to tell their parents the secret. Just like a red light means STOP and a green light means GO, being asked to keep a secret means TELL.

©2024. Linda Goudsmit. All rights reserved.

Please visit Linda’s Pundicity page: goudsmit.pundicity.com  and  her website: lindagoudsmit.com


[i]  Planned Parenthoodhttps://www.plannedparenthood.org/about-us/planned-parenthood-global/idea-initiative

[ii]  Problematic Women: Planned Parenthood Ideology ‘Killing the Family,’ Ex-Volunteer Sayshttps://www.dailysignal.com/2020/08/20/problematic-women-planned-parenthood-ideology-killing-the-family-ex-volunteer-says/

[iii]  The Future of Sex Educationhttps://healtheducationresources.unesco.org/organizations/future-sex-education-initiative-fose

[iv]  National Sex Education Standards (Second Edition)https://www.advocatesforyouth.org/wp-content/uploads/2020/03/NSES-2020-web.pdf

[v]  Wikipedia reportshttps://en.wikipedia.org/wiki/SIECUS

[vi]  SIECUS: Sex Ed for Social Changehttps://siecus.org/siecus-rebrand-announcement/

[vii]  Sex Education Policy Action Councilhttps://siecus.org/wp-content/uploads/2022/03/SIECUS-November-2021.pdf

[viii]  The New Discourses Podcast with James Lindsay, Episode 54https://newdiscourses.com/2021/11/groomer-schools-1-long-cultural-marxist-history-sex-education/

[ix]  CASELhttps://casel.org/systemic-implementation/sel-policy-at-the-federal-level/

[x]  Systemic Implementationhttps://casel.org/systemic-implementation/

[xi]  Transformative Social and Emotional Learninghttps://casel.org/fundamentals-of-sel/how-does-sel-support-educational-equity-and-excellence/transformative-sel/

[xii]  Wikipediahttps://en.wikipedia.org/wiki/Drag_Queen_Story_Hour

[xiii]  Drag Story Hourhttps://www.dragstoryhour.org/

[xiv]  Clemson Universityhttps://calendar.clemson.edu/event/drag_storytime

[xv]  The Real Story Behind Drag Queen Story Hourhttps://www.city-journal.org/article/the-real-story-behind-drag-queen-story-hour

[xvi]  Thinking Sex: Notes for a Radical Theory of the Politics of Sexualityhttps://sites.middlebury.edu/sexandsociety/files/2015/01/Rubin-Thinking-Sex.pdf

[xvii]  The Age of Consent: The Great Kiddy-Porn Panic of ’77https://www.ipce.info/ipceweb/Library/califa_aoc_text.htm

[xviii]  Feminism, Pedophilia, and Children’s Rightshttps://www.ipce.info/ipceweb/Library/califa_feminism.htm

[xix]  Gender Trouble: Feminism and the Subversion of Identityhttps://lauragonzalez.com/TC/BUTLER_gender_trouble.pdf

[xx]  Drag Pedagogy: The Playful Practice of Queer Imagination in Early Childhoodhttps://doi.org/10.1080/03626784.2020.1864621

Meet The College Student Whose Life Was Destroyed By A Hate Crime Hoax

Morgan Bettinger was just a regular college student — until one unlucky encounter with a Black Lives Matter activist brought her whole world crashing down. She was branded racist and forced to defend herself for years against a country determined to destroy her. The only problem: none of the accusations were true.

Hate crime hoaxes like the type perpetrated against Morgan have become an all-too-common part of American life. We all know the big stories: Jussie Smollet and his hired attackers; Bubba Wallace and the garage door noose; Michael Brown and “Hands Up, Don’t Shoot.” These stories faced hyper-scrutiny in the public eye and have been thoroughly debunked. It’s the little people like Morgan who don’t get obsessive media coverage — and have far less opportunity to clear their names.

The Daily Caller is determined to rectify this with our latest documentary, “Demand for Hate,” which exposes the rise of hate crime hoaxes in America today. Our investigative team takes a deep dive into Morgan’s story and shows the real damage that occurs when our cowardly leaders fail to stand up for the truth.

“Demand for Hate” is available to stream exclusively for Patriots subscribers. Catch a first glimpse below.

Morgan, like thousands of other college students in the BLM era, was just a normal kid caught up in a sea of radical leftist activism. When she got into her dream school, the University of Virginia, she thought she was going off to a place that valued free expression and open inquiry. She thought she would spend four years getting a rigorous education that would prepare her for law school and future career. She didn’t know that she had entered a campus that would come to reject all of these in the name of social activism.

The Daily Caller’s own Kate Anderson, who covered Morgan’s story since the beginning, breaks it all down.

POST ON X: EXPOSED: The Origin of the Morgan Bettinger Case

On July 17, 2020, there was a rally for Black Women Matter, a feminist offshoot of BLM, with hundreds of protesters blocking a street near campus. A dump truck was blocking part of the intersection to keep cars from heading down the street when Morgan got stuck driving home from work. She got out of her car and started talking to the truck driver about how she was thankful he was there to prevent the cars from turning protesters into speed bumps.

But the protesters in the street told a different story.

A UVA student activist Zyana Bryant said that Morgan threatened protesters, saying that they would “make good f–king speed bumps.” She tweeted a video of the incident to her thousands of followers and it quickly went viral, but the comments she accused Morgan of saying were conspicuously absent.

Almost immediately, Morgan became a target of vicious harassment online, as the incident came to the attention of university administrators and local media. She didn’t even realize what was going on until a friend texted her, “Are you okay?” It was then she saw the flood of hate pouring in.

Bryant launched a campaign She was called a “Nazi,”  a “racist,” and “coddled little white girl” who “promotes domestic terrorism.” Activists uncovered who she was, and spread her personal details publicly online. Students ostracized her, refusing to sit in a class with her — even virtually. Local journalists started going after her as well, uncritically reporting Zyahna’s account. A local outlet C-VILLE Weekly called Morgan’s alleged comments an “especially chilling and violent” threat. UVA’s student council president suggested she should be expelled, and even one of her professors condemned her, going so far as to suggest that she should be arrested.

University leadership offered little support to Morgan, saying only that they would investigate the matter fully. But Morgan could not get a fair trial under the circumstances. She was never even allowed to tell her side of the story.

After witnesses failed to corroborate the incident, the university investigators rightly determined that there was no evidence Morgan said what Bryant accused her of. Even if she had, it was simply a hypothetical statement, not a threat, the university correctly determined.

But in response to Bryant’s agitation, UVA submitted the case to another panel made up of students — the first time she was permitted to tell her side of the story. The student panel agreed with Morgan’s version of events, but nevertheless determined she was being insensitive about the issues BLM was supposedly fighting for. Punishment came swift and severe, in what political scientist Wilfred Rielly called the “most egregious” hate crime hoax he’s ever seen.

Morgan was sentenced to 50 hours of community service, leftist re-education classes, and put on probationary expulsion. If anyone complained about her, she would be expelled for real. While she eventually graduated, she still had the disgrace of expulsion on her permanent record. Meanwhile Bryant went on to have a feted career, securing a prominent partnership with the skincare company Dove.

Standing up to hate crime hoaxers like Zyahna Bryant is about more than any one individual. Morgan spent the prime years of her life defending herself against a college, media and society that would sacrifice her in the name of “justice.” By telling her story, we aim to reclaim a semblance of truth and fairness that used to be critical to our understanding of that word.

Watch “Demand for Hate” now to learn more about Morgan’s story — and how, after years of fighting, she finally found justice.

The Daily Caller’s documentary productions are made possible by our faithful Patriots members, and we wouldn’t be able to do it without them. To watch “Demand for Hate” today — and to help support future investigative documentaries — please consider becoming a member.



Commentary and analysis writer.

RELATED ARTICLE: New Alabama Law Protects Students from Hostile Foreign Influences: MEF Role Revealed

RELATED VIDEO: BLM CANCELLED Her: Justice For Morgan Bettinger | Savanah Hernandez

EDITORS NOTE: This Daily Caller column is republished with permission. ©All rights reserved.

State-Sponsored Qatari Children’s Magazine Justifies Terror, Incites Against Jews, Israel and the U.S.

Qatar | Special Dispatch No. 11336

Since Hamas’ October 7, 2023 terror attack and the outbreak of the ensuing war in Gaza, Jassim, a Qatari monthly magazine for children issued by the state-sponsored Dar Al-Sharq Group, has been publishing content that justifies terror and violence against Israel, as well as antisemitic content. Poems and comics featured in the magazine since October 7 incite against Jews and against Israel, deny Israel’s right to exist, condone terror against Israel, which is termed “Palestinian resistance” and even encourage the readers to seek martyrdom and attain Paradise. One of the comic strips also demonized the U.S., depicting it as a serpent baring its fangs to defend Israel.

The magazine issues published since October 7 include many maps of Palestine from the river to the sea, which deny Israel’s existence. In addition, one issue contained an illustration of a child holding a key, which symbolizes the Palestinians’ desire to return to the homes in Israel in which they lived before the 1948 war.[1]

This incitement in the Jassim children’s magazine is another expression of hostility towards Israel and support for Hamas in the Qatari press, which has been especially conspicuous since the October 7 attack, [2]  and joins the incitement evident in the Qatari school curricula.[3]

This report presents examples of antisemitic content and incitement to terror and violence against Israel in the Qatari children’s magazine Jassim.

Justifying Terror Against Israel While Adopting Hamas’ Red Triangle Symbol

Comic strips published in the Jassim magazine in the recent months justify Palestinian “resistance” against Israel, namely Hamas’ terror against it, including the October 7 attack. One of the comic strips even adopted the inverted red triangle symbol, which has been associated with Hamas since the outbreak of the Gaza war. The triangle first appeared in Hamas videos documenting the fighting in Gaza, which use it to mark Israeli targets about to be attacked.[4]

A comic strip featured in the January 2024 issue, titled “This Is My Nest,” tells of a resplendent quetzal, a bird with red, green, white and black plumage, which represents Palestine in the story, and a blue-and-white cuckoo with a yarmulke, representing Israel. The cuckoo chick tries to take over the quetzal’s nest until the latter strikes at it and kicks it out.

In the beginning of the story, the reader is told that “the cuckoo is the most loathsome bird in the world. The female cuckoo does not bother to build a nest or even care for its young. It lays its single egg in the nest of another bird while the parent [birds] are away. As for the resplendent quetzal, its colors are identical to the colors of the Palestinian flag.”

In the story’s first scene, the cuckoo comes to the quetzal’s nest with its egg and asks: “O noble quetzal, can I leave my chick in your nest for a while until I can build a nest of my own?” The quetzal replies, “O cuckoo, you are welcome and so is your chick.” But when the cuckoo chick hatches, it takes over the nest, throws out the quetzal’s eggs, and declares, “this is my nest.” When the quetzal comes back and asks where her eggs are, the cuckoo chick pretends ignorance, and the quetzal continues to care for it. Eventually the cuckoo  chick grows up and shouts at the quetzal: “This is my nest. Go find yourself a different nest.” The surprised quetzal answers, “No, this is my nest. You were only a guest, and now you are no longer welcome.”  At this point a serpent colored in the hues of the American flag appears and says to the cuckoo chick: “This is your nest. I attest to this!” In the next panels a red triangle appears above the cuckoo, marking it as a target for attack, and the quetzal, now wearing a kefiyyeh, strikes at the cuckoo and casts it out of the nest, saying “This is my nest and this is my land. I will not leave it as long as I am alive.” The inclusion of the red triangle, which, as stated, is a symbol used by Hamas in the context of its terror attacks, associates the scene with Hamas violence and hints at its October 7, 2023 terror attack, in which about 1,200 Israelis were killed and about 250 were taken hostage.[5]

From the comic strip “This Is My Nest”

The magazine’s director, Shafiq Saleh, noted that the story deals with “guarding the homeland and resisting the usurping occupier.”[6]

Comic Strip Glorifies “Resist[ing] Until Your Dying Breath”, Teaches That “Liberty Is Not Granted As A Gift But Is Taken By Force”

A comic strip titled “Resist!”, in the magazine’s April 2024 issue,  is also an allegory for the Palestinian-Israeli conflict. It tells of three birds – a mother, a father and a chick – who live in a cage but dream of being free. Outside the cage lives a cat who threatens to eat them. Despite the danger represented by the cat, “the father bird keeps trying” to find a way out of the cage. When the chick begs him to stop, “so the cat won’t eat us,” the father replies: “Son, he will try to eat us anyway. He has eaten members of our family before… [but] we must resist.” The mother bird says, “Do not cry, my chick. Be a man and know that you must resist until your dying  breath.” When the cat manages to open the cage door and grabs the mother and father, they urge the chick to flee, saying, “Do not let our deaths be in vain. Flee!” But the chick replies: “I shall not flee, I shall resist!,” and  strikes out at the cat, forcing him to let the parents go. The story ends with the three birds free, and the mother says, “Palestine teaches us that liberty is not granted as a gift but is taken by force.”[7]

The magazine’s director, Shafiq Saleh, explained that the story conveys the Palestinians’ right to wage resistance. The April issue, he said, “aims to familiarize [the children] with the Palestinian issue and establish the right of return [i.e., the Palestinian refugees’ right to return to their homes within Israel in which they lived before the 1948 war]… It features interesting comic strips that describe the steadfastness of the Palestinians in Gaza as they face the Israeli war machine and impart useful lessons for children and parents alike… The comic strips in this issue represent the steadfastness of the Gazan people and the Palestinian’s right to resist, thus lending a human dimension to this unique issue [of the magazine].”[8]

From the comic strip “Resist!”

The November 2023 issue contains a comic strip in which a father explains and justifies Palestinian resistance to his sons, saying: “In this manner the usurping occupier seeks to sow destruction and devastation in the land in order to make [the Palestinians] leave their soil and their homeland…  The usurpers came from different countries and stole Palestine by the force of arms in hope of making it their permanent homeland. But the proud Palestinian people refused, and resisted from the very first day until now.”[9]

The December 2023 issue features a similar comic strip in which a grandfather tells his grandchildren the history of Palestine and explains the roots of Palestinian resistance, saying: “Let me tell you the story of Palestine from its very beginning, from the time when it lived in peace and security until the invaders came from all the world in order to occupy it and make it their homeland, something we will never allow!”[10]

­­­Inculcating The Value Of Martyrdom: It Is “The Most Honorable Of Aspirations”

In addition to content justifying violent resistance against Israel, the magazine also glorifies martyrdom for the sake of Palestine as the noblest of aspirations. For example, the November 2023 issue features a poem titled “The Land Is Mine,” which stresses the importance of Palestine and the need to defend it from the “usurper” (Israel).  The poem says, “Palestine is my heart and the heart of the Arabs… We shall defend it with our hearts and souls, and attaining martyrdom is the most honorable  of aspirations…”[11]

The poem “The Land Is Mine”

As part of glorifying death and martyrdom, the magazine stresses the pleasures and delights of Paradise.[12] In an ongoing comic strip titled “Paradise the Most Beautiful,” a mother tells her children about the wonders of Paradise according to Islam and fills them with yearning for it. In the January 2024 installment, she relates details about Paradise from the Hadith: “Paradise is built of alternating bricks of gold and silver, and [the mortar] between them smells of musk…  How delightful is the fragrance of Paradise! Its pebbles are white pearls and rubies, its soil is white musk and its grass is red saffron, fragrant and fair of hue.” The daughter Mariam says: “O mother, I yearn for Paradise…”, and her mother relies, “Indeed, Maryam, this is a worthy aspiration.”[13]

In the March 2024 installment of the comic strip the mother tells the children about the Black-Eyed Virgins of Paradise who, according to Islamic tradition, will be the wives of the believing men and the handmaidens of the believing women in the afterlife.   The mother says: “When a believing woman arrives in Paradise, Allah restores her to youth and beauty, gives her beautiful clothes and grants her every wish at all times. He gives her palaces, servants and handmaidens from among the Black-Eyed [Virgins] of Paradise, and anything else she desires…” The daughter asks: “Mother, what are the Black-Eyed Virgins of Paradise?” The mother replies: “They are beautiful ladies that Allah created in Paradise. They will be the wives of the believers and they are also glad at the arrival of believing women and welcome them.”[14] It should be noted that, according to Islamic tradition, the Virgins of Paradise are also among the heavenly rewards of the martyr, who marries 72 virgins in Paradise.[15]

Demonizing The Jews: “They Came By Land And Sea Like Locusts And Spread”

A poem about Al-Aqsa published in the magazine’s December 2023 issue demonizes the Jews and incites against them, saying:

“The Jews came by land and sea like locusts, and spread.

They entered our [Al-Aqsa] mosque, desecrated it and murdered people.

The olive branches [of Palestine] cry out: ‘They took my land for their homeland,

‘They stole the fatherland and the dreams of the children.’

Bullets were aimed at the heart and the world watched in silence.

Which of you, my beloved ones, will one day restore the mosque to us?”[16]

Maps Of Palestine From The River To The Sea, And The Key Of Return

Many issues of the magazine feature maps that present the entire territory between the Mediterranean and the Jordan river as “Palestine,” thus denying Israel’s existence. When the November issue came out, the magazine’s director, Shafiq Saleh, referred to its cover art, which shows such a map, saying: “This month’s issue is devoted to solidarity with the children of Palestine. Its cover shows children in traditional Palestinian costume waving the flag of Palestine, against the backdrop of a map of the Arab state of Palestine.” [17]

The front cover of the magazine’s November 2023 issue

Below are some further examples:

  1. Coloring page in the January issue includes a map of Palestine from the river to the sea and the text “Palestine free and Arab”  (Twitter.com/jassimmagazine, January 10, 2024)
  2. Matching exercise in the January 2024 issue includes a map of Palestine from the river to the sea (Twitter.com/jassimmagazine, January 10, 2024)
  3. Poem about Al-Aqsa in the December issue printed on the background of a map of Palestine from the river to the sea (Facebook.com/jassimmagazin, December 9, 2023)

The front cover of the January 2024 issue shows a boy holding a key, symbolizing the Palestinian’s aspiration to return to their homes within the state of Israel in which they lived before the 1948 war. Upon the publication of this issue, director Shafiq Saleh referred to its cover art, saying: “The cover shows a Palestinian child wearing the famous Palestinian scarf [i.e., a keffiyeh] and holding tightly onto the key of his home, which symbolizes the return of the all the refugees to the homeland.”[18]

The cover of the January 2024 issue (Twitter.com/QATawseel, January 7, 2024)


[1] On this see MEMRI reports: Special Dispatch No. 10710 – Palestinian Authority Opens Exhibition Of ‘Keys Of Return’ In Hebron – July 14, 2023; See MEMRI reports: Special Dispatch No. 10623 – Nakba Day Events At West Bank Schools Assert Palestinian Refugees’ Right To Return To Homes Inside Israel, May 23, 2023; Special Dispatch No. 10597 – Ahead Of 75th Anniversary Of The Nakba, Palestinian Leadership Stresses It Will Never Relinquish Refugees’ Right To Return To Their Homes, May 8, 2023;  Inquiry & Analysis Series No. 950, The Narrative Of Return In Palestinian Textbooks, March 20, 2013.

[5] Facebook.com/jassimmagazine, January 22, 2024.

[6] Alarab.qa, January 13, 2024.

[7] Facebook.com/jassimmagazine, April 22, 2024.

[8] Twitter.com/jassimmagazine, April 7, 2024.

[9] Facebook.com/jassimmagazin, November 19, 2023.

[10] Facebook.com/qatarnanny, December 10, 2023.

[11] Facebook.com/jassimmagazin, December 2, 2023.

[12] On the themes of death, the pleasures of Paradise and the torments of Hell in the Qatari curricula, see MEMRI Inquiry & Analysis No. 1442, Review Of Qatari Islamic Education School Textbooks For The First Half Of The 2018-2019 School Year – Chapter VI: The Subject Of Death, With Focus On The Pleasures Of Paradise And Torments Of Hell, February 19, 2019.

[13] Facebook.com/jassimmagazine, January 15, 2024.

[14] Twitter.com/jassimmagazine, March 10, 2024.

[15] On the connection between jihad, martyrdom and the Black-Eyed Virgins of Paradise, see MEMRI reports: Inquiry & Analysis Series No. 74 – ’72 Black Eyed Virgins’: A Muslim Debate on the Rewards of Martyrs – November 1, 2001; Inquiry & Analysis Series No. 61 – The Joy of the Mothers of Palestinian ‘Martyrs’ – June 27, 2001; Inquiry & Analysis Series No. 411 – Jihad Today – December 21, 2007.

[16] Facebook.com/jassimmagazine, December 9, 2023.

[17] Twitter.com/jassimmagazine, November 4, 2023.

[18] Alarab.qa, January 13, 2024.

EDITORS NOTE: This MEMRI column is republished with permission. ©All rights reserved.

From Sex Education to Sexuality Education

Globalism is a replacement ideology that seeks to reorder the world into one singular, planetary Unistate, ruled by the globalist elite. The globalist war on nation-states cannot succeed without collapsing the United States of America. The long-term strategic attack plan moves America incrementally from constitutional republic to socialism to globalism to feudalism. The tactical attack plan uses asymmetric psychological and informational warfare to destabilize Americans and drive society out of objective reality into the madness of subjective reality. America’s children are the primary target of the globalist predators.

UNESCO, the United Nations Educational, Scientific, and Cultural Organization, is a specialized agency of the United Nations and a member of the United Nations Sustainable Development Group (UNSDG), a coalition of thirty-six UN funds, programs, specialized agencies, departments, and offices aimed at fulfilling UN Sustainable Development Goals (SDG). The SDG is defined as “a collection of seventeen interlinked objectives designed to serve as a shared blueprint for peace and prosperity for people and the planet, now and into the future.”

Let’s look at the United Nations Department of Economic and Social Affairs Sustainable Development website and examine the 17 Sustainable Development Goals of the UN planetary 2030 Agenda. The UNSDG mission headline is Transforming our world: The 2030 Agenda for Sustainable Development.[i] The 17 Goals are item number 59 on the 91 listed items in the UNSDG Declaration.

Sustainable Development Goals

  • Goal 1. End poverty in all its forms everywhere
  • Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture
  • Goal 3. Ensure healthy lives and promote well-being for all at all ages
  • Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
  • Goal 5. Achieve gender equality and empower all women and girls
  • Goal 6. Ensure availability and sustainable management of water and sanitation for all
  • Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all
  • Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
  • Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
  • Goal 10. Reduce inequality within and among countries
  • Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable
  • Goal 12. Ensure sustainable consumption and production patterns
  • Goal 13. Take urgent action to combat climate change and its impacts*
  • Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development
  • Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
  • Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
  • Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

Acknowledging that the United Nations Framework Convention on Climate Change is the primary international, intergovernmental forum for negotiating the global response to climate change.

Item 91, the closing statement of the Declaration, confirms that the United Nations Sustainable Development Group 2030 Agenda is a planetary mission to fundamentally transform the entire world into its own vision of a betterworld. Agenda 2030 is a supremacist replacement ideology on a planetary scale:

We reaffirm our unwavering commitment to achieving this Agenda and utilizing it to the full to transform our world for the better by 2030.

Agenda 2030’s lofty language appeals to emotion, the desire to help people around the world. It is the bait. The next two items after the 17 Sustainable Goals, items 60 and 61, reveal the switch. Full implementation of Agenda 2030 requires “a revitalized and enhanced Global Partnership” and “the means required to realize our collective ambitions.” The price of full implementation is the surrender of individual agency and national sovereignty to the agencies and authority of the United Nations. Compliance is the universal objective of Agenda 2030.

60. We reaffirm our strong commitment to the full implementation of this new Agenda. We recognize that we will not be able to achieve our ambitious Goals and targets without a revitalized and enhanced Global Partnership and comparably ambitious means of implementation. The revitalized Global Partnership will facilitate an intensive global engagement in support of implementation of all the goals and targets, bringing together Governments, civil society, the private sector, the United Nations system and other actors and mobilizing all available resources.

61. The Agenda’s Goals and targets deal with the means required to realise our collective ambitions. The means of implementation targets under each SDG and Goal 17, which are referred to above, are key to realising our Agenda and are of equal importance with the other Goals and targets. We shall accord them equal priority in our implementation efforts and in the global indicator framework for monitoring our progress.

Goal 3 is of particular interest to this chapter, especially section 3.7:

By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programs.

What, exactly, is the “information and education” young children will receive? Parents around the world will be shocked to learn what the United Nations and its specialty agencies consider appropriate sexual and reproductive information and education.

UNFPA, the United Nations Population Fund (originally United Nations Fund for Population Activities), is the UN’s sexual and reproductive health agency. Its motto is Ensuring rights and choices for all. The agency’s 2014 “Operational Guidance for Comprehensive Sexuality Education (CSE): A Focus on Human Rights and Gender[ii] is extremely enlightening. Its Introduction states authoritatively and unapologetically:

The Operational Guidance is founded on scientific evidence, international human rights conventions and best technical standards so that a common definition of CSE and associated best practices are promoted by the organization in discussions with counterparts….

The implementation of this Operational Guidance across UNFPA, and in cooperation with our partners, is designed to help achieve the vision of comprehensive rights-based, transformative sexuality education for young people throughout the world.

UNESDOC, UNESCO’s digital library, states unequivocally:

Sexuality education should start early, be age and developmentally appropriate, and should follow an incremental approach. This helps learners internalize concepts, make informed decisions, understand sexuality and develop critical thinking skills that mature as they grow older. Starting CSE early is important because children and young people need specific knowledge and skills at the appropriate time, for example, learning about puberty shortly before they go through it, not after. Moreover, in some countries, many students do not make the transition from primary to secondary school and therefore need access to critical information before leaving formal education.

The foundational assumption in CSE is that schools are the appropriate place for “sexuality education,” not the home. This assumption facilitates the Marxist objective of replacing family authority with the authority of the state in order to collapse America from within. So, let’s take a look at what the United Nations, the international state in this metaphor, considers “age and developmentally appropriate.”

In 2013, the Office of the United Nations High Commissioner for Human Rights (OHCHR) launched UN Free & Equal,[iii] a global UN public information campaign to promote equal rights and fair treatment of LGBTIQ+ (lesbian, gay, bisexual, transgender, intersex, queer/queer questioning, plus others) people. Promoted as the United Nations’ global campaign against homophobia and transphobia, the UN Free & Equal campaign targets youth with the motto When #YouthLead, anything is possible! and tagline: In a fearless future everyone’s an ally. Take a stand with LGBTIQ+ youth![iv]

The United Nations is calling on the youth of the world to unite in common LGBTIQ+ cause:

Young people are leading us towards a fearless world. Together, they are standing up and fighting for a world free of poverty, racism, sexism, ableism and all forms of violence, inequality and discrimination.

For LGBTIQ+ youth, this is a fight for survival. LGBTIQ+ youth are more likely to experience family rejection, poverty, discrimination, bullying, violence, exclusion from education—based on their age as well as their sexual orientation, gender identity, gender expression or sex characteristics. As a result, they are at a higher risk of homelessness, poor health outcomes and suicide compared to their peers.

Trans youth are denied recognition of their gender identity and face high levels of hate speech, bullying and exclusion. Intersex children are often subjected to medically unnecessary interventions that cause lifelong pain and trauma. Lesbian, gay, bi and trans youth are subjected to unethical, harmful and traumatic so-called “conversion therapy”. Young LGBTIQ+ people who also face discrimination based on their race, ethnicity, gender, disabilities, religion and migration status are disproportionately affected by exclusion, discrimination and violence.

In a number of countries, LGBTIQ+ youth face censorship both when they seek information and when they speak about their issues, online or offline. In some contexts, discriminatory laws criminalize same-sex relations as well as trans people. Those who speak out and demand equality sometimes face imprisonment, hate speech, violence—even killings.

With great courage and resilience, young LGBTIQ+ people are leading change and standing up for a future that is safe, respectful, empowering and celebrates the beautiful diversity of humankind. A world where each and every one of us is free to be who we are and love whom we choose. Together, all of us can make this future a reality—when #LGBTIQ+ #YouthLead, anything is possible!

UNESCO’s International Technical Guidance on Sexuality Education (ITGSE) revised edition (2018)[v] is the United Nations’ updated platform for international instruction, and it bills itself as an evidence-informed approach:

Together with UNAIDS, UNFPA, UNICEF, UN Women, and the WHO, UNESCO completed the extensive technical and political process of updating the “International Technical Guidance on Sexuality Education” in January 2018. As a result, the UN has a unified stance on the justification, supporting data, and recommendations for creating and delivering comprehensive sexuality education (CSE).

The updated guidance expands upon the original guidance and incorporates updates and enhancements based on fresh research and verified best practices from around the world. The revision process was influenced and steered by user surveys and structured consultations with experts from a wide range of fields and interest groups.

The updated Guidance is a convenient and very important instrument to move closer to a tipping point for the widespread use of high-quality CSE because of its unified voice, forward-thinking attitude, and focus on significant implementation problems….

It examines frameworks and agreements at the global, regional, and local levels that can be utilized to assist CSE implementation at various levels. The updated Guidance also takes into account CSE’s role in achieving several SDGs, particularly Goal 3: Good Health and Well-Being, Goal 4: Quality Education, and Goal 5:Gender Equality.

It all sounds good. So, what is the problem?

First, sex education is no longer just about human reproduction. The new label, Comprehensive Sexuality Education (CSE), is far more expansive and is defined on the Health and Education[vi] section of the UNESCO website:

“Sexuality” is defined as “a core dimension of being human which includes: the understanding of, and relationship to, the human body; emotional attachment and love; sex; gender; gender identity; sexual orientation; sexual intimacy; pleasure and reproduction. Sexuality is complex and includes biological, social, psychological, spiritual, religious, political, legal, historic, ethical and cultural dimensions that evolve over a lifespan.” (International Technical Guidance on Sexuality Education, p. 17)

Key values of CSE include:

Transformative: CSE impacts whole cultures and communities, not simply individual learners. It can contribute to the development of a fair and compassionate society by empowering individuals and communities, promoting critical thinking skills and strengthening young people’s sense of citizenship. It empowers young people to take responsibility for their own decisions and behaviours, and how they may affect others. It builds the skills and attitudes that enable young people to treat others with respect, acceptance, tolerance and empathy, regardless of their ethnicity, race, social, economic or immigration status, religion, disability, sexual orientation, gender identity or expression, or sex characteristics.

CSE is weaponized education on a global level. Its universal curriculum is designed to collapse existing cultures into a singular culture of the planetary Unistate, and indoctrinate students with politicized education according to Marxist collectivist dogma. CSE grooms the children of the world to unite and become activists in preparation for global citizenship in the Unistate.

The deceitful manipulation of language is a weapon of war designed to dupe parents into accepting Comprehensive Sexuality Education as equivalent to the familiar and accepted Sex Education. There is no equivalence. Comprehensive Sexuality Education is a colossal deception that presents lessons in pornography as equal to lessons in human reproduction.

We can no longer trust American schools to teach basic foundational knowledge, or to support American Judeo-Christian values. We are the generation of parents and grandparents who must end the amoral, anti-American, anti-reality indoctrination in American schools. We must read what our children are reading, and see what our children are seeing. We must bring the offensive materials to our local school board meetings and read them into the record.

We the People must exercise our power by recognizing that political power begins locally. It is the foundation of community organizing. Now is the time to organize our community of parents and grandparents across America to oppose existing local school boards. We must run for election to our school boards. We must stand and unapologetically voice our objections at school board meetings, demand accountability, and remove the anti-American ideologues from power. We must protect the children.

©2024. All rights reserved.

RELATED ARTICLE:  New Alabama Law Protects Students from Hostile Foreign Influences: MEF Role Revealed

Please visit Linda’s Pundicity page: goudsmit.pundicity.com  and her website: lindagoudsmit.com 


[i] Transforming our world: The 2030 Agenda for Sustainable Developmenthttps://sdgs.un.org/2030agenda

[ii] Operational Guidance for Comprehensive Sexuality Education (CSE): A Focus on Human Rights and Genderhttps://www.unfpa.org/sites/default/files/pub-pdf/UNFPA_OperationalGuidance_WEB3_0.pdf

[iii] UN Free & Equalhttps://www.unfe.org/about-2/

[iv] When #YouthLead, anything is possible! and tagline: In a fearless future everyone’s an ally. Take a stand with LGBTIQ+ youth!https://www.unfe.org/youthlead/

[v] UNESCO’s International Technical Guidance on Sexuality Education (ITGSE) revised edition (2018)https://unfpa.org/sites/default/files/pub-pdf/ITGSE.pdf

[vi] Health and Educationhttps://healtheducationresources.unesco.org/toolkit/what-comprehensive-sexuality-education-cse

Biden Education Department Shared Memo Pushing To Mobilize Dem-Leaning Voters From Liberal Activists

Biden administration officials circulated and discussed a memo authored by a coalition of liberal groups aimed at getting more college students to participate in elections as part of the department’s voter registration efforts, newly-surfaced emails show.

Groups that donated millions to elect Democrats and are funded by major liberal donors submitted a list of recommendations to the Department of Education (ED) in 2021 outlining ways the department could get college students, a historically liberal demographic, to vote more, according to emails obtained by the Heritage Foundation’s Oversight Project.

The memo recommended that the ED include a voter registration option on its college financial aid application, that it use resources to make students aware of vote-by-mail opportunities and that it allow universities to use federal work-study to pay students for non-partisan election work.

The coalition of groups sent their memo in response to President Joe Biden’s 2021 executive order directing federal agencies to promote voter registration, education and participation, offering recommendations on how to implement it.

ED Deputy Assistant Secretary of Higher Education Nick Lee shared the memo with Annmarie Weisman, another deputy assistant secretary, and Gregory Martin, another ED official, emails show. Lee explained to Weisman and Martin that he had been discussing ways to implement Biden’s executive order with an ED policy director and that he was willing to speak further on the topic.

Lee also shared the memo with members of the ED’s Office of the General Counsel, again explaining that the department was in the process of finalizing responses to Biden’s voting executive order, emails show.

The Biden administration may have been receptive to at least one of the recommendations the coalition of left-of-center groups offered. In April 2022, the ED clarified that universities could pay students with federal work-study funds to engage in election-related work. While students can be compensated for voter registration work, they cannot be paid using federal funds “for work involving partisan or nonpartisan political activity, including party-affiliated voter registration activities, as this is expressly prohibited.”

In February, the ED expanded on the specific work federal funds could pay for, stating that “supporting broad-based get-out-the-vote activities, voter registration, providing voter assistance at a polling place or through a voter hotline or serving as a poll worker” were all acceptable.

While Biden’s executive order stresses agencies should tap “nonpartisan third-party organizations” to aid with voter registration efforts, the effects of registering more college students to vote could be a boon for the Democratic Party.

A September 2020 poll found that 70% of college students said they would vote for Biden in that year’s election, compared to just 18% who said they would vote for then-President Donald Trump. Strong turnout among college students in 2022 helped Democrats pull off a better-than-expected midterm election performance, NPR reported. Heading into 2024, Biden’s reelection campaign is seeking to mobilize college students.

The president holds a 23-point lead over Trump among college students heading into the 2024 election, according to a Harvard Institute of Politics poll conducted in March.

The groups that sought to push the ED to mobilize more college voters themselves have ties to the Democratic Party.

The American Federation of Teachers (AFT) and the National Education Association (NEA), for instance, are both signatories of the memo and have spent millions of dollars to help elect Democrats through their political action committees, Federal Election Commission records show. Both groups endorsed Biden in the 2024 Democratic Primary and have historically supported the Democratic Party.

New America Foundation, which signed on to the memo through its education program, has received extensive support from the Soros family’s philanthropic network, pulling in millions since 2016, according to a grant database. George Soros has donated massive sums to the Democrats and is one of the largest figures in the left-of-center philanthropic world.

The Voter Participation Center, another group that signed on to the memo, has received over $1 million from nonprofits managed by Arabella Advisors, tax filings showArabella Advisors is a consultancy firm that manages a network of nonprofits that spend millions every year on efforts to help liberal groups and Democrats.

The Voter Participation Center on its website claims to work diligently to mobilize members of the “New American Majority,” which includes people of color and unmarried women, to register to vote and cast ballots.

Republicans have taken issue with the Biden administration’s approach to using federal resources to juice voter participation.

“We have concerns about the lack of constitutional and statutory authority for federal agencies to engage in any activity outside the agency’s authorized mission, including federal voting access and registration activities,” a letter from the House Oversight Committee sent to Office of Management and Budget Director Shalanda Young on May 13 reads.

The ED, New America, the Voter Participation Center, the NEA and the AFT did not immediately respond to the Daily Caller News Foundation’s requests for comment.




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Why is the pro-Palestinian encampment craze sweeping our colleges?

Campus fads come and go, but we’ve come a long way from swallowing goldfish, stuffing as many people as possible into phone booths, and the ever-popular drinking until you pass out. The latest craze among college kids is, as Sen. John Fetterman (D-Penn.) indelibly put it, “living in a pup tent for Hamas.” No sooner do cops clear out one encampment than another one springs up, and it looks as if they’re going to be with us for the rest of this semester and may even be revived once the universities reconvene next fall. This is, however, not even close to being a spontaneous phenomenon. The groundwork for what we’re seeing now has been laid for years.

Not only is it not spontaneous, it’s clearly orchestrated from outside the colleges and universities where the encampments have sprung up. New York City Mayor Eric Adams has acknowledged that “professionals” were involved in the Columbia University encampment. Another sign that this isn’t exactly a grass-roots movement is the fact that a large number of the pro-Hamas protesters have identical tents. Which well-heeled leftist bought them? We don’t know and may never know, but someone certainly appears to have done some buying in bulk.

Still, the movement needed foot soldiers. The cadres had to be recruited and indoctrinated. That has been the work of the Middle East Studies Association (MESA), the professional organization of Middle East Studies professors at colleges and universities nationwide.

MESA, whose members dominate the Middle East Studies faculties of most colleges and universities in the United States, says that it is “a non-profit association that fosters the study of the Middle East, promotes high standards of scholarship and teaching, and encourages public understanding of the region and its peoples through programs, publications and services that enhance education, further intellectual exchange, recognize professional distinction, and defend academic freedom.” That strikes all the right notes, but as you likely suspect, the reality is not so noble and high-minded. MESA is a far-left, pro-jihad activist organization that is dedicated to providing an academic sheen to Marxist agitprop and Palestinian jihad propaganda.

To see what MESA busies itself with doing, scan the 25 items that are currently on the front page of the news section of the MESA website. Two stories are pinned to the top of the page; one of them is actually on the side of genuine justice and human rights, decrying the Iranian Islamic regime’s dismissal of professors who supported the recent Woman, Life, Freedom protests in Iran.

The other pinned story, however, is entitled “Campus Climate Resources,” which gives the initial impression that it’s propaganda about the myth of human-caused climate change; it’s actually about the “climate” on campus regarding support for the Palestinian jihad against Israel. MESA here offers an assortment of links to this article denouncing the alleged “repression of protest on campuses,” the alleged “targeting of Palestinian students in Israeli universities,” and the like.

Read more.


Robert Spencer

Robert Spencer is the director of Jihad Watch and a Shillman Fellow at the David Horowitz Freedom Center. He is the author of nineteen books, including the New York Times bestsellers The Politically Incorrect Guide to Islam (and the Crusades) and The Truth About Muhammad. Spencer has led seminars on Islam and jihad for the FBI, the United States Central Command, United States Army Command and General Staff College, the U.S. Army’s Asymmetric Warfare Group, the Joint Terrorism Task Force (JTTF), the Justice Department’s Anti-Terrorism Advisory Council and the U.S. intelligence community.


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How the Anti-Israeli Campus Protests Are the Latest Version of the Blood Libel

Of the analytical frameworks into which to fit the eruption of anti-Israel protests on college campuses, there is no shortage. There’s the “free speech on campus” concept, the Arab-Israeli conflict paradigm, the lawless-university-radicals-of-the-1960s pattern.

The framework that fits the situation most neatly, though, is one that hasn’t been elaborated much. That is the “blood libel,” which a six-page entry in the Encyclopaedia Judaica defines as “the allegation that Jews murder non-Jews, especially Christians, in order to obtain blood for Passover or other rituals.”

The Encyclopaedia Judaica also calls it “a complex of deliberate lies, trumped-up accusations, and popular beliefs about the murder-lust of the Jews and their bloodthirstiness.” The Judaica traces the origin of the story all the way back to Apion, an Egyptian who lived during the first century of the Common Era.

The historian Josephus writes in “Against Apion” that this claim that Jews deliberately sacrificed a non-Jew is “a most tragical fable … full of nothing but cruelty and impudence” and motivated by “an extravagant love of lying.” Josephus, writing in about 100 CE, calls Apion’s tale “a voluntary lie” that operated “to the delusion of those who will not examine into the truth of matters.”

Two thousand or so years later, we’re at it all over again, with the Jews yet again facing a Passover-season lie about deliberately killing non-Jews. So, at Columbia University, the anti-Israel mob renamed Hamilton Hall as “Hind’s Hall,” after a six-year-old Palestinian girl, Hind Rajab, who Israel has been blamed without evidence for killing.

To anyone who knows history, an Easter or Passover-season tale of Jews intentionally killing a child is familiar. The Encyclopaedia Judaica gives the places and dates: Norwich, 1144; Gloucester, England, 1168; Blois, France, 1171; Saragossa, Spain, 1182; Trent, Italy, 1475; Lublin, 1636.

By setting up the pro-Hamas university encampments on the first day of Passover, the anti-Israel protesters provided useful clarity that their false accusations of “genocide” against Israel fell squarely within this age-old tradition of groundlessly accusing Jews of using the blood of Christian children to bake matzo. The protesters also help by making explicit references to “blood.” The Students for Justice in Palestine chapter at the University of Massachusetts, Boston, for example, advertised a series of events with a social media post headlined, “Palestinian blood is on Israel’s hands.”

Elisha Wiesel, son of Nobel laureate and Holocaust survivor Elie Wiesel, writes that his father would ask, “Where are the history lessons on the blood libel, the historical precedent for accusing Jews of murder?”

The Encyclopaedia Judaica entry is by Haim Hillel Ben-Sasson, a professor of history who taught at Hebrew University in Jerusalem. The entry ends with a reference to an essay by Ahad Ha’am, who lived between 1856 and 1927 and was a champion of cultural Zionism.

That essay, “Some Consolation,” was written in Hebrew in 1892. It was brought out in English translation by Leon Simon in 1912 by the Jewish Publication Society, as part of a collection of selected essays by Ha’am. The essay contemplates the possibility that, just as on today’s campuses, some individuals of Jewish background will side with the enemies.

“Since everybody hates the Jews, can we think that everybody is wrong, and the Jews are right?” he quotes a Russian writer as asking. “There are many among us Jews on whom a similar question half-unconsciously forces itself. Can we think, they ask, that all the vicious characteristics and evil practices which the whole world ascribes to the Jews are sheer imagination?”

Ha’am writes that the “useful lesson” of such a baldly false accusation is that it may strengthen Jewish confidence and prevent unwarranted guilt.

“There is nothing more dangerous for a nation or for an individual to plead guilty to imaginary sins,” he says. “Where the sin is real, there is opportunity for repentance; by honest endeavor the sinner may purify himself. But when a man has been persuaded to suspect himself unjustly, how can he get rid of his consciousness of guilt?”

The blood-libel accusation, he writes, “is the solitary case in which the general acceptance of an idea about ourselves does not make us doubt whether all the world can be wrong, and we right, because it is based on an absolute lie.”

He adds, “This will make it easier for us to get rid of the tendency to bow to the authority of ‘everybody’ in other matters.”

Today, the Jews aren’t entirely alone; we are blessed with many allies. Yet it can sometimes, in the media or on campuses or at the United Nations, feel again like everybody is against us. That does not make the accusations true.

Ha’am wrote: “‘But’ — you ask — ‘is it possible that everybody can be wrong, and the Jews right?’”

And here is how the Encyclopaedia Judaica entry on “blood libel” by Ben-Sasson concludes, quoting the Ha’am essay in words that ring as true today as in 1892: “Yes, it is possible: the blood accusation proves it possible. Here, you see, the Jews are right and perfectly innocent.”

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‘Bully Organization’: FFRF Forces Florida Elementary School to Disband Christian Club

Over the last several years, former President Donald Trump has voiced his disapproval of how people of faith have been treated in America. In late December, he posted a video on his social media platform, Truth Social, with the caption, “Stopping the Persecution of Christians!”

“Americans of faith are being persecuted like nothing this nation has ever seen before,” he said in the video. “Catholics in particular are being targeted, and evangelicals are surely on the watchlist as well.”

Freedom from Religion Foundation (FFRF), an atheist group founded in 1976, has had a history of targeting Christians. Some of FFRF’s past projects include suing a Tennessee elementary school on behalf of The Satanic Temple, suing New Jersey Secretary of State Tahesha Way for forcing public office candidates to swear a religious oath, and ensuring that a Latin cross was taken down at Chino Valley Adult School in California.

While FFRF’s eyes are currently set on demanding that the Birmingham Police Department “end coercive staff prayer,” the group is celebrating another win in their book. An elementary school in rural Florida was forced to disband its Fellowship of Christian Athletes (FCA) club after being accused of indoctrinating children into religion by FFRF. The FCA chapter included a small group of fifth grade students.

On March 29, FFRF legal fellow Samantha Lawrence wrote a letter to the District Superintendent Dorothy Lee Wetherington-Zamor “regarding a constitutional violation” at Hamilton County Elementary School. The sole elementary school in the small town of Jasper was accused of “alienating” and “excluding” non-religious families, as well as violating “students’ First Amendment rights by organizing, leading, and promoting a religious club.”

Lawrence defended FFRF’s stance by pointing out that the Equal Access Act allows students to form religious clubs in secondary schools, but not elementary schools. To further her point, she wrote, “Elementary students are too young to truly run a club entirely on their own initiative with no input from school staff or outside adults,” insinuating that “adults are the ones truly behind the club.”

“Hamilton Elementary should strive to be welcoming and inclusive of all students, not just those who subscribe to a particular brand of Christianity,” Lawrence continued. “The District must immediately investigate this matter and ensure that the FCA club at Hamilton Elementary is disbanded.”

Joseph Backholm, senior fellow at Family Research Council, responded to FFRF’s complaints in a comment to The Washington Stand.

“In general, the FFRF is a bully organization that leverages people’s ignorance of their freedoms against them,” he said. “This is far from the first time someone has tried to force a religious organization out of a school, but the First Amendment has, does, and hopefully always will be acknowledged as protecting those rights.”

After receiving the FFRF’s accusations, a local law firm representing the Hamilton County School District responded with a letter relaying their compliance.

“In an effort to avoid any perception that such a gathering on the campus of Hamilton Elementary is being organized, promoted or endorsed by the District or its employees, the club has been dispersed.” The letter also stated that the participating students would be starting sixth grade in a few months and would “be eligible to participate in FCA on the campus of Hamilton County High School.”

Ultimately, the elementary school caved to FFRF’s demands, a decision the First Liberty Institute — a nonprofit defending religious freedom — disagrees with.

“Banning students from having a religious club at a school while permitting other, secular clubs is a travesty that teaches children their faith is unwelcome and must be hidden,” First Liberty Institute Deputy General Counsel Justin Butterfield told The Christian Post.

While FFRF exists to lessen religious influence in America, organizations like First Liberty fight to preserve religious freedoms. Their mission heavily contrasts with FFRF’s, as they have set out to defend “religious liberty for all Americans.”

Meanwhile, FFRF has begun celebrating their victory in shutting down the FCA chapter at Hamilton Elementary.

“It is well settled that public schools may not show favoritism towards or coerce belief or participation in religion. It is inappropriate and unconstitutional for an elementary school to organize, lead, or encourage student participation in a religious club like the Fellowship of Christian Athletes,” the press release following the disbandment read. “Thankfully, the district was willing to listen to reason and obey the law.”

While some leaders raise the alarm and organizations fight against religious persecution occurring on American soil, Backholm assures Christians ought not to fear.

“The last thing Christians should ever be is afraid,” he said. “There have always been sectarian conflicts in the U.S., but fortunately they have been less serious than in most other parts of the world because respecting the conscience of others has long been an American value. Yes, it’s being threatened by a dogmatic and highly intolerant form of secularism, but relatively speaking we have much to be grateful for.”

Backholm also warned that Christians live “on a spiritual battlefield.” He encouraged those with a faith to stand firm, as “any public testimony to the gospel will illicit some kind of response,” but it is a “reality Christians needs to be comfortable with.”


Abigail Olsson

EDITORS NOTE: This Washington Stand column is republished with permission. All rights reserved. ©2024 Family Research Council.

The Washington Stand is Family Research Council’s outlet for news and commentary from a biblical worldview. The Washington Stand is based in Washington, D.C. and is published by FRC, whose mission is to advance faith, family, and freedom in public policy and the culture from a biblical worldview. We invite you to stand with us by partnering with FRC.

Federal Court Rules in Favor of Catholic School Upholding Biblical View of Marriage

In a decision hailed by religious liberty advocates, a federal court is upholding a Catholic school’s right to require employees to conform to Catholic teachings when it fired a teacher for entering into a same-sex marriage.

The U.S. Fourth Circuit Court of Appeals ruled on Wednesday that a North Carolina Catholic school was within its rights to dismiss Lonnie Billard, a drama teacher and substitute English teacher at Charlotte Catholic High School (CCHS), after he announced he would be marrying another man. The court’s ruling said that “because Billard played a vital role as a messenger of CCHS’s faith,” the school could dismiss him from his position for contradicting Catholic moral teaching.

Billard announced on social media in 2014 that he intended to marry another man, shortly after the state legalized same-sex marriage. In response, CCHS dismissed Billard from his position for violating the Catholic Diocese of Charlotte’s employee policy prohibiting actions contrary to Catholic moral teaching. Billard and the American Civil Liberties Union (ACLU) sued CCHS, the diocese, and Mecklenburg Area Catholic Schools for alleged Title VII violations. A district court ruled in favor of Billard in 2021, but that decision was reversed by Wednesday’s ruling.

Fourth Circuit Court Judge Pamela Harris, an Obama appointee, wrote Wednesday’s majority opinion. She found, “Although CCHS offers separate secular and religious classes, religion infuses daily life at the school.” She noted that the school is expressly devoted to teaching and furthering Catholic principles, citing the school’s motto and mission statement, as well as the diocesan mission statement. “CCHS’s expectations of its teachers extend beyond the classroom,” Harris wrote. “It does not require all its employees to be Catholic. But, Catholic or not, it requires its employees to conform to Catholic teachings: CCHS prohibits employees from engaging in or advocating for conduct contrary to the moral tenets of the Catholic faith, including the Catholic Church’s rejection of same-sex marriage.”

Although Harris said that, as an English and drama teacher, Billard “did not have a responsibility to educate his students explicitly in the Catholic faith,” she did note, “CCHS’s commitment to integrating faith throughout its curriculum meant that Billard had to account for religion in his classes.” CCHS had previously made numerous and even novel legal arguments to defend its actions, but Harris ultimately found that the school’s dismissal of Billard was protected by the “ministerial exception” to Title VII. “Because we conclude that Billard’s role at CCHS was ‘ministerial’ for purposes of the ministerial exception, we resolve the case on that ground,” she wrote.

The ”ministerial exception” bars the application of certain anti-discrimination laws to religious institutions when dealing with the hiring of its “ministers.” Of note, Harris stated, “The ministerial exception does not protect the church alone; it also confines the state and its civil courts to their proper roles.” Noting that certain religion-oriented disputes are beyond the authority of the courts, she wrote, “The First Amendment’s Religion Clauses … ‘bar the government from interfering’ with ministerial employment decisions or involving itself in ecclesiastical matters.” She clarified, “That means civil courts like ours are ‘bound to stay out’ of employment disputes involving ministers — those ‘holding certain important positions with churches and other religious institutions.’” Relying on U.S. Supreme Court precedent, Harris wrote, “We conclude that the school entrusted Billard with ‘vital religious duties,’ making him a ‘messenger’ of its faith and placing him within the ministerial exception.”

In response to the court’s decision, Arielle Del Turco, director of the Center for Religious Liberty at Family Research Council, told The Washington Stand, “It’s encouraging to see this decision from the appellate court. No religious schools should be required to employ individuals whose actions and advocacy violate the school’s core religious beliefs.” She continued, “The main point of sending your child to a religious school is for them to be formed in their faith and taught their classes through the lens of their faith. As such, it’s important for such schools to hire teachers that share and affirm that faith, inside and outside the classroom.”

Meg Kilgannon, Family Research Council’s senior fellow for Education Studies, agreed. “This decision is important for many reasons, but especially for parents and families who are seeking an educational setting outside the home that reflects their faith and values. In our secular society, that is increasingly difficult to find, even in ostensibly Christian organizations,” she told TWS. “Decisions like this one that reaffirm the school’s right to expect and demand agreement with major doctrinal questions are much appreciated. And as a parent, I would hope that Catholic schools would strive to have faithful and practicing Catholic teachers in every class, not just religion class.”

Kilgannon added, “This situation also reminds us of the important relationship teachers have with their students/our children. Even in a substitute teacher setting, the influence of adults on children is profound.” In fact, the court also addressed that point. Harris wrote that a religious institution’s instruction that employees abide by particular religious moral codes does not automatically place all employees within the ministerial exception. But, she added, “teachers are different.” Quoting the Supreme Court, she explained, “’[E]ducating young people in their faith, inculcating its teachings, and training them to live their faith are responsibilities that lie at the very core of the mission of a private religious school’ like CCHS.”


S.A. McCarthy

S.A. McCarthy serves as a news writer at The Washington Stand.


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EDITORS NOTE: This Washington Stand column is republished with permission. All rights reserved. ©2024 Family Research Council.

The Washington Stand is Family Research Council’s outlet for news and commentary from a biblical worldview. The Washington Stand is based in Washington, D.C. and is published by FRC, whose mission is to advance faith, family, and freedom in public policy and the culture from a biblical worldview. We invite you to stand with us by partnering with FRC.

Student Demonstrations: Power, Not Freedom of Speech

Randall Smith: We will either teach our young people the skills and self-discipline required for republican self-government and fill them with the faith in it and love for it they need to preserve it, or we will lose the privilege – a gift bequeathed to us at great cost.

“Did you get caught in the student riot?” asked a friend.  “What riot?” “The Pro-Palestinian demonstration at the University of Texas.” I am at UT on a sabbatical. “We don’t have student riots in Texas,” I informed him; “we have temporary misunderstandings between students and state troopers about who controls public spaces. The students learn.”  The authorities in Texas are not as feckless as those running the East Coast Ivies.

As Wilfred McClay points out in a recent article in The New Criterion, demonstrations aren’t “speech.”  They may be “expressions” – of anger, frustration, sometimes boredom. But they’re not “speech” in the classic sense of logos, “reasoned discourse.”

In speech, you express an idea; you make an argument; and you invite others to respond.  The demonstrations on college campuses are not invitations to dialogue; they are the opposite.  They demand that dialogue stop and obedience begin.  In this, they are similar to groups shouting down speakers with whom they disagree.  It should be no surprise, then, that both have become standard practice together.

It’s not as though the demonstrators are inviting reasoned responses to their position.  They’re not willing to hear contrary opinions.  They have “demands” and those demands must be met.  They are a mob, and mobs are something, along with tyranny, that the Founders of the country feared most.

When demonstrators are pretending to be engaging in free speech when what they are really doing is showing the power of a mob to get others to conform to their will, they shouldn’t be surprised if authorities respond to their demonstration of power with a demonstration of power of their own.  Those Texas state troopers weren’t on campus to argue.  But neither were the demonstrators.

Perhaps the most ridiculous feature of these recent protests is the shock the students evince when, having violated repeated orders to disperse, they are finally arrested.  That many must be hauled away because they’ve “gone limp” belies their wide-eyed innocence, since it shows they’ve received training in “what to do for the cameras when the police haul you away.”  Perhaps we can all agree that it’s no way to run a republic.

Some years ago, a bright student of mine had a complaint about something on campus.  “Okay,” I said, “so what are you going to do?”  After a moment’s thought, she said: “Gather people together to demonstrate?”  “How about getting elected to student government, writing an op-ed in the paper, seeking to convince others of your position?” I replied.  Those options either hadn’t occurred to her, or she had no faith in them.

Democracy is a messy business; it requires patience and skills of its own.  It’s not like driving a car that moves in the direction I steer, accelerates to the speed I want, and stops when and where I determine.  It means dealing with other people.  And other people have ideas and concerns of their own.

Show no interest in the ideas and concerns of others, and they are likely to return the favor.  Like you, they want to drive the car in the direction they want.  And as everyone who spends time on America’s highways knows, this highly individualistic lack of concern for others is bad for everyone.

As we need “rules of the road” to provide the order that ensures everyone can get to their destinations “freely” and in relative safety, so too if speech is to be “free,” if it is to be a “common good” and not merely the privilege of one powerful group, speakers must observe a set of procedural norms meant to preserve this freedom for everyone.

At the University of Texas, the Provost sent out a note outlining the rights and duties of the members of the community.  Among the rights were the right to “assemble peacefully to protest,” to “hand out flyers and brochures,” and to “invite guest speakers to present in common outdoor areas.”  But with this freedom comes responsibility.  Thus individuals, said the Provost, may not “disrupt the operations of the university, including but not limited to:

Making loud sounds that interfere with learning; teaching, or other official actions; blocking entrances, exits, and walkways; calls for immediate lawless behavior, and vandalism.

Camping or attempting to camp on university property (including bringing tents on campus and sleeping on university property, with or without a tent, later than 10:00 p.m.).

Refusing to identify themselves to university officials or law enforcement.

Refusing to comply with directions given by university officials or law enforcement.

Using amplified sound without prior approval.

Wearing masks or disguises.

Coercing attention by following students walking away from the protest.

Campuses around the country would be better off if they posted those rules and enforced them.  Students would be better off if they abided by them respectfully and stopped screaming like little children for the cameras when they get hauled away by the authorities for violating reasonable rules.  Such demonstrations of political theater are attempts at emotional blackmail.  They don’t help the Palestinian people, but they make the American public more cynical about real acts of government suppression and police brutality.

Government can be overly coercive in suppressing speech it doesn’t like, and we’ve had too many examples of that recently.  But mobs are not “democratic governance in action.”  They are simply another form of tyranny.  Which is why they are often found in the same places among the same people.

We will either teach our young people the skills and self-discipline required for republican self-government and fill them with the faith in it and love for it they need to preserve it, or we will lose the privilege – a gift bequeathed to us at great cost.  Catholics should lead the way in educating their students for this level of civil engagement and discourse. This would show that what St. Augustine argued in The City of God is true: Catholics aren’t dangerous aliens. Quite the contrary, their Christian faith makes them better citizens.

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Randall Smith

Randall B. Smith is a Professor of Theology at the University of St. Thomas in Houston, Texas. His latest book is From Here to Eternity: Reflections on Death, Immortality, and the Resurrection of the Body.

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EDITORS NOTE: This The Catholic Thing column is republished with permission. All rights reserved. © 2024 The Catholic Thing. All rights reserved. For reprint rights, write to: info@frinstitute.org. The Catholic Thing is a forum for intelligent Catholic commentary. Opinions expressed by writers are solely their own.

University Protests Are Evidence of a Failed Education System

There is irony in the fact that all of the demonstrations in solidarity with terrorist organizations are taking place on university campuses. Aristotle was one of the first to believe the purpose of education was wisdom and virtue. He believed students were educated when they could appropriately apply knowledge to their context.

This means education is not a neutral endeavor. We want students to learn to think for themselves, but the goal is to equip them to get the right answer without assistance.

These protests are evidence that the education system has failed many students at the most basic level. In moral terms, these protestors cannot correctly compute 2+2=4. They sincerely believe it is impossible to do wrong if the group you’re part of is perceived to have a power deficit.

Their critical theory worldview has trained them not to judge the morality of an action based on what a person did but based on the group identity of the person involved. As a result, acts that would be evil if committed by one person (destruction of property, arson, rape, or murder) are virtuous acts of “resistance” when carried out by another person.

So, parents have paid hundreds of thousands of dollars to have their children turned into apologists for the worst people in the world. This is an educational failure of epic proportions that warrants a refund but also exposes the futility of seeing the world through a lens of the powerful and the powerless. A far better lens is to think about things in terms of right and wrong, or good and evil.

The reality is, power will always exist — and that’s not a bad thing. After all, the only alternative to that framework is anarchy. Furthermore, because both power and evil exist, it is the job of good people to ensure bad people never have power. As the old adage reminds us, the only things necessary for evil to triumph is for good men to do nothing. But the products of today’s “education” system have been convinced the bad people (terrorists) are the good people, not because they do good things, but because they’re not in charge. The rest of us look at the situation where bad people lack power and say, “Thank God.”

Robert Frost wrote about the importance of not tearing down fences before you understand why they were put up in the first place. In this case, we’re talking about literal fences. Why have Gaza’s neighbors in Egypt and Israel — with significant cultural and religious differences — both built fences to keep people from Gaza from going into their countries? It’s because a disproportionate number of those people are trying to kill their neighbors. Gazans elected Hamas, and polling since October 7 has shown most people in Gaza believe Hamas did the right thing on October 7. One can be clear-eyed about this fact without being indifferent to the suffering of innocent people caught in the wake.

Decent people should want those who seek to kill their neighbors to be powerless. Their powerlessness is not a cause for protest, it’s something to be grateful for. Of course, there’s always the risk of exploitation by those who have power, but before you decide to light yourself on fire or go on a hunger strike on behalf of people that TikTok has identified as powerless, you should ask, “Is their lack of power a good thing or a bad thing?” Unless your moral compass is broken, the answer to that question in Gaza’s case is obvious.

But for months we’ve seen the evidence that university campuses have a significant population of people with broken moral compasses. Yes, these kids deserve to get their money back, but that doesn’t solve the problem. At this point, they have become a threat to the rest of us, in large part, because the education system failed to deliver anything Aristotle would recognize as an education.


Joseph Backholm

Joseph Backholm is Senior Fellow for Biblical Worldview and Strategic Engagement at Family Research Council.


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EDITORS NOTE: This Washington Stand column is republished with permission. All rights reserved. ©2024 Family Research Council.

The Washington Stand is Family Research Council’s outlet for news and commentary from a biblical worldview. The Washington Stand is based in Washington, D.C. and is published by FRC, whose mission is to advance faith, family, and freedom in public policy and the culture from a biblical worldview. We invite you to stand with us by partnering with FRC.

Addressing Student Behavior Issues in K-12 Public Schools

A slew of liberal ideas has contributed to this becoming a formidable problem…

I’m distressed that U.S. K-12 public school student behavior issues continue to increase. Without properly addressing that, at least four major problems result:

1) the disruptive student is likely destined to be academically deficient for life,

2) other students in the same class are penalized by getting a lower quality education,

3) some teachers will resign due to frustration from such distractions, and

4) societally we are ALL adversely impacted by the prior three consequences.

Clearly this is a BIG DEAL. I’m not part of the education system, so am free to propose some possible creative Critical Thinking solutions. Feel free to make comments (at the end) to add other constructive Critical Thinking ideas. (FYI, here is an interesting April 2024 K-12 education poll by Pew. Here are some additional informative education-related statistics.)… Briefly, some ideas:

1 — Have cameras in all classrooms.

Human nature as it is, some students will behave better if they know that they are being watched and listened to. Also, an audio-visual video will usually resolve who the protagonist is in a dispute. Further, a video will be very helpful in defending good teachers from inaccurate claims. (Of course, the video doesn’t have to be operating all the time.) The recommendation is that every middle school and high school classroom have at least one operating camera (plus maybe others that are not).

2 — Privately speak to the disruptive student.

In some cases, bad behavior is a cry for help, rather than an indication that the student is incorrigible. A good way of assessing this is for the teacher (or guidance counselor) to attempt to have a non-threatening private discussion with the student to see if there are some underlying issues. It would be good if every school had a set list of questions to ask, so that there is a reasonable effort made to cover all the bases. (Note: use audio-video evidence from #1 as needed.)

3 — Privately speak to the disruptive student’s parents.

Using the evidence from #1 and #2, the teacher (or guidance counselor) should do their best to meet with the parents. Enlisting the aid of the parents can be very helpful. If they are not cooperative, such a meeting will give the school worthwhile information to use in their plan for this student, going forward.

4 — Prohibit phones in classrooms.

There is little doubt that cellphones cause distractions and are disruptive. (Here is a sample article.) That bleeding heart liberals protest that such a ban will adversely affect a child’s “connectivity,” gives a clear indication of where the cause of most of our academic problems lie. There is no legitimate need for cellphones in classrooms. I went from K thru graduate school with never having a classroom phone for even one minute, and survived just fine.

5 — Teach all students to be Critical Thinkers.

Students who are Critical Thinkers would more likely think more about their actions — e.g., whether they are in the student’s best interest, whether they will adversely affect other students, how they will affect the teacher, etc. This would help install some basic standards (like “do onto others…”). Please review this list of over twenty (20) exceptional benefits that are available to Critical Thinkers.

6 — Cease and desist the teaching of atheistic SEL.

Social Emotional Learning (SEL) as currently taught in US public schools, is really bad. I can’t say it any better than this: “If Judeo-Christian standards are considered taboo, what steps into this void and defines these virtues? Into this current moral vacuum slithers the antithesis of moral and character education, the vacuous SEL.” If SEL (as currently taught) is so great, there should be a marked decline in student misbehavior. The fact that the opposite is happening indicates SEL’s true value.

7 — Pass state laws prohibiting the teaching of political ideology.

Most Left-wing political ideology communicated in schools today, is divisive in nature. In other words it is actually encouraging disruptive student behavior. Recently Florida passed a law banning such material from being taught. That seems like an excellent and very large step in the right direction… Combine this with teaching patriotism, which conveys a strong unifying message.

8 — Drop the emphasis on high self-esteem.

High self-esteem is something that students earn, not that they are entitled to. National child-rearing expert, John Rosemond, politely calls this psycho-babble. Read his piece on high self-esteem, as he can describe the nonsense about it better than I.

9 — Stop the communication about Relativism.

Relativism is the delusion that there are no societal standards, because truth, right-and-wrong, etc. are all “relative” to each of us. If every student is allowed to decide what behavior is right, it should be self-apparent that this will lead to chaos.

10 — Have (and enforce) a dress code.

A dress code does not mean a uniform, but rather that there are some basic rules as to what is acceptable clothing to wear to school. Here is a reasonable article about the benefits of a dress code.

11 — Have separate male and female classrooms.

From middle school on, a definite part of misbehaving is due to trying to impress those of the opposite sex. It stands to reason that having separate classes for biological boys and girls, will reduce such behavior. (I’m speaking from first-hand experience here, as went to co-ed K-8, all boys high school, and co-ed college and graduate school. It was a resounding success.)

12 — Pass state laws allowing more student discipline.

In response to the increased bad behavior of some students, state lawmakers are passing laws allowing stricter discipline. That said, without most of the other actions recommended here, more discipline will not likely solve the problem.

Not surprisingly, liberal education experts are opposed to essentially all of these ideas. Of course, following their council is exactly what has resulted in the current chaotic situation. This applies here: “One of the great mistakes is to judge policies and programs by their intentions rather than their results.” — Milton Friedman.

Isn’t it time that we say: Enough of your academic pontificating! We are returning to the real world where children are given a classical education and taught to be Critical Thinkers!

©2024. All rights reserved.

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Media Balance Newsletter: a free, twice-a-month newsletter that covers what the mainstream media does not do, on issues from COVID to climate, elections to education, renewables to religion, etc. Here are the Newsletter’s 2023 Archives. Please send me an email to get your free copy. When emailing me, please make sure to include your full name and the state where you live. (Of course, you can cancel the Media Balance Newsletter at any time – but why would you?